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Development of the Japanese Version of the Cornell Assessment of Pediatric Delirium

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Development of the Japanese Version of the Cornell Assessment of Pediatric Delirium Acute Medicine & Surgery 2018; 5:98–101 doi: 10.1002/ams2.312 Brief Communication Development of the Japanese version of the Cornell Assessment of Pediatric Delirium Haruhiko Hoshino,1,2 Yujiro Matsuishi,1,2 Nobutake Shimojo,1 Yuki Enomoto,1 Takahiro Kido,3 and Yoshiaki Inoue1 1Department of Emergency and Critical Care Medicine, Faculty of Medicine, University of Tsukuba, 2Pediatric Intensive Care Unit, and 3Department of Pediatrics, University of Tsukuba Hospital, Tsukuba, Ibaraki, Japan Aim: Delirium is a form of acute cerebral dysfunction and is associated with increased length of hospital stay, mortality, and health- care costs for adult patients in intensive care. However, in Japan, there are currently no reliable criteria or tools for diagnosing delir- ium in critically ill pediatric patients. The purpose of this study was to translate the Cornell Assessment of Pediatric Delirium (CAPD)— a screening tool for pediatric delirium—from English to Japanese for use in the diagnosis of delirium for pediatric patients in pediatric intensive care units. Methods: The back-translation method was used to ensure equivalence in the Japanese version of the CAPD and its accompanying developmental anchor points. The translation process was repeated by a multidisciplinary committee of medical researchers and clini- cians. Results: The final back-translated version of the CAPD was submitted to the original author, who gave her approval. Conclusion: The Japanese CAPD was developed and its effectiveness tested using a standardized procedure. Further study is required to test the validity and reliability of the Japanese version of the CAPD. Key words: Cornell Assessment of Pediatric Delirium, delirium, pediatric delirium Pediatric Confusion Assessment Method for the Intensive INTRODUCTION Care Unit (pCAM-ICU),6 and the Cornell Assessment of ELIRIUM IS A form of acute cerebral dysfunction and Pediatric Delirium (CAPD).7 The pCAM-ICU can be used D is associated with systemic illness or the effects of only in children over 5 years old, and the PAED scale does treatment in an intensive care unit (ICU). Delirium involves not evaluate hypoactive delirium. In contrast, the CAPD is acute and intermittent changes in mental status with disor- designed for children of all ages and can be used to assess dered attention and cognition.1 Delirium has been shown to hypoactive delirium. The CAPD is designed to give nurses a have negative clinical outcomes for in adult intensive care,2 quick and easy way to screen for pediatric patients at risk of such as increased length of hospital stay,3 mortality, and delirium.8 It consists of eight question items that correlate health-care costs.4 However, the implications of pediatric with the diagnostic domains of awareness and cognition. delirium in the Japanese context are not well clarified The nurse administering the CAPD answers each item on a because of the lack of an adequate screening tool. Currently, 5-point Likert scale, the total score of which gives an indica- there are a number of validated and reliable screening tools tion of risk for delirium. However, the CAPD was not avail- for delirium used in pediatric ICUs, including the Pediatric able in Japanese. The purpose of this study, therefore, was Anesthesia Emergence Delirium (PAED) scale,5 the to create an accurate Japanese translation of the CAPD for use in clinical settings. Corresponding: Yoshiaki Inoue, PhD, Department of Emergency and Critical Care Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, 305-8575, Japan. E-mail: METHOD [email protected]. EFORE BEGINNING THE translation of the CAPD, Received 11 May, 2017; accepted 18 Jul, 2017; online publication 3 Oct, 2017 B permission was obtained from its original author, Dr. Funding Information Gabrielle Silver, who directed us to also translate the No funding information provided. CAPD’s accompanying developmental anchor points. The 98 © 2017 The Authors. Acute Medicine & Surgery published by John Wiley & Sons Australia, Ltd on behalf of Japanese Association for Acute Medicine. