Effects of Supportive-Educative Nursing System on Dependent Care Behaviors and the Occurrence of Complications among Children with Long-Term Tunneled Catheter

ABSTRACT

Abstract  The purpose of this quasi-experimental research was to determine the effect of a supportive-educative nursing system on dependent care behaviors and the occurrence of complications among children with long-term tunneled catheter after 2 weeks post discharge. The conceptual framework was based on Orem’s Self-care Deficit Nursing Theory. Between May 2003 and May 2004, caregivers of children with first time inserted catheter who were admitted to pediatric wards at Ramathibodi Hospital were recruited by using purposive sampling. The subjects were primary caregivers, responsible for changing the catheter exit site dressing when the children were at home, and had no prior experience in catheter care. The sample consisted of 30 caregivers equally divided into control and experimental group, 15 in each group. Both groups received conventional nursing care. The experimental group received an extra supportive-educative nursing system. The caregivers completed two questionnaires, which measured caregiving behaviors and complication occurrence at two weeks post discharge. All data were analyzed by SPSS/FW program. The results revealed that the score of caregiving behaviors at two weeks post discharge in the experimental group was significantly higher than in the control group (p \< .001). The occurrence of complications in children whose caregivers were in the control group was significantly higher than in the experimental group (p \< .007). No partial occlusion and catheter dislodgement occurred in both groups. The supportive-educative nursing system for encouraging catheter caregiving behaviors is effective and tends to reduce catheter related complications. Therefore, its use is recommended.