Embedding learning in a paediatric hospital: changing practice and keeping connected

Hopkins, Liza; Moss, Julianne; Green, Julie; Strong, Glenda

doi:10.1080/13603116.2012.752877

Cited by 18 publications

(25 citation statements)

References 16 publications

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“…Thus, hospitalized school-age youngsters deserve access to education while they are away from school ( 21 ). Not only education constitutes a right, but also this educational experience is likely to provide inpatients with some sense of normalcy, and help in their recovery ( 22 ). When hospitals provide inpatients with a connection to their school lives, it helps them maintain a sense of normalcy [e.g., ( 23 )], it appeases the child and parents' worries related to school learning, and prepares the child for school re-entry after discharge.…”

Section: Introductionmentioning

confidence: 99%

“…When hospitals provide inpatients with a connection to their school lives, it helps them maintain a sense of normalcy [e.g., ( 23 )], it appeases the child and parents' worries related to school learning, and prepares the child for school re-entry after discharge. Moreover, education can provide youngsters with opportunities to maintain their connections with their lifeworld beyond the hospital wards, which can also ensure the support from their teachers, schools, and classmates ( 22 ). In fact, hospitalized children are more likely to be engaged in school when their counterparts and the class teacher preserve them in their minds in spite of their absence in school ( 24 ) (e.g., maintain contact sending drawings, recovering cards, text messages, or notebooks with school activities and homework to be completed).…”

Section: Introductionmentioning

confidence: 99%

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Experiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Study

et al. 2018

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Hospitalization, despite its duration, is likely to result in emotional, social, and academic costs to school-age children and adolescents. Developing adequate psychoeducational activities and assuring inpatients' own class teachers' collaboration, allows for the enhancement of their personal and emotional competences and the maintenance of a connection with school and academic life. These educational programs have been mainly designed for patients with long stays and/or chronic conditions, in the format of Hospital Schools, and typically in pediatric Hospitals. However, the negative effects of hospitalization can be felt in internments of any duration, and children hospitalized in smaller regional hospitals should have access to actions to maintain the connection with their daily life. Thus, this investigation aims to present a psychoeducational intervention program theoretically grounded within the self-regulated learning (SRL) framework, implemented along 1 year in a pediatric ward of a regional hospital to all its school-aged inpatients, regardless of the duration of their stay. The program counts with two facets: the psychoeducational accompaniment and the linkage to school. All the 798 school-aged inpatients (Mage = 11.7; SDage = 3.71; Mhospital stay = 4 days) participated in pedagogical, leisure nature, and SRL activities designed to train transversal skills (e.g., goal-setting). Moreover, inpatients completed assigned study tasks resulting from the linkage between the students' own class teachers and the hospital teacher. The experiences reported by parents/caregivers and class teachers of the inpatients enrolling in the intervention allowed the researchers to reflect on the potential advantages of implementing a psychoeducational intervention to hospitalized children and adolescents that is: individually tailored, focused on leisure playful theoretically grounded activities that allow learning to naturally occur, and designed to facilitate school re-entry after hospital discharge. Parents/caregivers highlighted that the program helped in the preparation for surgery and facilitated the hospitalization process, aided in the distraction from the health condition, promoted SRL competences, and facilitated the communication and linkage with school life. Class teachers emphasized the relevance of the program, particularly in the liaison between hospital and school, in the academic and psycho-emotional and leisure-educational support provided, and in smoothing the school re-entry.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Experiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Study

et al. 2018

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“…In order to address the complexities of maintaining educational engagement and progress in the hospital setting, teachers at the Royal Children's Hospital (RCH) in Melbourne, Australia, decided to incorporate a stronger focus on personalised learning within an existing project‐based learning environment (Hopkins et al, ). A key decision in the process of adopting a more personalised learning model was to take an EIP approach to the development and implementation of individual learning plans (ILPs) for every priority patient.…”

Section: Undertaking Eip In a Paediatric Setting: A Real World Examplementioning

confidence: 99%

“…This inclusion of the ILP in the child's medical record is thought to be the first time in Australia that such educational information has been included in the legal medical record, and constitutes a significant shift in hospital policy regarding the whole‐child‐centred approach to care. This shift in thinking helps to re‐position young people with health conditions from being ‘patients’ to also being ‘learners’ (Hopkins et al, ). It also articulates the possibility of re‐positioning hospitals from being seen purely as health care spaces to being conceptualised as young‐person‐centred institutions that are engaging settings within which rich learning can occur (Zazryn et al, ).…”

Section: Undertaking Eip In a Paediatric Setting: A Real World Examplementioning

confidence: 99%

Education for children with a chronic health condition: an evidence‐informed approach to policy and practice decision making

Peters¹,

Hopkins²,

Barnett³

2016

British J Special Edu

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Children managing chronic health conditions face many obstacles which can impede their learning during periods of hospitalisation. In one particular hospital, a team of educators deemed it necessary to take a personalised learning approach in order to maintain students' educational progress, namely making use of individual learning plans (ILPs). This team adopted an evidence-informed practice (EIP) approach to the issue in order to persuade administrators of the need for change. The successful implementation of the EIP approach led to the inclusion of the ILP form in patients' medical records, which is thought to be a first for Australia. Although EIP is regarded highly by practitioners and policy makers, there can be difficulties when implementing this approach. This study aims to identify the enabling features that permit EIP to be successfully implemented and to examine the ways in which EIP can lead to improved practice.

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“…Previous studies have found that video may improve social presence by providing an audio and visual connection, especially for remote students (Weiss, Whiteley, Treviranus, & Fels, ; Wilkie, ). Keeping in contact using technology helped them feel more confident about their reintegration into school and about their future (Hopkins, Moss, et al., ; Yates, ).…”

Section: Introductionmentioning

confidence: 99%

Can technologies make a difference for hospitalized youth: Findings from research

Maor

Mitchem

2015

Computer Assisted Learning

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Children and youth who are hospitalized for a short or long term become socially isolated from their family, school and classmates. As their isolation increases, so does their vulnerability as a result of disrupted schooling. Research studies suggest different ways of using technologies to overcome this isolation and support children during this critical time of their lives. With technology for children in hospitals becoming increasingly commonplace, evaluating how it is used and its impact on children's learning and well-being is necessary. In this paper, we systematically evaluated existing research on use of technologies for communication, support and educational purposes and its contribution to the well-being of hospitalized children. A rigorous selection process yielded 14 research articles meeting the following criteria: empirical studies, using technologies for network of support, targeting hospitalized children and adolescents and targeting learning or social and emotional well-being in the last decade. This review indicates that the use of technologies with children and youth in hospitals generally increased their potential for learning and improved connectivity with school. Our findings revealed that implementing digital pedagogies and creating online communities were helpful but underutilized features in the research.

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Embedding learning in a paediatric hospital: changing practice and keeping connected

Cited by 18 publications

References 16 publications

Experiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Study

Experiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Study

Education for children with a chronic health condition: an evidence‐informed approach to policy and practice decision making

Can technologies make a difference for hospitalized youth: Findings from research

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