Reading Groups as a Health-Promoting Intervention in Upper Secondary Schools: A Qualitative Study

Abstract

Objectives - To explore public health nurses’ (PHN) perceptions and experiences of supporting siblings of children with complex care needs (CCNs) by using reading groups as a health promotion intervention in upper secondary schools.<p>

<p>Design - An action research approach using a qualitative design.<p>

<p>Sample - Interviews with 10 PHNs.<p>

<p>Measurements - Thematic analysis.<p>

<p>Results - The analysis resulted in the overarching theme “A much needed health promotion intervention in upper secondary schools,” presented in terms of the following three themes: (1) supporting siblings is important, but resources and established procedures are lacking. (2) Reading groups using fiction have potential as a health-promoting intervention in upper secondary schools. (3) A realistic collaborative approach is necessary for reading groups to be implemented.<p>

<p>Conclusion - PHNs have no established procedures to support siblings of children with CCNs in upper secondary schools. Reading groups can enable PHNs to reach out and support these siblings. Providing the intervention can be a way of reaching all pupils and thus creating an understanding of the plight of siblings who have a brother or sister with CCNs.