Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school‐aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment

Aim To explore how an AV1 telepresence robot helps school‐aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design Qualitative pilot study. Methods Data were collected through semi‐structured interviews with sch...

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Bibliographic Details
Published in:Nursing open 2020-07, Vol.7 (4), p.988-997
Main Authors: Weibel, Mette, Nielsen, Martin Kaj Fridh, Topperzer, Martha Krogh, Hammer, Nanna Maria, Møller, Sarah Wagn, Schmiegelow, Kjeld, Bækgaard Larsen, Hanne
Format: Article
Language:English
Subjects:
Adolescent
Cancer
Child
childhood illness
Children & youth
Classrooms
Data collection
education
Focus groups
Home education
Hospitalization
Humans
Interviews
Neoplasms - therapy
Parents & parenting
Pediatrics
Pilot Projects
Qualitative Research
Realism
Robotics
Robots
school nursing
Schools
Social Behavior
Teachers
technology
Teenagers
Telemedicine
Theory
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Summary:Aim To explore how an AV1 telepresence robot helps school‐aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design Qualitative pilot study. Methods Data were collected through semi‐structured interviews with school‐aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
ISSN:2054-1058
2054-1058
DOI:10.1002/nop2.471