The Lived Experience of Critically-Ill Muslim Patients in Isolation

Figures & data

Table I. Characteristics of participants (N = 10).

Participants’ Characteristics	n (%) or M± SD
Age	42.2 ± 17.3
Sex
Female	5 (50)
Male	5 (50)
Educational level
High school	2 (20)
College/ University	8 (80)
Marital status
Married	6 (60)
Unmarried	4 (40)
Employment status
Yes	6 (60)
No	4 (40)
Infection status Confirmed	8 (80)
Suspected	2 (20)
Duration of isolation stay	6.6 ± 2.2 days
Type of isolation precautions
Contact precautions	5 (50)
Droplet precautions	4 (40)
Airborne precautions	1 (10)
Medical diagnosis on admission
Cardiopulmonary diseases	6 (60)
INFECTIOUS diseases	2 (20)
Other	2 (20)

Table II. Examples of the process of creating formulated meanings from significant statements

Significant statements	Formulated meanings
“My experience in isolation room was like I was locked up in a prison, in solitary confinement, all alone.” (Transcript 1, page 1, lines 1–3)	Feeling of imprisonment in a narrow and small place.
“In isolation room, a day would feel like two days, and a one hour like five hours, time passed slowly.” (Transcript 2, page 2, lines 20–21)	Losing sense of time (a long day, time is slow)
“Suddenly while I was in the intensive care unit they [healthcare providers] came for my room, closed its door, and they hung an isolation sign on the glass door, but I did not realize why did they do that or what was wrong with me. They did that without providing me any explanation.” (Transcript 7, page 2, lines 16–20)	Shunned from knowledge about one’s own health condition
“From that day, their behaviors and attitudes changed, they stopped coming in to my room, they stopped talking to me, they would come and do their job as if I was not there, and then they would just leave.” (Transcript 10, page 3, lines 35–39)	Nurses’ behaviours changed
“nurses were more concerned with monitoring devices and machines rather than asking me about my needs and feelings. They never showed interest in understanding how I felt or what I needed.” (Transcript 9, page 3, lines 15–19)	Ignoring psychological needs
“I did not even have my eyeglasses. Swear to God, I was unable to properly see the faces of the people I talked to, not even see what I was eating.” (Transcript 10, page 4, lines 46–51)	Separated from personal belongings

Table III. Constructed themes and subthemes

Main themes	Sub-themes
Feeling isolated and imprisoned	1- Being trapped in space and time 2- Suffering emotionally
Losing basic patient’s right	1- Right to be informed 2- Right to preserve belongings 3- Right to have adequate care 4- Right to be respected and have dignity
Feeling rejected by healthcare providers	1- Feeling Avoided by healthcare providers 2-Impaired communication (reaction and interaction) with healthcare providers
Accepting isolation and its adversity	1- Being considerate of hospital rules and regulations 2- Being considerate of staff’s roles and responsibilities

Figure 1. Four lifeworld constituents (van Manen, 1997).

van Manen, M. (1997). Researching lived experience. Human science for an action sensitive pedagogy. The Althouse Press.

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