Nursing students' views on trauma-informed pediatric nursing care and family-centered care.

PURPOSE: We studied the views of nursing students on family-centered care (FCC) and their knowledge, opinions, self-rated competence, current practice, and perceived implementation barriers with regard to trauma-informed pediatric nursing care. METHODS: This survey was a descriptive correlational study. The sample consisted of 261 nursing students, 3rd and 4th years, who had completed the Child Health and Diseases Nursing Course. The data were obtained using the "Student Information Form," "Family-Centered Care Attitude Scale," and "trauma-informed care (TIC) Provider Survey." RESULTS: Nursing students were knowledgeable and held favorable opinions about TIC. The survey showed that students with higher levels and those with a hospitalization experience during childhood had higher scores regarding TIC. A positive relationship was found between the students' TIC to mean score and FCC attitude mean score. CONCLUSIONS: Nursing students are not competent to practice TIC, especially with pediatric patients. Therefore, they need to develop relevant skills for helping pediatric patients. PRACTICE IMPLICATIONS: Efforts to improve nursing students' trauma-informed pediatric care should highlight specific skills related to helping pediatric patients manage emotional responses to difficult medical experiences. By integrating TIC into the baccalaureate curricula, nursing educators can provide the students with appropriate skills and facilities so that they can provide holistic and highly effective care to highly vulnerable patients.

Integrated Management of Neonatal and Childhood Illness Training in Lao PDR: A Pilot Study of an Adaptable Approach to Training and Supervision.

Integrated Management of Neonatal and Childhood Illness (IMNCI) has been part of the national strategy for child health in Lao Peoples Democratic Republic since 2003. The program, while running for an extended period, has faced multiple challenges including maintaining the teaching quality for the implementation of the IMNCI guidelines and a structure to enable and support healthcare workers trained to apply the training in their workplace. A revised training model that focused on building skills for teaching according to adult learning principles in a pool of facilitators, a practical and hands-on training workshop for healthcare workers, and the establishment of a program of health center supervision was developed and implemented in three provinces. Participants in the revised model reported increased confidence in implementing IMNCI guidelines, they demonstrated competence in the steps of IMNCI and on follow-up assessment at a supervision visit were found to have improved patient care through the measurement of pediatric case management scores. This study highlights the importance of a focus on education to ensure the translation of guidelines into practice and thereby lead to improvements in the quality of pediatric care. The IMNCI training approach is acceptable and valued by healthcare worker participants.

Pediatric Practicums Conducted in School Settings: An Integrative Review.

Background Examining nursing pedagogical strategies is important to assure that nursing students have opportunities to become knowledgeable and skilled clinicians. However, little is known about the nursing pedagogical strategy of using schools for pediatric practicum. The purpose of this review is to integrate the evidence regarding the use of schools as practicum sites for nursing students to obtain pediatric clinical experience. Method Searches were conducted in three electronic databases resulting in 70 publications; eight publications met the inclusion criteria. Results Five themes were identified using content analysis: description of practicum settings; level of education, number of students, clinical time and geographic region of the college; theoretical framework; nursing student activities and assignments; nursing student outcomes, evaluation of pediatric practicum experience, and school student health outcomes. Conclusion Findings support the use of schools for pediatric practicums.  This practicum broadens nursing students' knowledge of promoting health among well and chronically ill children.

Perinatal/neonatal palliative care: Effecting improved knowledge and multi-professional practice of midwifery and children's nursing students through an inter-professional education initiative.

This paper presents a study that examines the potential value of a new and innovative inter-professional education (IPE) experience for final year midwifery and children's nursing students focused on improving awareness of end-of-life care for infants in conjunction with the support of their families. The study uses an action research approach to examine midwifery and children's nursing student experiences of an IPE initiative in developing knowledge regarding perinatal/neonatal palliative care. The setting is a Higher Education Institute in the South of England that included final year midwifery students (n = 39) and children's nursing students (n = 34) taking part in the study. Qualitative and quantitative data indicated that the IPE intervention had proven worth in developing knowledge and confidence in the students as both student groupings felt they lacked knowledge and confidence about perinatal/neonatal palliative care before attending the study day. Students felt that learning with, from and about the other profession represented was important in generating their knowledge. Educators should explore innovative ways to enable the further development of the fledgling speciality of perinatal/neonatal palliative care through education on an interprofessional platform.

Using Elementary Schools for Pediatric Practicum: An Alternative Approach.

