Powell Thomasin, Cohen Jennifer, Patterson Pandora
Canteen Australia, Sydney, NSW, Australia.
School of Women's and Children's Health, University of New South Wales, Sydney, NSW, Australia.
Front Psychol. 2021 Nov 12;12:749957. doi: 10.3389/fpsyg.2021.749957. eCollection 2021.
Adolescent cancer patients experience considerable absence from their education, contributing to poorer academic attainment and isolation from peers, and impacting wellbeing. Telepresence robots have been used to support the educational and social needs of young people with chronic illness. This article presents the results of the development and pilot-testing of a telepresence robot service in schools for adolescent cancer patients - the TRECA (Telepresence Robots to Engage CAncer patients in education) service. Phase I used semi-structured interviews ( = 25) to assess the views of patients, parents, schools and clinicians on the benefits, acceptability, barriers, and enablers of utilizing robots in schools for adolescent cancer patients. Results from Phase I informed the development of the TRECA service. Phase II used semi-structured interviews ( = 22) to assess the implementation experiences of adolescent cancer patients, and their families, schools, and keyworkers who pilot-tested the TRECA service. Phase I demonstrated the need for telepresence technology in connecting adolescent cancer patients to school. Given the variable support during treatment, a telepresence robot service was considered an acceptable method of facilitating a school-patient connection. The recommendations provided in Phase I, such as the need for provision of ongoing education, training, and support to the patient and school, informed the development of the TRECA service. In Phase II, the themes of , , and were generated. The TRECA service's flexibility in meeting the needs of its users helped facilitate meaningful connections. Participants reported that these connections provided patients an enhanced sense of agency and wellbeing. The importance of stakeholder buy-in and taking an individualized approach to service delivery were also highlighted. Stakeholder miscommunication and lack of knowledge were key aspects of implementation needing improvement as the service is rolled out on a larger scale. Using telepresence robots to connect adolescents to school during cancer treatment was regarded as highly acceptable, facilitating peer and academic connection. By making stakeholder-recommended improvements to the TRECA service's existing processes, the service will continue to grow in effectiveness and capacity.
青少年癌症患者经常缺课，这导致他们学业成绩较差，与同龄人隔离，并影响身心健康。远程呈现机器人已被用于满足患有慢性病的年轻人的教育和社交需求。本文介绍了一项针对青少年癌症患者在学校开展的远程呈现机器人服务——TRECA（让癌症患者参与教育的远程呈现机器人）服务的开发和试点测试结果。第一阶段采用半结构化访谈（n = 25）来评估患者、家长、学校和临床医生对在学校为青少年癌症患者使用机器人的益处、可接受性、障碍和促进因素的看法。第一阶段的结果为TRECA服务的开发提供了依据。第二阶段采用半结构化访谈（n = 22）来评估青少年癌症患者及其家人、学校和对TRECA服务进行试点测试的关键工作人员的实施体验。第一阶段表明，远程呈现技术对于将青少年癌症患者与学校联系起来是必要的。鉴于治疗期间支持的多样性，远程呈现机器人服务被认为是促进学校与患者联系的一种可接受的方法。第一阶段提出的建议，如需要为患者和学校提供持续的教育、培训和支持，为TRECA服务的开发提供了依据。在第二阶段，产生了参与、联系和福祉等主题。TRECA服务在满足用户需求方面的灵活性有助于促进有意义的联系。参与者报告说，这些联系为患者提供了更强的自主感和幸福感。利益相关者的支持以及采取个性化的服务提供方式的重要性也得到了强调。随着服务的大规模推广，利益相关者之间的沟通不畅和知识不足是实施过程中需要改进的关键方面。在癌症治疗期间使用远程呈现机器人将青少年与学校联系起来被认为是非常可接受的，有助于促进同伴和学业联系。通过根据利益相关者的建议改进TRECA服务的现有流程，该服务的有效性和能力将继续提高。
