Holding children and young people: Identifying a theory' practice gap

Page, A. and McDonnell, A.A. (2015) Holding children and young people: Identifying a theory' practice gap. British Journal of Nursing, 24 (8). pp. 447-451. ISSN 09660461 (ISSN)

Full text not available from this repository. (Request a copy)

Abstract

Holding practices are employed to help a child or young person stay still during the administration of treatments, prevent treatment interference or to undertake an examination, which can sometimes be invasive. The aim of this study was to explore assumptions and practices of holding to develop theories about teaching practices following Grounded Theory methodology for undergraduate nursing students, university lecturers and clinical mentors. The practice of therapeutic holding is often covert and not considered to be part of the treatment per se, which has led to concealment and a reticence to discuss practices openly. This study identified that there is variance in the experiences and practices. Prominent themes that emerged were a lack of clarity and lack of training. It appears that therapeutic holding practices have moved from being viewed as 'uncontested' (practice is not disputed) to 'indifferent' (where there is denial about this practice). These findings have serious implications for current practice and future training. © 2015 MA Healthcare Ltd.

Item Type: Article
Uncontrolled Keywords: Child, Grounded theory, Physical restraint, Qualitative research, Teaching, adolescent, child, child health care, human, organization and management, theoretical model, Adolescent, Child, Child Health Services, Humans, Models, Theoretical
Subjects: B700 Nursing
Divisions: UoA Collections > UoA 03: Allied Health Professions, Dentistry, Nursing & Pharmacy
Faculty of Health, Education and Life Sciences > School of Nursing and Midwifery
Depositing User: Andrea Page
Date Deposited: 05 Jan 2017 10:36
Last Modified: 12 Apr 2017 10:01
URI: http://www.open-access.bcu.ac.uk/id/eprint/1743

Actions (login required)

View Item View Item

Research

In this section...