Securing clinical sites that facilitate achievement of nursing skills to competently care for children is often challenging for nursing faculty. An additional challenge is helping nursing students learn the importance of conceptually driven practice and its application in the delivery of high quality care. This manuscript describes an alternative pedagogical approach that utilizes elementary schools for pediatric practicum, which is framed by the Whole School, Whole Community, Whole Child Model. Our model driven approach not only provides a framework by which baccalaureate nursing students gain the skills necessary to interact with, educate, and care for children, but also one in which they can gain a greater understanding of how the home, school and community influence the overall health and well-being of children. Subsequently, this pedagogy serves as an exemplar of how an alternative site can be utilized to successfully educate nursing students regarding the care of children.

Service user involvement in preregistration child nursing programmes.

Service user involvement is a fundamental part of preregistration nursing education programmes, however achieving this for child nursing students is challenging. Service user involvement can be achieved through online forums but this method can lack the emotional interaction and opportunity for deep reflection. This article reviews the background and challenges of service user involvement in preregistration child nursing programmes, further exploring the evaluation of a group of final year child nursing students' experience of appreciating the journey of two service users. The input from service users provided the opportunity for reflection, empathy and improved student self-awareness in nursing practice. Students gained perspective of the holistic needs of the service user, which empowered them to have confidence in their communication skills to ensure the voice of the child is heard and their rights are upheld. This article concludes that service user involvement is crucial in preregistration nursing programmes for the development of child nursing students, not only affecting their training but also the future workforce.

Percepción del equipo de enfermería sobre el enfoque lúdico al niño hospitalizado / Percepção da equipe de enfermagem sobre a abordagem lúdica à criança hospitalizada / Nursing staff perception of nursing on approach to child hospitalized ludica

Objetivo: Conocer la percepción del equipo de enfermería sobre el enfoque lúdico para los niños hospitalizados. Metodología: estudio cualitativo exploratorio-descriptivo en pediatría en un hospital en el sur de Rio Grande do Sul. Escuela con ocho profesionales del equipo de enfermería. Para recopilar los datos, se utilizó la entrevista semies-tructurada. La información fue interpretada a través de análisis temático de Minayo. Resultados: Se observó que el personal de enfermería no tiene la preparación técnica y científica para utilizar un enfoque lúdico en la prestación de cuidados de enfermería, así como algunos ignorantes del concepto y las técnicas aplicadas a la terapia de juego, este problema ha tenido poca o ninguna enfoque en la formación académica o profesional de los encuestados. Conclusión: es necesario que esta matéria se integre en los cursos de grado y que las insti-tuciones promuevan el cuidado lúdico que los profesionales pueden como uma herramienta más del cuidado, con objeto de optimizar la atención a los niños hospitalizados (AU)

Objetivo: conhecer a percepção da equipe de enfermagem sobre a abordagem lúdica à criança hospitalizada. Metodologia: estudo qualitativo exploratório-descritivo, realizado na pediatria de um Hospital Escola do sul do Rio Grande do Sul, com oito profissionais da equipe de enfermagem. Para a coleta de dados, utilizouse a entrevista semi-estruturada. As informações foram interpretadas por meio da análise temática de Minayo. Resultados: observou-se que a equipe de enfermagem não possui o preparo técnico-científico para utilizar a abordagem lúdica na prestação de assistência de enfermagem, visto que além de alguns desconhecerem o conceito e as técnicas aplicadas à ludoterapia, esse tema teve escasso ou nenhuma abordagem na formação acadêmica ou profissional dos entrevis-tados. Conclusão: faz-se necessário que tal mo-dalidade seja inserida nos cursos de graduação e ainda que a instituições promovam o cuidado lúdico para que os profissionais possam utilizar deste instrumento do cuidado, melhorando assim a assistência prestada à criança hospitalizada (AU)

Objective: To know the perception of the nursing team about the playful approach to hospitalized children. Methodology: exploratory-descriptive qualitative study in Pediatrics in a hospital in southern Rio Grande do Sul School with eight nursing team professionals. To collect data, we used the semi-structured interview. The in-formation was interpreted through thematic analysis of Minayo. Results: it was observed that the nursing staff does not have the technical and scientific preparation to use a playful approach in pro-viding nursing care, as well as some ignorant of the concept and the techniques applied to the play therapy, this issue has had little or no approach in academic or vocational training of respondents. Conclusion: it is necessary that this mode is entered in undergraduate courses and that the institutions promote playful care that professionals can use this instrument care, there-by improving the care provided to hospitalized children (AU)

