専門医療機関の口唇裂・口蓋裂の子どもをもつ母親に対する看護援助の内容とその問題

本研究は、口唇裂・口蓋裂（以後CLP とする）児の専門医療機関での経験豊かな看護師11名のCLP 児の母親に対す る看護援助の内容と援助する上で感じている問題を明らかにすることを目的とした。看護援助は、【専門医療機関内での看護援助の実際】と【出向での看護の実際】に、援助する上での問題は【看護実践 の基盤】と【専門医療機関での問題意識と対応】のコアカテゴリーが抽出できた。本論文では、主に【専門医療機関内 での看護援助の実際】除くコアカテゴリーの内容を述べた。看護師は、専門医療機関内での看護援助とともに、地域に出向く看護援助の母親に与える効果や意義を認識している。 病院内外の看護援助を実施する際には、看護師内面と職場の特色を基にするとともに、援助する上でシステムや連携の問題を認識していることが明らかになった

Consensus on the items for early identification of unmet psychosocial needs of siblings of children with cancer and blood disease: A modified Delphi method

Abstract Aim To reach a consensus on question items for early identification of unmet psychosocial needs of school‐aged siblings of children with cancer and blood disease. Design Modified Delphi method. Methods Twenty‐three studies were reviewed to extract question items, which were classified into seven categories. A total of 39 question items were selected for this study. The selected question items were carefully considered using the modified Delphi method. The participants were 28 medical staff from a childhood cancer hub hospital and 20 sibling support group staff members. The first round consisted of a questionnaire (n = 48); the second, a focus group interview (n = 8) and the third, another questionnaire (n = 8). The first and third rounds used a 5‐point Likert scale. This survey was conducted from July to October 2021. Results A total of 38, 26, and 24 question items were included in the first, second, and third rounds respectively. A total of 24 question items were extracted using the modified Delphi method to identify siblings' unmet psychosocial needs: relationship with family members, 3; daily life issues, 4; stress, 6; emotions, 3; information, 3; relationships with medical staff, 1 and social and medical resources, 4. Seven categories and 24 question items were confirmed as items for identifying the unmet psychosocial needs of school‐aged siblings of children with cancer and blood disease

Supporters' experiences of sensory characteristics of children with profound intellectual and multiple disabilities in after‐school daycare centres: A qualitative study

Abstract Aim To examine how supporters working at after‐school daycare centres, who are involved in the lives of children with profound intellectual and multiple disabilities in the community, pay attention to the sensory characteristics of these children and provide support. Design A qualitative descriptive design. Methods Data were collected through semi‐structured interviews with 20 supporters in after‐school daycare centres. Interview transcripts were analysed via qualitative content analysis. Results The participants' years of involvement in supporting children with profound intellectual and multiple disabilities ranged from 0.5 to 40 years, with an average of 9.8 years. Data were classified into 68 subcategories, 11 categories and three themes: understanding sensory characteristics and devising support, systematic support and challenges supporting the children. Supporters dealt with physical complications and cooperated with other caregivers to understand and respond to children's sensory characteristics. Difficulties dealing with sensory characteristics, challenges due to the supporters' own characteristics and challenges with the facility's infrastructure were identified. The findings could guide sensory characteristics considerations and support systems in after‐school daycare facilities for children with profound intellectual and multiple disabilities. Both support content and challenges in supporting these children were identified