Exploring the concept of pain of Australian children with and without pain: Qualitative study

Pate, JW; Noblet, T; Hush, JM; Hancock, MJ; Sandells, R; Pounder, M; Pacey, V

Exploring the concept of pain of Australian children with and without pain: Qualitative study

Pate, JW

Noblet, T Hush, JM Hancock, MJ Sandells, R Pounder, M Pacey, V

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Publication Type:: Journal Article
Citation:: BMJ Open, 2019, 9 (10)
Issue Date:: 2019-10-01

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Field	Value	Language
dc.contributor.author	Pate, JW https://orcid.org/0000-0002-1049-3916	en_US
dc.contributor.author	Noblet, T	en_US
dc.contributor.author	Hush, JM	en_US
dc.contributor.author	Hancock, MJ	en_US
dc.contributor.author	Sandells, R	en_US
dc.contributor.author	Pounder, M	en_US
dc.contributor.author	Pacey, V	en_US
dc.date.issued	2019-10-01	en_US
dc.identifier.citation	BMJ Open, 2019, 9 (10)	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138042
dc.description.abstract	© 2019 Author(s). Objective A person's concept of pain can be defined as how they understand what pain actually is, what function it serves and what biological processes are thought to underpin it. This study aimed to explore the concept of pain in children with and without persistent pain. Design In-depth, face-to-face interviews with drawing tasks were conducted with 16 children (aged 8-12 years) in New South Wales, Australia. Thematic analysis was used to analyse and synthesise the data. Setting Children with persistent pain were identified from a pain clinic waiting list in Australia, and children without pain were identified through advertising flyers and email bulletins at a university and hospital. Participants Eight children had persistent pain and eight children were pain free. Results Four themes emerged from the data: â € my pain-related knowledge', â € pain in the world around me', â € pain in me' and â € communicating my concept of pain'. A conceptual framework of the potential interactions between the themes resulting from the analysis is proposed. The concept of pain of Australian children aged 8-12 years varied depending on their knowledge, experiences and literacy levels. For example, when undertaking a drawing task, children with persistent pain tended to draw emotional elements to describe pain, whereas children who were pain free did not. Conclusions Gaining an in-depth understanding of a child's previous pain-related experiences and knowledge is important to facilitate clear and meaningful pain science education. The use of age-appropriate language, in combination with appropriate assessment and education tasks such as drawing and discussing vignettes, allowed children to communicate their individual concept of pain.	en_US
dc.relation.ispartof	BMJ Open	en_US
dc.relation.isbasedon	10.1136/bmjopen-2019-033199	en_US
dc.title	Exploring the concept of pain of Australian children with and without pain: Qualitative study	en_US
dc.type	Journal Article
utslib.citation.volume	10	en_US
utslib.citation.volume	9	en_US
utslib.for	1114 Paediatrics and Reproductive Medicine	en_US
utslib.for	1117 Public Health and Health Services	en_US
utslib.for	1103 Clinical Sciences	en_US
utslib.for	1199 Other Medical and Health Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
utslib.copyright.status	open_access
pubs.issue	10	en_US
pubs.publication-status	Published	en_US
pubs.volume	9	en_US

Abstract:

© 2019 Author(s). Objective A person's concept of pain can be defined as how they understand what pain actually is, what function it serves and what biological processes are thought to underpin it. This study aimed to explore the concept of pain in children with and without persistent pain. Design In-depth, face-to-face interviews with drawing tasks were conducted with 16 children (aged 8-12 years) in New South Wales, Australia. Thematic analysis was used to analyse and synthesise the data. Setting Children with persistent pain were identified from a pain clinic waiting list in Australia, and children without pain were identified through advertising flyers and email bulletins at a university and hospital. Participants Eight children had persistent pain and eight children were pain free. Results Four themes emerged from the data: â € my pain-related knowledge', â € pain in the world around me', â € pain in me' and â € communicating my concept of pain'. A conceptual framework of the potential interactions between the themes resulting from the analysis is proposed. The concept of pain of Australian children aged 8-12 years varied depending on their knowledge, experiences and literacy levels. For example, when undertaking a drawing task, children with persistent pain tended to draw emotional elements to describe pain, whereas children who were pain free did not. Conclusions Gaining an in-depth understanding of a child's previous pain-related experiences and knowledge is important to facilitate clear and meaningful pain science education. The use of age-appropriate language, in combination with appropriate assessment and education tasks such as drawing and discussing vignettes, allowed children to communicate their individual concept of pain.

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http://hdl.handle.net/10453/138042