Professional Documents
Culture Documents
net/publication/311552118
CITATIONS READS
2 464
4 authors, including:
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
Integrate rural aged care practice and service delivery View project
Program Evaluation, Parents' Perceptions of the Tiny Taters Nature Session View project
All content following this page was uploaded by Judi Alison Parson on 05 January 2017.
PII: S1471-5953(16)30257-8
DOI: 10.1016/j.nepr.2016.12.001
Reference: YNEPR 2175
Please cite this article as: Tilbrook, V., Dwyer, T., Reid-Searl, K., Parson, J.A., A review of the literature
– The use of interactive puppet simulation in nursing education and children's healthcare, Nurse
Education in Practice (2017), doi: 10.1016/j.nepr.2016.12.001.
This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to
our customers we are providing this early version of the manuscript. The manuscript will undergo
copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please
note that during the production process errors may be discovered which could affect the content, and all
legal disclaimers that apply to the journal pertain.
ACCEPTED MANUSCRIPT
PT
Midwifery Education Facilitator - Women’s & Children’s Hospital
RI
Centre of Education & Training
Level 1 Zone E
SC
72 King William Rd
U
NORTH ADELAIDE SA 5006
AN
E: vanessa.tilbrook@sa.gov.au
M
CQUniversity – Rockhampton
Room 1.36
Building 18
Bruce Highway
ACCEPTED MANUSCRIPT
E t.dwyer@cqu.edu.au
PT
Dr Kerry Reid-Searl (RGN, RM, BHlth Sc, MClin Ed, PhD)
RI
Professor / Discipline Head
SC
School of Nursing & Midwifery
U
CQUniversity
AN
Rockhampton Campus Q 4700
E: k.reid-searl@cqu.edu.au
M
(M): 0419292957
TE
EP
Deakin University
E: judi.parson@deakin.edu.au
P: +61 3 52278985
ACCEPTED MANUSCRIPT
PT
RI
1. Present address: Midwifery Education Facilitator, Centre of Education & Training, Women’s &
SC
Children’s Health Network, Level 1, Zone E, 72 King William Rd, NORTH ADELAIDE SA
5006, AUSTRALIA
U
AN
Word count
M
A Review of the literature – The use of interactive puppet simulation in nursing education
Abstract
PT
The use of puppets in health care is emerging as a mode of simulation that combines elements of
RI
engaging with the child through play whilst at the same time providing education. This review
SC
examines the impact when nurses use play therapy or puppets as a simulation modality in
nursing education and in the clinical paediatric nursing environment. Electronic search was
U
conducted using CINAHL, PubMed, Scopus, Web of Science and PsycINFO data bases, between
AN
1980 and January 2015 with the combinations of play therapy; puppetry; nursing education;
nursing; simulation; health professionals and puppets. Twelve articles were identified that
M
highlight the use of puppet simulation in the education of nursing students and children in the
the areas of health education and specifically diabetes education. Identified gaps in the use of
TE
communication process; thus identifying the need for further research on puppet simulation and
Key words
Puppets
Introduction
ACCEPTED MANUSCRIPT
The use of puppets has historically provided play therapists, health care professionals and early
childhood educators with a tool to observe, educate and support children (Blumenthal, 2005,
Bratton et al., 2005, Burns-Nader and Hernandez-Reif, 2015, Kalra et al., 2014). Through
puppets, children are provided with a pathway to express their fears, anxieties and emotions
PT
where previously they may not have been able to have a voice or be able to adequately express
RI
themselves (Cruz et al., 2012, Jones and Landreth, 2002). Additionally, healthcare professionals
can use puppets to simulate real life scenarios facilitating learning for children and their families
SC
(Burns-Nader and Hernandez-Reif, 2015, Cruz et al., 2012, Haiat et al., 2003, Pélicand et al.,
2006). This pathway of expression is well documented in a variety of health care contexts
U
including; play therapy, psychological and hospital play specialist and child life literature
AN
(Epstein et al., 2008, Jun-Tai, 2008, Ray et al., 2013). Whilst contemporary literature asserts that
M
healthcare professionals use of puppets in play therapy is indeed beneficial (Hall et al., 2002,
Jones and Landreth, 2002, Kenney-Noziska et al., 2012), the impact of puppet simulation across
D
the domains of nursing and nurse education is relatively unknown. The aim of this integrated
TE
review is to report the experiences of nurses and nurse educators who have used puppets.
EP
Methods
C
The research question that informed the search was ‘How are puppets currently being used by
AC
nurses and nurse educators?’ Boolean operators of AND & OR were used to expand the search
when AND had limited search results. ‘Play therapy with puppets’ was also added to the search
terms, as puppetry is a well-known form of play therapy; when limited results were found.
