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Ciucci E, Tomberli L, Amore E, Smorti A, Maffei F, Vagnoli L. The Effects of Hospital-Based School Lessons on Children's Emotions, Distress and Pain. CONTINUITY IN EDUCATION 2024; 5:100-110. [PMID: 39036770 PMCID: PMC11259103 DOI: 10.5334/cie.118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 03/01/2024] [Indexed: 07/23/2024]
Abstract
Lessons conducted in hospitals ensure school continuity for hospitalized children unable to attend regular school. Hospital-based school (HS) provides a tailored experience that ensures normality for children through education. The objective of this study is to evaluate the effects of the proposed lessons in reducing negative emotions, distress, and pain in children, as well as fostering positive affects. The study was conducted with 32 hospitalized children, aged 8-12 years, in the Onco-Hematology and Pediatric Unit of Meyer Children's Hospital IRCCS (Florence, Italy). Positive and negative emotions were measured using the Positive and Negative Affect Scale for Children; distress was measured using the Physiological Hyperarousal for Children; pain was measured using the Visual Analogue Scale for children. Variables were assessed before (T0) and after (T1) lessons, for three times; for each variable, collected data were averaged at both T0 and T1. Statistical analyses showed a significant increase in positive emotions in hospitalized children and a significant decrease in negative emotions, distress, and pain; nevertheless, only for pain the significant correlation between its scores before and after the HS lessons indicated that the detected change occurred for all participants in much the same way. These preliminary results suggest that HS lessons can promote hospitalized children's well-being, at least as far as pain reduction is concerned.
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Affiliation(s)
| | | | - Elena Amore
- Meyer Children’s Hospital IRCCS, Florence, Italy
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2
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Ormiston HE, Husmann PR, Wikel KC, Ruark C, Reisinger DL, Curtin MJ. An Exploratory Study of Educators' Perspectives Towards Hospital School Program Support for Children with Special Health Care Needs After Hospitalization. CONTINUITY IN EDUCATION 2024; 5:31-49. [PMID: 38774599 PMCID: PMC11104305 DOI: 10.5334/cie.110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 01/17/2024] [Indexed: 05/24/2024]
Abstract
More than 14 million children in the United States are identified as children with special healthcare needs (CSHCN). Rates of hospitalization for CSHCN with chronic conditions as well as re-admissions have been increasing in recent years. For hospitalized children transitioning back to their school of record, a host of issues may arise such as socioemotional concerns, peer rejection, and being behind in academics. Hospital-based school programs (HBSPs) play an important role in the transition back to a child's school of record. Utilizing a database of inpatient CSHCN at a midwestern children's hospital's HBSP, private and public-school educators associated with the previously hospitalized CSHCN were asked to complete an online survey to gather their perspectives related to the child's transition back to the school of record upon hospital discharge. Overall, educators' perspectives of the HBSP were positive while perceptions related to communication provided by the HBSP were mixed. Educators surveyed reported a lack of training related to working with CSHCN. Finally, accommodations and services offered to students upon return to school focused mostly on academic performance and attendance. Study limitations and implications for practice in schools are discussed.
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Affiliation(s)
| | | | | | | | - Debra L. Reisinger
- Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, US
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Rodríguez GM, Wikel K, Stefani KM, Gilbert EA, Reisinger DL, Curtin M. Hospitalized Patients' Education Needs: Review of a Hospital-Based School Program. Clin Pediatr (Phila) 2024; 63:239-243. [PMID: 37326066 DOI: 10.1177/00099228231181580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Affiliation(s)
- Gabriela M Rodríguez
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
- Riley Hospital for Children, Indianapolis, IN, USA
| | | | - Katherine M Stefani
- Midwestern University Arizona College of Osteopathic Medicine, Glendale, AZ, USA
| | - Elaine A Gilbert
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
- Riley Hospital for Children, Indianapolis, IN, USA
| | | | - Michelle Curtin
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
- Wake Forest School of Medicine, Winston-Salem, NC, USA
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Almazroui K. Learning as the best medicine: Proposal for SMART schooling for hospitalized children. Heliyon 2023; 9:e16845. [PMID: 37332911 PMCID: PMC10276223 DOI: 10.1016/j.heliyon.2023.e16845] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2022] [Revised: 05/15/2023] [Accepted: 05/30/2023] [Indexed: 06/20/2023] Open
Abstract
This research paper explores learning alternatives for chronically ill students, considering the challenges they encounter in their learning processes due to prolonged or intermittent absences from school. International practices and recent research findings on this topic will be reviewed in the contexts of hospital schools, SMART hospitals, and SMART learning technologies to highlight their primary characteristics. The current situation of hospitalized students, particularly those in Dubai, will be discussed to propose an alternative education program to aid them: the Edu-Med Care Model. This model is built on SMART education and healthcare approaches to support the goal of helping students overcome barriers that prevent them from accessing conventional learning spaces. The strengths and limitations of the Edu-Med Care Model will be evaluated.
