Highlights
- •Question asking is frequently used during the initial educational process.
- •Clinician actions can influence parent question asking.
- •Parents and clinicians ask questions for different reasons.
Abstract
Purpose
For parents of children newly diagnosed with cancer, the exchange of information during
initial educational processes is critical. This focused analysis was completed to
describe parent question-asking during the new childhood cancer diagnosis timeframe.
Design & methods
In previous research of new diagnosis education experiences, parents spoke extensively
about asking questions. These data, captured in first level coding, were incorporated
across higher level codes to describe how parents processed information after their
child's cancer diagnosis. Using constant comparative analysis, we returned to our
data to complete a focused analysis of our first level code, Asking Questions. Team
members independently coded Asking Questions data from 20 parent interviews, followed
by team discussions and consensus agreement for code assignment.
Results
Parents asked questions to learn, fill an unmet need, or clarify information. Clinicians
asked questions to assess parent learning.
Conclusion
Question-asking is a technique used by parents and clinicians to communicate new information,
assess understanding of provided content, and/or to confirm previously provided information.
Practice implications
Clinicians can benefit from carefully listening to patients/parents and reflecting
on the type of questions asked in an effort to understand the reason behind the question.
This can be used to guide further education.
Keywords
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Article info
Publication history
Published online: August 13, 2018
Accepted:
July 5,
2018
Received in revised form:
July 5,
2018
Received:
March 25,
2018
Identification
Copyright
© 2018 Elsevier Inc. All rights reserved.
