Objectives: The purpose of this study was to describe the meanings of the life-world of school-age children with advanced cancer through aesthetic expression.
Data sources: Drawing, writing, and interviewing data from 10 school-age children with advanced cancer living in Negros Island, Philippines, who met the inclusion criteria of the study.
Conclusion: Five major thematic categories structured the participants' existential life-worlds with advanced cancer and were reflected within five lived-worlds as follows: lived body, poor body conditions but strong mind; lived relation, unlike the others; lived time, being in present while waiting for normal life; lived space, certain places of living and caring; and lived thing, supportive living by technology. The participants did not have control over the external events that happened to them, but their internal reactions made a powerful turning point. Advanced cancer made them tough and resilient to emotions. The negative problems dictated their response and allowed being unaffected by advanced cancer, and they were able to do it.
Implications for nursing practice: The results presented by this study can be used to enhance positive feelings and emotions of school-age children with advanced cancer. Schooling should remain an active part of participants' life to provide them with a sense of normalcy to carry on with their social and academic development. A prearranged discussion with the teacher, principal, school nurse, and hospital team is important to help everyone know what to expect.
Keywords: Advanced cancer; Aesthetic expression; Life-world; Phenomenology; School-age children.
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