Investigation of the relationship between nursing students' knowledge level of paediatric emergency practices and paediatric comfort and worry.

AIM: This study aimed to examine the relationship between nursing students' knowledge level of paediatric emergency practices and their clinical comfort and worry status. METHODS: A cross-sectional correlational design was used. Data was collected using the "Personal Information Form," "Paediatric Nursing Student Clinical Comfort and Worry Assessment Tool," and "Paediatric Emergency Practices Information Questionnaire. RESULTS: The nursing students' knowledge level of paediatric emergency practices was good (14.76 ± 2.67/2-20). Their level of worry in paediatric services was above average (14.14 ± 4.8/5-25), while their paediatric clinical comfort level was at an average level (17.61 ± 3.72/10-30). It was found that as the nursing students' knowledge level of paediatric emergency practices increased, their comfort in paediatric clinics improved (r = 0.11, p = 0.003), and their worry levels decreased (r = -0.382, p < 0.001). Variables such as knowing the emergency number to call in case of poisoning and taking the child to a health facility after an electric shock contributed to the students' clinical comfort and worry (p < 0.005). CONCLUSION: The students' worry levels in paediatric clinics were above average, while their paediatric clinical comfort levels were average. As students' knowledge of paediatric emergency practices increased, they felt more comfortable in the clinical setting and had lower worry levels. IMPLICATION OF PRACTICE: Providing nursing students with theoretical and practical training centred on paediatric emergency situations before their clinical rotations are believed to enhance their comfort in paediatric clinics.

Pediatric nursing students' self-efficacy regarding medication administration and clinical comfort and worry: A pre-posttest comparative study of nurse mentoring versus peer mentoring.

AIM: This study aimed to examine the effect of mentoring practice by graduate nursing students and clinical nurses on students' self-efficacy in pediatric medication administration, clinical comfort and worry levels of students taking pediatric nursing courses. BACKGROUND: Children are a highly sensitive group against medication administration errors. Improving the self-efficacy of student nurses who will work with this group toward medication administration is essential. Mentoring programs can increase students' skills and self-efficacy by reducing their stress levels during clinical practice. DESIGN: The research is a two-group pretest-posttest randomized controlled experimental research design. SETTINGS: The study was conducted in the pediatric units of a training and research hospital located in the Western Black Sea region of Turkey between October 1, 2022 and December 30, 2022, as part of the clinical practice of the Pediatric Nursing course in the fall semester of 2022-2023. PARTICIPANTS: The study sample consisted of 143 students (peer mentoring group=73, nurse mentoring group=70) who were 3rd-year students taking the pediatric nursing course. METHODS: Participant information form, Medication Administration Self-Efficacy Scale in Children for Nursing Students (MASSCNS) and Pediatric Nursing Students Clinical Comfort and Worry Tool (PNSCCWT) were administered to the students before the clinical practice. Then, the groups received mentoring practice in the clinical practice area for 14 weeks. At the end of the practice, MASSCNS and PNSCCWT were administered to the students again. RESULTS: The groups were homogeneously distributed when compared according to descriptive characteristics (p > 0.05). The self-efficacy scores of the students in both groups after clinical practice were significantly different from those before clinical practice (tnurse=-4.724, pnurse=0.000 <0.05; tpeer=-3.742, ppeer=0.001 <0.05). CONCLUSIONS: This study's results indicate that nurse mentoring and peer mentoring effectively increase nursing students' self-efficacy during pediatric clinical practice. While nurse mentors decreased students' worry, peer mentors increased students' clinical comfort levels.

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.

Nurses' Perceptions of the Impact of a National Educational Program in Pediatric Oncology Nursing: A Cross-Sectional Evaluation.

