Objectives

The purpose of this study was to describe the meanings of the life-world of school-age children with advanced cancer through aesthetic expression.

Data Sources

Drawing, writing, and interviewing data from 10 school-age children with advanced cancer living in Negros Island, Philippines, who met the inclusion criteria of the study.

Conclusion

Five major thematic categories structured the participants’ existential life-worlds with advanced cancer and were reflected within five lived-worlds as follows: lived body, poor body conditions but strong mind; lived relation, unlike the others; lived time, being in present while waiting for normal life; lived space, certain places of living and caring; and lived thing, supportive living by technology. The participants did not have control over the external events that happened to them, but their internal reactions made a powerful turning point. Advanced cancer made them tough and resilient to emotions. The negative problems dictated their response and allowed being unaffected by advanced cancer, and they were able to do it.

Implications for Nursing Practice

The results presented by this study can be used to enhance positive feelings and emotions of school-age children with advanced cancer. Schooling should remain an active part of participants’ life to provide them with a sense of normalcy to carry on with their social and academic development. A prearranged discussion with the teacher, principal, school nurse, and hospital team is important to help everyone know what to expect.

中文翻译：

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菲律宾学龄期癌症晚期儿童生活世界的审美表现

目标

本研究的目的是通过审美表达来描述学龄期癌症晚期儿童的生活世界的意义。

数据源

绘制、撰写和采访生活在菲律宾内格罗斯岛的 10 名符合研究纳入标准的晚期癌症学龄儿童的数据。

结论

五个主要主题类别构建了参与者晚期癌症的生存生活世界，并在五个生活世界中反映如下：活着的身体，身体状况不佳但思想坚强；生活关系，不像其他人；生活的时间，在等待正常生活的同时存在；居住空间，某些生活和关怀的地方；和生活的东西，以科技支撑生活。参与者无法控制发生在他们身上的外部事件，但他们的内部反应却是一个强有力的转折点。晚期癌症使他们对情绪变得坚强和有弹性。负面问题决定了他们的反应，并允许不受晚期癌症的影响，他们能够做到。

对护理实践的影响

这项研究的结果可用于增强学龄期癌症晚期儿童的积极情绪。学校教育应成为参与者生活的积极组成部分，为他们提供一种正常的感觉，以继续他们的社会和学术发展。与老师、校长、学校护士和医院团队进行预先安排的讨论对于帮助每个人了解会发生什么很重要。