Melhores práticas de enfermagem em educação em diabetes à criança hospitalizada: uma revisão integrativa / Best nursing practices in diabetes education for the hospitalized child: an integrative review

A incidência do Diabetes Mellitus tipo 1 (DM1) tem aumentado nos últimos anos, com consequente incremento de hospitalizações de crianças por primodescompensação diabética, com crescente necessidade de processo educativo. Diante desta realidade, objetivou-se identificar na literatura as melhores práticas de enfermagem em educação em diabetes para crianças com DM1 hospitalizadas e sua família. Foi realizada uma revisão integrativa, com os descritores: Diabetic Ketoacidosis, Diabetes Education, Nursing e Child, Hospitalized, e busca livre em revistas de referência e artigos similares. Foram selecionados quatro estudos, e identificadas três categorias: Envolvimento e Empoderamento da Família no Processo Educativo em Diabetes; Atuação da Equipe Multiprofissional; Definição e Conteúdo do Processo Educativo, concluindo que o processo educativo deve incluir a família, ser realizado por uma equipe multiprofissional e fundamentado em evidências científicas. Poucos estudos foram encontrados, evidenciando necessidade de mais pesquisas na área.

The incidence of Diabetes Mellitus type 1 (DM1) has increased in the last years, with a consequent growth of child hospitalizations due to diabetic prime decompensation, with growing need of an educational process. Thus, our objective was to identify in the literature the best nursing practices in diabetes education for hospitalized children with DM1 and their families. We conducted an integrative review with the descriptors: Diabetic Ketoacidosis, Diabetes Education, Nursing and Child, Hospitalized, and the free search in reference journals and similar articles. We selected four studies, and we identified three categories: Family Involvement and Empowerment in the Diabetes Educational Process; Performance of the Multi-professional Team; Definition and Content of the Educational Process. We concluded that the educational process should include the family, it should be conducted by a multi-professional team and based on scientific evidence. We identified few studies, showing the need for more studies in the field.

An Online Educational Program Improves Pediatric Oncology Nurses' Knowledge, Attitudes, and Spiritual Care Competence.

This study evaluated the potential impact of an online spiritual care educational program on pediatric nurses' attitudes toward and knowledge of spiritual care and their competence to provide spiritual care to children with cancer at the end of life. It was hypothesized that the intervention would increase nurses' positive attitudes toward and knowledge of spiritual care and increase nurses' level of perceived spiritual care competence. A positive correlation was expected between change in nurses' perceived attitudes toward and knowledge of spiritual care and change in nurses' perceived spiritual care competence. A prospective, longitudinal design was employed, and analyses included one-way repeated-measures analysis of variance, linear regression, and partial correlation. Statistically significant differences were found in nurses' attitudes toward and knowledge of spiritual care and nurses' perceived spiritual care competence. There was a positive relationship between change scores in nurses' attitudes toward and knowledge of spiritual care and nurses' spiritual care competence. Online spiritual care educational programs may exert a lasting impact on nurses' attitudes toward and knowledge of spiritual care and their competence to provide spiritual care to children with cancer at the end of life. Additional studies are required to evaluate the direct effects of educational interventions patient outcomes.

Learning Motivational Interviewing: A Pathway to Caring and Mindful Patient Encounters.

We designed our project to explore the experience of learning motivational interviewing (MI). The project impetus came from a desire to improve our skill in communicating with patients. We created a curriculum led by an MI specialist that provided didactic sessions, discussions and individual feedback. In evaluating our audio-taped MI encounters, we approached beginner proficiency. Also, we recognized the need for formal MI education and practice to fully develop the interventionist skills needed for clinical work and our next research project about preparing patients for transition to adult health care. Lastly, we realized that MI strategies reflect aspects of caring theory and mindfulness, important components of patient-centered care.

[Comprehensiveness in child healthcare teaching in Undergraduate Nursing: perspective of teachers]. / Integralidade no ensino da saúde da criança na Graduação em Enfermagem: perspectiva de docentes.

