“…(3) Image-text communication: during the perioperative period, color graphic cards were distributed to the child patients mainly for soothing their emotions, and attention was paid to increasing the preoperative intervention intensity and laying the groundwork for postoperative intervention; during the intervention process, the child patients could be accompanied and assisted by their parents (for child patients who could not read on their own, reading could be completed with the assistance of their parents). (4) Image-text communication contents: when setting and selecting the contents, those that were popular and easy to understand, vivid, and interesting and rich in color should be used, e g., the cartoon preferred by children, so as to arouse the children's interest; in case of resentment, crying and shouting, and other bad emotions, interesting images and texts were used to shift the child patients' attention, and at the same time, consolation was performed to relieve their bad emotions, more appreciation and encouragement were given, and one-hour intervention was conducted daily before surgery [ 10 ]. (5) After the child patients were awake after surgery, images, texts, audios, videos, and other materials were used to shift their attention, so as to perform intervention before they experienced possible discomforts such as pain, and such intervention could correspond to the preoperative intervention contents for enhancing patients' psychological preparation and confidence to face the discomforts; after that, when the children were awake, movies and music preferred by them were played daily for 2-3 h and 30 min—1 h of image-text communication could be conducted.…”