| Afonso, Minayo; 2017 11
|
To understand the importance of communication, which includes expressions and control of emotions, and how physicians balance proximity to children and family members and objectivity in their work. |
Qualitative research |
The team must inform the child/adolescent about their diagnosis, as far as they want to know, and explain all procedures during treatment. When children are very young, information is transmitted to the family. |
| Gonçalves and collaborators; 2015 12
|
To identify strategies used by pediatricians to communicate bad news to patients. |
Cross-sectional study |
The professionals chose to partially provide the information to the child, considering their age and level of understanding. The importance of talking to parents about decision-making is highlighted. Emotional support is essential. |
| Zanon and collaborators; 2020 13
|
To identify scientific evidence of communication elements in communicating bad news in pediatrics. |
Integrative review |
The form of transmission must be empathetic, honest, and objective. Failures and/or noise must be avoided. |
| Soeiro and collaborators; 2020 14
|
To analyze the perceptions and experiences of pediatricians concerning communicating bad news when caring for children with cancer. |
Qualitative research |
Partial exclusion of the child during the communication process, according to understanding and maturity. The news must also be given to the person with the most significant emotional bond with the child. |
| Santos and collaborators; 2015 15
|
To identify the harmful effects of communication between healthcare professionals and families of hospitalized children. |
Qualitative research |
The act of communicating should be part of professionals’ daily practice. |
| Fontes and collaborators; 2017 16
|
To describe how the process of communicating bad news is established and identify how nurses practice communicating bad news. |
Integrative review |
The professional must be honest and balance revealing the truth with the family member/patient’s hope of continuing treatment. Academic training must be improved. |
| Setubal and collaborators; 2017 17
|
To describe residents’ evaluations and perceptions of a training program on disclosing bad news in perinatology based on video analysis and Spikes’ strategy. |
Qualitative study |
Resident pointed to the Spikes protocol as a guide to systematizing bad news. A proposal is to include training in residency programs. |
| Zampoli; 2018 18
|
To analyze communication with family members of perinatal patients with the possibility of palliative treatment. |
Bibliographic study |
Faced with the suffering caused to companions/parents, communication in a humane and empathetic way can offer significant support for understanding and acceptance of the disease. The protocol is seen as a helpful tool for communicating bad news. |
| Soeiro, Vasconcelos, Silva; 2022 19
|
To understand the challenges intensive care physicians face in communicating bad news, using some problematized issues in bioethical discussions as the axis of analysis. |
Qualitative study |
The findings reveal the importance of developing communication skills in the pediatric ICU, both in the relationship with the child and with their family members/caregivers. A lack of academic training for death results in a dialogue aimed primarily at parents and/or guardians. Communication with pediatric patients tends to be poor, opening up space for silencing or limiting information, especially in more serious conditions. |
| Zanon and collaborators; 2022 20
|
To create and validate the content of a guide to monitor the communication of HIV diagnosis in childhood. |
Methodological study with a participatory approach |
The professional must support the family in communicating the diagnosis to the child honestly, hopeful, empathetically, objectively, and available to answer questions. Professionals and family members/companions must listen to the child, considering their particularities in their clinical and life context and evaluating their demands according to their stage of child development. Professionals and families must reach a consensus about communication, and healthcare services must recognize the child’s right to know their diagnosis. |
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