This qualitative study analyzed, from the teacher's perspective, if the principle of comprehensiveness is included in child healthcare teaching in nursing education. The participants were 16 teachers involved in teaching child healthcare in eight undergraduate nursing programs. Data collection was performed through interviews that were submitted to thematic content analysis. The theory in teaching incorporates comprehensive care, as it is based on children's epidemiological profile, child healthcare policies and programs, and included interventions for the promotion/prevention/rehabilitation in primary health care, hospitals, daycare centers and preschools. The comprehensive conception of health-disease process allows for understanding the child within his/her family and community. However, a contradiction exists between what is proposed and what is practiced, because the teaching is fragmented, without any integration among disciplines, with theory dissociated from practice, and isolated practical teaching that compromises the incorporation of the principle of comprehensiveness in child healthcare teaching.

Comprehensiveness in child healthcare teaching in Undergraduate Nursing: perspective of teachers / Integralidade no ensino da saúde da criança na Graduação em Enfermagem: perspectiva de docentes / Integralidad en la ensenanza de la salud infantil en los estudios de Pregrado de Enfermeria: perspectiva de los docentes

This qualitative study analyzed, from the teacher’s perspective, if the principle of comprehensiveness is included in child healthcare teaching in nursing education. The participants were 16 teachers involved in teaching child healthcare in eight undergraduate nursing programs. Data collection was performed through interviews that were submitted to thematic content analysis. The theory in teaching incorporates comprehensive care, as it is based on children’s epidemiological profile, child healthcare policies and programs, and included interventions for the promotion/prevention/rehabilitation in primary health care, hospitals, daycare centers and preschools. The comprehensive conception of health-disease process allows for understanding the child within his/her family and community. However, a contradiction exists between what is proposed and what is practiced, because the teaching is fragmented, without any integration among disciplines, with theory dissociated from practice, and isolated practical teaching that compromises the incorporation of the principle of comprehensiveness in child healthcare teaching.

Estudio cualitativo que analizó si la enseñanza de la salud infantil incorpora el principio de la integralidad en la formación en enfermería, desde la perspectiva de docentes. Participaron en el estudio 16 docentes involucrados en la enseñanza de la salud infantil en ocho cursos de pregrado. Los datos fueron recolectados por medio de entrevistas y sometidos a análisis de contenido temático. En teoría, la enseñanza incorpora la integralidad, pues tiene como base el perfil epidemiológico infantil, las políticas y los programas de atención al niño e incluye acciones de promoción/prevención/rehabilitación en atención primaria, hospitales, guarderías y centros preescolares. A pesar de la concepción ampliada del proceso salud-enfermedad, que permite comprender al niño inserto en su familia y comunidad, hay contradicción entre lo que se propone y lo que efectivamente se realiza en la práctica, pues se evidenció una enseñanza fragmentada, sin integración entre las disciplinas, con la teoría disociada de la práctica y una enseñanza práctica puntual que comprometen la incorporación del principio de la integralidad.

Estudo qualitativo que analisou, na perspectiva de docentes, se o ensino da saúde da criança incorpora o princípio da integralidade na formação de enfermeiros. Participaram do estudo 16 docentes envolvidos no ensino da saúde da criança em oito cursos de graduação. Coletou-se dados por entrevistas submetidas à análise de conteúdo do tipo temática. Na teoria, o ensino incorpora a integralidade, pois tem como base o perfil epidemiológico infantil, políticas e programas de atenção à criança e inclui ações de promoção/prevenção/reabilitação na atenção básica, hospitalar, creches e pré-escolas. Apesar da concepção ampliada do processo saúde-doença, que possibilita compreender a criança inserida em família e comunidade, há contradição entre o que se propõe e o que se efetiva na prática, pois o ensino é fragmentado, sem integração entre disciplinas, teoria dissociada da prática e ensino prático pontual que comprometem a incorporação da integralidade no ensino da saúde da criança.

Conceptualizing the clinical and professional development of child and adolescent mental health nurses.

Aspects of mental health nursing and its subspecialties are not easily defined. Child and adolescent mental health (CAMH) nursing is a subspecialty of mental health nursing, and some of its characteristics are tacit. This paper presents a deeper understanding of the meaning that CAMH nurses make of their role and work in the inpatient setting. The research was undertaken through a PhD candidature. The epistemological framework for the research was social constructionism. Interpretive enquiry was the methodology, as it allowed for the interpretation of multiple realities, which resulted in a rich description of the role and work of CAMH nurses. Methods of data collection were document analysis, focus group interviews, and individual interviews. Participants included nurses and multidisciplinary staff. Iterative and aggregative analyses were utilized for the documents. The focus group and individual interview data were analysed utilizing a thematic analysis process. This paper presents the findings of the combined analysis and the resultant holistic conceptual framework for the work of the CAMH nurse in the inpatient unit. The findings have contributed new knowledge to mental health nursing, specifically CAMH nursing, making the parameters of practice more explicit. Implications for practice, education, and research are identified.