Literature was reviewed with the following inclusion criteria; peer-reviewed, research studies
English language published between the years of 1980 – January 2015 and focused on
ACCEPTED MANUSCRIPT
puppet/doll simulation and/or play therapy or use as an education tool or strategy in nursing care
or education. Articles that focused on mental health or psychotherapy were excluded as this is an
environment that routinely uses puppet therapy. The search terms used to discover the literature
were: Interactive Puppet Simulation; Simulation in Nursing; Play Therapy with puppets; Puppet
PT
simulation; Puppets use in nursing; Education
RI
Search Strategy
SC
Using the documented inclusion criteria, the literature review was conducted using CINAHL,
PubMed, Scopus, Web of Science, PsycINFO and a general search on two university library
U
AN
catalogues. The original timeframe of the search 2005- January 2015 was extended to 1980 as
only nine articles were found and so a wider search of literature was undertaken. All articles
M
were retrieved and read in full to determine which met the inclusion criteria. Of the twenty-six
articles found, twelve articles on the implementation of or use of puppets to practice met the pre-
D
set criteria and were included in the review (see Table 1).
TE
Literature Review
C
Articles were grouped together based on the puppet area of application and reviewed under the
AC
Diabetes
Three studies examined the impact of puppets on children with diabetes compliance with
medications and treatment regimens, peer interactions and learning outcomes (Kalra et al., 2014,
PT
Pélicand et al., 2006, Sparapani et al., 2012). In the study by Kalra (2014) impacts on improving
care and management were measured after children from below the poverty line were afforded
RI
access to diabetic equipment and education sessions using the puppets (Kalra et al., 2014).
SC
Sparapani et al (2012) also implemented puppets to support children with diabetes to facilitate
communication and interactions between the children and the researcher (Sparapani et al., 2012).
U
This study was unique in that puppets were constructed by the child and used as the child’s
AN
voice. Four additional puppets were available to take on extra roles of the friends within the
scenario and the interviewer also used their own puppet to communicate throughout the
M
interview. Interviews with children revealed that positive and negative attitudes of friends
influenced the disease management, as did the child’s attitude towards their friends (Sparapani et
D
al., 2012). The impact of the puppets was not specifically elicited, only that all children chose not
TE
to include their parents in the interview and that the process of developing the scenario with the
EP
puppets facilitated the establishment of the relationship with the interviewer. The authors
believed this interaction helped the children feel comfortable and relaxed with the process.
C
between children with diabetes and their friends and use the puppets to evaluate the child’s
Pélicand and colleagues (2006) evaluated a summer camp therapeutic educational program
where puppets were introduced as a tool for play and as a medium where children with diabetes
could express themselves (Pélicand et al., 2006). Fourteen children were divided into two equal
ACCEPTED MANUSCRIPT
groups based on gender and age. One group used their own hand crafted puppets as a tool for
expression, using the puppet to conduct ‘plays’ that showed their experiences with the disease.
The other group engaged in traditional group discussions and at the end of the workshops made
their own puppets. Supporting children to create their own puppets allowed them to try on
PT
different personalities and play an active role engaging with the puppet and expressing
RI
themselves. Clearly children relate to puppets when they are actively involved in their
development and they are used to making inanimate objects come alive (Fisher, 2009, Hartwig,
SC
2014, Pélicand et al., 2006).
U
In the Pélicand et al (2006) study children were given a book to read that introduced them to
AN
another child’s experience with diabetes. The participating children were then interviewed prior
to participating in a series of workshops (Pélicand et al., 2006). Children were asked to evaluate
M
their experience using a modified faces pain chart. Scores were given for all individual and group
responses. The researchers, found that children using puppets developed related skills to the
D
management of their disease and were able to progress to make decisions related to self-care of
TE
their disease (Pélicand et al., 2006). Additionally, the children were able to develop a sense of
EP
control of their disease as they used the puppet as a tool to distance themselves from difficult and
painful emotions and situations. The puppet was described by the children as a tool that gave
C
them pleasure and a vehicle that that could use to express themselves and their knowledge
AC
(Pélicand et al., 2006). Recommendations of this study support puppets as a technique for
educational play and a successful medium for teaching aspects of the disease and treatment to the
children. Collectively authors recommend that health care professionals implement puppets to
their practice to meet the child’s health priorities, to show the children how to manage their
ACCEPTED MANUSCRIPT
disease and treatments as self-reliantly as possible (Fisher, 2009, Hartwig, 2014, Pélicand et al.,
2006).
