Thestrup Jakob, Sørensen Jette Led, Esbjørn Barbara Hoff, Hybschmann Jane, Frandsen Thomas Leth, DeCosta Patricia, Gjærde Line Klingen
Mary Elizabeths Hospital and The Juliane Marie Centre, Copenhagen University Hospital-Rigshospitalet, Juliane Maries Vej 4, 2100, Copenhagen, Denmark.
Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark.
Eur J Pediatr. 2024 Dec 12;184(1):75. doi: 10.1007/s00431-024-05911-x.
Communication skills are a vital but often neglected part of paediatric training. To make communication training more responsive to patient needs, children and adolescents should be involved in developing the communication curriculum for healthcare professionals, though this is rarely the case. The present study explored children and adolescents' perceptions of healthcare professionals to identify recommendations for healthcare professionals to contribute to formulating goals, learning objectives, and competencies for an interprofessional paediatric communication curriculum. We used narrative and play-based interviews to include the perceptions of preschool children aged 3-6 years (n = 8) and an online questionnaire to explore those of schoolchildren and adolescents aged 5-18 years (n = 54). We did a thematic analysis of the qualitative interview data and open-ended questionnaire responses, which showed that preschool children found familiar approaches, physical contact, and their parents comforting and that healthcare professionals should use playful methods, child-friendly words, and tangible rewards. Schoolchildren and adolescents preferred healthcare professionals who were friendly, patient, attentive, communicated clearly, and engaged them in conversation. They did not like when healthcare professionals appeared stressed, did not keep their promises, or forced them to do something.
We condensed perceptions of children and adolescents into tips and statements to be used in further development of a communication curriculum for paediatric healthcare professionals. Our findings emphasize that paediatric communication training should focus on healthcare professionals' attitude and appearance, strategies for building trust and engaging patients in treatment and care, the use of age-appropriate communication, and understanding the cognitive development of children and adolescents.
• Communication is a core competence that all paediatric healthcare professionals must practice and maintain. • Children and adolescents can contribute to curriculum development, but only few studies have done so.
• The perspectives of children and adolescents indicate that education programmes on paediatric communication should focus on the attitude and appearance of healthcare professionals, strategies to build trust and engage patients, age-appropriate communication, and understanding the cognitive development of children and adolescents. • Children and adolescents aged 3-18 years can contribute to the development of goals, learning objectives, and competencies for paediatric communication training, which may help promote more patient-centred approaches in practice.
沟通技巧是儿科培训中至关重要但常常被忽视的一部分。为了使沟通培训更能满足患者需求，儿童和青少年应参与制定针对医疗保健专业人员的沟通课程，然而实际情况却很少如此。本研究探讨了儿童和青少年对医疗保健专业人员的看法，以确定可为医疗保健专业人员提供的建议，从而有助于制定跨专业儿科沟通课程的目标、学习目标和能力要求。我们采用叙事和基于游戏的访谈来纳入3至6岁学龄前儿童（n = 8）的看法，并通过在线问卷来探究5至18岁学童和青少年（n = 54）的看法。我们对定性访谈数据和开放式问卷回答进行了主题分析，结果表明学龄前儿童觉得熟悉的方式、身体接触以及他们的父母能带来安慰，医疗保健专业人员应该采用有趣的方法、儿童友好型的语言以及切实的奖励。学童和青少年更喜欢友好、耐心、专注、沟通清晰并能与他们交谈的医疗保健专业人员。他们不喜欢医疗保健专业人员显得压力过大、不兑现承诺或强迫他们做某事。
我们将儿童和青少年的看法浓缩为小贴士和陈述，用于进一步开发针对儿科医疗保健专业人员的沟通课程。我们的研究结果强调，儿科沟通培训应关注医疗保健专业人员的态度和外表、建立信任并促使患者参与治疗和护理的策略、使用适合年龄的沟通方式以及理解儿童和青少年的认知发展。
• 沟通是所有儿科医疗保健专业人员必须实践和保持的核心能力。• 儿童和青少年可以为课程开发做出贡献，但相关研究较少。
• 儿童和青少年的观点表明，儿科沟通教育项目应关注医疗保健专业人员的态度和外表、建立信任并促使患者参与的策略、适合年龄的沟通方式以及理解儿童和青少年的认知发展。• 3至18岁的儿童和青少年可为儿科沟通培训的目标、学习目标和能力要求的制定做出贡献，这可能有助于在实践中推广更以患者为中心的方法。