Concept mapping: a child health nursing practical exercise.

Concept mapping is a teaching-learning strategy that can be used to evaluate a nursing student's ability to critically think in the clinical setting. Nursing students who are committed to patient care, seldom express the ideas of reasoning, and critical thinking in health team care. This article is a description of an educational innovation that utilizes concept mapping as a teaching strategy in the development of critical thinking skills among undergraduate nursing students. The purpose of this article was to prepare a child health nursing example for concept mapping in the educational programs of nursing students. The use of this teaching strategy includes shortening the wording and descriptions for each stage of evaluation to promote ease of use for the student in the growth of critical thinking skills.

The Sensitivity Training Clown Workshop: enhancing therapeutic communication skills in nursing students.

AIM: The aim of this study was to examine the long-term effectiveness of the Sensitivity Training Clown Workshop (STCW) provided to 131 baccalaureate nursing students. BACKGROUND: The STCW was designed and implemented through a collaboration between the artistic director of the Big Apple Circus and nurse faculty to help students understand emotions, learn peripheral awareness skills, and become engaged with patients. METHOD: Forty participants responded to an 18-month follow-up evaluation survey. RESULTS: The majority of participants reported applying lessons learned in the workshop in their current practice, regardless of their area of nursing employment. CONCLUSION: The STCW is an effective method of educating nursing students for pediatric practice. The techniques used in the workshop are applicable to other practice settings.

Teaching of the Integrated Management of Childhood Illness strategy in undergraduate nursing programs.

OBJECTIVE: To describe and analyze the teaching of the Integrated Management of Childhood Illness (IMCI) strategy on Brazilian undergraduate nursing programs. METHOD: Integrating an international multicentric study, a cross-sectional online survey was conducted between May and October 2010 with 571 undergraduate nursing programs in Brazil RESULTS: Responses were received from 142 programs, 75% private and 25% public. 64% of them included the IMCI strategy in the theoretical content, and 50% of the programs included IMCI as part of the students' practical experience. The locations most used for practical teaching were primary health care units. The 'treatment' module was taught by the fewest number of programs, and few programs had access to the IMCI instructional manuals. All programs used exams for evaluation, and private institutions were more likely to include class participation as part of the evaluation. Teaching staff in public institutions were more likely to have received training in teaching IMCI. CONCLUSION: In spite of the relevance of the IMCI strategy in care of the child, its content is not addressed in all undergraduate programs in Brazil, and many programs do not have access to the IMCI teaching manuals and have not provide training in IMCI to their teaching staff.

Simulation: a shared learning experience for child and mental health pre-registration nursing students.

Learning through the use of simulation is perceived as an innovative means to help manage some of the contemporary challenges for pre-registration nurse education. Mental health and child nurses need to have the knowledge and skills to effectively address the holistic needs of service users. This article reports on a pilot simulated learning experience that was designed with key stakeholders for pre-registration child and mental health nursing students. This involved young actors playing the role of someone who had self-harmed to help students develop their skills for working with young people who experience emotional distress. Focus groups and a questionnaire were used to evaluate the pilot. Students valued the practical approach that simulation entailed and identified the benefits of the shared learning experience across the different fields of practice of nursing. However, some students reported anxiety performing in front of peers and indicated they would perform differently in practice. The pilot identified simulation as a potentially useful approach to help child and mental health student nurses develop skills for caring for young people. However, there is a need for caution in the claims to be made regarding the impact of simulation to address gaps in nursing skills.

[The integrality of children care in the perception of undergraduate nursing student]. / A integralidade da assistência à criança na percepção do aluno de graduação em enfermagem.

This qualitative study aimed to identify how undergraduate students perceive the comprehensive care of children in their learning process in a course of Bachelor of Nursing in São Paulo. We interviewed 89 students in June and December 2009. The collected data were analyzed using content analysis and four themes were identified. Comprehensive care is seen as the entire care, involving child, family, living conditions, environment. The educational institution has proposed early integration of the student in the reality of nursing work; this demystifies the ideal care, and the student faces reality. The professor instigate the student to reflect on their practice, so that makes sense to the student and the knowledge and practice related to comprehensive care to child also be apprehended.