The impact of two different childhood toys on learning were compared as part of a diabetic care
PT
program targeting under privileged children (n=4000) in India (Kalra et al., 2014). Children
enrolled in the program were given a game of Snakes and Ladders and a Novo Nordisk Teaches
RI
to Take Insulin (NOTTI). The NOTTI doll, while primarily an education tool for teaching insulin
SC
administration, was soft, portable, unbreakable and looked like any other doll. Through playing
with their dolls the children, in addition to expressing feelings of love for their dolls, also
U
demonstrated skills in self-care and autonomy in insulin administration. In addition, the health
AN
care professionals enrolled reported new learned skills in insulin administration. The authors
concluding that play therapy was a useful and interesting strategy for the simultaneous education
M
of both children and adults in diabetic management (Kalra et al., 2014). An identified weakness
of this paper was the lack of clarity around the collection and interpretation of data. Regardless
D
the use of the puppet be it as a therapeutic tool or for play, puppets support children attaining
TE
knowledge and control of their disease whilst simultaneously providing an avenue for self-
EP
expression and stress reduction (Hall et al., 2002, Hartwig, 2014., Kalra et al., 2014, Schaefer,
2001). In each of the studies puppets were chosen as the tool for communication as they were an
C
age appropriate toy that suited the child’s level of development; and because children choose to
AC
engage in activities that involve toys (Hartwig, 2014., Ray et al., 2013, Sparapani et al., 2012).
Health Education
Two articles were found that used dolls or teddy bears as an instrument to educate children and
undergraduate nurses (Campbell and Brown, 2008, DeRowe et al., 2003). DeRowe et al (2003)
ACCEPTED MANUSCRIPT
used a single case report of a two-year-old girl who had a tracheotomy created post removal of a
laryngeal tumour. The child displayed anxiety and distress with all aspects for care for her
tracheotomy, specifically during suctioning. Her favorite doll was given a tracheotomy and her
care giver would then provide tracheotomy care, including suctioning, whilst the child played
PT
with her doll. The authors, reported an immediate reduction in anxiety, distress and compliance,
RI
all of which remained evident twelve months later (DeRowe et al., 2003). The above case study
outcome is supported by earlier studies that report the implementation of puppets or dolls aids
SC
children’s understanding of their health experiences and helps communication between
healthcare professionals and the child (Bates, 1986., Ziegler and Prior, 1994).
U
AN
The Health Teddy Clinic was implemented to assist the development preschool children’s,
knowledge, therapeutic communication skills (Campbell and Brown, 2008). In this study nursing
M
students participated in a six-week rotation at the preschool. During the rotation the nursing
students were paired with a child and the students assessed the child’s development and
D
milestone correlation, developmental needs associated with hospitalisation and the nurse’s role
TE
as comforter in painful procedures. Each child was given a Teddy Bear and then encouraged to
EP
engaged in a variety of health promotion activities such as hand washing, dental hygiene and
going to the doctor (Campbell and Brown, 2008). The child assisted the nursing student to
C
Parents of the children were given an email address to provide feedback about the program and
the nursing students completed a clinical evaluation tool and exam. Results indicated that
students increased their general knowledge and confidence in working with children (Campbell
and Brown, 2008). Parents were surprised at the amount of information the children had learnt.
ACCEPTED MANUSCRIPT
One parent commented that their child had a reduction in fear of going to the doctor. The
children were excited to be working with the bears (Campbell and Brown, 2008). At the end of
the project, strategies to expand the program to migrant communities and other community
centres were underway. The authors concluding that the Health Teddy Clinic and the use of
PT
puppets was effective in preparing children in readiness for their interactions with the health care
RI
sector (Campbell and Brown, 2008). While the Healthy Teddy Bear clinic focused on
undergraduate nursing students and the use of teddy bears as the instrument to connect with
SC
children, two other studies were discovered which used two handed puppets in simulation
activities with undergraduate student nurses (Hardiman and Pearce, 2012; Reid-Searl et al.,
2014).
U
AN
Undergraduate education
M
An Australian study using focus groups to collect data, explored the impact puppet simulation on
D
al., 2014). All nursing students had had exposure to one of two types of puppets where the
represented in Figure 1 and involves; preparation, understanding the learner, play in action, and
C
finally evaluation and debriefing (Reid-Searl, 2012). In a more recent paper the authors note that
AC
successful use of the framework can engender a learning environment that is realistic and
engaging (Reid-Searl et al., 2014). The hand and facial actions of puppets used in the latter study
were controlled by the teacher and had elements that allowed students to practice clinical
procedures such as naso-gastric insertion and catheter insertion (Reid-Searl et al., 2014). Each
puppet had an authentic health history that did not change throughout the student/puppet
ACCEPTED MANUSCRIPT
interaction. Student learners were initially introduced to the puppets and their histories via online
learning modules and then in small groups of on-campus simulation sessions. At theses
simulation sessions students were exposed to a variety of nursing skills such as obtaining and
recording vital signs, conducting physical assessments and engaging in effective communication.
