WS03.3 Preparing first school entry for a child with cystic fibrosis: Contribution of a group education session

Abstract

Private interview (PI) between parents (P) and the coordinating nurse (CN) prior to first school entry to document the child's specific needs [Projet d'accueil individualise (PAI)], revealed P's concerns. Objective To work on two adaptive skills: (a) entrusting the child; (b) preparing school admission. Methods A 3-h group education session (GES) with the CN, psychologist and few P. Content: (a) discussion based on personal experience (worries, benefits, strategies for coping); (b) photo-expression methodology pertaining to specific items. The group stimulated interactive discussions and the hosts let P be the actors and find solutions to their problems. The session ended with the PAI, filled out later during the PI. After school, the contribution of the GES was evaluated face-to-face with P and by phone with the director [satisfaction with the session (SS): 0 to 10, questionnaire]. Results GES met P's expectations (n = 10; 9.6±0.7). Main subjects dealt with hygiene, hydration, meals, missed school days and emergency situations; CF was clearly stated. P felt comfortable when talking about these subjects, but the stress scale was 3.4±3.5. All P were highly satisfied with their reception; PAI was correctly implemented (8.5±1.2) and P would encourage their peers to participate in the GES. From the school's point of view, the stress score was 1±2, implementing PAI showed a SS of 8.6±1.3; the child's school entry was satisfactory. Conclusion A GES, by letting P participate in the process, enabled them to better express themselves on their child's disease. This benefit could also be extended to their family and colleagues; further improvement will focus on P's anxiety relief.