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The Role of Child Life in Pediatric Pain ... - Child Life Council

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<strong>Child</strong> <strong>Life</strong> <strong>Council</strong><br />

26 th Annual Conference on Pr<strong>of</strong>essional Issues<br />

14. <strong>The</strong> <strong>Role</strong> <strong>of</strong> <strong>Child</strong> <strong>Life</strong> <strong>in</strong> <strong>Pediatric</strong> Pa<strong>in</strong> Management:<br />

Research F<strong>in</strong>d<strong>in</strong>gs and Implications<br />

Presented By:<br />

Chantal LeBlanc, CCLS, <strong>Child</strong> <strong>Life</strong> Specialist, IWK Health Centre<br />

Ellen Hollon, CCLS, Director, <strong>Child</strong> <strong>Life</strong> Department, <strong>Child</strong>ren's Medical Center Dallas


<strong>The</strong> <strong>Role</strong> <strong>of</strong> <strong>Child</strong> <strong>Life</strong> <strong>in</strong><br />

<strong>Pediatric</strong> Pa<strong>in</strong> Management:<br />

Research F<strong>in</strong>d<strong>in</strong>gs and Implications<br />

Presenters: Chantal LeBlanc & Ellen Hollon<br />

Research Investigators: Nancy Bandstra, L<strong>in</strong>da Sk<strong>in</strong>ner,<br />

Chantal LeBlanc, Christ<strong>in</strong>e Chambers, Debbie Brennan and<br />

Chantal Beaver<br />

Rationale for the Study<br />

1. Need for current research describ<strong>in</strong>g<br />

strategies used by CLS<br />

2. <strong>The</strong> stage was already set at the IWK:<br />

� Personal <strong>in</strong>terest <strong>in</strong> child life<br />

� IWK CLS <strong>in</strong>terested <strong>in</strong> research<br />

� CLS <strong>in</strong> North America <strong>in</strong>terested <strong>in</strong> research<br />

<strong>The</strong> Truths <strong>of</strong> <strong>Pediatric</strong> Pa<strong>in</strong><br />

� Inadequately treated pa<strong>in</strong> can lead to longterm<br />

negative consequences<br />

� Strong evidence for non-pharmacological<br />

approaches<br />

� <strong>Child</strong>ren cont<strong>in</strong>ue to be undertreated for<br />

their pa<strong>in</strong><br />

Tra<strong>in</strong><strong>in</strong>g Health Pr<strong>of</strong>essionals<br />

� Empirical evidence available<br />

� Translat<strong>in</strong>g evidence � practice<br />

� Review <strong>of</strong> pa<strong>in</strong> mgt. tra<strong>in</strong><strong>in</strong>g programs<br />

(MacLaren & Cohen, 2005)<br />

� a variety <strong>of</strong> tra<strong>in</strong>ees<br />

� shifts <strong>in</strong> knowledge & attitudes<br />

� Interdiscipl<strong>in</strong>ary teams


General Research: <strong>Child</strong> <strong>Life</strong><br />

� Primary goal is to reduce anxiety and<br />

distress (Ricks & Faubert, 1981; Mather &<br />

Glasrud, 1981; Gaynard, Hausslem, & DeMarsh,<br />

1989)<br />

� Provider <strong>of</strong> non-pharmacological<br />

techniques (Doellman, 2003)<br />

Objectives <strong>of</strong> the Study<br />

� To describe the strategies currently used<br />

� To describe the efficacy <strong>of</strong> strategies<br />

� To determ<strong>in</strong>e level <strong>of</strong> past tra<strong>in</strong><strong>in</strong>g and to<br />

assess level <strong>of</strong> <strong>in</strong>terest <strong>in</strong> future tra<strong>in</strong><strong>in</strong>g<br />

Survey Items<br />

� Placed <strong>in</strong>to 1 <strong>of</strong> 4 categories:<br />

1. Behavioural<br />

2. Cognitive<br />

3. Complementary<br />

4. Physical<br />

� Rated by experts for empirical support:<br />

1. Strong Support<br />

2. Moderate/Mixed Support<br />

3. Not Effective<br />

4. No research / Not familiar with lit…<br />

<strong>Child</strong> <strong>Life</strong> <strong>in</strong> the<br />

Emergency Department<br />

� ED research suggests beneficial services <strong>in</strong><br />

the area <strong>of</strong> pa<strong>in</strong> management (Krebel et al.,<br />