PT
Simulation sessions lasted between 20 and 50 minutes (Reid-Searl et al., 2014). Students
RI
reported that the puppets were engaging and fun and learning in this way helped them develop
stronger memory connections and recall of theory and practice concepts. Identified limitation of
SC
the study was a small, self-selected participant group (Reid-Searl et al., 2014).
U
Pearce and Hardiman (2012), conducted a qualitative exploratory study, using thematic analysis
AN
to review the use of puppets, in a ‘hot seating through puppetry’ technique to teach marketing
students regarding corporate interview technique in a simulated sales presentation (Pearce and
M
Hardiman, 2012). Educators wishing to participate in the technique only had to show interest,
and practice at home prior to using the technique with students (Pearce and Hardiman, 2012).
D
Preparation prior to the activity involved a three stage process. Initially the students prepared by
TE
reading a short case study describing how a firm was looking to appoint a consultancy. Secondly
EP
the students were randomly allocated into teams; thirdly allocated teams then had to interview
Pearce and Hardiman (2012) consider that the lecturer, the expert on the topic; was the operator
AC
of the puppet (Pearce and Hardiman, 2012). The lecturer sat behind the puppet and assumed a
new voice, and responded directly to the questions asked by the students. This is similar to the
Pup-Ed™ (KRS Simulation) framework, except in Pup-Ed™ the operator is part of the
conversation and not hidden or taking an assumed voice (McAllister et al., 2013, Reid-Searl,
ACCEPTED MANUSCRIPT
2012). In the third stage students used a journal to reflect on their drama activities and the ‘hot
seating through puppetry’ component of the program (Pearce and Hardiman, 2012). Thematic
analysis indicated that the students were immersed in the exercise, seeing the puppet as a real
person, who reinforced their role of decision maker (Pearce and Hardiman, 2012).
PT
Play Therapy
RI
Children’s toy preference was examined in a study of 113 different toys which were used in
SC
community based clinics as a form of child-centered play therapy (CCPT) (Ray et al., 2013).
Four of the toys examined were puppets that were categorised, for the study purposed, as either
U
theatre, people, aggressive or non-aggressive puppets. Sixty-eight children, each around three
AN
years of age, chose their own toys and were observed as they engaging in the CCPT sessions.
Twenty-six higher play therapists participated in the study (Ray et al., 2013). Gender influence
M
toy selection, with the boys choosing the scary/aggressive puppets and around one third of the
D
children choosing the theatre puppets as a medium to express themselves. The authors concluded
TE
that children chose puppets as a medium to assist them to express themselves. A finding
substantiated by others who have reported the benefits of children projecting their experiences
EP
onto and through puppets (Ahlcrona, 2012, Hall et al., 2002, Sparapani et al., 2012). This is the
first quantitative study that researched toy selection in CCPT, highlighting how toy selection is
C
purely child based. Anecdotally the authors observed different toy selection in their practice and
AC
felt that toy selection may be different in different demographic groups (Ray et al., 2013). As
toy selection was dependent on the reason of why the child was in therapy and available toys the
authors made no assumptions regarding the meaning of play based on the choice of toys (Ray et
al., 2013).
ACCEPTED MANUSCRIPT
Sporadically puppets have been used to prepare children for surgical procedures, including
cardiac catheterisation, bone marrow biopsies (Athanassiadou et al., 2009) and more recently
PT
diabetes and hand hygiene (Pélicand et al., 2006, Sparapani et al., 2012). Puppet play is an
RI
Athanassiadou et al (2009) sampled 91 children, from four to ten years of age to test if puppet
SC
play was effective in reducing children’s stress and assisted in them coping with hospitalisation.
The groups were randomly allocated to either the control (no pre-preparation) or intervention
U
group who received therapeutic puppet play session and the mothers received a counselling
AN
session. A trained psychologist delivered the intervention the day before the scheduled
procedure. In this study, the child directed the puppets and the psychologist managed the
M
situation, assuming the role of the child (Athanassiadou et al., 2009). Parents and teachers were
questioned using the Rutter scale and children were questioned using an age appropriate scale to
D
assess the child’s behavior pre and post operatively (Athanassiadou et al., 2009). Reduced
TE
behavioural disturbances including less aggression and hyperactivity post operatively in the
EP
intervention group were suggestive that intervention was successful. Puppet play in this study,
was helpful educating and modelling medical procedures which increased the child’s coping
C
mechanisms during procedure (Athanassiadou et al., 2009). These observations are reflected in
AC
other studies that support preparation for hospitalisation and medical/surgical procedures having
a positive impact on the child’s ability to cope and understand the procedures; including a greater
highlight the importance of integrating puppets when providing psychological care alongside
An international quantitative study supports and encourages the use of puppets to explain and
teach certain surgical procedures (Li and Lopez, 2008). Li and Lopez (2008) reported that
therapeutic play is an effective and appropriate tool for preparing children for surgery (Li and
Lopez, 2008). Shapiro (1995) used a case study to illustrate how puppet modelling was effective
PT
settling a child experiencing insomnia secondary to a fear of not waking up (Shapiro, 1995).
