Figure 1
PRISMA Diagram.
Note: Adapted from Moher et al., 2009.
Table 1
Articles Included in the Systematic Review and Descriptions.
| ARTICLE | JOURNAL | COUNTRY | METHOD | DISEASE | SAMPLE DESCRIPTION |
|---|---|---|---|---|---|
| Branch-Smith, C., Shaw, T., Lin, A., Runions, K., Payne, D., Nguyen, R., Hugo, H., Balding, L., & Cross, D. (2018). Bullying and mental health amongst Australian children and young people with cystic fibrosis. American Journal of Orthopsychiatry, 88(4), 402–412. Scopus. https://doi.org/10.1037/ort0000289. | American Journal of Orthopsychiatry | Australia | Questionnaires Online focus group | Cystic fibrosis | N = 26 patients (aged 10–16) 57.7% females, 42.3% males |
| Ellis, S. J., Drew, D., Wakefield, C. E., Saikal, S. L., Punch, D., & Cohn, R. J. (2013). Results of a nurse-led intervention: connecting pediatric cancer patients from the hospital to the school using videoconferencing technologies. Journal of Pediatric Oncology Nursing, 30(6), 333–341. | Journal of Pediatric Oncology Nursing | Australia | Semi-structured interviews | Non-specified cancer | N = 3 patients (aged 8–13) 66.7% females, 33.3% males |
| Hopkins, L., Wadley, G., Vetere, F., Fong, M., & Green, J. (2014). Utilising technology to connect the hospital and the classroom: Maintaining connections using tablet computers and a ‘Presence’ app. Australian Journal of Education, 58(3), 278–296. Education Source. | Australian Journal of Education | Australia | Questionnaires App/web analysis Semi-structured interviews | Metabolic disease (N = 2), cancer (N = 5), cystic fibrosis (N = 2) | N = 9 patients (aged 7–12) 55.6% females, 44.4% males |
| Lombaert, E., Veevaete, P., Schuurman, D., Hauttekeete, L., & Valcke, M. (2006). A special tool for special children: Creating an ICT tool to fulfil the educational and social needs of long-term or chronic sick children. Current Developments in Technology-Assisted Education, 2, 1075–1080. | Current Developments in Technology-Assisted Education | Belgium | Semi-structured interviews | Not specified | N = 7 patients (aged 8–12) Unspecified gender |
| Maor, D., & Mitchem, K. (2020). Hospitalized Adolescents’ Use of Mobile Technologies for Learning, Communication, and Well-Being. Journal of Adolescent Research, 35(2), 225–247. https://doi.org/10.1177/0743558417753953 | Journal of Adolescent Research | Australia | In-depth interviews | Non-specified disease | N = 18 patients (aged 12–18) Unspecified gender |
| Vetere, F., Green, J., Nisselle, A., Dang, X. T., Zazryn, T., & Deng, P. P. (2012). Inclusion during school absence: Using ambient technology to create a classroom presence for hospitalised children. Telecommunications Journal of Australia, 62. Retrieved from http://doi.org/10.7790/tja.v62i5.353 | Telecommunications Journal of Australia | Australia | App/web analysis Systematic observation Focus group Semi-structured interviews | Non-specified disease | N = 4 patients (aged 9–10) 75% females, 25% males |
| Weibel, M., Nielsen, M. K. F., Topperzer, M. K., Hammer, N. M., Møller, S. W., Schmiegelow, K., & Bækgaard Larsen, H. (2020). Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment. Nursing Open. https://doi.org/10.1002/nop2.471 | Nursing Open | Denmark | Participated observation Focus group Semi-structured interviews | Cancer | N = 3 (school age, not clearly specified) |
| Weiss, P. L. T., Whiteley, C. P., Treviranus, J., & Fels, D. I. (2001). PEBBLES: A personal technology for meeting educational, social and emotional needs of hospitalised children. Personal and Ubiquitous Computing, 5(3), 157–168. | Personal and Ubiquitous Computing | Canada | App/web analysis | Chronic kidney disease | N = 1 (case study) |
| Zhu, C., & Van Winkel, L. (2015). Using an ICT tool as a solution for the educational and social needs of long-term sick adolescents. Technology, Pedagogy and Education, 24, 231–245. doi:10.1080/1475939X.2013.856339 | Technology, Pedagogy and Education | Belgium | Questionnaires Semi-structured interviews | Non-specified disease reported for 56 students participating in quantitative research; 8 children participating in qualitative research with: fibromyalgia (N = 1), vascular problems (N = 1), Hodgkin lymphoma (N = 1), transplant (N = 1), depressive symptoms (N = 1), autoimmune disease (N = 1), other non-specified pathologies (N = 2) | N = 56 patients participating in the quantitative part of the study (aged 12–19) N = 8 participants of the qualitative part (aged 12–19) 64% females, 36% males |
| Zhu, C., & Van Winkel, L. (2016). A virtual learning environment for the continuation of education and its relationship with the mental well-being of chronically ill adolescents. Educational Psychology, 36(8), 1429–1442. | Educational Psychology | Belgium | Questionnaires In-depth interview | Non-specified disease | N = 28 (aged 10–18)68% males, 64% females |
Table 2
Keywords Used for Indexing.
