A Structure of Illness Cognition of Junior High School and High School Students with Congenital Heart Diseases

Abstract

The purpose of this study is to identify the structure of illness cognition and to analyze differences among junior high school and high school students with congenital heart diseases. A questionnaire of illness cognition was made based on prior research. Factor analysis identified 6 factors, which are. a) hardships resulting from restrictions and limitations for illness, b) positive acceptance of one's illness, c) the desire to be understood by others d) anxieties about the condition of disease and the death, e) not wanting people to know ofone's disease, f) protection ofone's health. Participants with a severe condition score higher in a), c), d) and f) than those with a mind condition. High school students score higher than junior high students in c) and f). Understanding for their mental conflicts, helping to increase positive cognitions and decrease their negative cognition are key findings. Concrete recommendations for nursing practice are examined.