Health Care Provider-Delivered Educational Interventions in Pediatric Oncology: A Rapid Scoping Review of Content,...

BackgroundChildren with cancer and their families face complex medical, emotional, and practical challenges. Education delivered by health care providers is a critical component of high-quality pediatric oncology care, yet the scope, feasibility, acceptability, and effectiveness of such interventions are not well characterized. We aimed to synthesize the literature on health care provider-delivered educational interventions for children with cancer and their families, focusing on intervention content, the purpose of interventions; intervention feasibility and acceptability for implementation and evaluation; and intervention effectiveness on participant outcomes.MethodWe conducted a rapid scoping review of empirical studies published between 2013 and 2024 using PubMed, PsycInfo, and CINAHL. Studies included examined feasibility-focused educational interventions delivered by health care professionals to children with cancer and/or their caregivers. Data were extracted and analyzed descriptively using the domains of the Fitch and Steele Supportive Care Framework to categorize educational content.ResultsThirty-five articles (32 unique studies) were included. Most studies enrolled caregivers, predominantly mothers, and over half of the identified interventions were delivered remotely. Educational content frequently addressed psychological (71%) and social (43%) needs, with less attention tophysical, medical, practical, and spiritual domains. Most (84%) interventions were deemed feasible. Of 24 articles examining effectiveness, 97% reported positive family health-related impacts, particularly on anxiety, stress, and care giver knowledge outcomes.DiscussionEducational interventions appear feasible, acceptable, and well-received, with early evidence of effectiveness. Future research should prioritize theory-informed design, standardized feasibility/acceptability metrics, inclusive reporting, and the assessment of long-term and equitable impacts across diverse populations of children and families.