The scope of action of hospital pedagogy it is clear what the hospital context. Inside we will carry out pedagogical work primarily in the hospital classroom and the children’s rooms, in those cases in which these can not go to the classroom. Without forgetting to extend this action to the outpatient and day hospitals. We can also move hospital pedagogy to schools, forming and informing children about what is a hospital, even the other most frequent diseases, linking with the theme of education for health, so fashionable nowadays. Most of the children admitted to a hospital do so by emergency. If school explains them that you can find to get to a hospital, the ansiedad-estado own income would disappear largely and, thereby, adjustment and adaptation to the hospitalization would be greater. A fact to keep in mind is that, at present, the average duration is shrinking considerably in the hospitalization.
This entails a change in modes of intervention of hospital pedagogy through, for example, of specific intervention programs. This fact is also pointing to the need to establish an education at home for children who must stay convalescent in their homes. It is in the Royal Decree of management of actions aimed at compensation for inequalities in education (28 February RD 299/1996), where it is stated that the Ministry of education may formalize agreements with public entities and associations non-profit organization for the development of homecare educational programmes, aimed at students with prolonged domiciled on prescription stay (article 20.2). Properly treat psychosocial, educational and behavioural problems, arising from a hospital admission, requires the collaboration of all the professionals involved, each one of them from the role that corresponds them. The lack of collaboration and communication, among professionals of different disciplines devoted to the attention and care of the pediatric patient, are established as aspects guilty of fragmentation in the psycho-pedagogical care that the current system provides these children and their families. Although great progress, lack of interdisciplinarity is still evident. There are many professionals involved in the activities of hospital pedagogy, mainly teachers and pedagogues.
Firstly, an interdisciplinary collaboration among them, extendable to doctors and nurses, psychologists, social workers, animators should be socio-cultural (TASOC) and other professionals in contact with the sick and hospitalized child, without forgetting the work of volunteering. Another feature of modern society is the increase of social consciousness, which is carrying a great proliferation of non-governmental organizations. This movement of solidarity and social assistance has also reached the area of hospital pedagogy. Thus, increasingly the volunteer groups working in hospitals tending and accompanying persons entered therein. In the same way, and as it has been reflected, home care is articulated around these associations non-profit. About this point, we must emphasise the value, and even the need for such aid. However, regulations on the performance of volunteering in this area is necessary in order to avoid interferences, overlaps and subsequent conflict with the work of education professionals. Professionals involved in educational care to the sick child constantly demand continuing education courses, as well as specific training initial, virtually non-existent at present. Another one of the great challenges of the educational action with hospitalized students is unattended, and open the field of action, more children and young adults with psychiatric disorders. Similarly, it is essential to open new areas performance and training in a subject, also present, as it is that of coping with death.