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

Y1 - 2024

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.

U2 - 10.1080/0142159X.2023.2287983

DO - 10.1080/0142159X.2023.2287983

M3 - Journal article

C2 - 38098168

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

ER -