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Identifying and Supporting Students with a Chronically Ill Family Member: A Mixed-Methods Study on the Perceived Competences and Role Views of Lecturers

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  • Hinke M. van der Werf

    (Research Group Nursing Diagnostics, Hanze University of Applied Sciences, Petrus Driessenstraat 3, 9714 CA Groningen, The Netherlands)

  • Wolter Paans

    (Research Group Nursing Diagnostics, Hanze University of Applied Sciences, Petrus Driessenstraat 3, 9714 CA Groningen, The Netherlands
    Department of Critical Care, University Medical Centre Groningen, 9714 CA Groningen, The Netherlands)

  • Anneke L. Francke

    (Nivel, Netherlands Institute for Health Services Research, 3513 CR Utrecht, The Netherlands
    APH Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands)

  • Petrie F. Roodbol

    (Faculty of Medical Sciences, University Medical Center Groningen, 9714 CA Groningen, The Netherlands)

  • Marie Louise A. Luttik

    (Research Group Family Care, Hanze University of Applied Sciences, 9714 CA Groningen, The Netherlands)

Abstract

Young adult caregivers experience reduced wellbeing when the combination of family care and an educational program becomes too demanding. We aim to clarify the role views, competences, and needs of lecturers regarding the identification and support of these students to prevent negative mental health consequences. A mixed-methods explanatory sequential design was used. We collected quantitative data using a survey of lecturers teaching in bachelor education programs in the Netherlands ( n = 208) and then conducted in-depth interviews ( n = 13). Descriptive statistics and deductive thematic analyses were performed. Most participants (70.2%) thought that supporting young adult caregivers was the responsibility of the educational institution, and 49% agreed that it was a responsibility of the lecturer, but only 66.8% indicated that they feel competent to do so. However, 45.2% indicated that they needed more training and expertise to identify and support these students. All interviewees felt responsible for their students’ wellbeing but highlighted a lack of clarity regarding their role fulfillment. In practice, their ability to identify and support these students depended on their available time and level of expertise. The lecturers required agreements on responsibility and procedures for further referral, as well as information on support and referral opportunities, communication skills courses, and peer-to-peer coaching.

Suggested Citation

  • Hinke M. van der Werf & Wolter Paans & Anneke L. Francke & Petrie F. Roodbol & Marie Louise A. Luttik, 2023. "Identifying and Supporting Students with a Chronically Ill Family Member: A Mixed-Methods Study on the Perceived Competences and Role Views of Lecturers," IJERPH, MDPI, vol. 20(6), pages 1-12, March.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:6:p:4978-:d:1094756
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    References listed on IDEAS

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    1. Hinke M. van der Werf & Wolter Paans & Geertjan Emmens & Anneke L. Francke & Petrie F. Roodbol & Marie Louise A. Luttik, 2020. "Expectations and Prospects of Young Adult Caregivers Regarding the Support of Professionals: A Qualitative Focus Group Study," IJERPH, MDPI, vol. 17(12), pages 1-11, June.
    2. Amy Warhurst & Sarah Bayless & Emma Maynard, 2022. "Teachers’ Perceptions of Supporting Young Carers in Schools: Identifying Support Needs and the Importance of Home–School Relationships," IJERPH, MDPI, vol. 19(17), pages 1-18, August.
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