Complementary and alternative medical therapies see more and more use when addressing the needs of pediatric and adult populations. CAM stands for a set of holistic medical practices that care for the patient as a whole, treating his or hers body, mind, emotion, and spirit (“Complementary, alternative, or integrative health,” n.d.). CAM is becoming more popular among the higher-class and educated patients, with 20 to 30 percent of general pediatric patients having undergone at least 1 such therapy (Kemper, 2001). As primary healthcare providers for school-age and adolescent-age groups, pediatric nurses make good use of CAM therapy, as it allows for holistic and non-invasive ways of addressing the problems health and psychiatric problems that children might have. Examples of CAM include biochemical (medications, herbs, supplements), lifestyle (diet and exercise), biomechanical (massage, surgery), and bioenergetic (acupuncture, homeopathy) options (Kemper, 2001).
Child obesity represents a problem among school-aged children, particularly in the USA. Aside from obvious physical disadvantages, obesity leads to an array of psychological disorders that often need to be addressed by pediatric nurses through the use of CAM therapy. In particular, child obesity may lead to psychological disorders like anxiety, depression, and low self-esteem (Nieman & LeBlanc). These factors are often amplified by the fact that obese children are treated cruelly by their own classmates, as obesity is often viewed as a stigma, and afflicted children are subjected to ridicule. The primary method of CAM therapy against child obesity and associated psychological problems is diet and exercise (Nieman & LeBlanc).
As indicated by numerous studies and child development theories, children aged between 9-13 years put a great emphasis on several socio-physiological factors that are key to their personal growth and development (“Child development theorists,” n.d.). They value the ability to learn and achieve perfection in performing manual tasks, developing skills, and expanding their knowledge. Hospitalized school-aged children often feel a degree of disconnection from their classmates and schools, especially when the hospitalization period lasts for a long period of time. As a result, their personal skill development may become stilted (Ratnapalan, Rayar, & Crawley, 2009). They may experience trouble readjusting and returning back to the regular schedule and find themselves lagging behind their classmates in performance, which, in turn, may cause alienation and the development of deeper psychological issues. Hospitalized school-aged children and adolescents have a special need for continuing their education and facilitating personal growth even when hospitalized. It is of paramount importance to provide them with means of continuing their studies, should their condition allow them to do so. Having parents and teachers visit young patients during the hospitalization period, and providing them with books, manuals, and timely homework assignments would ensure that they would not lag behind in education and development and will not have any trouble reintegrating back into the school setting (Ratnapalan et al., 2009).
The role of the pediatric nurse is very important here, as it is her duty to facilitate cooperation with school authorities, and invite teachers to participate in this extracurricular activity, should they have the time and desire to do so. In the absence of teachers, the nurse is ought to become a teacher as part of the CAM therapy and provide guidance to the hospitalized child, to the best of his or her ability. As the majority of school programs are forming the basic understanding of many sciences and subject, a well-educated nurse could easily double as a substitute teacher for any child placed in her care.
References
Child development theorists. (n.d.). Web.
Complementary, alternative, or integrative health: What’s in a name? (n.d.). Web.
Kemper, K.J. (2001). Complementary and alternative medicine for children: Does it work? Western Journal of Medicine, 174(4), 272-276.
Nieman, P., & LeBlanc, C.M.A. (2011). Psychological aspects of child and adolescent obesity. Paediatr Child Health, 17(3), 205-206.
Ratnapalan, S., Rayar, M.S., & Crawley, M. (2009). Educational services for hospitalized children. Paediatrics & Child Health, 14(7), 433-436.