Family needs and involvement in the intensive care unit: a literature review

Al-Mutair, Abbas Saleh; Plummer, Virginia; O’Brien, Anthony; Clerehan, Rosemary

doi:10.1111/jocn.12065

Cited by 123 publications

(135 citation statements)

References 38 publications

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“…7,8 Family members of critically ill patients consistently identify the need for information and the need for reassurance as the highest priority needs during an ICU hospitalization, yet the need for information is often unmet. [9][10][11] Furthermore, the ICU is a unique setting where patients and family members are coping with stress, 12,13 and they need useful, real-time information adapted to the critically ill patient's anxiety. 2 Delivery of information should be sensitive to the patient and families' current needs, recognizing that some patients report increased anxiety when information is shared before they are ready to receive it.…”

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confidence: 99%

Identifying Information Resources for Patients in the Intensive Care Unit and Their Families

Schnock

Ravindran

Fladger

et al. 2017

Critical Care Nurse

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BACKGROUND Providing information to patients in intensive care units and their families is challenging. Patients often are admitted unexpectedly and experience stress and uncertainty. One source of stress has been identified as unclear, uncoordinated, or inconsistent communication and information. Despite the need for information, no centrally located, easily accessible, standardized intensive care unit education content exists. OBJECTIVE To identify educational content for patients in the intensive care unit and their families across 4 different hospitals, develop a general content database, and organize the general content into a framework for education of patients and their families. METHODS Educational content for patients in the intensive care units of 4 participating hospitals was collected and a gap analysis was performed. RESULTS Key content format and categories were identified. Educational content was organized into an information pathway divided into 3 phases: intensive care unit arrival; understanding the intensive care unit and partnering in care; and intensive care unit transitions. The gap analysis revealed substantial variation in content format and categories. CONCLUSIONS Structuring a digital learning center using different stages of the patient’s stay in the intensive care unit and placing resources in the context of an information pathway can help coordinate education for these patients and their families, and creates a consistent communication guide for clinicians as well. The optimal digital format should be considered in designing the learning center.

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confidence: 99%

Identifying Information Resources for Patients in the Intensive Care Unit and Their Families

Schnock

Ravindran

Fladger

et al. 2017

Critical Care Nurse

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“…Further to this, the most important proximal need of family members was to see the patient frequently. & Clerehan et al (2013), argued that restricted visitation practices in critical care in Saudi Arabia are based on tradition rather than evidence and the findings of their study revealed that family members prefer flexible visiting practices. Davidson, Powers, Hedyat, Tieszen, Kon et al (2007) expressed that restricted visiting hours decreases family member satisfaction as this prevents them from obtaining information regarding the patient.…”

Section: Discussionmentioning

confidence: 99%

Describing Family Needs within Adult Critical Care Units at a Military Hospital in Jeddah, Saudi Arabia

Beer¹,

Alnajjar²

2017

IJSN

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“…Angehörige von Intensivpatienten 1 haben ein hohes Informationsbedürfnis [1]. Fehlende Information kann zu Schlafstö-rungen, Angst und Stress führen [2][3][4][5][6][7].…”

Section: Hintergrund Und Fragestellungunclassified