ABSTRACT
PURPOSE: The primary objective of this study was to examine the relationship between play-based procedural preparation and support intervention and use of sedation in children with central nervous system (CNS) tumors during radiation therapy. The secondary objective was to analyze the cost-effectiveness of the intervention compared to costs associated with daily sedation. METHODS: A retrospective chart review was conducted, and 116 children aged 5-12 years met criteria for inclusion. Outcome measures included the total number of radiation treatments received, the number of treatments received with and without sedation, and the type and duration of interventions, which consisted of developmentally appropriate play, education, preparation, and distraction provided by a certified child life specialist. RESULTS: The results of univariate analyses showed that age, tumor location, and total number and duration of interventions were significantly associated with sedation use during radiation therapy. Multivariate analyses showed that, after adjustment for age, tumor location, and craniospinal radiation, a significant relationship was found between the total number and duration of the interventions and sedation use. The implementation of a play-based procedural preparation and support intervention provided by a certified child life specialist significantly reduced health-care costs by decreasing the necessity of daily sedation. CONCLUSIONS: Support interventions provided by child life specialists significantly decreased both sedation use and the cost associated with daily sedation during cranial radiation therapy in children with CNS tumors. This study supports the value of the child life professional as a play-based developmental specialist and a crucial component of cost-effective healthcare.
Subject(s)
Central Nervous System Neoplasms/radiotherapy , Cranial Irradiation/methods , Play Therapy/methods , Central Nervous System Neoplasms/psychology , Child , Cost-Benefit Analysis , Cranial Irradiation/psychology , Female , Humans , Male , Outcome Assessment, Health Care , Retrospective StudiesABSTRACT
As children with vertically transmitted human immunodeficiency virus (HIV) infection live into adulthood, caregivers face the stressful process of informing their children about their infection. Although developmentally guided disclosure of HIV status is widely recommended, there are few specific frameworks to guide caregivers, families, and health care providers through the disclosure process. The authors propose a process-oriented framework for the disclosure of HIV in children and adolescents. This educational framework incorporates Piaget's cognitive development theory in an attempt to disclose and assist children and adolescents in understanding their HIV status. The framework is organized into 10 sequential stages of disclosure and three assessment stages in which health care providers discuss HIV health concepts with the child and caregiver, based on the child's developmental readiness. The described framework can be easily replicated by health care providers in disclosing disease status to children with HIV.
Subject(s)
HIV Infections/psychology , Health Education/methods , Parents/psychology , Truth Disclosure , Adolescent , Caregivers/psychology , Child , Child Development , Communication , Curriculum , Family , HIV Infections/diagnosis , Health Personnel , Humans , PediatricsABSTRACT
Children and adolescents who undergo extensive health-related treatment benefit from sharing their experience. Here, we describe how one institution established a legacy program for patients during their chronic disease treatment and how their journeys were symbolized with the distribution of beads. The legacy bead program was designed to be individualized according to the patient's journey and treatment experiences. A bead program offers a concrete, tangible method for patients to share their treatment journeys while building legacies on which they can reflect.
