Maintenance Notice

Due to necessary scheduled maintenance, the JMIR Publications website will be unavailable from Monday, March 11, 2019 at 4:00 PM to 4:30 PM EST. We apologize in advance for any inconvenience this may cause you.

Who will be affected?

Advertisement

Currently accepted at: JMIR Perioperative Medicine

Date Submitted: Feb 23, 2018
Open Peer Review Period: Feb 23, 2018 - Jul 19, 2018
Date Accepted: Jul 19, 2018
(closed for review but you can still tweet)

This paper has been accepted and is currently in production.

It will appear shortly on 10.2196/10203

The final accepted version (not copyedited yet) is in this tab.

The final, peer-reviewed published version of this preprint can be found here:

Web-Based Learning for Children in Pediatric Care: Qualitative Study Assessing Educational Challenges

Lööf G, Andersson-Papadogiannakis N, Karlgren K, Silén C

Web-Based Learning for Children in Pediatric Care: Qualitative Study Assessing Educational Challenges

JMIR Perioper Med 2018;1(2):e10203

DOI: 10.2196/10203

Web-Based Learning for Children in Pediatric Care: Qualitative Study Assessing Educational Challenges

  • Gunilla Lööf; 
  • Nina Andersson-Papadogiannakis; 
  • Klas Karlgren; 
  • Charlotte Silén

ABSTRACT

Background:

Hospitalization is a significant and stressful experience for children, which may have both short-term and long-term negative consequences. Anaesthesia-Web is a Web-based preparation program that has been well received and is being used worldwide to reduce stressful experiences, increase understanding, and exchange information in pediatric care. A deeper theoretical and educational understanding encompassing children’s learning processes on Anaesthesia-Web may optimize and support the development and design of similar websites for children in pediatric care.

Objective:

The objective of this study was to elucidate key educational principles in the development and design of websites for children in pediatric care.

Methods:

A directed qualitative content analysis was applied to analyze the content and design of Anaesthesia-Web from a theoretical and educational perspective. preunderstanding, motivation, learning processes, and learning outcome were used to analyze the learning possibilities of Anaesthesia-Web for children prior to contact with pediatric care.

Results:

We found 4 themes characterizing children’s learning opportunities on Anaesthesia-Web in the analysis: “In charge of my learning”; “Discover and play”; “Recognize and identify“; and “Getting feedback”. The analysis showed that Anaesthesia-Web offers children control and enables the use of the website based on interest and ability. This is important in terms of motivation and each child’s individual preunderstanding. Through discovery and play, children can receive, process, and apply the information on Anaesthesia-Web cognitively, emotionally, and by active participation. Play stimulates motivation and is very important in a child’s learning process. When facing pediatric care, children need to develop trust and feel safe so that they can focus on learning. On Anaesthesia-Web, children can recognize situations and feelings and can find someone with whom to identify. Several features on the website promote feedback, which is necessary to judge learning achievements, confirm understanding, and embody the need for repetition.

Conclusions:

Web-based preparation programs are important learning resources in pediatric care. Content and design needs to change from simply providing information to embracing the importance of a child’s need to process information to learn and fully understand. By developing Web-based preparation programs that include educational principles, Web-based technology can be used to its fullest advantage as a learning resource for children. The 4 educational themes described in this study should help future similar website developments within pediatric care.


 Citation

Please cite as:

Lööf G, Andersson-Papadogiannakis N, Karlgren K, Silén C

Web-Based Learning for Children in Pediatric Care: Qualitative Study Assessing Educational Challenges

JMIR Perioperative Medicine. (forthcoming/in press)

DOI: 10.2196/10203

URL: https://preprints.jmir.org/preprint/10203

© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.