17 The catheterisation technique should be discussed and practised with the child and family.6 A step-bystep teaching plan for teaching parents and children is advised; examples of these can be seen in Appendices A to C, for healthcare professionals undertaking catheterisation in the hospital, and similar procedure is shown in Appendices D and E. An instructional model or doll is a very useful aid for explaining things to children and parents. It improves accuracy and reduces anxiety because it means the child can practice non-invasively and make errors without experiencing pain.24 Because children associate dolls with play, participation is encouraged. 24, 34 The child can gain self-confidence through role-play, playing the role of the nurse with the doll being the patient. Baby models may also be available for parents to learn about catheterisation. For adolescents, sharing their experiences of catheterisation without their parents being present is also a good way of encouraging participation and promoting long-term compliance. 41 Bauer et al. performed a qualitative study (Aug. 2018 - Oct 2019) in 40 families/ 52 individuals via a semi-structured interview guide with five major themes and several subthemes. 31 The following recommendations are being promoted: (1) Employ behavioural health providers (psychologists, social workers) who can conduct assessments and support the healthcare team in tailoring CIC teaching to a patient's or family's personality, learning styles, developmental needs, and other cultural or environmental factors that impact the implementation of CIC in each family. (2) Ensure a healthcare team's differential approach to each family's learning requirements by tailoring interventions accordingly. (3) Consider the inclusion of peer mentors, for example, Teen Empowerment Camps, where patients and parents can talk with each other to aid in adaptation and as another source of emotional support. (4) Offer as much information as is currently available and dialogue as early as possible when CIC might be needed to allow families to process and prepare for CIC. (5) Initiate CIC as early as clinically indicated. (6) Encourage multiple primary and/or secondary caregiver participation during CIC teaching and subsequent management. (7) Support caregivers as they navigate issues related to employment, insurance coverage, financial burden, and daycare. (8) Devise quantitative studies to assess how effective the implementation is between the healthcare team, the primary care physician, and the family based on what has been learned from this qualitative study and the aforementioned recommendations proposed when introducing and initiating IC. Another article by Bauer et al. 2023 on the same study population studied the impact of CIC on students and families in the school environment. 32 A phenomenological approach utilising semi-structured interviews was performed to understand the impact of CIC on students. This study identifies potential areas of intervention in meeting the needs of students who require CIC and the importance of collaborative efforts by caregivers, healthcare providers, and school personnel to address and meet CIC needs. Care coordination that involves consistent communication and careful planning between healthcare teams, school personnel, students, and caregivers can optimise a student's educational experience. 4.2 Frequency of catheterisation 6 The frequency of catheterisation depends on the indication for catheterisation and on factors such as the volumes obtained during catheterisation and the fluid intake. It should take place with a frequency that is sufficient to prevent UTIs and overfilling of the bladder while being socially acceptable. Everyone will make a decision together with the urologist, paediatric urologist or nurse practitioner. In adolescents (with an adult bladder capacity), a general rule is that the bladder capacity should not exceed 500 mL,
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