Handberg Charlotte, Munkholm Helle, Højberg Ann-Lisbeth
National Rehabilitation Center for Neuromuscular Diseases, Aarhus, Denmark.
Department of Public Health, Faculty of Health, Aarhus University, Denmark.
Glob Qual Nurs Res. 2024 Aug 23;11:23333936241271126. doi: 10.1177/23333936241271126. eCollection 2024 Jan-Dec.
Young people with impaired functioning and/or disability do not receive as much education or as high an education as fully functioning young people, thus limiting their job opportunities. Therefore, the aim of this study was to investigate perspectives of young people with neuromuscular diseases regarding their choice of educational programs and possibilities to complete program requirements to gain knowledge for use in future counselling and the development of a national questionnaire survey. The design for this study was qualitative using the interpretive description methodology and Anthony Giddens' theory on modernity and self-identity. Data were generated through two focus group interviews with seven people between 18 and 30 years of age. Beginning and completing an education was influenced by the creation of identity: the importance of experiencing demands and expectations, the meaning of social relations when learning, and the consequences of accessibility for educational opportunities. The participants' sense of self-identity was built by testing boundaries and developing images through social relations with peers, parents, and teachers. How they acted and behaved in the social arena of school and education influenced their choices and chances of completing educational programs.
功能受损和/或有残疾的年轻人所接受的教育不如功能健全的年轻人多，也不如他们接受的教育程度高，从而限制了他们的就业机会。因此，本研究的目的是调查患有神经肌肉疾病的年轻人对于其教育项目选择的看法，以及完成项目要求以获取知识用于未来咨询和开展全国问卷调查的可能性。本研究采用诠释性描述方法和安东尼·吉登斯的现代性与自我认同理论进行定性设计。数据通过对7名年龄在18至30岁之间的人员进行两次焦点小组访谈得出。开始并完成教育受到身份认同形成过程的影响：体验要求和期望的重要性、学习时社会关系的意义以及教育机会可及性的影响。参与者的自我认同感是通过与同龄人、父母和教师的社会关系来测试界限并形成形象而建立起来的。他们在学校和教育的社会领域中的行为举止影响了他们完成教育项目的选择和机会。