Background: Specific knowledge is required in pediatric oncology, and specialization of nurses has been identified as a priority. In Sweden, a national program in pediatric oncology nursing has been offered since 2003. The aim of this study was to gain knowledge of nurses' perceptions of the impact of this educational program. Methods: Eighty nurses who had completed the educational program in three cohorts (2012-2019) were invited to participate in this cross-sectional survey. An electronic study-specific questionnaire containing multiple-choice questions was used. Data were analyzed using descriptive statistics and correlation tests. Results: Fifty-nine (74%) nurses completed the survey, of whom 98% responded that they would recommend the program to a large/fairly large extent. At the time of the survey, 15 (25%) participants had left pediatric oncology care. Among the remaining 44, 31 (71%) of the nurses were working bedside, and 13 (42%) of these combined this with a special position (e.g., consultant nurse). The education resulted in career advancement, as the number of nurses with special positions increased following completion of the program, from 20% to 59%. The vast majority stated that the knowledge gained from the education contributed to increased confidence in interactions with the children/families. Discussion: Continuing education of nurses in pediatric oncology has an impact on career opportunities in clinical practice and contributes to nurses' confidence and professional work. However, education is not enough to retain competent nurses. Employers need to be aware of the role of the work environment, aspects of work-life balance and career paths.

Evidencing Enquiry Based Learning: An Innovative Approach to Educating Children and Young People's Nursing Students.

This discussion paper gives an overview of an innovative online distance learning pre-registration BSc (Hons) Children and Young People's nursing program underpinned by Enquiry-Based Learning pedagogy. Whilst the program is delivered to all four fields of practice (Adult, Children and Young People, Learning Disability, and Mental Health), in all four nations of the UK (England, Scotland, Wales, and Northern Ireland), the focus here is Children and Young People's nursing. Nurse education programs are delivered in accordance with the Standards for Nurse Education developed by the professional nursing body in the UK. This online distance learning curriculum uses a life-course perspective for all fields of nursing. Students develop the general knowledge and skills to care for all people across the life course but as the program progresses, they learn how to care for people within their own field of practice in greater depth. The educational context of the Children and Young People's nursing program highlights that the use of Enquiry-Based Learning can help address some of the challenges faced by Children and Young People's nursing students. A critical evaluation of Enquiry-Based Learning and its use within the curriculum concludes that Enquiry-Based Learning provides Children and Young People's nursing students with the graduate attributes of being able to communicate with infants, children, young people, and their families, adopt critical thinking to clinical settings and have an ability to find, generate, or synthesize their own knowledge in order to lead and manage evidence-based quality care for infants, children, young people, and their families in a variety of care settings and within interprofessional teams.

Community children's nursing: developing a bespoke model of post-registration education.

Community children's nurses provide a vital service between the hospital and home environment, supporting children, young people and families with their health needs. In the UK, the number of educational pathways providing a specialist practitioner qualification in community children's nursing has declined significantly in recent years. This has left many community children's nursing services with little or no access to educational programmes, despite the rising demand. The four UK governments, together with regulatory bodies such as the Nursing and Midwifery Council, have embarked on ambitious transformation of post-registration career frameworks and standards, the long-term impact of which is uncertain. This article discusses an approach that one community children's nursing service in Scotland took to address these challenges by liaising with a local university and accessing a bespoke advanced practice programme.

The SPN Pediatric Nursing Excellence Model: Differentiating pediatrics.

The question of what makes an "excellent" pediatric nurse has been asked frequently by both pediatric and non-pediatric nurses for many years. Longevity in the practice setting, increased formal education in the care of children and families, positive satisfaction surveys post encounter, quantity of professional presentations and publications, and specialty certification are often listed when discussing pediatric nursing excellence. However, pediatric nursing excellence (PNE) is not well defined. Current recognition mechanisms such as clinical ladders, Magnet© and Pathways© programs, and Benner's stages of clinical competence are not specific for pediatric nursing practice. Once the characteristics of pediatric nursing excellence are determined, they can be used as the basis for identifying pediatric-specific quality indicators. In 2020, SPN initiated a project to define the construct of "pediatric nursing excellence". Two years later, SPN published its Pediatric Nursing Excellence Model, consisting of a visual depiction accompanied by definitions of 16 concepts that comprise the PNE Model. This article presents the five stages of the development process, the components of a model of pediatric nursing excellence, and the potential uses of such a model.

Evaluating the Practice of Pediatric Nurse Practitioners: Is It Time for Dual Primary and Acute Care Preparation?

This survey aimed to evaluate contemporary pediatric nurse practitioner (PNP) practice as it relates to the competencies of both the primary and acute care population focus and settings of practice to guide curriculum revisions. The design of the study was a cross-sectional survey of PNPs certified by the Pediatric Nursing Certification Board. There were 2,265 surveys completed. Regardless of the certification type, PNPs report providing care across settings and integrating the competencies of both the primary and acute care PNP into practice. This warrants further consideration by programs to prepare future PNPs for dual primary and acute care certification.

