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Paediatric preoperative teaching: effects at induction and postoperatively

J O Margolis1, B Ginsberg, G L Dear

  • 1Department of Anesthesiology, Duke University Medical Center, Durham, NC 27710, USA.

Paediatric Anaesthesia
|March 4, 1998
PubMed
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An interactive teaching book reduced postoperative aggression in young children undergoing surgery. While anxiety increased on surgery day, behavioral changes decreased two weeks later, benefiting children and parents.

Area of Science:

  • Pediatric Surgery
  • Child Psychology
  • Health Education

Background:

  • Preoperative anxiety and behavioral changes are common in children undergoing surgery.
  • Traditional preoperative teaching methods may have limitations in effectively managing these issues.

Purpose of the Study:

  • To evaluate the impact of an interactive teaching book versus routine preoperative teaching on children's postoperative behavior and mood.
  • To assess parental satisfaction with the preoperative teaching interventions.

Main Methods:

  • A randomized controlled trial involved 143 children aged 2-6 undergoing ambulatory surgery.
  • Children were assigned to either routine teaching or an interactive book intervention group.
  • Behavioral changes were assessed using the Vernon questionnaire; mood was measured using a Global Mood Score.

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Main Results:

  • The interactive book group showed significantly less postoperative aggression (P < 0.05).
  • Children receiving the book reported higher preoperative anxiety but fewer behavioral issues two weeks post-surgery.
  • 87% of parents felt the intervention helped their child, and 83% felt it helped themselves.

Conclusions:

  • Interactive preoperative teaching books can be effective in mitigating negative behavioral changes after pediatric surgery.
  • This intervention may improve the overall surgical experience for both children and their parents.
  • Further research can explore long-term effects and applicability across different surgical settings.