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Nursing Research and Practice
Volume 2012, Article ID 326506, 8 pages
Research Article

A Web-Based Programme for Person-Centred Learning and Support Designed for Preschool Children with Long-Term Illness: A Pilot Study of a New Intervention

1Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, P.O. Box 457, 405 30 Gothenburg, Sweden
2Urotherapy Department, Queen Silvia Children’s Hospital, 416 85 Gothenburg, Sweden
3Centre for Person-Centred Care (GPCC), University of Gothenburg, P.O. Box 100, 405 30 Gothenburg, Sweden
4Department of Education Communication and Learning, University of Gothenburg, P.O. Box 300, 405 30 Gothenburg, Sweden

Received 22 June 2012; Accepted 16 December 2012

Academic Editor: Patricia M. Davidson

Copyright © 2012 Anna-Lena Hellström et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


For children living with long-term illness, school age is a risk period with regard to psychosocial ill health and poor compliance with treatment. There is a need for methods to promote health, well-being, and self-esteem. This study describes a new concept for supporting children, person-centred web-based learning and support, which has been tested in 12 preschool children and incorporates learning about feelings, relationships, and the right to integrity. SKYPE was used for conversations between the child and the web teacher. Methods. The programme was developed and tested in two steps. The conversations were tape-recorded and analysed using phenomenography. The questions addressed concerned the quality of the intervention process: accessibility of intervention, learning content and support, and identification of measurable items and patterns. Findings. The children found it interesting to communicate with their web teacher using SKYPE. The story about Max and Sara served as a good basis for discussion, and development was found in the learning process. The children were able to talk about relations and feelings and developed an understanding for use in new situations in their daily lives. Items and patterns that are useful for research and documentation were identified, for example, well-being, resources, needs, and wishes.