Preparation Flashcards
When talking to Children & Families about Health Care Experiences…
Providing information to children does not mean they will understand it!
Our language must be:
○ accurate
○ age-appropriate
○ minimally threatening
T/F: Use language that communicates respect & integrity
True
Examples: “I’m ready to help you with your lunch”, What brought you to the hospital”, what was the hardest part of your blood draw?”
T/F: Children only hear the Verb in a sentence
True, the power of action verbs
Example: Don’t look < Look over here
T/F: Use positive phrases whenever possible
True
Example: “Stay very still”, “This is hard. It’s okay to cry”
T/F: Use minimally Threatening Language with children
True
Examples: “make a small opening”, “you may feel a prick/poke or pressure”
Can too much information scare a child?
- Too much information or detail can confuse or frighten children
- Children only need to know what they will actually see, hear, taste, smell, and consciously feel
Should you give a children a range of choices when describing what they might feel?
YES
Example: Some children tell me it feels like a pinch, other children tell me it feels like a sting. Some children say they don’t feel it at all. How do you think it will feel? Afterward, will you tell me how it felt to you?
When encouraging the child to play an active Role…
- Give jobs for every member to do
- Involve the child in the procedure by offering acceptable choices:
Avoid ambiguous terms like…
- Flush
- Tourniquet
- Catheter
- Stool
- Gas
- CAT Scan
- I.V.
- Stretcher
What is preparation?
Communication of accurate, developmentally appropriate information IN ADVANCE of an experience.
Preparation should include:
○ Reasons for the procedure
○ Anticipated sequence of events
○ Sensations that accompany the experience
Guide to Effective Preparation
- Individualized: for age, temperament, emotional and physical state
- Rehearsal: what child will feel, in what order, and for how long
○ “Let’s practice” - Speak Honestly: use the softest and least-threatening words possible
- Elicit feelings and perception
- Provide hands-on experience through dolls and actual medical equipment
- Practice coping techniques
- Follow-up with post-procedural play
How should preparation be individualized
- Type of materials used
○ pretend vs. real medical equipment
○ pictures vs. verbal description - Where to do the preparation
○ child’s room
○ playroom
○ conference room - How to explain the procedure
- Who should be invited to participate in the preparation?
- Length of preparation
○ Preschooler- the morning of
○ Schooler- the day before - Need for reinforcement and/or repetition of information
T/F: Preparation should only convey information about the procedure that the child will directly experience
True
Facilitating Coping Behaviors: Offer choices
○ Turn head away
○ Hold or squeeze adult’s hand
○ Watch TV or look at a book
○ Talking to someone… about something