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Barnett T, Tollit M, Ratnapalan S, Sawyer SM, Kelaher M. Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition. Cochrane Database Syst Rev 2023; 2:CD011538. [PMID: 36752365 PMCID: PMC9907052 DOI: 10.1002/14651858.cd011538.pub2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
Abstract
BACKGROUND Chronic health conditions in children and adolescents can have profound impacts on education, well-being and health. They are described as non-communicable illnesses that are prolonged in duration, do not resolve spontaneously, and rarely cured completely. Due to variations in the definition of chronic health conditions and how they are measured prevalence estimates vary considerably and have been reported to be as high as 44% in children and adolescents. Of young people with a chronic health condition, an estimated 5% are affected by severe conditions characterised by limitations to daily activities impacting their ability to attend school. School attendance is important for academic and social skill development as well as well-being. When children and adolescents are absent from school due to a chronic health condition, school engagement can be affected. Disengagement from school is associated with poorer academic achievement, social-emotional functioning and career choices. Education support services for children and adolescents with chronic health conditions aim to prevent disengagement from school, education and learning during periods where their illness caused them to miss school. However, there is limited evidence on the effectiveness of educational support interventions at improving school engagement and educational/learning outcomes for children and adolescents with chronic health conditions. OBJECTIVES To describe the nature of educational support interventions for children and adolescents with a chronic health condition, and to examine the effectiveness of these interventions on school engagement and academic achievement. SEARCH METHODS We searched eight electronic databases which span the health/medical, social sciences and education disciplines between 18 and 25 January 2021: Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE (Ovid), Embase (Ovid). CINAHL (EBSCO), PsycINFO (EBSCO), ERIC (Education Resources Information Center), Applied Social Sciences Index and Abstracts: ASSIA (ProQuest), and PubMed (from 2019). We also searched five grey literature trials registers and databases between 8 and 12 February 2021 to identify additional published and unpublished studies, theses and conference abstracts, as well as snowballing reference lists of included studies. SELECTION CRITERIA Randomised controlled trials (RCTs), controlled before-and-after studies and interrupted time series studies that met the inclusion criteria were selected. Other inclusion criteria were: participants - must include children or adolescents (aged four to 18 years) with a chronic health condition, intervention - must include educational support, outcomes - must report the primary outcomes (i.e. school engagement or academic achievement) or secondary outcomes (i.e. quality of life, transition to school/school re-entry, mental health or adverse outcomes). DATA COLLECTION AND ANALYSIS Two people independently screened titles and abstracts, and full-text articles, to identify included studies. Where disagreements arose between reviewers, the two reviewers discussed the discrepancy. If resolution was unable to be achieved, the issues were discussed with a senior reviewer to resolve the matter. We extracted study characteristic data and risk of bias data from the full texts of included studies using a data extraction form before entering the information into Review Manager 5.4.1. Two people independently extracted data, assessed risk of bias of individual studies and undertook GRADE assessments of the quality of the evidence. Meta-analysis was not possible due to the small number of studies for each outcome. Our synthesis, therefore, used vote-counting based on the direction of the effect/impact of the intervention. MAIN RESULTS The database searches identified 14,202 titles and abstracts. Grey literature and reference list searches did not identify any additional studies that met the inclusion criteria. One hundred and twelve full-text studies were assessed for eligibility, of which four studies met the eligibility criteria for inclusion in the review. All studies were randomised controlled studies with a combined total of 359 participants. All included studies were disease-specific; three studies focused on children with cancer, and one study focused on children