Nurses' and nurse educators' experiences of a Pediatric Nursing Continuing Professional Development program in Rwanda.

OBJECTIVES: In 2016, a Pediatric Nursing Continuing Professional Development (PNCPD) program was created and implemented in Kigali, Rwanda, through the Training, Support, and Access Model (TSAM) for Maternal, Newborn, and Child Health (MNCH). This partnership project between Canada and Rwanda provided pediatric nursing education to forty-one Rwandan nurses and nurse educators in 2018 and 2019. The objective of this research study was to explore the experiences of nurses and nurse educators applying pediatric knowledge and skills to academic and clinical settings after participating in the PNCPD program. METHODS: This study was situated within an interpretive descriptive perspective to explore the ways in which knowledge gained during the PNCPD program in Rwanda was applied by nurses and nurse educators in their nursing practice, both academically and clinically. Data was collected through individual interviews. Inductive content analysis was used for data analysis. RESULTS: The analysis of the interviews resulted in the emergence of five themes: Transformations in Pediatric Nursing Practice, Knowledge Sharing, Relationship-Based Nursing, Barriers and Facilitators to Knowledge Implementation, and Scaling-up PNCPD within the Health System. CONCLUSIONS: The results of this study have the potential to inform positive changes to child health care in Rwanda, including scaling up pediatric nursing education to other areas of the healthcare system.

Health Care Transition Planning: Educational Needs of Pediatric Nurses and Pediatric Nurse Practitioners.

INTRODUCTION: The purpose was to identify the educational needs of pediatric nurses and pediatric nurse practitioners providing direct care to transition-aged youth with chronic illness and disability and to identify strategies to develop health care transition planning (HCTP) expertise. METHOD: Mixed-methods descriptive analyses were performed on survey data extracted from a larger national study exploring the provision of HCTP activities performed by nurses of two pediatric nursing professional organizations. RESULTS: Items querying educational needs were completed by 1,162 pediatric nurses serving in advanced practice and staff roles. Twenty percent reported having specialized HCTP education. Of which more than half received it outside of the workplace. Factor analysis revealed two constructs explaining 73.4% of the variance in nurses' reported level of knowledge. DISCUSSION: HCTP education and the development of nurse-led services to facilitate optimal health care transitions outcomes are necessitated. Academia and service have a shared responsibility in educating nurses.

Innovative Teaching Strategies Using Simulation for Pediatric Nursing Clinical Education During the Pandemic: A Case Study.

Existing challenges associated with pediatric clinical placements for prelicensure nursing students were heightened when clinical agencies halted nursing student entry in response to the COVID-19 pandemic. At the same time, the pandemic created opportunities for innovative teaching strategies for pediatric clinical rotations in nursing education. The purpose of this project was to design, develop, and implement meaningful, interactive, and intentional clinical experiences for nursing students that enhanced their pediatric assessment skills, reduced their anxiety about pediatric inpatient care, and advanced their proficiency in the nursing process. Two simulated clinical experiences were created: (1) a virtual pediatric physical assessment checkoff and (2) a pediatric escape room. The pediatric physical assessment checkoff was performed in a remote, virtual setting while students used personal resources to demonstrate their assessment skills. For the escape room, students worked in small, in-person groups using the nursing process to unlock clues to improve their client's health condition. Students reported gaining meaningful clinical experiences through simulation that allowed them to apply their nursing knowledge and increased their confidence in pediatric assessment skills, dosage calculation competency, communications and interactions with the pediatric population, and teamwork abilities. The virtual pediatric physical assessment checkoff and the pediatric escape room were enjoyable and beneficial educational events that facilitated student learning.

