P173 Using art workshops to facilitate research priority settings: identifying research questions with primary school children with juvenile idiopathic arthritis
Sie können Bookmarks mittels Listen verwalten, loggen Sie sich dafür bitte in Ihr SLUB Benutzerkonto ein.
Medientyp:
E-Artikel
Titel:
P173 Using art workshops to facilitate research priority settings: identifying research questions with primary school children with juvenile idiopathic arthritis
Beschreibung:
<jats:title>Abstract</jats:title>
<jats:sec>
<jats:title>Background/Aims</jats:title>
<jats:p>Juvenile idiopathic arthritis (JIA) is an umbrella term of seven heterogeneous subtypes of childhood chronic inflammatory arthritis defined by joint swelling or limited movement due to joint pain or tenderness. Treatment plans vary but also involve managing and monitoring the symptoms of the disease. The most common symptom is pain; however, children also experience stiffness and fatigue alongside possible side effects from treatments such as methotrexate which include nausea, headaches and what is referred to as “methotrexate fog”. Research into these symptoms and side effects management can help support children and their parents and improve quality of life. One way to identify key research questions around these topics is through priority setting.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Methods</jats:title>
<jats:p>In collaboration with Children’s Chronic Arthritis Associations (CCAA) and Teapot Trust, an art therapy charity, we hosted multiple online workshops with children aged 6 to 11 and their caregivers. In these workshops we aimed to identify questions and priorities for this population. To establish children’s research priorities, art workshops for children with JIA were carried out facilitated by an art therapist. Art therapy techniques were utilised as it allows for creative ways to have conversations on symptoms of JIA and side effects from treatment. Children and their parent signed up through a specifically designed website. Materials were sent in advance and instructions were provided during the session by the art therapist and researchers (RA and DG) were there to take notes and facilitate discussion around research questions. Examples of activities include drawing a safe room followed by questions regarding what they would take with them and making themselves out of clay to gain a better understanding of how they view themselves and their symptoms. Specific probing questions were then explored to discuss what tools can be developed to address challenges they identified.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Results</jats:title>
<jats:p>The information was collated to list six research questions. Priorities were found to be around blood tests, taking medication, managing side effects and strategies used to deal with big emotions (e.g., anger, sadness, worry). Other challenges identified by the groups included managing others and school, and management of flare ups and the impact they have on sleep.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Conclusion</jats:title>
<jats:p>Children and parents are invited to take further part in voting on listing priorities and to provide feedback on the collated questions. Together this will establish next steps in research for managing treatment and symptoms in JIA based on what they perceive as a priority. This will allow for the research questions to be shaped by experiences and needs that have been identified by the population.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Disclosure</jats:title>
<jats:p>R. Albasri: Grants/research support; Financial statement: This study was supported by the NMAHPs Internship Versus Arthritis (Grant reference 22082), Affiliation: NMAHPs Internship Versus Arthritis, University of Salford. Other; Acknowledgements: Thank you to Emily Earle, Kirsty Edwards, Jane Voce and in general the CCAA and Teapot trust for this collaborative work. P. Metcalfe: None. D. Ghio: None.</jats:p>
</jats:sec>