Child life iPad distraction: a psychosocial tool for children receiving an injection

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dc.contributor Hernandez-Reif, Maria
dc.contributor Tucker, Melanie Tara
dc.contributor.advisor Burns-Nader, Sherwood Atencio, Stephanie
dc.contributor.other University of Alabama Tuscaloosa 2017-03-01T17:22:19Z 2017-03-01T17:22:19Z 2015
dc.identifier.other u0015_0000001_0001836
dc.identifier.other Atencio_alatus_0004M_12284
dc.description Electronic Thesis or Dissertation en_US
dc.description.abstract Distraction is a common and effective type of nonpharmacological intervention that offers support to children during medical procedures. Distraction helps children shift their attention away from a procedure to something more positive and engaging. Child life specialists are health care professionals who utilize distraction as a way to promote children's coping. Child life specialists are frequently using the iPad for interventions, including distraction, yet little research has examined the iPad as an effective distraction tool in pediatric health care. Also, few studies examine the psychosocial support that is provided by child life specialists during distraction. The purpose of this research was to assess the effectiveness of iPad distraction provided by a child life specialist on children receiving an injection at a pediatric clinic. Forty-one child participants, from 4- to 11-years-old, were randomly assigned to one of two groups: the standard iPad group and the child life iPad group. The standard iPad group received iPad distraction, but did not receive the component of child life. The child life iPad group received iPad distraction during an injection with psychosocial support from a child life specialist. Each child engaged with the iPad prior to the injection to provide familiarity and instruction on the specified iPad activity he or she would use. Children from 4- to 7-years-old engaged in "Talking Tom" and children 8- to 11-years-old played "Cut the Rope." Once the nurse entered the room to administer the injection, children in the child life iPad group were encouraged to continue playing the selected activity and were positively redirected to the iPad during the injection by the child life specialist. Children in the standard iPad group were not encouraged to continue engaging with the iPad, yet still had access to the iPad activity. The findings show that child life iPad distraction did not benefit those who received psychosocial support during the injection more than those who did not receive the psychosocial support. Gender and age differences were noted on children's pain and emotions during the injection with males and older children showing less pain and emotional behavior compared to females and younger children. en_US
dc.format.extent 58 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated. en_US
dc.subject Developmental psychology
dc.subject Behavioral sciences
dc.title Child life iPad distraction: a psychosocial tool for children receiving an injection en_US
dc.type thesis
dc.type text University of Alabama. Department of Human Development and Family Studies Human Development and Family Studies The University of Alabama master's M.S.

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