Why chronically ill children face challenges in regular classrooms: perspectives from nursing teachers in Japan

Seki, Yukiko; Kakinuma, A.; Kuchii, T.; Ohira, Katsumi

doi:10.1111/cch.12423

Cited by 8 publications

(18 citation statements)

References 31 publications

(50 reference statements)

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“…11 In another study, teachers described that some guardians did not feel comfortable to communicate to the school about their children's sickness and the actual health conditions. 12 School health teachers in this study mention that it is necessary to respect not only the children but also the parents' thought including their doubtfulness and expectations. School health teachers know that they must pay careful attention when teaching and providing supports for the understanding of diversity, as insufficient explanations and biased information may hurt those concerned.…”

Section: Discussionmentioning

confidence: 91%

Identifying the challenges to successfully teaching about genetic diversity among Japanese junior high school students

et al. 2020

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Objectives: Creating a diverse and inclusive symbiotic society is specified in the sustainable development goals. In a symbiotic society, support for those who need, it is called “reasonable support.” However, it is unclear in the classroom that many children understand “reasonable” as a consideration to support children with special needs. The aim of this study is to identify the actual understanding of junior high school students and the challenges related to genetic diversity through school health teachers in readiness for developing a symbiotic society. Methods: A focus group interview was conducted for five school health teachers working in public junior high schools to identify the perspectives of their feeling about the current understanding of children in regard to genetics and diversity. Participants were recruited who agreed to engage voluntarily in this research. A qualitative descriptive design was used in this study. Results: The results of the analysis revealed three categories consisting of 67 codes and 10 subcategories. Three categories were identified: I—understanding the heterogeneity and diversity of children’s ambivalent minds; II—limitation of school health teachers’ involvement in genetics and diversity-related issues; and III—importance for children to understand heterogeneity and diversity to build life skills. Conclusions: School health teachers remarked on the limitations of learning and teaching genetics and diversity. They paid attention to the flexibility of a child. It suggests that the purpose of genetic education is to develop children’s life skills with the flexibility to live in the future. There is a need to consider new genetic education for school health teachers and students to learn about diversity.

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Section: Discussionmentioning

confidence: 91%

Identifying the challenges to successfully teaching about genetic diversity among Japanese junior high school students

et al. 2020

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“…First, school nurses perceived obstacles in collaborating with parents (Polo & Cahill, 2017). Lack of parental support (Liberatos et al, 2013; Seki, Kakinuma, Kuchii, & Ohira, 2017), parental knowledge, and parental contact information were revealed as barriers to school health care (Rivkina et al, 2014). Second, school nurses also identified communication with health care providers as a barrier (Liberatos et al, 2013; Pappalardo et al, 2019; Quaranta & Spencer, 2016; Svavarsdottir et al, 2013; Williams et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…School staff being unprepared for emergencies was a barrier in anaphylaxis management (Morris et al, 2011). In particular, the lack of basic knowledge among other school staff and head teachers negatively affected the support of school health care (Marshall, Gidman, & Callery, 2013; Seki et al, 2017). Fourth, school nurses faced obstacles to collaborating with the students with chronic diseases themselves (Williams et al, 2019), reporting that students often did not incorporate disease self‐management into their daily routines (Polo & Cahill, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…Second, school nurses reported that a team‐based approach, including effective communication and collaboration with parents, school staff, and health care providers, could facilitate school health care (Allen et al, 2012; Garwick et al, 2015; March et al, 2020; Seki et al, 2017; Thorstensson et al, 2016; Williams et al, 2019). They expressed a greater need for collaboration between schools, families, and health care providers than other school professionals (Berger et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Institutional resources recently reported as barriers include limited Wi-Fi access for required modern technology such as continuous glucose monitoring (March et al, 2020). Financial issues related to keeping necessary supplies in stock and hiring staff were also obstacles in school health care services (Kao et al, 2018;Quaranta & Spencer, 2016;Seki et al, 2017).…”

Section: Institutional Level Barriersmentioning

confidence: 99%

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School nurses' perceptions regarding barriers and facilitators in caring for children with chronic diseases in school settings: A mixed studies review

Uhm

Choi

Lee

2020

Nursing & Health Sciences

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This study aimed to understand school nurses' perceptions regarding barriers to and facilitators for health care services for children with chronic diseases in school settings. Using the PubMed, Cumulative Index to Nursing and Allied Health Literature, Embase, and Web of Science databases, a mixed studies review was conducted for literature published between January 2011 and June 2020. We performed a mixedmethods systematic review using a convergent integrated approach. A quality appraisal of the included studies was conducted using a mixed-methods appraisal tool. Twenty-seven articles (10 qualitative, 10 quantitative, and seven mixedmethods) that met the inclusion criteria were analyzed. Integrated findings that emerged from data synthesis were categorized into four levels (intrapersonal level, interpersonal level, institutional level, and community and public policy level) based on a socio-ecological model framework. This mixed systematic review provides a comprehensive understanding of school nurses' perceived barriers and facilitators when providing school health care for students with chronic diseases and how these barriers and facilitators interact across multiple systems. Further policies and strategies should be developed to provide effective school health services considering this study's findings. K E Y W O R D S childhood chronic disease, mixed systematic review, school health services, school nursing 1 | INTRODUCTION Although advances in hygiene, sanitation, vaccinations, and medications have led to decreasing child mortality, the prevalence of chronic diseases among children is increasing worldwide (Perrin, Anderson, & Van Cleave, 2014). The major chronic diseases in childhood are asthma, diabetes, epilepsy, food allergies, and cancer. Asthma is a common chronic disease among children below 18 years of age, with a prevalence rate of 8.5%, followed by epilepsy and diabetes, with prevalence rates of 0.

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Challenges of inclusive schooling for children and adolescents with congenital heart disease: A phenomenological study

Violant‐Holz

Muñoz‐Violant

Rodrigo-Pedrosa

2023

Psychology in the Schools

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Educational attainment is closely associated with health. The objective is to explore the extent to which children and adolescents with congenital heart disease (CHD) are afforded the same educational and socialization opportunities as their healthy peers. We used a qualitative phenomenological design with convenience sampling. Data gathered 27 semistructured interviews: children with CHD (n = 9), parents (n = 10), and professionals (n = 8) in Catalonia, Spain. Interview transcripts were coded using the constant comparative method and analyzed using ATLAS.ti software. The analysis revealed three themes describing the experience of schooling for children with CHD: (1) Empowering and enabling a child with CHD to achieve academically and engage socially is a challenge for parents; (2) Teachers lack the resources and specific skills necessary to meet the diversity needs of children with CHD; (3) Parents and teachers have low expectations regarding the academic achievement of a child with CHD. Further application of the constant comparison method yielded a core theme: (4) Children with CHD experience exclusion from peer group social learning activities. Further efforts are needed for more effective collaboration and coordination between educational and health professionals to provide support for teachers and families and enable children to be better integrated within schools.

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Why chronically ill children face challenges in regular classrooms: perspectives from nursing teachers in Japan

Abstract: Given these obstacles, it seems very difficult for nursing teachers to lead the way toward establishing cooperative support systems for the children. Instructions from medical staff could empower teachers to set up such systems.

Cited by 8 publications

References 31 publications

Identifying the challenges to successfully teaching about genetic diversity among Japanese junior high school students

Identifying the challenges to successfully teaching about genetic diversity among Japanese junior high school students

School nurses' perceptions regarding barriers and facilitators in caring for children with chronic diseases in school settings: A mixed studies review

Challenges of inclusive schooling for children and adolescents with congenital heart disease: A phenomenological study

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