ArticleGlobal qualitative nursing research
Perspectives of Young People with Neuromuscular Diseases Regarding Their Choice of Educational Programs and Possibilities to Complete Program Requirements.
Article in Global qualitative nursing research. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Community Care Stakeholders' Reflection on Using Telepresence Robots as a Tool to Reduce School Absence for Children and Young People with Chronic Illness in the Scandinavian Municipalities.International journal of environmental research and public health · 2026Article
- Rehabilitation in Neuromuscular Diseases: Best Turkish Practice Recommendations by Multidisciplinary Experts.Acta neurologica Belgica · 2026Review
- Factors of Importance for Continuing Education After Primary School in Young People With Neuromuscular Diseases-Patient-Reported Outcomes From a National Survey.International journal of pediatrics · 2025Article
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Authors and funding
3 authors.
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Abstract
Young people with impaired functioning and/or disability do not receive as much education or as high an education as fully functioning young people, thus limiting their job opportunities. Therefore, the aim of this study was to investigate perspectives of young people with neuromuscular diseases regarding their choice of educational programs and possibilities to complete program requirements to gain knowledge for use in future counselling and the development of a national questionnaire survey. The design for this study was qualitative using the interpretive description methodology and Anthony Giddens' theory on modernity and self-identity. Data were generated through two focus group interviews with seven people between 18 and 30 years of age. Beginning and completing an education was influenced by the creation of identity: the importance of experiencing demands and expectations, the meaning of social relations when learning, and the consequences of accessibility for educational opportunities. The participants' sense of self-identity was built by testing boundaries and developing images through social relations with peers, parents, and teachers. How they acted and behaved in the social arena of school and education influenced their choices and chances of completing educational programs.
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