The perceptions of teachers and the patients’ parents on hospital education

Abstract

INTRODUCTION. The answer to the demands posed by society in regards to education is often slow and inadequate, causing discrimination, mainly to enrolled students with health-related problems. Hospital Pedagogy is a newly created discipline and its implementation is not the same in all countries. Therefore, to investigate this reality allows us to reflect and understand the impact that a lengthy hospitalization has on patients, their families and their educational centres of reference. METHOD. This work aims to study the benefits and innovations Mental Health Units of Hospital Pedagogy provide to the main external factors, particularly in the Eating Disorder Unit (UTCA) of a University Hospital which is, by its nature, a national benchmark. The research has been carried out for ten years using a mixed methodology, involving all the stu - dents’ parents who have attended some form of admission and, in equal number of teachers of the reference Centre. RESULTS. Parents value the improvements in behaviour and self-esteem and appreciate the assistance provided by members of the UTCA. Teachers positively value the information received and coordination with the educational hospital and home care team, stres - sing that in the class-group there is concern and support towards the admitted classmate, making few changes in their methodology. Both groups recognise that their involvement has been good during the process of patient admission and once the the situation is overcome, patients are re - incorporated in their curricular level without any major problems. DISCUSSION . The necessity and effectiveness of the studied Unit is obvious and a greater teacher involvement and training is required, as well as the use of Information and Communications Technology (ICT) to truly achieve an inclusive education