with Attention Deficit Hyperactivity Disorder (ADHD). There was evidence that education support improved school engagement with three of four studies favouring the intervention. Three studies measured academic achievement but only two studies provided effect estimates. Based on the vote-counting method, we found contradictory results from the studies: one study showed a positive direction of effect and the other study showed a negative direction of effect. One study measured transition back to school and found a positive impact of education support favouring the intervention (SMD 0.18, 95% CI -0.46 to 0.96, no P value reported). The result came from a single study with a small sample size (n = 30), and produced a confidence interval that indicated the possibility of a very small or no effect. The overall certainty of evidence for these three outcomes was judged to be 'very low'. Two of four studies measured mental health (measured as self-esteem). Both studies reported a positive impact of education support interventions on mental health; this was the only outcome for which the overall certainty of evidence was judged to be 'low' rather than 'very low'. No studies measured or reported quality of life or adverse effects. Risk of bias (selection, performance, detection, attrition, reporting and other bias) was assessed using the Cochrane risk of bias tool for randomised trials (version 1). Overall risk of bias for all studies was assessed as 'high risk' because all studies had at least one domain at high risk of bias. AUTHORS' CONCLUSIONS This review has demonstrated the infancy of quality research on the effectiveness of education support interventions for children and adolescents with chronic health conditions. At best, we can say that we are uncertain whether education support interventions improve either academic achievement or school engagement. Of the secondary outcomes, we are also uncertain whether education support interventions improve transition back to school, or school re-entry. However, we suggest there is some evidence that education support may slightly improve mental health, measured as self-esteem. Given the current state of the evidence of the effectiveness of education support interventions for children and adolescents with chronic health conditions, we highlight some important implications for future research in this field to strengthen the evidence that can inform effective practice and policy.
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Affiliation(s)
- Tony Barnett
- Education Institute, Royal Children's Hospital, Parkville, Australia
- Murdoch Childrens Research Institute, Parkville, Australia
- Department of Paediatrics, The University of Melbourne, Melbourne, Australia
- Centre for Health Policy, Melbourne School of Population and Global Health, The University of Melbourne, Carlton, Melbourne, Australia
| | - Michelle Tollit
- Education Institute, Royal Children's Hospital, Parkville, Australia
- Murdoch Childrens Research Institute, Parkville, Australia
- Department of Paediatrics, The University of Melbourne, Melbourne, Australia
- Centre for Adolescent Health, Royal Children's Hospital, Parkville, Australia
- Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia
| | - Savithiri Ratnapalan
- Departments of Paediatrics & Dalla Lana School of Public Health, The Hospital for Sick Children, University of Toronto, Toronto, Canada
| | - Susan M Sawyer
- Murdoch Childrens Research Institute, Parkville, Australia
- Department of Paediatrics, The University of Melbourne, Melbourne, Australia
- Centre for Adolescent Health, Royal Children's Hospital, Parkville, Australia
| | - Margaret Kelaher
- Centre for Health Policy, Melbourne School of Population and Global Health, The University of Melbourne, Carlton, Melbourne, Australia
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Breuner CC, Alderman EM, Jewell JA. The Hospitalized Adolescent. Pediatrics 2023; 151:190499. [PMID: 36995186 DOI: 10.1542/peds.2022-060646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023] Open
Abstract
This policy statement is the first published statement in the United States on this topic and the authors aim to provide pediatricians with evidence-based information on the unique aspects required to care for hospitalized adolescents. Included in this policy statement is a description of the possible effects hospitalization may have on the developmental and emotional progress of adolescence, the role of the hospital setting, the importance of confidentiality, and issues related to legal/ethical matters and bias and institutional and systemic racism that may occur during hospitalization.
