Due to the unfamiliarity of the surroundings, children having surgery endure worry and tension. Untreated anxiety in children impairs postoperative healing and causes changes in postoperative behavior. The purpose of this review was to determine the efficacy of distraction therapies on anxiety in children undergoing surgery. The systematic review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards. PubMed via MEDLINE, CINAHL, ProQuest, Web of Science, and the Cochrane Central Register of Controlled Trials were used to find relevant trials. Full-text papers published in English from January 1, 2000 to December 31, 2021 were included. Children undergoing surgery aged 1 to 18 years were included. A data extraction form was created to extract data from the selected studies. According to the Cochrane risk of bias assessment tool, studies were classified as "low risk, " "high risk, " or "unclear risk. " Review Manager software was used to do a quantitative meta-analysis. Thirteen studies looked at the effect of distraction intervention on children. Nine of them were selected for meta-analysis. The distraction interventions included in this review were: handheld video game, play dough and play with blocks and puzzles, tablet-based interactive distraction, animated video, painting and storytelling, age-appropriate video, distraction with video glasses, watching a movie, and bringing favorite toy during hospital stay. Meta-analysis showed that distraction interventions are effective on preoperative anxiety in children (standardized mean difference = -17.07, 95% confidence interval: 27.11-7.02, p = 0.0009).

A hospitalized child experiences anxiety more frequently as compared to non-hospitalized children. Surgery can be emotionally distressing for children, and subsequently their parents and caregivers, this distress can cause profound adverse impacts on children. We aimed to identify the effect of non-pharmacological interventions on children’s (1–18 years) anxiety undergoing surgery. The following databases: Medical Literature Analysis and Retrieval System Online (MEDLINE), Cumulative Index of Nursing and Allied Health Literature (CINAHL), Proquest, Web" of Science, and Cochrane Central Register of Controlled Trials were systematically searched for full-text articles. The review included 15 randomized controlled trials. The risk of bias was assessed using Cochrane Risk of Bias tool. The interventions included in the study were preoperative education, puppet play, therapeutic play, distraction activities, parental presence, and clown therapy. The review presents a narrative reporting of the findings. This review identifies that non-pharmacological interventions are effective in reducing anxiety among children undergoing surgery. There are a limited number of studies from developing countries. Further research is required to underpin the use of these interventions with children before surgery. 

Introduction: The World Health Organization has reported that one fifth of all children in the world suffer from poor mental health regardless of cultural differences. Previous studies have shown that working with mental health is an important part of the duties of school nurses in Sweden.

Objective: The aim of the present study was to describe the experiences of school nurses regarding the identification of mental illness among pupils in primary school.

Methods: In this inductive qualitative study, interviews were conducted with 11 school nurses in southern Sweden and analyzed using content analysis.

Results: The results indicate three major themes: (1) the need for shared responsibility, (2) feelings of uncertainty and inadequacy in school nurses, and (3) the importance of establishing relationships.

Conclusion: This study indicates that school nurses feel responsible for their pupils' well-being, but also feel that they need support. A lack of guidance in identifying mental illness emerged from the interviews.

Aim: This study aimed to investigate mothers’ levels of satisfaction with distraction as a post-operative pain management intervention for their child.

Background: Although the number of studies on paediatric pain management has increased over time, research into non-pharmacological post-operative pain management remains inadequate, indicating that more research is required.

Design: A posttest-only control group design was adopted to measure mothers’ levels of satisfaction with distraction as a non-pharmacological post-operative pain management intervention for their child.

Methods: The study included 160 mothers and their children undergoing elective surgery in a paediatric surgical unit. Mothers and children were randomly allocated to intervention and control groups (80 intervention, 80 control). The children in the intervention group received age-appropriate distraction interventions for three post-operative days along with the usual care. Children in the control group received only usual care. Data on parental satisfaction with pain management interventions was assessed on the day of discharge using a parental satisfaction questionnaire.

Results: In the intervention group 48 mothers (60%) were ‘very satisfied’ and 22 mothers (40%) were ‘moderately satisfied’ with pain management interventions for their child. In the control group 27 mothers (34%) were ‘very satisfied’ and 53 (66%) were ‘moderately satisfied. The mean and standard deviation of mother’s satisfaction in the intervention group and control group was 42 ±5.23 and 34 ± 6.64 respectively. The present study identified that there was a significant difference in the level of mother’s satisfaction between the intervention and control groups (p<.05).

Conclusion: The level of satisfaction with pain management intervention for their child was higher for mothers in the intervention group that the control group. The distraction intervention provided for the children during the postoperative period improved the mothers’ satisfaction level.

Backgroud: To become a parent of a child who is born small for gestational age can lead to challenges in addition to the newly accuried parenting role. There is currently a lack of knowledge regarding parents´experiences if having a child born small for gestional age. Purpose: The purpose of this study was to describe the experienve of becoming a parent of a child small for gestional age. Design and method: A qualitativ inductive approach was chosen with grounded theory as a method, a stratagic selection was used and individual interviews wiht open questions were performed. Results: The results showed that the parents expressed quilt over the childs´size and focused on the aility to nourish their child to keep their unexpectedly small child alive. An experienced concern about the childs´food intake could be seen throughout the entire interview material and the need for information was great. A common experience of the parents was that constant feeding of the child dominates their lived. Conclusion: The conclusion is that the unexpectedly small size of the child awakens the parent´s instinct to provide life-sustaining care and the parents need increased support and more information around the child´s condition. This requires well-trained professionals, because parents to children born SGA often harbour feelings of unpreparedness and guilt. Practice implications: Increased understanding and knowledge about parents´experience of having a child born SGA, healthcare sevices can optimize the potential for better attachment between parent and child as well as offer appropritae support.