RI
Here the puppet was used by the nurses to model the child’s behavior during clinical treatments.
SC
compliance during subsequent treatment interventions.
U
Science engagement
AN
A qualitative study examining teachers (n=16) use of puppets impact on student engagement in
science (Simon et al., 2008). Students (n=51), aged between four and seven years of age, and
M
teachers were audio taped and videoed as they engaged in their usual science lesson activities.
D
The teachers then each selected a human like puppet and having learnt the basics of using
TE
puppets as a teaching strategy, they implemented the puppet in the classroom. Students felt that
science was easier to understand and they were confident interacting with the puppets to the
EP
extent that they could blame the puppet if their responses were not correct. Essentially the use of
the puppet contributed a safe learning environment for the children. The teachers believed
C
student confidence with the puppets generated more questions for discussion and the quieter
AC
students were more engaged and vocal in discussions (Simon et al., 2008). Consequently,
teaching techniques moved from a traditional didactic style to one more focus on the
conversations between and with students. Other researchers have also reported that children gain
a sense of control when interacting with the puppets which in turn enables their participation in
ACCEPTED MANUSCRIPT
decision making process (Fisher, 2009, Pélicand et al., 2006). The authenticity of the puppets
was important and the character had to be believable or the students would not engage with the
learning experience (Reid-Searl et al., 2014, Simon et al., 2008). Additionally, self-selection of
individual puppets will increase the users reported connection to and feelings of attachment to
PT
the puppet (Fisher, 2009). All of which increase engagement and authentic learning.
RI
Five articles have been published on puppet/doll use in healthcare since the original literature
SC
search from 1980 - January 2015 (Ackland-Tilbrook & Warland, 2015., da Silva et al., 2016;
Moore, Bennett, Dietrich, & Wells, 2015; Sharkey, Denke, & Herbert, 2016; Sposito et al.,
U
2016). These papers support the findings of the original literature search and have not been
AN
included in the review as they did not fit the original search date criteria (1980-January 2015).
One paper reports the use of dolls in simulation as a useful engagement strategy in the education
TE
of undergraduate nursing students (Ackland-Tilbrook & Warland, 2015). The four other papers
focused on the use of puppets with children. Puppet application in these recent papers included
EP
storytelling, puppet play and preparation for hospitalisation or treatment. All papers recommend
C
the use of puppets as a therapeutic medical play tool (da Silva et al., 2016; Moore et al., 2015;
AC
Sharkey et al., 2016; Sposito et al., 2016). Moore et al (2015), used puppets as story tellers to
improve the hospitalisation period of children by reducing anxiety, promote mastery in children
directed play model. This paper recommended the use of therapeutic play by child life specialists
(CLS) rather than nurses as they had specific qualifications in play in relation to paediatric care
ACCEPTED MANUSCRIPT
(Moore et al., 2015). This possible gap in knowledge of the power of play and its application to
practice was acknowledged by da Silva et al (2016). These researchers recommended that nurses
need not only to think of play as a distraction agent or a way to pass the time, but need to
consider alternative ways to play with children in their practice; calling for health professional
PT
education programs to include play training in their university undergraduate training (da Silva et
RI
al., 2016). These four papers highlight the need for future research on the use of puppets by
nurses and to review the education and training that nurses have on therapeutic play
SC
models/frameworks.
U
Conclusion
AN
Evidence to date suggests that puppetry is a useful and popular technique used by play therapists
M
and health professionals in a variety of contexts. The type of puppets used within the literature
varies greatly, ranging from puppet modelling and storytelling to the child actually creating their
D
own puppet. Two studies used a two handed glove puppet that was childlike in appearance and
TE
behaviour. Yet despite the type of puppet used, the outcomes of the studies reported similar
benefits to the child’s experience. Popularity as a tool to prepare children for hospitalisation
EP
and/or painful or distressing procedures was well evidenced in this review. Puppets are a
C
pathway to provide children with a voice, more so when the child is the operator and they can
AC
use the puppet as a tool to act out personal fears and anxieties. Despite who the operator of the
puppet is, child, therapist or nurse, this interaction helps to identify the child’s preferences for
care and provides a valuable insight into the child and their individual needs. Communication
between the child and the operator of the puppet is facilitated by puppetry and this appears to
have flow on effects on developing and facilitating the adult-child relationship. There is a
ACCEPTED MANUSCRIPT
paucity of empirical evidence of the use of puppetry by healthcare exists despite multiple
Education of disease and management of health is now becoming patient managed (Brown et al.,
PT
2012). This calls for new ways to assist in the education of children and families, implementing
puppets to practice (da Silva et al., 2016., Duffin, 2012., Sposito, 2016). Techniques that
RI
incorporate the principles of simulation and play therapy implemented within a guided
SC
framework is showing promise (Reid-Searl, 2012). Integrating puppets into health care is a
useful strategy for engaging both students and children in meaningful learning. Additionally,
U
children, family, nurses and educators all report the value and potential of the puppets to reduce
AN
anxiety and prepare children and their families for the unknown.