1996)<br />

� patients recover faster<br />

� patients require less pa<strong>in</strong> medication<br />

Survey Development<br />

� Interdiscipl<strong>in</strong>ary research team<br />

� pediatric pa<strong>in</strong> researchers<br />

� child life specialists<br />

� Survey items reviewed by:<br />

� 3 experts <strong>in</strong> pediatric pa<strong>in</strong><br />

� 5 child life specialists<br />

� 2 graduate students<br />

� Onl<strong>in</strong>e version completed by research team<br />

� 2006 <strong>Child</strong> <strong>Life</strong> <strong>Council</strong> Directory<br />

� limited to hospital-based programs<br />

Recruitment<br />

� sent to all listed programs <strong>in</strong> US and Canada<br />

� Notification <strong>of</strong> survey sent to directors<br />

� Survey <strong>in</strong> English or French (Canada only)


Onl<strong>in</strong>e Participation<br />

� Participants responded to an onl<strong>in</strong>e survey<br />

� Required ~ 25 m<strong>in</strong>utes to complete<br />

� A donation <strong>of</strong> $2 (per participant) was<br />

made <strong>in</strong> honour <strong>of</strong> participation<br />

Obta<strong>in</strong><strong>in</strong>g Consent Onl<strong>in</strong>e<br />

� Becom<strong>in</strong>g more common<br />

� Little difference between whether<br />

participants gave <strong>in</strong>formed consent onl<strong>in</strong>e<br />

or <strong>in</strong> a face-to-face paper distribution<br />

method (Varnhagen et al., 2005)<br />

� Participants encountered the follow<strong>in</strong>g:<br />

If you agree to participate, please click the<br />

“I agree to participate” button below.<br />

<strong>The</strong> Onl<strong>in</strong>e Survey <strong>The</strong> Onl<strong>in</strong>e Survey (cont<strong>in</strong>ued…)<br />

<strong>The</strong> Onl<strong>in</strong>e Survey (cont<strong>in</strong>ued…) <strong>The</strong> Onl<strong>in</strong>e Survey (cont<strong>in</strong>ued…)


Results<br />

� Approximately 400 <strong>in</strong>stitutions contacted<br />

(39 <strong>in</strong> Canada, 363 <strong>in</strong> US)<br />

� 14 <strong>in</strong>stitutions unable to be contacted<br />

� 711 child life specialists contacted <strong>in</strong> total<br />

� 607 responded<br />

� response rate � 85.4%<br />

General Education & Tra<strong>in</strong><strong>in</strong>g<br />

� Highest level <strong>of</strong> completed education<br />

� University/College Graduate = 59.2%<br />

� Graduate School / Pr<strong>of</strong>. Tra<strong>in</strong><strong>in</strong>g = 37.2%<br />

� 84.2% reported be<strong>in</strong>g certified CLS<br />

Descriptive Analyses<br />

� 97.4% female<br />

Participants<br />

� Average age: 34.1 years (SD = 9.60)<br />

� 18.1% (110) from Canada; 81.9% (497)<br />

from US<br />

� Reported work<strong>in</strong>g an average <strong>of</strong> 8.6 years<br />

(SD = 7.69) <strong>in</strong> the child life pr<strong>of</strong>ession<br />

Pa<strong>in</strong> Tra<strong>in</strong><strong>in</strong>g & Experience<br />

� 66.1% reported tra<strong>in</strong><strong>in</strong>g <strong>in</strong> pa<strong>in</strong> mgt.<br />