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Affiliation(s)
- Cora C Breuner
- Division of Adolescent Medicine, Departments of Pediatrics and Orthopedics and Sports Medicine, University of Washington and Seattle Children's Hospital, Seattle, Washington
| | - Elizabeth M Alderman
- Division of Adolescent Medicine, Department of Pediatrics, Albert Einstein College of Medicine and The Children's Hospital at Montefiore, Bronx, New York
| | - Jennifer A Jewell
- The Barbara Bush Children's Hospital at Maine Medical Center, MaineHealth, Portland, Maine
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Gajda M, Berkowska A, Małkowska-Szkutnik A. Hospital schools during COVID-19: Teachers' perspective. JOURNAL OF MOTHER AND CHILD 2022; 25:202-208. [PMID: 35139604 PMCID: PMC9097655 DOI: 10.34763/jmotherandchild.20212503si.d-21-00016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Accepted: 07/09/2021] [Indexed: 11/22/2022]
Abstract
Temporary lockdowns have been introduced in many countries as a preventive measure against the spread of the virus in 2020 and 2021. School closures and remote education have posed some difficulties for both students and teachers. A qualitative study and the semi-structured interview method was chosen to collect hospital teachers' insights into their work experiences during the pandemic. The sample consisted of 21 participants who worked as hospital school teachers. The study revealed the following thematic areas: introduction of remote/hybrid teaching (Frequency=8), lack of the sense of employment stability (F=4), limited contact with students (F=6), necessity to adapt to dynamically changing conditions (F=3), sedentary character of work (F=3), improvement of the quality of work and work conditions (F=4). The research was conducted as part of the Back to School Project (project number: 2019-1-PL01-KA201-065602), with funding from Erasmus+. The data collected during the study will be used to create guidebooks for both hospital school and mainstream school teachers.
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Affiliation(s)
- Maja Gajda
- Faculty of Education, Warsaw University, Warsaw, Poland
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Hen M. Teaching Emotional Intelligence: An Academic Course for Hospital Teachers. CONTINUITY IN EDUCATION 2020; 1:22-36. [PMID: 38774526 PMCID: PMC11104398 DOI: 10.5334/cie.13] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Accepted: 11/03/2019] [Indexed: 05/24/2024]
Abstract
Hospital teachers work in a unique educational milieu that serves hospitalized children. In order to meet these children's educational needs, teachers are expected to display high emotional abilities that will allow them to be creative, flexible and innovative, and able to work in distressing situations. For this reason a 30-hour Emotional Intelligence academic course for hospital teachers was developed and conducted, based on the revised theoretical framework of Mayer, Caruso & Salovey (2016). This mixed methods research study examined 50 hospital teachers who participated in this 10-week course, using a pre- and post-questionnaire, focus groups, semi-structured interviews and a final paper with a reflective summary. All training materials and examples were geared towards working with hospitalized children. Findings indicated an overall increase in the ability of hospital teachers to identify, understand and regulate their emotions from the beginning to the end of the training. Further results indicated that teachers felt the course increased their emotional self-awareness and understanding of emotions, as well as empathic feelings towards their students. In addition, they felt that the course was too short, and that they needed more practice in order to master these emotional abilities. This research contributes to the growing literature on the importance of Emotional Intelligence skills in teachers, and specifically in teachers who work in hospitals and other special education settings.
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Fuengfoo A, Leelathanaporn S, Mekrungcharas T, Sakulnoom K, Owjinda S, Noipong P, Srinuan S, Kumjaroen S, Phonok N. Effectiveness of the Hospital Learning Center (Queen Sirikit National Institute of Child Health): Satisfaction with service and parents' attitudes towards children's illness. F1000Res 2019; 8:1616. [PMID: 32477495 PMCID: PMC7218477 DOI: 10.12688/f1000research.18846.1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/23/2019] [Indexed: 12/01/2022] Open
Abstract
Background: All children, whether healthy or ill, should have access to equal educational opportunities. Healthcare institutions and hospitals have been approved to work with schools to establish learning centers to provide education to sick children. This study has been conducted to develop a practical model for learning centers in hospitals across Thailand to create equality and ensure valuable human resources for the future. The main goal of this study was to evaluate the effectiveness of a hospital learning center for continuing education of child patients and to determine the factors that are most appropriate study plans, the parents' attitude about their child's illness, and the children's satisfaction with the learning center. Methods: The total sample population was 400, consisting of 200 parents and 200 child patients aged 4 to 18 years. The respondents were given a questionnaire to obtain their feedback using a Likert scale. Results: The most common child patients were those with chronic illness followed by those with common illnesses, and lastly children with developmental problems. All 200 children received continuing education; 20 child patients (10%) who had been evaluated received a modified education plan. After analyzing the results of satisfaction with the learning center, the scores ranged from 4.21 to 5.00 (mean = 4.28, SD = 0.62). Conclusions: Sick children can continue their education at the hospital learning center in Queen Sirikit National Institute of Child Health. Study plans can be modified to suit children with chronic illnesses and developmental problems, children in primary and secondary school, and those requiring prolonged hospitalization. Parents in the study had appropriate attitudes about the disease and education of their children. Sick children gave the highest ratings showing extremely high satisfaction with the hospital learning center.