M
The literature review highlights that puppets are a traditional form of play therapy and little is
TE
known about the use of puppets by health care professionals outside the psychological context
EP
(da Silva et al., 2016., Duffin, 2012, Li and Lopez, 2008, Moore et al, 2015., Parson, 2003,
Synovitz, 1999). This is despite recommendations by this group to expand the practice of puppet
C
simulation by other healthcare professionals in their practice (Bates, 1986., da Silva et al., 2016.,
AC
Duffin, 2012, Li & Lopez, 2008., Moore et al, 2015., Parson, 2003., Sposito et al, 2016). Nurses
and nurse educators and their understanding and current use of play in practice needs to be
understood (da Silva et al., 2016; Haiat, Bar-Mor, & Shochat, 2003; Hopwood, Fowler, Lee,
Rossiter, & Bigsby, 2013; Moore, Bennett, Dietrich, & Wells, 2015; Potasz et al., 2014; Sposito
et al., 2016)
ACCEPTED MANUSCRIPT
Recommendations
Further study into the implementation of puppets, using an established pedagogical framework to
guide their use is required. Evaluation could focus on the clinician’s perspective to review if this
PT
is a useful tool and if it is an effective therapy to provide children a voice to relay their fears or
anxieties in regards to their experience. All operators should undergo training in the technique
RI
prior to implementation of the puppets to practice. Research into interactive puppet simulation
SC
could explore the experiences of the nurses and nurse educators when implementing puppet
simulation into their practice to determine if health care professionals perceive this to be an
U
effective teaching strategy. Additionally, research into nurse and nurse educators understanding
AN
of the power of play and the impact of play on their practice should be better understood to help
References
D
Ackland-Tilbrook, V., & Warland, J. 2015. Open the VALTTM: Creation and application of a visually
authentic learning tool. Nurse Education in Practice, 15, 249–252. Retrieved from
TE
http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=medl&AN=257012
89
Ahlcrona, M.F., 2012. The puppet’s communicative potential as a mediating tool in preschool education.
EP
Bates, T. A., & Broome, M. 1986. Preparation of Children for Hospitalization and Surgery: A Review of
the Literature. Journal of Pediatric Nursing, 1(4), 230–239.
Blumenthal, E., 2005. Puppetry: a world history. Harry N Abrams Inc.
Bratton, S.C., Ray, D., Rhine, T., Jones, L., 2005. The Efficacy of Play Therapy With Children: A Meta-
Analytic Review of Treatment Outcomes. Professional Psychology: Research and Practice 36 (4), 376.
Brown, R., Guinea, S., Crookes, P., McAllister, M., Levett-Jones, T., Kelly, M., Reid-Searl, K.,
Churchouse, C., Anderson, P., Chong, N., Smith, A., 2012. Clinical simulation in Australia and New
Zealand: Through the lens of an advisory group. Collegian 19, 177-186.
ACCEPTED MANUSCRIPT
Burns-Nader, S., Hernandez-Reif, M., 2015. Facilitating Play for Hospitalized Children Through Child
Life Services. Children's Health Care, 1-21.
Campbell, A., Brown, S.T., 2008. The healthy teddy clinic: An innovative pediatric clinical experience.
Teaching and Learning in Nursing 3 (2), 72-75.
Cruz, D.S.M.d.C., Collet, N., Marques, D.K.A., 2012. Importance of using therapeutic toys in care of
children with diabetes type 1. Journal of Nursing UFPE on line [JNUOL/DOI: 10.5205/01012007/Impact
PT
factor: RIC: 0, 9220] 6 (4), 849-853.
da Silva, J., Pizzoli, L., Amorim, A., FT, P., Romanini, G., JG, da S., … SS, A. 2016. Using Therapeutic
Toys to Facilitate Venipuncture Procedure in Preschool, 42(2), 61-68.
RI
DeRowe, A., Fishman, G., Leor, A., Kornecki, A., 2003. Improving children's cooperation with
tracheotomy care by performing and caring for a tracheotomy in the child's doll—a case analysis.
SC
International journal of pediatric otorhinolaryngology 67 (7), 807-809.
