Dialogue

Anemias in infancy and childhood constitute the major category of blood disorders seen by primary care physicians. Nonetheless, on many occasions childhood anemias are either overlooked or overstudied. Dr Monzon outlines a practical plan for delineating the nature of the anemia in order to determine the optimum management for each patient.     

Reply of the author

Wiener klinische Wochenschrift -     

英语学习角

医生：明天我们就要给你做手术了，希望你不要紧张。患者：我会做到，但是否会痛呢？     

Pupils' Experiences of the Annual Health Dialogue with the School Health Nurse

This study describes and analyses the health dialogue on the basis of the pupils' experience and the association with background factors such as age, sex, geographical areas, family and social class. The theoretical framework is based on empowerment and health promotion, and on Kolb's theory of experiential learning. The study, conducted in 1991, is the Danish contribution to the WHO collaborative study ‘Health Behaviour in School Children’. A nationwide random sample of pupils aged 11, 13 and 15 (n = 1860) answered a standardized questionnaire about perceived health, health behaviour, social situation and the health dialogue with the school health nurse. Among the pupils, 68% had participated in the annual health dialogue at the time of the survey (three quarters of the way through the school year). The youngest pupils, and the girls, often participated in groups and reported the greatest number of topics discussed. The health dialogue most frequently comprised 11–20 topics. Most topics discussed were related to health promotion, 31%–60% were related to prevention of illness and symptoms and the rest were related to psychosocial issues. Girls more often reported discussing personal relationships and boys more often discussed action-related topics. Pupils from lower social classes more frequently reported topics related to prevention of illness and symptoms and psychosocial issues. The discussions are the first step in a learning process as a Concrete Experience (CE).