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Affiliation(s)
- Adidsuda Fuengfoo
- Pediatric Department, Queen Sirikit National Institute of Child Health, Bangkok, 10400, Thailand
| | - Sija Leelathanaporn
- Pediatric Department, Queen Sirikit National Institute of Child Health, Bangkok, 10400, Thailand
| | - Thanyaporn Mekrungcharas
- Pediatric Department, Queen Sirikit National Institute of Child Health, Bangkok, 10400, Thailand
| | - Kim Sakulnoom
- Pediatric Department, Queen Sirikit National Institute of Child Health, Bangkok, 10400, Thailand
| | - Sumitra Owjinda
- Pediatric Department, Queen Sirikit National Institute of Child Health, Bangkok, 10400, Thailand
| | - Piyanat Noipong
- Pediatric Department, Queen Sirikit National Institute of Child Health, Bangkok, 10400, Thailand
| | - Suphawan Srinuan
- Pediatric Department, Queen Sirikit National Institute of Child Health, Bangkok, 10400, Thailand
| | - Sarunya Kumjaroen
- Pediatric Department, Queen Sirikit National Institute of Child Health, Bangkok, 10400, Thailand
| | - Natchanan Phonok
- Pediatric Department, Queen Sirikit National Institute of Child Health, Bangkok, 10400, Thailand
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Magalhães P, Mourão R, Pereira R, Azevedo R, Pereira A, Lopes M, Rosário P. Experiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Study. Front Pediatr 2018; 6:124. [PMID: 29765935 PMCID: PMC5939127 DOI: 10.3389/fped.2018.00124] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Accepted: 04/16/2018] [Indexed: 11/13/2022] Open
Abstract
Hospitalization, despite its duration, is likely to result in emotional, social, and academic costs to school-age children and adolescents. Developing adequate psychoeducational activities and assuring inpatients' own class teachers' collaboration, allows for the enhancement of their personal and emotional competences and the maintenance of a connection with school and academic life. These educational programs have been mainly designed for patients with long stays and/or chronic conditions, in the format of Hospital Schools, and typically in pediatric Hospitals. However, the negative effects of hospitalization can be felt in internments of any duration, and children hospitalized in smaller regional hospitals should have access to actions to maintain the connection with their daily life. Thus, this investigation aims to present a psychoeducational intervention program theoretically grounded within the self-regulated learning (SRL) framework, implemented along 1 year in a pediatric ward of a regional hospital to all its school-aged inpatients, regardless of the duration of their stay. The program counts with two facets: the psychoeducational accompaniment and the linkage to school. All the 798 school-aged inpatients (Mage = 11.7; SDage = 3.71; Mhospital stay = 4 days) participated in pedagogical, leisure nature, and SRL activities designed to train transversal skills (e.g., goal-setting). Moreover, inpatients completed assigned study tasks resulting from the linkage between the students' own class teachers and the hospital teacher. The experiences reported by parents/caregivers and class teachers of the inpatients enrolling in the intervention allowed the researchers to reflect on the potential advantages of implementing a psychoeducational intervention to hospitalized children and adolescents that is: individually tailored, focused on leisure playful theoretically grounded activities that allow learning to naturally occur, and designed to facilitate school re-entry after hospital discharge. Parents/caregivers highlighted that the program helped in the preparation for surgery and facilitated the hospitalization process, aided in the distraction from the health condition, promoted SRL competences, and facilitated the communication and linkage with school life. Class teachers emphasized the relevance of the program, particularly in the liaison between hospital and school, in the academic and psycho-emotional and leisure-educational support provided, and in smoothing the school re-entry.
