Improving pediatric compliance with EEG: Decreasing procedural anxiety and behavioral distress

Benore, Ethan; Enlow, T.

doi:10.1016/j.yebeh.2013.01.011

Cited by 9 publications

(4 citation statements)

References 15 publications

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“…The 3‐D storybook is considered a nontraditional pedagogic technique that, according to Benore and Enlow, 37 has the ability to greatly decrease anxiety and distress compared with traditional preoperative preparatory strategies. Storytelling, according to Haigh et al, 22 provides a child‐appropriate, fun, playful, and interactive environment.…”

Section: Discussionmentioning

confidence: 99%

3‐D Storybook: Effects on Surgical Knowledge and Anxiety Among Four‐ to Six‐Year‐Old Surgical Patients

Macindo¹,

Macabuag²,

Macadangdang³

et al. 2015

AORN Journal

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Inadequate surgical knowledge potentiates anxiety; however, no methodology simultaneously addresses anxiety and surgical knowledge. Our quasi-experimental study determined the effectiveness of a three-dimensional (3-D) storybook in increasing surgical knowledge and decreasing anxiety among young children scheduled for planned or required major surgeries. We studied 20 randomly assigned participants who received either the 3-D storybook or traditional health teaching. A presurgical knowledge questionnaire and modified Yale Preoperative Anxiety Scale assessed surgical knowledge and anxiety. Data were analyzed with one-way and repeated-measures multivariate analysis of variance. Results showed that both groups had higher knowledge scores (F = 8.94; P = .008) and lower anxiety scores (F = 5.13; P = .036) after the intervention. The children who received information from the 3-D storybook exhibited a significantly higher posttest knowledge score (F = 11.71; P = .003) and lower anxiety score (F = 10.05; P = .005) than the traditionally educated group of children. The 3-D storybook effectively increased surgical knowledge and decreased anxiety and could be used as an alternative method to prepare pediatric surgical patients.

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Section: Discussionmentioning

confidence: 99%

3‐D Storybook: Effects on Surgical Knowledge and Anxiety Among Four‐ to Six‐Year‐Old Surgical Patients

Macindo¹,

Macabuag²,

Macadangdang³

et al. 2015

AORN Journal

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“…1,13 Caregivers should be included in the preparation process because this can decrease parental anxiety and allow them to provide essential family-centered support. 14,15 An experimental evaluation of one child life program model revealed that child life interventions resulted in less emotional distress, better overall coping during the hospital stay, a clearer understanding of procedures, and a more positive physical recovery as well as posthospital adjustment for children enrolled. 16 Patients spent less time on narcotics, the length of stay was slightly reduced, and caregivers were more satisfied.…”

mentioning

confidence: 99%

Child Life Services

2021

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Child life programs are an important component of pediatric hospital-based care; they address the psychosocial concerns that accompany hospitalization and other health care experiences. Child life specialists focus on the optimal development and well-being of infants, children, adolescents, and young adults while promoting coping skills and minimizing the adverse effects of hospitalization, health care encounters, and/or other potentially stressful experiences. In collaboration with the entire health care team and family, child life specialists provide interventions that include therapeutic play, expressive modalities, and psychological preparation to facilitate coping and normalization at times and under circumstances that might otherwise prove overwhelming for the child. Play and developmentally appropriate communication are used to (1) promote optimal development, (2) educate children and families about health conditions, (3) prepare children and partner with families for medical events or procedures, (4) plan and rehearse useful coping and pain-management strategies with patients and families, (5) help children work through feelings about past or impending experiences, and (6) partner with families to establish therapeutic relationships between patients, siblings, and caregivers. Child life specialists collaborate with the entire interdisciplinary team to promote coping and enhance the overall health care experience for patients and families. CHILD LIFE INTERVENTIONS: PSYCHOLOGICAL PREPARATIONPreparing children for hospitalization, clinic visits, surgeries, and diagnostic and/or therapeutic procedures is essential during a child's hospitalization and an important element of a child life program. It is estimated that 50% to 75% of children develop significant fear and anxiety before surgery; recognized risk factors include age, temperament, baseline anxiety, past medical encounters, and caregiver anxiety. 1 Children's anxiety in the perioperative environment is associated with impaired postoperative behavioral and clinical recovery, including increased analgesic requirements and delayed discharge from the recovery room. 2,3 Preparation can reduce anxiety and distress before surgery and/or during mask induction and may also decrease emergence a Child Life Program, The Bristol-Myers Squibb Children' s Hospital at

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“…To distract a child which in-turn may reduce anxiety for the child must be beneficial. When a child is less anxious, studies report; reduced pain levels (Benore & Enlow, 2013;DeMaso & Snell, 2013;Gilboy & Hollywood, 2009), reduced nursing time and importantly a more positive hospital experience (Jaaniste, Hayes, & Von Baeyer, 2007;Koller & Goldman, 2012). Not only is the distraction and ultimately reduced anxiety important for the child, but also the parent or caregiver.…”

Section: Discussionmentioning

confidence: 99%

Puppets in an acute paediatric unit: Nurse’s experiences

et al. 2017

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a b s t r a c tPuppets have been used for play and in education with children in a variety of contexts, including health care. There is however a dearth of literature that explains nurses' experiences when using puppets in a paediatric health care context nor any process to guide how they use puppets. In 2007 an educational framework called the Pup-Ed (KRS Simulation) was developed to assist nurses and educators in using puppets. In 2012 nurses (n = 13) from a regional paediatric acute care setting, who had been educated in the Pup-Ed (KRS Simulation) framework, described their experiences using puppets when caring for sick children. Participants reported that the principles of the Pup-Ed (KRS Simulation) framework including the users' knowledge/hidden nurse, a consistent history and silent voice all contributed to the central theme called connecting to optimise care. The puppets were a means to educate the children and were a source of distraction from unpleasant procedures. Additionally the puppets were a strategy to reduce fear and break down barriers for the child especially when undergoing procedures. When using the puppets participants identified that infection transfer was something to be considered and not all nurses felt comfortable using the puppets. A lack of confidence and time were identified as barriers to using the puppets. The findings from this study have been valuable in establishing recommendations for future puppet use.

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Improving pediatric compliance with EEG: Decreasing procedural anxiety and behavioral distress

Cited by 9 publications

References 15 publications

3‐D Storybook: Effects on Surgical Knowledge and Anxiety Among Four‐ to Six‐Year‐Old Surgical Patients

3‐D Storybook: Effects on Surgical Knowledge and Anxiety Among Four‐ to Six‐Year‐Old Surgical Patients

Child Life Services

Puppets in an acute paediatric unit: Nurse’s experiences

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