Children’s Use of and Experiences With a Web-Based Perioperative Preparation Program: Directed Content Analysis
Notice bibliographique
Résumé
BACKGROUND: Web-based technology is useful as an alternative means of providing preparation programs to children in pediatric care. To take full advantage of Web-based technology, there is a need to understand how children use and learn from such programs. OBJECTIVE: The objective of this study was to analyze children's use of and experiences with a Web-based perioperative preparation program in relation to an educational framework of children's learning. METHODS: This study is the final part of a three-phase study in which all families with children aged 3 to 16 years (N=32) admitted for outpatient surgery over 1 week were asked to participate. Children were interviewed before (phase 1) and after (phase 2) anesthesia and surgery and 1 month after hospitalization (phase 3). The data in this study (phase 3) relate to six children (5 to 13 years) who participated in the follow-up interviews in their homes a month after hospitalization. The study used a directed qualitative interpretative approach. The interviews were conducted in a semistructured manner as the children-without guidance or influence from the interviewer-visited and navigated the actual website. The data were analyzed based on a combination of the transcribed interviews and field notes, and were subjected to a previous theoretical investigation based on children's learning on a website in pediatric care. RESULTS: Six children, five boys (5-12 years) and one girl (13 years), participated in the follow-up study in their homes a month after hospitalization. The children were selected from the 22 initially interviewed (in phases 1 and 2) to represent a variation of ages and perioperative experiences. The children's use of and experiences with the website could be explained by the predetermined educational themes (in charge of my learning, discover and play, recognize and identify, and getting feedback), but additional aspects associated with children's need for identification, recognition, and feedback were also revealed. The children used the website to get feedback on their own experiences and to interact with and learn from other children. CONCLUSIONS: This analysis of children's use of and experiences with a Web-based preparation program emphasizes the importance of including a theoretical educational framework of children's learning in the development and design of websites in pediatric care. Creating opportunities for Web-based communication with others facing similar experiences and possibilities for receiving feedback from adults are important factors for future consideration.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,003 | 0,004 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».