Parents’ perspectives of health‐care delivery to their chronically ill children during school

Notaras, Elizabeth; Keatinge, Diana; Smith, James; Cordwell, Judith; Cotterell, Dianne; Nunn, Elizabeth

doi:10.1046/j.1440-172x.2002.00383.x

Cited by 20 publications

(13 citation statements)

References 14 publications

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“…This included supervising meals (36%), administering insulin (19%), and dispensing nebulizer treatments (19%). Furthermore, 75% of parents believed that special knowledge and skill was required to administer health care to their children who are chronically ill, but 56% of these parents believed teachers and/or teaching assistants lacked the knowledge and skill to care for their children (Notoras et al, 2002). This suggests that schools may be required to provide health care training for teachers and teaching assistants for situations in which the school nurse is unavailable or unable to administer health care in a timely fashion.…”

Section: Adjustment Needs and Attendancementioning

confidence: 99%

Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Shaw

McCabe

2007

Psychology in the Schools

143

119

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Chronic illness is common and has a profound impact on the education of affected children. A variety of approaches and programs to facilitate the transition from hospital to school for children with chronic health problems has been described in the literature. Traditional transition plans may no longer be effective because medical service delivery has changed to reduce long‐term hospital stays while increasing outpatient care. As a result, comprehensive hospital‐to‐school transitions increasingly emphasize home and family involvement that includes homebound instruction strategies, flexible school days, using differentiated instructional strategies, increasing child autonomy, and addressing affective issues. This article describes the needs of children with chronic illness, identifies educational programming consistent with the current health care system, and describes current hospital‐to‐school transition plans that integrate systemic needs of schools and health care systems with the needs of children with chronic illness. © 2007 Wiley Periodicals, Inc.

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Section: Adjustment Needs and Attendancementioning

confidence: 99%

Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Shaw

McCabe

2007

Psychology in the Schools

143

119

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“…Students may benefit from help with monitoring their condition, adhering to a specified diet or regime, storing, accessing and administering medication, and performing personal care during the school day (Shiu , Notaras et al . , Kirk et al . ).…”

Section: Introductionmentioning

confidence: 99%

Teachers' perspectives of supporting pupils with long-term health conditions in mainstream schools: a narrative review of the literature

Hinton

Kirk

2014

Health Soc Care Community

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Teachers are supporting an increasing number of pupils with long‐term health conditions in mainstream schools. The aim of this literature review was to critically appraise and synthesise research that has examined teachers' perceptions of the key barriers and facilitators to supporting pupils with long‐term conditions, teachers' training needs and interventions that aim to improve teachers' knowledge of long‐term conditions, and teachers' confidence in supporting children and young people. A narrative literature review was conducted using a systematic search of computerised databases and manual searches of key journals and reference lists to retrieve studies published between 2003 and 2013. Studies were critically appraised and key themes across studies identified. In total, 61 papers from 58 studies were included in the review. The findings suggest that teachers receive little formal training relevant to long‐term condition management and are fearful of the risks involved in teaching children and young people with long‐term conditions. Communication between families, school and health and social care services appears to be poor. Educational programmes developed in conjunction with and/or delivered by healthcare professionals seem to have the potential to increase teachers' knowledge and confidence. This review suggests that healthcare professionals have an important role to play in supporting teachers in identifying and meeting the needs of pupils with long‐term conditions. It is vital that pupils with long‐term conditions receive appropriate care and support in schools to ensure their safety and help them to integrate with their peers and achieve their academic potential. Limitations in the current evidence are highlighted and implications for future research are identified.

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“…The majority of parents wanted information about the adolescent's problems to be in writing or in person. Unfortunately, there is little published literature on the means by which providers communicate with school personnel about their patient's diagnosis, treatment or other relevant health and medical issues (Notaras et al, 2002). Of greater concern, communication with schools does not appear to constitute the standard of care (Atkins & Pelham, 1991;Wasserman et al, 1999).…”

Section: Discussionmentioning

confidence: 99%

The Interface between Mental Health Providers, Families, and Schools: Parent and Child Attitudes about Information-Sharing

et al. 2006

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Youth with emotional and behavioral disorders (EBD) are at an increased risk for school problems and negative consequences into adulthood, increasing the need for collaboration between families, school personnel and mental health providers. Current treatment guidelines emphasize the importance of information-sharing between providers and schools, yet few studies have addressed parents' or students'attitudes and preferences about this process or about the disclosure of mental health-related information to school professionals. Using a sample of 73 pairs of parents and their adolescents seeking outpatient treatment, this study assessed parental and adolescent attitudes about disclosure of mental health treatment information to school personnel. The majority of parents reported that the school should be informed that their adolescent was receiving counseling or medication for EBD, and that they should be the primary informant, rather than providers. By comparison, adolescents preferred more discretion about their involvement in treatment. Taken together, the study results highlight a number of implications relevant to the therapeutic relation and the process of obtaining and sharing mental health-related treatment information with various school personnel. Future research directions regarding the consultative and collaborative process with school personnel are also discussed.

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Parents’ perspectives of health‐care delivery to their chronically ill children during school

Cited by 20 publications

References 14 publications

Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Teachers' perspectives of supporting pupils with long-term health conditions in mainstream schools: a narrative review of the literature

The Interface between Mental Health Providers, Families, and Schools: Parent and Child Attitudes about Information-Sharing

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