McCarthy A M, Williams J, Plumer C
College of Nursing, University of Iowa, Iowa City 52242, USA.
J Pediatr Oncol Nurs. 1998 Jul;15(3):143-52. doi: 10.1177/104345429801500303.
A retrospective qualitative design was used to identify and compare the concerns, parents, teachers, and children have regarding school re-entry after a cancer diagnosis and to describe the impact of a school re-entry program on parents', teachers', and children's concerns. Audiotaped, semistructured interviews were obtained from a convenience sample of 10 children with cancer (ages 5 to 13 years), 10 mothers, and nine teachers. All participants were positive about the school re-entry nursing intervention, which is described. Results of content analyses indicate that before the intervention, mothers were concerned about their child's safety and peer teasing; teachers were concerned about their own knowledge and peers' adjustment, and children were concerned with keeping up with school activities. After the intervention, mothers were less concerned about peer teasing but continued to be worried about their child's safety in the school setting and began to have concerns about academic progress and physical stamina; teachers reported increased concerns for the child's safety and academic progress, and a desire to return to normal routines in the classroom: and the children continued to have concerns with maintaining academic and/physical progress. Clinical and research implications are discussed.
采用回顾性定性设计，以识别和比较家长、教师及儿童对于癌症诊断后重返校园的担忧，并描述重返校园计划对家长、教师及儿童担忧的影响。通过对10名患癌儿童（5至13岁）、10名母亲和9名教师的便利样本进行录音半结构化访谈。所有参与者对所描述的重返校园护理干预均持积极态度。内容分析结果表明，干预前，母亲们担心孩子的安全和受到同伴嘲笑；教师们担心自己的知识水平和同伴的适应情况，而孩子们则担心跟上学校的活动进度。干预后，母亲们对同伴嘲笑的担忧减少，但仍担心孩子在学校环境中的安全，并开始担心学业进步和身体耐力；教师们表示对孩子的安全和学业进步更为担忧，并希望恢复课堂的正常秩序；而孩子们仍担心维持学业和身体方面的进步。文中还讨论了临床及研究意义。
