Continuing Education in Irish Hospital Schools. Provision for and Challenges of Teaching in Hospital Schools

Abstract

Continued medical advances have resulted in higher survival rates for children with medical conditions, consequently increasing the amount of children who are required to manage a health condition during their critical school years (Eaton, 2012). Managing a health condition impacts on many aspects of a child’s development including self-esteem, social relationships, and ultimately access to the same educational outcomes as their healthy peers (Shiu, 2001). Provision for education for these children is therefore a logical requirement to prevent the potentially damaging effects caused by school absenteeism due to hospitalisation (Shaw & McCabe, 2008). To address this, hospital schools, located in the hospital environment, serve to provide education to children during periods of hospitalisation to keep them up to date with their peers in mainstream schools. Despite the literature emphasising the importance of education for children with medical needs, little research has been conducted from an Irish perspective. In seeking the perspectives of hospital school teachers to contribute to the limited body of available literature, this qualitative research study examined the educational provision for children with medical needs in Irish hospital schools. To identify the individual and collaborative practices teachers employ and the challenges they experience, a case study approach was adopted encompassing the perspectives and experiences of twelve teachers currently teaching in two paediatric hospital schools. Document analysis and semi-structured interviews were employed across two research sites. Thematic analysis was conducted on the data collated and four key themes were identified (Braun & Clarke, 2006). The findings revealed that hospital teachers in Irish hospital schools employ a variety of individual and collaborative practices to prepare for and deliver education to hospitalised students. Findings from the study suggest that teachers support children in hospital by continuing education and providing some normality within the hospital environment. The research illuminated the daily routine of planning for a child’s education, comprising a process of information gathering and recording, multi-disciplinary collaboration and engagement strategies. Findings indicated that all participants engage in annual Continuous Professional Development and medical education sessions to enhance their knowledge of medical needs to better provide for the children they teach. Research findings revealed that hospital teachers reported the emotional aspect of their role as the biggest challenge they experience, with the death of a child being the most commonly cited. Time constraints, teaching across a variety of class levels and need and a lack of recognition of the parameters within they must operate were further challenges identified. These findings provide detailed insights into the practices employed by teachers in Irish hospital schools and the challenges they experience. This research furthers our understanding of the hospital education system from an Irish perspective and corroborates the need for further research and acknowledgement of this essential area of education.