� 65.0% reported provid<strong>in</strong>g pa<strong>in</strong> mgt.<br />

services to >50% <strong>of</strong> their patients<br />

� Most respondents rated their knowledge<br />

(52.9%) & skill (54.4%) as ‘good’<br />

� Far fewer rated their knowledge (8.9%) &<br />

skill (9.7%) as ‘excellent’<br />

QUESTION:<br />

Frequency <strong>of</strong> Use<br />

� “How <strong>of</strong>ten do you use [strategy] to<br />

manage a child’s pa<strong>in</strong>?<br />

SCALE:<br />

� 1 = never<br />

� 2 = rarely<br />

� 3 = sometimes<br />

� 4 = very <strong>of</strong>ten<br />

� 5 = always


Mean Frequency <strong>of</strong> Use<br />

5<br />

4<br />

3<br />

2<br />

1<br />

Mean Frequency <strong>of</strong> Use<br />

5<br />

4<br />

3<br />

2<br />

1<br />

Spot Pressure / Coun...<br />

Go<strong>in</strong>g for a drive…<br />

Experts report on the evidence for each strategy<br />

Red = Not Effective<br />

Yellow<br />

= Some/Mixed Support<br />

Green = Strong Support<br />

Massage<br />

Cognitive Strategies<br />

Virtual Reality<br />

Hypnosis<br />

Thought-Stopp<strong>in</strong>g<br />

PMR<br />

Memory Change<br />

Cop<strong>in</strong>g Self-Statements<br />

Relaxation Tra<strong>in</strong><strong>in</strong>g<br />

Imagery<br />

Suggestion<br />

Cognitive Distraction<br />

Breath<strong>in</strong>g Exercises<br />

Comfort<strong>in</strong>g / Reassurance<br />

Preparation / Information<br />

Physical Strategies<br />

Heal<strong>in</strong>g / <strong>The</strong>rapeuti...<br />

Heat / Cold <strong>The</strong>rapy<br />

Comfort Position<strong>in</strong>g<br />

Mean Frequency <strong>of</strong> Use<br />

Mean Frequency <strong>of</strong> Use<br />

5<br />

4<br />

3<br />

2<br />

1<br />

5<br />

4<br />

3<br />

2<br />

1<br />

Art<br />

MOST:<br />

� Prep/Info<br />

� Reassurance<br />

Behavioural Strategies<br />

Model<strong>in</strong>g<br />

Medical Staff Coach<strong>in</strong>g<br />

Desensitization<br />

Parent Tra<strong>in</strong><strong>in</strong>g<br />

Rehearsal<br />

Parent Coach<strong>in</strong>g<br />

Behavioural Distraction<br />

Positive Re<strong>in</strong>forcement<br />

Complementary Strategies<br />

Music<br />

� + Re<strong>in</strong>forcement<br />

� Beh. Distraction<br />

� <strong>The</strong>rapeutic Play<br />

Medical Play<br />

Play<br />

Frequency <strong>of</strong> Use<br />

LEAST:<br />

� Virtual Reality<br />

� Hypnosis<br />

� Spot Pressure…<br />

� Thought-Stopp<strong>in</strong>g<br />

� PMR<br />

� Massage<br />

� HT/TT<br />

� Memory Change


� 70% cut-<strong>of</strong>f<br />

Perceived Effectiveness<br />

� 8 strategies did not meet this %<br />

� Heal<strong>in</strong>g/<strong>The</strong>rapeutic Touch<br />

� Hypnosis<br />

� Massage<br />

� Memory Change<br />

� Progressive Muscle Relaxation<br />

� Spot-Pressure/Counter-Irritation<br />

� Thought Stopp<strong>in</strong>g<br />

� Virtual Reality<br />

MOST:<br />

� Prep/Info<br />

� Medical Play<br />

� <strong>The</strong>rapeutic Play<br />

Tra<strong>in</strong><strong>in</strong>g Received<br />

LEAST:<br />

� Virtual Reality<br />

� Spot Pressure…<br />

� Hypnosis<br />

� Thought-Stopp<strong>in</strong>g<br />

� Memory Change<br />

� Massage<br />

� HT/TT<br />

� PMR<br />

Predict<strong>in</strong>g the Use <strong>of</strong><br />

Empirically Supported Strategies<br />

Perceived Effectiveness (cont’d)<br />

MOST:<br />

� Prep/Info<br />

LEAST:<br />

� Cop<strong>in</strong>g Self-Statements<br />

� Medical Staff Coach<strong>in</strong>g<br />

� Heat/Cold <strong>The</strong>rapy<br />

Interest <strong>in</strong> Future Tra<strong>in</strong><strong>in</strong>g<br />

� High levels <strong>of</strong> <strong>in</strong>terest <strong>in</strong> receiv<strong>in</strong>g future<br />

tra<strong>in</strong><strong>in</strong>g <strong>in</strong> all <strong>of</strong> the strategies:<br />

