How Do you Focus on Quality of Life When Kids Cannot Go to School or Outside?

Abstract

Purpose of Review This paper seeks to explore the definitions of quality of life and its application to pediatric research and clinical practice. This paper also highlights some of the imperfections in evaluating patient-reported outcomes designed to measure quality of life in pediatrics. Additionally, this paper explores some of the unique challenges in promoting quality of life during the COVID-19 pandemic. Recent Findings There are numerous different measurement scales to examine quality of life in children of different ages, and with a variety of disease states. Summary Despite the number of quality of life measurement tools, not every patient population has a validated measure, including patients with palliative care needs. There is no consensus on how to incorporate findings from patient-reported outcomes into clinical practice recommendations. Professional organizations offer guidance and resources for families to encourage focus on quality of life during the COVID-19 pandemic.

Bretxa Digital a l'Educació d'Alumnat Pal·liatiu: L'Omissió de les Tecnologies Emergents

“…(2020) otros estudiantes pueden beneficiarse de las ventajas de la tecnología en el aprendizaje, mientras que los alumnos paliativos se ven limitados en su acceso y participación en entornos digitales. Esto puede traducirse en un rezago educativo y en la exclusión de oportunidades que podrían mejorar su calidad de vida y bienestar académico (Vente., 2021).…”

Enhancing Quality of Life in Pediatric Palliative Care: Insights, Challenges, and Future Directions—A Systematic Review

“…Terefore, as Alonso et al [56] argue, it is essential to provide psychopedagogical support to these children and young people, enabling them to express and understand their emotions. Anxiety and distress have been shown to have a detrimental efect on their health-related quality of life (HRQOL) [57][58][59]. Another factor impeding the well-being of these students is delayed diagnosis, which also afects their educational performance [60].…”

“…However, as Vente et al [57] point out, there are several measurement scales for examining QOL, making it challenging to integrate the results of studies on this topic. According to the author, QOL is a subjective construct dependent on each individual's unique defnition.…”

“…According to the author, QOL is a subjective construct dependent on each individual's unique defnition. Nevertheless, despite this subjectivity, there are common elements that contribute to promoting QOL, with an emphasis on fostering socialization and healthy relationships [57].…”