Conceptualización y percepción de enfermería sobre el cuidado del niño / Nursing Conceptualization and Perception about Child Care

Introducción: El cuidado es la esencia de enfermería y se fundamenta en la relación terapéutica enfermera-niño-familia, con abordaje integral en el contexto hospitalario. Objetivo: Discutir en base a la literatura cómo enfermería conceptualiza y percibe el cuidado del niño. Métodos: Revisión sistemática de artículos publicados entre 2010 y 2020 en las bases de datos SciELO, BVS, REDALYC, ERIC, Science Direct y LILACS. En la estrategia de búsqueda se utilizó el diagrama de flujo Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). Se revisaron 275 artículos (español, portugués e inglés), tras aplicar criterios de inclusión y exclusión, se obtuvieron 20. Conclusiones: El cuidado del niño tiene diversas dimensiones para su comprensión: significado del cuidado, las competencias de la enfermera, la participación de la madre y los factores que intervienen en el cuidado, con una visión humanística e integradora, mediante una relación empática entre la enfermera-madre-niño, con conocimientos científicos actualizados, experticia en los procedimientos, aplicación de principios éticos y valores, la comprensión de la psicología infantil, gran sensibilidad humana y manejo del estrés, sin dejar de lado la familia y el juego terapéutico(AU)

Introduction: Care is the essence of nursing and is based on the nurse-child-family therapeutic relationship, with a comprehensive approach in the hospital setting. Objective: To discuss, based on the scientific literature, how nursing conceptualizes and perceives child care. Methods: A systematic review was carried out of articles published between 2010 and 2020 in the SciELO, BVS, REDALYC, ERIC, Science Direct and LILACS databases. The PRISMA flowchart (Preferred Reporting Items for Systematic Review and Meta-Analyses) was used in the search strategy. A total of 275 articles published in Spanish, Portuguese and English were reviewed. After applying inclusion and exclusion criteria, twenty articles were chosen. Conclusions: Child care has several dimensions for its understanding: meaning of care, the nurse's competences, the mother's participation, and factors involved in care; with a humanistic and integrative vision, through an empathic nurse-mother-child relationship, with updated scientific knowledge, expertise in procedures, application of ethical principles and values, understanding of child psychology, great human sensitivity and stress management, without neglecting the family and therapeutic play(AU)

Child health care nurses' use of teaching practices and forms of knowledge episteme, techne and phronesis when leading parent education groups.

This study explores child health care nurses' pedagogical knowledge when supporting parents in their parenthood using various teaching practices, that is how to organise and process the content during parent education groups in primary health care. The aim is to identify teaching practices used by child health care nurses and to analyse such practices with regard to Aristotle's three forms of knowledge to comprehensively examine child health care nurses' use of knowledge in practice. A qualitative methodological design alongside the analysis of video-recordings was used. The results showed that child health care nurses used four teaching practices: lecturing, demonstration, conversation and supervision. Their use of episteme was prominent, but they also seemed to master techne in combination with episteme during the first three teaching practices. During the conversation teaching practice, the child health nurses rarely succeeded. Consequently, they missed opportunities to identify mothers' expressed concerns and to act in the best interests of both the mothers and their infants by the use of phronesis. In health care, however, theoretical episteme is superordinate to productive knowledge or phronesis, which also became evident in this study. Nevertheless, more interactive pedagogical practices are needed if more use of phronesis is to become a reality in parent education groups.

Spiritually Sensitive Intervention to Mitigate Depressive Symptoms Among Hospitalized Children Affected With Congenital Heart Diseases: Insights for Holistic Pediatric Nursing.

This article reports on an experiment in 28 pediatric hospitals across 14 African and Asian cities. The aim was to examine the effect of a customized spiritually sensitive intervention (SSI) on mitigating depressive symptoms among hospitalized children with congenital heart diseases (CHD). Results showed that post-SSI, 1,139 treatment group children were less depressed vis-à-vis the control group. The SSI was more effective for children from African cities, boys, middle class, Christians and Buddhists, those undergoing medical care for ventricular septal defects, children who stayed in the hospital for 2 to 3 weeks and who regularly self-practiced the lessons after hospital discharge. The SSI could be effectively used for holistic pediatric nursing and health care across contexts with CHD affected children, with some culture-specific variations for greater impact.

Obituary.

JUNE JOLLY, who has died at the age of 87, was an influential nurse and author who helped transform the care of children in hospital. She overturned the tradition that excluded parents from their child's bedside. She also, famously, brought a baby elephant and a lion cub into St Thomas' Hospital to delight children and, as nursing officer in paediatrics at the Brook Hospital in Woolwich, London, persuaded a circus to entertain on site - dressing as a clown herself.