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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通过癌症幸存者的经验学习：不同年龄组的差异

摘要

客观的

识别和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

参与者

27 名癌症幸存者

方法论

参与者被邀请解释他们在六个焦点小组中学到的癌症后挑战。五个按年龄组（15-18、19-34、35-44、45-59、≥60）组织，并举行混合组以确保与参与者共同构建研究结果。进行了归纳内容分析。

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：寻找自己的身份、自主性、社会角色和责任的破坏、重新开始自己的生活。跨年龄组和生命历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员应该对这样一个事实很敏感：生命历程现在是多样化的，并不总是与生理年龄相关。这有可能通过告知这些挑战如何随着时间的推移影响癌症幸存者的体验来改善护理。