� High End: Desensitization - 94.7%<br />

� Low End: Hypnosis - 79.1%<br />

Primary Outcome - Frequency<br />

� Used experts’ rat<strong>in</strong>gs to weight strategies:<br />

Red = Not Effective (0 pts)<br />

Yellow<br />

= Some/Mixed Support (1 pt)<br />

Green = Strong Support (2 pts)<br />

� Calculated a total score for each participant<br />

� e.g., hypnosis (2) + imagery (1) = 3<br />

� Total possible score �29 pts


Multiple Regression Analysis<br />

� To predict use <strong>of</strong> Empirically-Supported<br />

Treatments (criterion variable)<br />

� Predictor variables<br />

� age, US/Canada<br />

� certification, level <strong>of</strong> education<br />

� proportion <strong>of</strong> patients who are provided pa<strong>in</strong><br />

mgt. services, skill, knowledge<br />

Multiple Regression: Results<br />

Predictor Variable<br />

Step 1<br />

Beta p<br />

Age .050 .244<br />

US/Canada<br />

Step 2<br />

-.001 .977<br />

Certification .144 .001<br />

Education<br />

Step 3<br />

.077 .073<br />

Proportion .245 .000<br />

Skill .111 .049<br />

Knowledge .164 .003<br />

Note: Adjusted R2 =.185, F7,567 = 19.63, p < .001<br />

STRENGTHS<br />

Strengths & Weaknesses<br />

� North American sample<br />

� High response rate<br />

� suggests good external validity<br />

WEAKNESSES<br />

� Self-Report Measure<br />

� subjective<br />

� retrospective<br />

� Order <strong>of</strong> questionnaire<br />

Multiple Regression: Results<br />

Predictor Variable<br />

Step 1<br />

Beta p<br />

Age .050 .244<br />

US/Canada<br />

Step 2<br />

-.001 .977<br />

Certification .144 .001<br />

Education<br />

Step 3<br />

.077 .073<br />

Proportion .245 .000<br />

Skill .111 .049<br />

Knowledge .164 .003<br />

Note: Adjusted R2 =.185, F7,567 = 19.63, p < .001<br />

Take-Home Messages<br />

� CLS are <strong>in</strong>volved <strong>in</strong> pa<strong>in</strong> management<br />

� Several predictors <strong>of</strong> the use <strong>of</strong> evidence-based<br />

strategies<br />

� Goals should be to:<br />

� require certification<br />

� target knowledge & skill<br />

� Appropriate to more formally <strong>in</strong>clude CLS <strong>in</strong><br />

pediatric pa<strong>in</strong> teams<br />

Future Directions<br />

� Observational Research<br />

� What do CLS actually do <strong>in</strong> practice?<br />

� Is the comfort/reassurance CLS provide different than<br />

<strong>in</strong> the literature?<br />

� Research to assess future priorities as<br />

determ<strong>in</strong>ed by CLS<br />

� Randomized Trials<br />

� e.g., therapeutic use <strong>of</strong> art/ play, medical play


Implications for Practice<br />

� <strong>Child</strong> life specialists are <strong>in</strong>terested &<br />

motivated to learn more<br />

�? need for ongo<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g opportunities<br />

for cl<strong>in</strong>icians<br />

� Review <strong>of</strong> academic and <strong>in</strong>ternship tra<strong>in</strong><strong>in</strong>g<br />

(MacLaren & Cohen, 2005)<br />

� tra<strong>in</strong><strong>in</strong>g may be an effective method<br />

� implications for students and practic<strong>in</strong>g pr<strong>of</strong>.<br />

� some evidence for long-term effects<br />

Discussion<br />

� Multidiscipl<strong>in</strong>ary focus <strong>of</strong> pediatric pa<strong>in</strong><br />

management<br />

� Where are the boundaries?<br />

� Are there limits on what should be<br />

encouraged (e.g., CLS do<strong>in</strong>g hypnosis?)<br />

� Are there positives to be ga<strong>in</strong>ed? Are<br />

there negative consequences?<br />

�Questions?<br />

�Comments?<br />

Thank You!<br />

Implications for Practice<br />

� CLS use strategies that need further<br />

research to validate their use<br />

� <strong>The</strong>rapeutic play<br />

� Comfort<strong>in</strong>g and reassurance<br />

� <strong>The</strong>rapeutic use <strong>of</strong> art<br />

� Medical play<br />

� Position<strong>in</strong>g for comfort<br />

� Correlation between Certification and use<br />

<strong>of</strong> evidence based strategies<br />

Acknowledgments<br />

� Nancy Bandstra<br />

� L<strong>in</strong>da Sk<strong>in</strong>ner and the IWK <strong>Child</strong> <strong>Life</strong> staff<br />

� Dr. Christ<strong>in</strong>e Chambers<br />

� <strong>Pediatric</strong> Pa<strong>in</strong> Experts<br />

� Marie-Claude Grégoire

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