Sex education can be described as an important part of health education in school and one way of strengthening health education could be a collaboration between different professionals in the school team. The aim of this study was to describe teachers' and school nurses' experiences and perspectives with regard to sex education among students aged 11-12 years and to explore potential influencing factors. We employed a qualitative design, and the teachers and school nurses were interviewed individually. A thematic analysis was conducted on the interviews and the results showed that the classroom was considered to be the teacher's arena. Tradition and attitudes between professionals could be obstacles that affect collaboration between teachers and nurses and the study showed that there remains much to be done before collaboration at the same level between the groups can be established.

BACKGROUND: With rapidly ageing population worldwide, loneliness among older adults is becoming a global issue. Older migrants are considered being a vulnerable population and ethical issues are often raised in care for elderly. A deeper sense of loneliness, existential loneliness is one aspect of loneliness also described as the ultimate loneliness. Making oneself understood or expressing emotions, have shown to be particularly challenging for older migrants which could lead to experience of existential loneliness. Ageing and being a migrant are potential triggers for experiencing existential loneliness. There appears to be, however, little known about being a migrant experiencing existential loneliness in old age.

AIM: This study explored older migrants' experience of existential loneliness.

RESEARCH DESIGN: Qualitative study.

PARTICIPANTS AND RESEARCH CONTEXT: Data were collected through interviews (n = 15) with older (>65) migrants' in Swedish nursing homes or senior citizen centres. A thematic analysis was performed to analyse the data.

ETHICAL CONSIDERATIONS: The study was conducted in accordance with the principles of research ethics.

FINDINGS: The result was described in terms of three themes: (1) Choices made in life, (2) seeking reconciliation with life and (3) thoughts about death and dying in a foreign country.

DISCUSSION: Ethical reflection and knowledge about how older migrants' life story can lead to experiencing existential loneliness, could be of use in care for older migrants'.

CONCLUSION: This study indicates that the experience of existential loneliness derived from being a migrant is a long-term and significant process. Migration was a hope of creating a meaningful life, the experience of existential loneliness occurred as migrants sought reconciliation with life, reflected upon their past choices, and thought about death and dying in a foreign country.

Background Little is known whether children experience pain during hospital stay from the child's own perspective or not. The existing studies tend to be based on a small number of children and therefore have limitations concerning the generalisability of the results. Aim The aim of this study was to describe children's self-reported pain and experience concerning pain management during hospital stay. Methods This study has a quantitative cross-sectional design with descriptive statistics as data analysis. Results A total of 786 questionnaires, Pain in Children in Hospital, were distributed in four countries with the response rate of 75% which was almost equal between countries. Our result showed that 87% (503/579) children at hospital self-reported pain during the past 24 h. Nearly 63% of the children reported a pain score of > 5 the last 24 h. Most of children reported that they had received a question about pain from the hospital staff, and that the staff observed and assessed their pain. Totally 95% reported that they were satisfied with their pain relief during the last 24 h. Conclusion Our study showed that when children were given the possibility to self-report pain, nearly 2/3 expressed that they had experienced pain during hospital stay. However, most of them reported satisfaction with pain management and their pain relief.

OBJECTIVE: The aim of this study was to describe the experience of polyethylene glycol (PEG) bowel preparation in adolescents undergoing colonoscopy.

RESULTS: 32 adolescents, 10-18 years of age self-reported a minimum of complications 1 week after colonoscopy when PEG was used for bowel preparation. 17 adolescents, 10-18 years were also interviewed about bowel preparation with PEG. Using qualitative content analysis, two categories were extracted from the data: "Being decisive makes it manageable" and "Be prepared for a horrible experience." The adolescents reported PEG intake difficulty; the intake was, however, manageable if they received appropriate information.

This proposal reports from a pilot study where primary teachers and school nurses were interviewed concerning their collaboration in sex education. These primary teachers and school nurses do not traditionally collaborate around sex education in Swedish schools. Albeit different projects where collaboration between them has been encouraged, earlier research demonstrates problems between the two groups of professionals to act jointly. The new Swedish school law from 2011 prompts such collaboration and asks for school health teams increased participation in sex education in compulsory school. In this pilot study, five primary teachers and five school nurses were interviewed about their collaboration. The purpose of the pilot study was to describe and analyse the teachers and school nurses’ experiences and perspectives of their collaboration concerning sex education among pupils aged 10-12 years. The interviews were analysed with thematic analysis. One overall theme emerged; The classroom is the teacher’s arena, and three sub themes; A collaboration needs two parts; Attitudes is a barrier and Organisation as a facilitator, were found. The results indicate a prevailing distance between the two groups. The nurses claim that the classroom is the teacher’s arena, an arena which is difficult for nurses to enter. The collaboration is usually initiated by teachers not nurses. The teachers assert that the school nurses are professional resources in school and experts on different health issues, such as menstruation. While the school nurses regard the head master as important for how sex education is facilitated and implemented in school, the teachers claim to manage sex education without the head master’s influence. The results indicate that the new school law where school health team is involved in the science education has not been implemented at the schools in the present study.