Stefan Essig1,2,3, Claudia Steiner4, Claudia E Kuehni1, Heidemarie Weber5, Alexander Kiss4. 1. Institute of Social and Preventive Medicine, University of Bern, Bern, Switzerland. 2. Institute of Primary and Community Care, Lucerne, Switzerland. 3. Swiss Paraplegic Research, Nottwil, Switzerland. 4. Division of Internal Medicine, Department of Psychosomatic Medicine, University Hospital Basel, Basel, Switzerland. 5. Quality Management, University Hospital Basel, Basel, Switzerland.
Abstract
BACKGROUND: Professionals treating adolescents with cancer must communicate well with them and their parents. Evidence suggests that the communication needs of this population are rarely met. Skills training can improve professional communication, but has been criticized for not being based on the experience of the participants in the clinical encounter. We took a multiperspective approach, drawing on perspectives of former adolescents with cancer, patients' parents, physicians, and nurses with the aim to provide suggestions for improvement in communication in adolescent cancer care. METHODS: Adolescent cancer survivors (n = 16), parents (n = 8), pediatric oncologists (n = 12), and pediatric oncology nurses (n = 18) participated in 11 focus groups. They discussed their experiences communicating with each other. Transcripts were analyzed by thematic analysis. RESULTS: We identified themes within the following sections: (1) The framework in which professionals communicate with adolescents with cancer (regression in a time of detachment, adolescents' perception and knowledge of illness, cognitive versus legal maturity, "lost in transition" between pediatric and adult oncology); (2) communication difficulties between professionals and patients and parents (professionals and patients/parents identified the other party as the source of difficulties), and (3) effective professional communication (there was some overlap on how doctors and nurses should communicate, along with substantially different expectations for the two professions). CONCLUSIONS: The framework within which professionals communicate, the different perspectives on the factors that make communication difficult, and the different expectations regarding good communication by doctors and nurses should be considered when communication skills training courses are developed for professionals who work in adolescent oncology.
BACKGROUND: Professionals treating adolescents with cancer must communicate well with them and their parents. Evidence suggests that the communication needs of this population are rarely met. Skills training can improve professional communication, but has been criticized for not being based on the experience of the participants in the clinical encounter. We took a multiperspective approach, drawing on perspectives of former adolescents with cancer, patients' parents, physicians, and nurses with the aim to provide suggestions for improvement in communication in adolescent cancer care. METHODS: Adolescent cancer survivors (n = 16), parents (n = 8), pediatric oncologists (n = 12), and pediatric oncology nurses (n = 18) participated in 11 focus groups. They discussed their experiences communicating with each other. Transcripts were analyzed by thematic analysis. RESULTS: We identified themes within the following sections: (1) The framework in which professionals communicate with adolescents with cancer (regression in a time of detachment, adolescents' perception and knowledge of illness, cognitive versus legal maturity, "lost in transition" between pediatric and adult oncology); (2) communication difficulties between professionals and patients and parents (professionals and patients/parents identified the other party as the source of difficulties), and (3) effective professional communication (there was some overlap on how doctors and nurses should communicate, along with substantially different expectations for the two professions). CONCLUSIONS: The framework within which professionals communicate, the different perspectives on the factors that make communication difficult, and the different expectations regarding good communication by doctors and nurses should be considered when communication skills training courses are developed for professionals who work in adolescent oncology.
Authors: Martine C de Vries; Jan M Wit; Dirk P Engberts; Gertjan J L Kaspers; Evert van Leeuwen Journal: Pediatr Blood Cancer Date: 2010-07-15 Impact factor: 3.167
Authors: Céline Bourquin; Friedrich Stiefel; Jürg Bernhard; Gabriella Bianchi Micheli; Liselotte Dietrich; Christoph Hürny; Brigitta Wössmer; Alexander Kiss Journal: Support Care Cancer Date: 2014-04-12 Impact factor: 3.603
Authors: Wilson File; Carma L Bylund; Jennifer Kesselheim; David Leonard; Patrick Leavey Journal: Pediatr Blood Cancer Date: 2013-09-04 Impact factor: 3.167
Authors: Alison M Bays; Ruth A Engelberg; Anthony L Back; Dee W Ford; Lois Downey; Sarah E Shannon; Ardith Z Doorenbos; Barbara Edlund; Phyllis Christianson; Richard W Arnold; Kim O'Connor; Erin K Kross; Lynn F Reinke; Laura Cecere Feemster; Kelly Fryer-Edwards; Stewart C Alexander; James A Tulsky; J Randall Curtis Journal: J Palliat Med Date: 2013-11-01 Impact factor: 2.947
Authors: Joan E Haase; Eileen K Kintner; Sheri L Robb; Timothy E Stump; Patrick O Monahan; Celeste Phillips; Kristin A Stegenga; Debra S Burns Journal: Cancer Nurs Date: 2017 Nov/Dec Impact factor: 2.592
Authors: Bryan A Sisk; Megan Keenan; Ginny L Schulz; Erica Kaye; Justin N Baker; Jennifer W Mack; James M DuBois Journal: Pediatr Blood Cancer Date: 2022-01-29 Impact factor: 3.167
Authors: Bryan A Sisk; Kieandra Harvey; Annie B Friedrich; Alison L Antes; Lauren H Yaeger; Jennifer W Mack; James M DuBois Journal: Pediatr Blood Cancer Date: 2021-10-18 Impact factor: 3.167