A virtual learning environment for the continuation of education and its relationship with the mental well-being of chronically ill adolescents

Abstract

Research has shown that the continuation of education by chronically ill adolescents is an important way to avoid social isolation, psychosocial problems and the accumulation of learning difficulties. In this light, virtual learning environments (VLEs), which connect sick adolescents to their schools, play an important role in ensuring that the sick adolescents continue their education, and in contributing to their mental well-being. This study investigated the extent to which a VLE supports the continuation of education and school interactions among sick adolescents and how it is related to their mental well-being. The results show that the VLE had a positive impact on supporting the continuation of education and school interactions among chronically sick adolescents and was considered very helpful to their mental well-being.

Establishing Australian school re‐entry service guidelines for children diagnosed with cancer

“…Other proposed components of the guidelines to facilitate homebound learning include establishing a national homebound learning programme, a method of identifying the most appropriate educators to deliver homebound learning and the key educational components of individualised learning. Online programmes, such as Compass’ online school and student management platform, can also help students, parents and educators manage academic and non‐academic school activities from home and school …”

The effect of online multimedia psychoeducational interventions on the perceived stress and resilience of hospitalized patients with COVID-19: a quasi-experimental study

“…As hypothesized, online multimedia psychoeducational interventions targeting cognitive appraisals (specially in relation to disease), stress management, positive emotions and optimism, could signi cantly promote resilience and mitigate stress level in patients who were hospitalized due to infection with COVID-19. A growing body of research supports the e cacy of technology-based (i.e., computer/Internet) interventions on resilience, wellbeing, quality of life, optimism, coping strategies, anxiety, stress and depression among university students, dementia carers, burn patients, chronically ill adolescents and patients with cancer [27][28][29][30][31]. The present ndings are consistent with those of Parks et al, showing a reduction of anxiety, and increased resilience amongst participants in a web based psychological intervention grounded in positive psychology, cognitive-behavioural therapy and mindfulness-based stress reduction [14].…”

The effect of online multimedia psychoeducational interventions on the resilience and perceived stress of hospitalized patients with COVID-19: a pilot cluster randomized parallel-controlled trial

“…As hypothesized, online multimedia psychoeducational interventions targeting cognitive appraisals (specially in relation to the disease), stress management, positive emotions and optimism could signi cantly promote resilience and mitigate stress levels among the patients who were hospitalized due to infection with COVID-19. A growing body of research supports the e cacy of technology-based (i.e., computer/Internet) interventions on resilience, wellbeing, quality of life, optimism, coping strategies, anxiety, stress and depression among university students, dementia carers, burn patients, chronically ill adolescents and patients with cancer [42][43][44][45][46]. The present ndings are consistent with those of Parks et al showing a reduction in anxiety and an increased resilience among participants in a web-based psychological intervention grounded in positive psychology, cognitive-behavioural therapy and mindfulness-based stress reduction [17].…”