Effects of instructional therapeutic play in the behavior of children during the first attempt at intravenous catheterization.

OBJECTIVE

To verify the effects of instructional therapeutic play on the behavior of children during the first attempt at peripheral intravenous catheterization.

METHOD: This is a quasi-experimental post hoc analysis with a non-equivalent control group, secondary to a randomized clinical trial. The convenience sample comprised 193 children, allocated for convenience into an intervention group (preparation for catheterization with a therapeutic play; n=101 children) and a control group (preparation with structured conversation supported by the use of a booklet; n=92 children). The Observation Scale of Behavior Distress was used to evaluate opposing behavior (attacking the professional, whining, crying, getting nervous, screaming, moving until being immobilized, and protesting) and non-opposing behavior (helping and asking for information. We conducted descriptive and inferential analyses of the data.

RESULTS

Statistically significant differences were observed between the intervention and control groups in the variables: nervousness, moving to immobilization, protest and assistance during venipuncture. The use of therapeutic play reduced the risk of being nervous during the procedure by 43%, the risk of moving did so by 51%, and the risk of not protesting by 51%. Furthermore, assistive behavior during the procedure increased by 27%.

CONCLUSION

The instructional therapeutic play was effective in reducing behaviors competing with intravenous catheterization and favored the child's collaboration in their first attempt.