| ARTICLE | ARTICLE KEYWORDS |
|---|---|
| Branch-Smith et al., 2018 | Adolescents; bullying; children; chronic condition; cystic fibrosis |
| Ellis et al., 2013 | Psychology; pediatric oncology; social networking; intervention studies; education |
| Hopkins et al., 2014 | Chronic illness; primary school students; student engagement; information and communication technology in education; tablet computers; attendance |
| Lombaert et al., 2006 | Special educational needs; computer-assisted learning |
| Maor & Mitchem, 2020 | Hospitalized adolescents; mobile technologies; learning; communication; well-being |
| Vetere et al., 2012 | Schools; child; chronic illness |
| Weibel et al., 2020 | Cancer; childhood illness; education; school nursing; technology |
| Weiss et al., 2001 | Hospitalised children; personal technology; telepresence; video-conferencing |
| Zhu & Van Winkel, 2015 | ICT tool; educational needs; social needs; long-term sick adolescents |
| Zhu & Van Winkel, 2016 | Virtual learning environment; educational needs; social needs; mental well-being; chronically sick adolescents |
Figure 2
Children With a Medical Condition and SoSB: Correlated Dimensions, Emotions, and Cognitions.
Table 3
Description of the Projects in the Articles.
| ARTICLE | |
|---|---|
| Ellis et al. (2013) | Connectivity Project The Connectivity Project was conducted at the Sydney Children’s Hospital (Australia); it had a variable duration and structure. Sometimes, the children participated for a few days, at other times for a few months if the pathology forced them to stay in the hospital for long periods. The connection sessions lasted approximately one hour. The programme allowed children with a medical condition to connect with school or with their homes. The aim of the programme was to improve the connections between the children’s various contexts (hospital, home, school). |
| Hopkins et al. (2014) | Presence App This app enables patients, family members, and classmates to connect with each other. It allows taking, archiving, and sharing photographs; it is also possible to send symbolic “messages” using colour as a vehicle. This means that the participants (e.g., the child with a medical condition) can decide to “colour” the app orange or blue, and all those connected would see the interface change colour. The purpose is to foster the sense of “presence” of the child admitted to the class where the device is inserted. Through the app, the child can see which lessons his or her classmates are following at school. The Presence app was inspired by the Ambient Orb proposed in other studies (see Vetere et al., 2012). Unlike the Ambient Orb, however, the Presence app is bidirectional: It not only allows the child to communicate with the class, but also allows the class to communicate with the child. |
| Vetere et al. (2012) | Ambient Orb The technological connection environment consists of a sort of “sphere” with a human-like face and a LED inside that allows the sphere to change colour. The sphere, which was inserted in each class of the pupil with a medical condition, does not allow a great deal of interaction (photos, audio, video). Each sphere had a wireless connection to a nearby laptop. The child in the hospital could use a computer to check the colour of the sphere placed in the classroom in order to signal his or her presence to classmates and teachers. This was the only function of the tool. |
| Weibel et al. (2020) | AV1, No-Isolation AV1, built by No-Isolation, is a robot connected to an app that can be accessed by phone; the device was designed to connect children with cancer with their class. |
| Weiss et al. (2001) | P.E.B.B.L.E.S PEBBLES (Providing Education By Bringing Learning Environments to Students) is a video-conferencing device designed to connect pupils with a medical condition to their regular school. Part of the PEBBLES system was set up in the classroom and part in the child’s ward; in the classroom, the device was supported by a robot so that it could be moved easily if the classmates moved (e.g., from one classroom to another one). PEBBLES allows children to share images and audio by video-conferencing, so that they can follow the lessons. In the study, PEBBLES was used three times a week during the morning with one child. Both the pupil in the hospital and the class started lessons in sync at 9.00 a.m.; the child was accompanied by the hospital teacher for the whole period that PEBBLES was used. |
| Zhu & Van Winkel (2015) | BEDNET The participants used remote connection tools for three months up to three years, in the case of long-term hospitalized children. A device made available by Bednet VSW was used; the device made it possible to connect the hospitalized pupil to the school. It was a bidirectional device with synchronous audio/video in order to allow the connection in “presence” mode between the pupil with medical condition and the classroom. It consisted of various components: a webcam, a blackboard, a sound button (to report something to the class), a drive (to post photos, images, documents), a document scanner and a class agenda (a sort of electronic register). This tool allowed pupils with chronic health issues to follow the lesson, raise their hands, answer questions, ask the teacher for attention, take pictures on the blackboard, etc., in sync with what the class was doing. |
| Zhu & Van Winkel (2016) | Virtual Learning Environment A virtual learning environment (VLE) was created allowing synchronous communication between the pupil with a medical condition and the other members of the class. The VLE offered various functions: a virtual whiteboard, a virtual library, buttons to request attention, a webcam, a scanner, and the ability to send documents and share photos. |