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. Acute Medicine & Surgery 2018; 5:98–101 The Japanese version of CAPD 99 developmental anchor points were delineated for children To ensure linguistic and cultural equivalence in the Japanese under the age of 2 years, because orientation, arousal, and translation of the CAPD and its accompanying developmental appropriate cognition (which are all affected in delirium) are anchor points, the back-translation method was used. Back- difficult to assess in young children and even harder to mea- translation, originally established by Brislin,9 is a well-known sure in infants. In addition, the author advised us that the translation method used to ensure the preservation of the over- implication of item 8 (Does it take the child a long time to all content and meaning between the original and translated respond to interactions?) is that delayed or slow motion versions. Specifically, the adaption of Brislin’s translation movement may be a sign of hypoactive delirium, and not model by Jones et al.10 was selected for this project as this only the lack of response. method involves multiple people in the translation process. Newborn 4 weeks 6 weeks 8 weeks 28 weeks 1 year 2 years 1. Is the child able to Looks at faces. Maintains gaze for Maintains gaze. Eyes follow caregiver or Maintains gaze. Maintains gaze. Maintains gaze. make eye contact short periods of time. objects crossing his/her Prefers parent. Prefers parent. Prefers parent. with the person caring center line. Pays attention Looks at person talking. Looks at person talking. Looks at person talking. for him/her? Eyes follow for 90 to object held by tester. degrees. 2. Does the child Moves head side to Stretches hand out. Stretches out hand. Tries to grasp object Stretches out hand Stretches out hand and Stretches out hand and engage in purposeful side in accordance (OK if this action is offered using contrasting smoothly. tries to grasp object. Tries tries to grasp object. Tries actions? with neonatal reflex. somewhat side to side movements to change position. If able to change position. If able uncoordinated). without resistance. to move, tries to stand. to move, tries to stand. 3. Is the child The child is calm The child is clearly The amount of time Nods head up and down, Prefers his/her mother Prefers parents over other Prefers parents over other interested in his/her and alert. alert. the child is clearly frowns at the sound of a over other family family members. Becomes family members. Becomes surroundings? alert increases bell, spoken to gently, members. agitated if separated from agitated if separated from The child turns in the expression becomes bright Becomes used to new the preferred caregiver. the preferred caregiver. direction of the and smiles. objects and can Is used to a favorite Is used to a favorite blanket caregiver's voice. The child turns in distinguish between blanket or stuffed animal or stuffed animal and is the direction of the objects. and is calmed by it. calmed by it. caregiver's voice The child may turn in the direction of the The child may turn smell of the in the direction of caregiver. the smell of the caregiver 4. Does the child Cries when hungry Cries when hungry Cries when hungry Cries when hungry or Vocalizes or uses Uses single words and Uses 3-4 words and communicate his/her or uncomfortable. or uncomfortable. or uncomfortable. uncomfortable. gestures when needs gestures. gestures. Indicates when needs and wants? something (e.g., hungry, needs to use the toilet. uncomfortable, interested in an object or his/her surroundings). 5. Is the child Does not maintain a Does not maintain a Does not maintain a Does not maintain a calm Does not maintain a Does not maintain a calm Does not maintain a calm restless? clearly alert state. calm state. calm state. state. calm state. state. state. 6. Is it impossible to Cannot be soothed Cannot be soothed Cannot be soothed Cannot be soothed by Cannot be soothed Cannot be soothed using Cannot be soothed using console the child? by rocking, singing, by rocking, singing, by rocking, singing, rocking, singing, feeding, using normally used normally used methods normally used methods feeding, or making feeding, or making feeding, or making or making comfortable. methods (e.g., singing, (e.g., singing, holding, (e.g., singing, holding, comfortable. comfortable. comfortable. holding, or talking). talking, or reading a book). talking, or reading a book), but can be calmed down when throwing a temper tantrum. 7. Has the child's Almost never bends Almost never Almost never Almost never grasps Almost never stretches Almost never plays, gets Almost never engages in level of activity arms and legs, has stretches hands out, stretches hands out, objects or moves head and hands out, grasps up, or pulls. Even if he/she more complex play, gets decreased? Has the no strength other kicks, or grasps kicks, or grasps arms purposefully. For objects, moves around moves, almost never up, or moves around. amount of movement than during neonatal objects (OK even if objects (OK even if example, does not try to on the bed, or pushes crawls or walks around. Almost never stands, walks, while he/she is awake reflex. actions are actions are push away unpleasant away objects. or jumps, even though decreased? somewhat somewhat things. capable of these actions. (Most of the time the uncoordinated). uncoordinated). child is sleeping comfortably). 8. Does it take time Does not make Does not make Does not kick or cry Does not babble, laugh, or Does not babble, smile, Does not obey simple Does not obey simple for the child to react sounds.
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