TY - JOUR
T1 - A BEME review of educational programmes on the use of play in paediatric practice
T2 - BEME Guide No. 82
AU - Krebs, Christine Louise
AU - Thestrup, Jakob
AU - Hybschmann, Jane
AU - Graber, Kelsey
AU - Gjærde, Line Klingen
AU - Topperzer, Martha Krogh
AU - Nielsen, Emilie Tange
AU - Larsen, Anders
AU - Ramchandani, Paul
AU - Frandsen, Thomas Leth
AU - Sørensen, Jette Led
PY - 2024/11
Y1 - 2024/11
N2 - BACKGROUND: Play can help paediatric patients cope with hospitalisation. Education on the use of play for healthcare professionals (HCPs) is lacking, with playful interactions often occurring unsystematically without formal training. This scoping review systematically describe the frameworks, design, and evaluation methods of educational programmes for HCPs on the use of play in paediatric clinical practice.METHODS: We conducted the scoping review by searching nine databases for white literature and websites for grey literature. Two reviewers independently screened titles/abstracts and reviewed full texts. Kirkpatrick's evaluation model was applied to report the evaluation methods of educational programmes.RESULTS: After identifying 16534 white and 955 grey items we included twenty articles but no grey literature. The educational programmes vaguely defined play for procedural and normalising purposes and mostly targeted mono-professional groups, mainly nurses. The evaluation methods identified in the articles were reported in accordance with Kirkpatrick levels 1: reaction (n = 13); 2a: attitude (n = 7); 2b: knowledge (n = 3); 3: behaviour (n = 6); 4a: organisational practice (n = 1) and 4b: patient outcomes (n = 4).CONCLUSION: The few educational programmes available on the use of play for HCPs are not uniformly described. Future educational programmes would benefit from integrating the needs of HCPs, patients and parents, and using a theoretical framework and systematic evaluation.
AB - BACKGROUND: Play can help paediatric patients cope with hospitalisation. Education on the use of play for healthcare professionals (HCPs) is lacking, with playful interactions often occurring unsystematically without formal training. This scoping review systematically describe the frameworks, design, and evaluation methods of educational programmes for HCPs on the use of play in paediatric clinical practice.METHODS: We conducted the scoping review by searching nine databases for white literature and websites for grey literature. Two reviewers independently screened titles/abstracts and reviewed full texts. Kirkpatrick's evaluation model was applied to report the evaluation methods of educational programmes.RESULTS: After identifying 16534 white and 955 grey items we included twenty articles but no grey literature. The educational programmes vaguely defined play for procedural and normalising purposes and mostly targeted mono-professional groups, mainly nurses. The evaluation methods identified in the articles were reported in accordance with Kirkpatrick levels 1: reaction (n = 13); 2a: attitude (n = 7); 2b: knowledge (n = 3); 3: behaviour (n = 6); 4a: organisational practice (n = 1) and 4b: patient outcomes (n = 4).CONCLUSION: The few educational programmes available on the use of play for HCPs are not uniformly described. Future educational programmes would benefit from integrating the needs of HCPs, patients and parents, and using a theoretical framework and systematic evaluation.
KW - Child
KW - Health Personnel/education
KW - Humans
KW - Pediatrics/education
KW - Play and Playthings
UR - http://www.scopus.com/inward/record.url?scp=85179976576&partnerID=8YFLogxK
U2 - 10.1080/0142159X.2023.2287983
DO - 10.1080/0142159X.2023.2287983
M3 - Review
C2 - 38098168
SN - 0142-159X
VL - 46
SP - 1393
EP - 1403
JO - Medical Teacher
JF - Medical Teacher
IS - 11
ER -