Abstract

Objective

To identify and describe challenges that contribute to experiential learning among cancer survivors across different age groups.

Research approach

Qualitative collaborative study

Participants

27 cancer survivors

Methodological approach

Participants were invited to explain the after-cancer challenges they learned from during six focus groups. Five were organized by age-group (15-18, 19-34, 35-44, 45-59, ≥ 60) and a mixed group was held to ensure the co-construction of findings with participants. Inductive content analysis was performed.

Findings

While learning to live with a chronic disease, participant’s experiential learning appeared through four challenges: Searching for one’s identity, Autonomy, Disruption of social roles and responsibilities, Reclaiming one’s life. Particular aspects of challenges were identified across ages-groups and life courses.

Interpretation

Results indicate that psychosocial and health professionals should be sensitive to the fact that life courses are now diverse and not always associated with biological age. This has the potential to improve care by informing how these challenges affect the experience of cancer survivorship over time.

中文翻译：

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通过癌症生存经验学习：不同年龄段的差异

摘要

目的

识别并描述有助于不同年龄组癌症幸存者进行体验式学习的挑战。

研究方法

定性合作研究

参加者

27名癌症幸存者

方法论方法

邀请参与者解释他们在六个焦点小组中从中学到的癌症后挑战。按年龄组（15-18岁，19-34岁，35-44岁，45-59岁，≥60岁）组织了五个小组，并举行了一个混合小组以确保与参与者共同构建研究结果。进行归纳含量分析。

发现

在学习与慢性病共存的过程中，参与者的体验式学习经历了四个挑战：寻找一个人的身份，自主权，破坏社会角色和责任，恢复自己的生活。跨年龄组和生活课程确定了挑战的特定方面。

解释

结果表明，社会心理和健康专业人士应该对以下事实感到敏感：生活过程现在是多种多样的，并不总是与生物年龄有关。通过告知这些挑战如何长期影响癌症幸存者的经验，这有可能改善护理水平。