英文摘要 |
Background: Background: Lower respiratory tract infection is a common disease in pediatrics. In order to help hospitalized children moisturize phlegm to facilitate sputum excretion, steam inhalation is often prescribed. However, children often cry and fail to cooperate with steam inhalation treatment because of recognition limitation and hospitalization stress factors. Purpose: To explore the effectiveness of therapeutic play-based intervention on emotions, recognition, and skills of hospitalized pre-school children. Methods: This study used mixed methods research design to enroll 4-6 years old preschool children who received steam inhalation treatment for respiratory infections and their parents as the research subjects. Twenty pairs of preschool children and their parents were random assigned to the experimental group and control group. The control group only received routine care, while the experimental group received routine care in combination with therapeutic play-based intervention. Results: After the intervention of therapeutic play, there was no statistically significant difference between the experimental group and the control group in the children’s Emotional Manifestation Scale (CEMS) (p>.05), but there was a statistically significant difference in the recognition scores of the steam inhalation treatment (p<.05) between the experimental group and the control group . Ninety percent of the parents of the experimental group expressed high satisfaction of more than 8 points toward the effectiveness of the therapeutic play intervention. Conclusions/Implications for Practice: The results of this study may serve as a reference for development of non-invasive care in pediatric clinical care in the future. |