Children’s Desire for Perioperative Information

Abstract

Background The purpose of this investigation was to identify what perioperative information children want to be given by the medical staff. Methods As a first step we developed an instrument based on a qualitative study conducted with children in Great Britain, input from a focus group, and input from school children. On the day of surgery, 143 children aged 7-17 years old completed a 40-item assessment of desired surgical information and a measure of anxiety (STAIC). Parents completed a measure assessing their child’s temperament (EASI), and a measure of their own anxiety (STAI). Results Results indicated that the vast majority of children had a desire for comprehensive information about their surgery, including information about pain and anesthesia, as well as procedural information and information about potential complications. The most highly endorsed items by children involved information about pain. Children who were more anxious endorsed a stronger desire for pain information and lesser tendency to avoid information. Younger children wanted to know what the perioperative environment would look like more than adolescent children. Conclusions We conclude that the majority of children aged 7-17 years old who undergo surgery want to be given comprehensive perioperative information and healthcare providers should ensure adequate information regarding postoperative pain is provided.

Exploring the experiences of teenagers with cochlear implants

“…Indeed, the literature indicates that young people are keen to actively seek information before surgery so teenagers who are awaiting cochlear implant surgery are likely to be receptive to additional input (Fortier et al, 2009). A review of the literature on adolescents information needs before surgery highlighted several recommendations which could be applied to a cochlear implant setting.…”

“…-giving comprehensive details about the procedure; in particular about the pain they are likely to expect, possible complications, side effects of medications, feelings and what the hospital environment will be like (Korus et al, 2011;Fortier et al, 2009;Smith and Callery, 2005) -offering choices about what information to receive, when and how; to suit the individual's learning style. A website including a video tour of the hospital, footage of the procedure and stories from other teenagers may be effective (Fortier et al, 2009;LaMontagne et al, 1993;Jlala et al, 2010).…”

“…A website including a video tour of the hospital, footage of the procedure and stories from other teenagers may be effective (Fortier et al, 2009;LaMontagne et al, 1993;Jlala et al, 2010). This gives the young person the opportunity to access the information as many times as they need and in a comfortable environment away from the clinic (Srai et al, 2013) -providing information gradually to avoid feeling overwhelmed (Jaaniste et al, 2007) -using online resources to provide peer support/mentoring (Fortier et al, 2009).…”

“…A website including a video tour of the hospital, footage of the procedure and stories from other teenagers may be effective (Fortier et al, 2009;LaMontagne et al, 1993;Jlala et al, 2010). This gives the young person the opportunity to access the information as many times as they need and in a comfortable environment away from the clinic (Srai et al, 2013) -providing information gradually to avoid feeling overwhelmed (Jaaniste et al, 2007) -using online resources to provide peer support/mentoring (Fortier et al, 2009). Although there is evidence to suggest that providing information online is popular with teenagers, talking with a health professional is highly valued; as is talking to peers (Stephens et al, 2013) -conveying the information at least five days prior to the procedure and minimising new information immediately before the procedure (Jaaniste et al, 2007).…”

“…The professional can then highlight any issues regarding the individuals 'script' of what the operation will be like. This gives the professional the opportunity to work with the young person to fill in any gaps and adjust their ideas so that they more closely match what will actually happen, thus reducing their anxiety (Fortier et al, 2009). …”