ABSTRACT
Improved therapies and increased survival rates are sending more pediatric cancer patients and survivors back to their classrooms; however, most community school personnel lack training or experience in working with these students. The aim of this quality improvement project was twofold: (a) to evaluate community school personnel's perceptions of their preparedness to work with patients and childhood cancer survivors who have reentered the classroom; and (b) to standardize school reentry supports to improve community school personnel preparedness. Twenty community school personnel, prekindergarten through 12-grade teachers, guidance counselors, and administrators, who had previously worked with a pediatric cancer patient were surveyed regarding their experiences with the patient's school reentry. Responses were coded and analyzed, and a thematic map was created. School personnel reported concerns related to student functioning, such as academic readiness, cognitive impacts of treatment, social-emotional adjustment, physical ability to participate in school, and medical fragility. They also reported concerns related to their own ability to accommodate the student's needs. These results were used to design educational guides for community personnel consisting of information and resources to support them in managing the unique academic, social-emotional, physical, and medical needs of pediatric cancer patients and survivors in the classroom.
ABSTRACT
OBJECTIVE: To investigate the feasibility of a computer-based reading intervention completed by patients diagnosed with a brain tumor. METHODS: Patients were randomized to the intervention (n = 43) or standard of care group (n = 38). The intervention consisted of 30 sessions using Fast ForWord® exercises in a game-like format. Change in reading decoding scores over time since diagnosis was examined. Gender, race, parent education, parent marital status, and age at diagnosis were examined as covariates. RESULTS: 17 patients (39.5%) were able to complete the target goal of 30 intervention sessions. Females had significantly greater training time than males (p = .022). Age at diagnosis was associated with average training time/session for females (r = .485, p = .041). No significant differences were found in reading scores between the randomized groups. CONCLUSIONS: The study was well accepted by families and adherence by patients undergoing radiation therapy for medulloblastoma was moderate. Suggestions for improved methodology are discussed.
Subject(s)
Antineoplastic Combined Chemotherapy Protocols/adverse effects , Brain Neoplasms/therapy , Cranial Irradiation/adverse effects , Dyslexia, Acquired/prevention & control , Medulloblastoma/therapy , Therapy, Computer-Assisted , Adolescent , Age Factors , Antineoplastic Combined Chemotherapy Protocols/therapeutic use , Brain Neoplasms/drug therapy , Brain Neoplasms/psychology , Brain Neoplasms/radiotherapy , Child , Child, Preschool , Combined Modality Therapy , Dyslexia, Acquired/etiology , Feasibility Studies , Female , Humans , Male , Medulloblastoma/drug therapy , Medulloblastoma/psychology , Medulloblastoma/radiotherapy , Quality of Life , Reading , Sex Factors , Treatment Outcome , Young AdultABSTRACT
INTRODUCTION: This study explored variables influencing hospital nurses' and ENA members' attitudes and beliefs about family presence during resuscitative or invasive procedures, using Ajzen and Fishbein's theory of reasoned action. METHODS: Two hundred eight hospital nurses and New Jersey ENA members completed the 13-item Family Presence Support Staff Assessment Survey, which is designed to identify the health care practitioner's attitude toward family presence during resuscitation and/or invasive procedures. In addition, 6 open-ended questions elicited respondents' perceptions of system barriers and personal beliefs about family presence. RESULTS: Pearson correlations showed significant relationships between attitude toward family presence and (1) educational preparation (r =.216, P <.01), (2) type of certification (r =.216, P <.01), and (3) area of specialization (r = -.234, P <.01). Education, specialty certification, professional designation (registered nurse or licensed practical nurse), and specialty area were significant predictors of positive attitudes toward family presence (R(2) =.096, df = 5, P <.001). DISCUSSION: Qualitative findings revealed that personal, organizational, and social factors influenced attitudes of nurses toward family presence.