Duffin, C., 2012. Not just fooling around: how play can help young patients overcome their fears:
Therapeutic play helps children face medical procedures and is an essential component of providing good
U
nursing care. Christian Duffin and Christine Walker report. Nursing children and young people 24 (10), 6-
7.
AN
Epstein, I., Stevens, B., McKeever, P., Baruchel, S., Jones, H., 2008. Using puppetry to elicit children's
talk for research. Nursing Inquiry 15 (1), 49-56.
Fisher, J., 2009. Puppets, Language and Learning. A&C Black Publishers Limited, London
M
Haiat, H., Bar-Mor, G., Shochat, M., 2003. The world of the child: a world of play even in the hospital.
Journal of pediatric nursing 18 (3), 209-214.
D
Hall, T.M., Kaduson, H.G., Schaefer, C.E., 2002. Fifteen effective play therapy techniques. Professional
Psychology: Research and Practice 33 (6), 515-522.
TE
Hartwig, E.K., 2014. Puppets in the playroom: Utilizing puppets and child-centered facilitative skills as a
metaphor for healing. International Journal of Play Therapy 23 (4), 204.
EP
Hopwood, N., Fowler, C., Lee, A., Rossiter, C., & Bigsby, M. (2013). Understanding partnership practice
in child and family nursing through the concept of practice architectures. Nursing Inquiry, 20(3), 199–
210. http://doi.org/10.1111/nin.12019
C
Jones, E.M., Landreth, G., 2002. The efficacy of intensive individual play therapy for chronically ill
children. International Journal of play therapy 11 (1), 117-140.
AC
Jun-Tai, N., 2008. Play in hospital. Paediatrics and child health 18 (5), 233-237.
Kalra, S., Chugh, S., Dinakaran, P., 2014. Diabetes and play therapy. Journal of Social Health and
Diabetes 2 (1), 40.
Kenney-Noziska, S.G., Schaefer, C.E., Homeyer, L.E., 2012. Beyond directive or nondirective: Moving
the conversation forward. International Journal of Play Therapy 21 (4), 244.
Li, H.C.W., Lopez, V., 2008. Effectiveness and appropriateness of therapeutic play intervention in
preparing children for surgery: a randomized controlled trial study. Journal for Specialists in Pediatric
Nursing 13 (2), 63-73.
ACCEPTED MANUSCRIPT
McAllister, M., Levett-Jones, T., Downer, T., Harrison, P., Harvey, T., Reid-Searl, K., Lynch, K., Arthur,
C., Layh, J., Calleja, P., 2013. Snapshots of simulation: Creative strategies used by Australian educators
to enhance simulation learning experiences for nursing students. Nurse Education in Practice (0).
Moore, E. R., Bennett, K. L., Dietrich, M. S., & Wells, N. 2015. The effect of directed medical play on
young children’s pain and distress during burn wound care. Journal of Pediatric Health Care, 29(3), 265–
273. http://doi.org/10.1016/j.pedhc.2014.12.006
PT
Parson, J.A., 2003. Discovering successful play strategies for children undergoing invasive procedures.
In: Moxham, L., Douglas, K.M., Dwyer, T., Walker, S., Wooller, J., Cornelius, M. (Eds.), Discovery :
discovering research, discovering teaching & learning, discovering self. 2003 Women in Research
RI
Conference, , Rockhampton, Central Queensland University, pp. 1-11.
Pearce, G., Hardiman, N., 2012. Teaching undergraduate marketing students using ‘hot seating through
puppetry’: an exploratory study. Innovations in Education and Teaching International 49 (4), 437-447.
SC
Pélicand, J., Gagnayre, R., Sandrin-Berthon, B., Aujoulat, I., 2006. A therapeutic education programme
for diabetic children: recreational, creative methods, and use of puppets. Patient education and counseling
60 (2), 152-163.
U
Potasz, C., Jose, M., Varela, V. D. E., Carvalho, L. C. D. E., Fernandes, L., & Prado, D. O. 2014. Effect
AN
of play activities on hospitalized children ’ s stress : a randomized clinical trial, (July 2012), 71–79.
http://doi.org/10.3109/11038128.2012.729087
Ray, D.C., Lee, K.R., Meany-Walen, K.K., Carlson, S.E., Carnes-Holt, K.L., Ware, J.N., 2013. Use of
M
toys in child-centered play therapy. International Journal of Play Therapy 22 (1), 43-57.
Reid-Searl, K., 2012. Pup-Ed™ KRS simulation. CQUniversity, Australia rockhampton.
D
Reid-Searl, K., McAllister, M., Dwyer, T., Krebs, K.L., Anderson, C., Quinney, L., McLellan, S., 2014.
