Identity positions of hospitalized children in the face of the hospital teaching situation in Peru

Espinoza J.A.; Horrillo A.M.; Weise C. · Revista Electronica Iberoamericana (2026) · DOI: 10.20318/reib.2026.10599

Resumen

This study explores how the hospital teaching situation can impact the identity of pediatric patients, analyzing the self-positions that emerge in response to the educational context. Based on a qualitative descriptive-interpretative study, data were collected through observation techniques, identity drawings, and semi-structured interviews with six boys and six girls from the National Institute of Neoplastic Diseases (INEN). The results indicate the intersection of different factors that affect patient experiences during hospital teaching situations. It shows how hospitalization interrupts children’s learning, alters their familiar and comfortable environment, and presents feelings of fear and uncertainty. The self-positions that emerge function as an adaptation to teaching strategies, the promotion of social interactions within the hospital environment, and the inclusion of parents and caregivers in the educational process, which facilitates their educational inclusion.