Table 3 Themes and categories emerging from the education-intervention stage
Categories | Examples of text units |
|---|---|
Openness and positive attitude of the teenagers | “(…) teenagers were very attentive, paying attention to the answers given to the questions they raised during the preparatory stage… They also looked very open, interested and willing to learn more about palliative care” (RFN) “I must acknowledge the clear interest shown by all participants, especially our teenagers, to this bioethical dialogue” (WT) |
Teenagers’ high participation during the education-intervention session | “(…) teenagers wanted to participate more…” (RFN) “It was quite positive to see how many questions the teenagers raised during the session” (RFN) |
Positive feature of opening the session to the parents and local community | “It is really important and positive that parents and other members from the local community attended the education session!” (RFN) “I am very grateful that our priest wanted to open this session for anybody willing to attend it. I feel now more confident and prepared to further discuss these issues with my family and friends” (I2) |