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Affiliation(s)
| | - Rosa Mourão
- School of Psychology, University of Minho, Braga, Portugal
| | - Raquel Pereira
- School of Psychology, University of Minho, Braga, Portugal
| | - Raquel Azevedo
- School of Psychology, University of Minho, Braga, Portugal
| | | | | | - Pedro Rosário
- School of Psychology, University of Minho, Braga, Portugal
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Reyhani T, Aemmi SZ, Emami Zeydi A. The effect of teacher's presence at children's bedside on the anxiety of mothers with hospitalized children: A randomized clinical trial. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2016; 21:436-40. [PMID: 27563330 PMCID: PMC4979270 DOI: 10.4103/1735-9066.185610] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/29/2015] [Accepted: 02/08/2016] [Indexed: 11/13/2022]
Abstract
BACKGROUND The hospitalization of a child is a stressful experience for parents, especially mothers. Not having access to the teacher and not being able to continue school studies within the hospital by hospitalized children is a common reason for anxiety in them and their parents. The current study aimed to determine the effect of teacher's presence at children's bedside on the anxiety of mothers with hospitalized children. MATERIALS AND METHODS In a randomized clinical trial, a total of 50 mothers with children admitted to pediatric ward of one teaching hospital in Mashhad, Iran, were randomly allocated to two equal groups. In the intervention group, the teacher was present at children's bedside for daily education and practices, but the control group received standard routine care. The mothers' level of anxiety was evaluated using the Spielberger State-Trait Anxiety Inventory, which was completed at both admission and prior to child's discharge. Data were analyzed using SPSS. RESULTS The results showed that before intervention, the means and standard deviations of the mothers' trait anxiety scores in the experimental and control groups were not significantly different (P = 0.164). However, after intervention, the mothers' mean trait anxiety scores decreased significantly in the intervention group compared to the control group (P < 0.001) and compared to the pre-intervention phase (P < 0.001). CONCLUSIONS It seems that the presence of a teacher at children's bedside is an easy and effective strategy to reduce anxiety in mothers regarding their children hospitalization.
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Affiliation(s)
- Tayebeh Reyhani
- Department of Pediatric Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Seyedeh Zahra Aemmi
- Psychiatry and Behavioral Science Research Center, Ibn-e-Sina Hospital, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
- Department of Nursing, PhD Student in Nursing, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Amir Emami Zeydi
- Student Research Committee, Department of Medical-Surgical Nursing, PhD Candidate in Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
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12
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Tollit MA, Sawyer SM, Ratnapalan S, Barnett T. Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition. THE COCHRANE DATABASE OF SYSTEMATIC REVIEWS 2015. [DOI: 10.1002/14651858.cd011538] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Michelle A Tollit
- Murdoch Childrens Research Institute; Parkville Victoria Australia 3052
- Royal Children's Hospital; Centre for Adolescent Health; Flemington Road Parkville Victoria Australia
- Royal Children's Hospital; Education Institute; Parkville Victoria Australia
- The University of Melbourne; Melbourne Graduate School of Education; Melbourne Australia
| | - Susan M Sawyer
- Murdoch Childrens Research Institute; Parkville Victoria Australia 3052
- Royal Children's Hospital; Centre for Adolescent Health; Flemington Road Parkville Victoria Australia
- The University of Melbourne; Department of Paediatrics; Melbourne Australia
| | - Savithiri Ratnapalan
- The Hospital for Sick Children, University of Toronto; Departments of Paediatrics & Dalla Lana School of Public Health; 555 University Avenue Toronto ON Canada M5G 1X8
| | - Tony Barnett
- Murdoch Childrens Research Institute; Parkville Victoria Australia 3052
- Royal Children's Hospital; Education Institute; Parkville Victoria Australia
- The University of Melbourne; Department of Paediatrics; Melbourne Australia
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13
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Abstract
There are many ways to add to children's quality of life within the hospital environment. Inpatient settings offer both opportunities and challenges with respect to providing care to children with life-threatening illnesses. The barriers to pediatric palliative care (PPC) on hospital wards, as with those in other settings, frequently stem from misconceptions. However, some barriers are intensified by characteristics of acute inpatient centers. Yet some characteristics of the inpatient setting, including the availability of human resources and unique interventions, offer creative ways to ease distress and improve quality of life for children and their families.
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Affiliation(s)
- Adam Rapoport
- Paediatric Advanced Care Team (PACT), The Hospital for Sick Children, 555 University Avenue, Toronto, Ontario M5G 1X8, Canada.
| | - Kevin Weingarten
- Paediatric Advanced Care Team (PACT), The Hospital for Sick Children, 555 University Avenue, Toronto, Ontario M5G 1X8, Canada
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