Little people, big lessons: An innovative strategy to develop interpersonal skills in undergraduate nursing
TE
and Call 911. The Journal of School Nursing : The Official Publication of the National Association of
School Nurses, 32(4), 228–33. http://doi.org/10.1177/1059840516636197
Shapiro, D.E., 1995. Puppet modeling technique for children undergoing stressful medical procedures:
C
Simon, S., Naylor, S., Keogh, B., Maloney, J., Downing, B., 2008. Puppets promoting engagement and
talk in science. International Journal of Science Education 30 (9), 1229-1248.
Sparapani, V.d.C., Borges, A.L.V., Dantas, I.R.d.O., Pan, R., Nascimento, L.C., 2012. Children with
Type 1 Diabetes Mellitus and their friends: the influence of this interaction in the management of the
disease. Revista latino-americana de enfermagem 20 (1), 117-125.
Sposito, A. M. P., de Montigny, F., Sparapani, V. de C., Lima, R. A. G. de, Silva-Rodrigues, F. M.,
Pfeifer, L. I., & Nascimento, L. C. (2016). Puppets as a strategy for communication with Brazilian
children with cancer. Nursing and Health Sciences, 18(1), 30–37. http://doi.org/10.1111/nhs.12222
ACCEPTED MANUSCRIPT
Synovitz, L.B., 1999. Using Puppetry in a Coordinated School Health Program. Journal of School Health
69 (4), 145-147.
Ziegler, D.B., Prior, M.M., 1994. Preparation for surgery and adjustment to hospitalization. The Nursing
Clinics of North America 29 (4), 655-669.
PT
RI
U SC
AN
M
D
TE
C EP
AC
ACCEPTED MANUSCRIPT
Author Methodology Topic Outcome/
Recommendations
Shapiro, D.E., 1995. Case Study Puppet modelling for children Puppet modelling results in a reduction in
undergoing stressful procedures anxiety and an increase in compliance
during subsequent treatment
interventions.
DeRowe, A., Fishman, G., Leor, A., Case Study Compliance with healthcare via Implementation of puppets or dolls with
Kornecki, A., 2003. implementation of doll/teddy bear similar medical diagnosis aids
as an instrument to educate communication between healthcare
children and undergraduate nurses professionals and the child
PT
Pélicand, J., Gagnayre, R., Sandrin- Mixed method Compliance with treatment in Type Health care professionals implement
Berthon, B., Aujoulat, I., 2006. 1 Diabetes puppets to their practice to meet the
child’s health priorities, to show the
children how to manage their disease
and treatments as self-reliantly as
RI
possible
Simon, S., Naylor, S., Keogh, B., Qualitative Study Puppet impact on Engagement Student confidence with the puppets
Maloney, J., Downing, B., 2008. with science generated questioning for discussion,
students were more engaged and vocal
SC
in discussions
Campbell, A., Brown, S.T., 2008. Funded project Health Teddy Clinic – community Health Teddy Clinic and the use of
education with pre-schoolers puppets was effective in preparing
children in readiness for their interactions
U
with the health care sector
Li, H.C.W., Lopez, V., 2008. RCT Surgical procedure preparation – Therapeutic play to be effective and
AN
play intervention appropriate as a tool for preparing
children for surgery
Athanassiadou, E., Tsiantis, J., RCT Surgical procedure preparation Therapeutic puppet play to prepare
Christogiorgos, S., Kolaitis, G., 2009. using therapeutic puppet play children for hospital has a positive impact
M
Sparapani, V.D.C., Borges, A.L.V., Exploratory study Impact of friends on children with Puppets facilitated a relationship with the
Dantas, I.R.d.O., Pan, R., Nascimento, Type 1 diabetes interviewer that made the children feel
L.C., 2012. comfortable to not require their parents
TE
present at interview
Pearce, G., Hardiman, N., 2012. Qualitative exploratory Marketing – Hot Seat through Students were immersed in the exercise,
EP
Ray, D.C., Lee, K.R., Meany-Walen, Quantitative Toys used in CCPT Children chose puppets as a medium to
C
Reid Searl, K., McAllister, M., Dwyer, Qualitative Evaluation Interpersonal skill development in Students reported that the puppets were
T., Krebs, K.L., Anderson, C., using a focus group undergraduate students engaging and fun and learning in this way
Quinney, L., McLellan, S., 2014. method helped them develop stronger memory
connections and recall of theory and
practice concepts
Kalra, S., Chugh, S., Dinakaran, P., Qualitative Diabetic Education in Children Play therapy is a useful and interesting
2014. using a NOTTI doll strategy for the simultaneous education
of both children and adults in diabetic
management
Table 1: Article Summary of literature included in the literature review 1980- Jan 2015
ACCEPTED MANUSCRIPT
PT
RI
U SC
Appendix 2: Pup-Ed™ KRS simulation: acronym explained
AN
M
D
TE
C EP
AC