Validação de vídeo instrucional sobre banho de ofurô em recém-nascido pré-termo para enfermeiros / Validación de video instructivo sobre baño de ofuro en recién nacido prematuro para enfermeros / Validation of an instructional video for nurses about hot tub bath for preterm newborns

Resumo Objetivo Produzir um vídeo instrucional para enfermeiros sobre o banho de ofurô em recém-nascidos pré-termo e validar seu conteúdo. Método Estudo metodológico de desenvolvimento tecnológico com ênfase na validação de conteúdo, conduzido em três etapas: revisão exploratória da literatura, produção da tecnologia educacional do tipo vídeo instrucional e validação por especialistas. Os dados foram sistematizados e organizados em planilhas e as análises foram conduzidas no pacote estatístico R. Para validar o conteúdo, aplicaram-se o Índice Kappa, para medir a concordância entre as respostas, e o Índice de Validade de Conteúdo, para estimar a representatividade do item. Resultados As publicações sobre a técnica (n=3) identificadas na revisão de literatura foram utilizadas para a produção do vídeo. O vídeo simula o cuidado em unidade neonatal e tem duração de 13 minutos. No processo de validação, o vídeo foi considerado, no geral, com representatividade de conteúdo adequada e obteve índice de concordância entre as respostas quase perfeito. Dois itens foram avaliados como "adequados com alterações" e modificados. Conclusão e implicações para a prática O material produzido foi considerado adequado para ser utilizado na capacitação de enfermeiros sobre a técnica e compartilhamento de informações, contribuindo para o cuidado de enfermagem humanizado e seguro em unidades neonatais.

Resumen Objetivo Producir un video instructivo para enfermeros sobre el baño de ofuro en recién nacidos prematuros y validar su contenido. Método Estudio metodológico de desarrollo de tecnología con énfasis en la validación de contenido, realizado en tres etapas: revisión exploratoria de la literatura, producción de tecnología educativa de tipo video instructivo y validación por expertos. Los datos fueron sistematizados y organizados en hojas de cálculo y los análisis se realizaron en el paquete estadístico R. Para validar el contenido se aplicó el Índice Kappa para medir la concordancia entre las respuestas y el Índice de Validez del Contenido para estimar la representatividad del ítem. Resultados Para la producción del video se utilizaron publicaciones sobre la técnica (n = 3) identificadas en la revisión de la literatura. El video simula la atención en una unidad neonatal y tiene una duración de 13 minutos. En el proceso de validación, el video se consideró, en general, con adecuada representación de contenido y con un índice de concordancia casi perfecto entre las respuestas. Dos ítems se evaluaron como "adecuados con cambios" y se modificaron. Conclusión e implicaciones para la práctica El material producido fue considerado por los especialistas como adecuado para uso en la formación de enfermeros sobre la técnica y el intercambio de información, contribuyendo para la atención de enfermería humanizada y segura en las unidades neonatales.

Abstract Objective To produce an instructional video for nurses about hot tub bath for preterm newborns and to validate its content. Method Methodological study of technological development with emphasis on content validation, conducted in three stages: exploratory literature review, production of an instructional video educational technology and expert validation. The data were systematized and organized in spreadsheets and the analyses were carried out in the statistical package R. For content validation, the Kappa Index was calculated to measure response agreement and the Content Validity Index was employed to estimate item representativeness. Results Publications about the technique (n=3) identified in the literature review were used for video production. The video simulates care in a neonatal unit and lasts 13 minutes. In the validation process, the video was considered, in general, to have an adequate content representation and had an almost perfect response agreement index. Two items were assessed as "adequate after revision" and modified. Conclusion and implication for the practice The produced material was considered by the experts as suitable for use in training nurses on the technique and sharing information, contributing to a humanized and safe nursing care in neonatal units.

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.

Course for the qualification of nurses in the care of children with genetic diseases: an experience report.

OBJECTIVE: To describe the experience of developing and operating an extension course to qualify nurses in the care of children with genetic diseases. METHOD: An experience report about the conduction of a university extension course with eight participants, developed at a public university in southern Brazil. It was a face-to-face course in November 2019. RESULTS: The course covered the following themes: introduction to Genetics in Nursing; rare diseases; inborn errors of metabolism; Neonatal Screening Program; and microcephaly. The content was developed through theoretical aspects, presentation of clinical cases, practical activities, and realistic simulation. CONCLUSION: The extension course provided knowledge to nurses, who develop their functions as team leaders, enabling professional development and the promotion of information on the topic, which corroborates the objectives of the Nursing Now campaign.

A sustainable model for pediatric oncology nursing education and capacity building in Latin American hospitals: Evolution and impact of a nurse educator network.

Through an "educate-the-educator" twinning model, pediatric oncology nurse educator roles and programs have been established at hospitals in Latin America since 2008. However, with increasing demand for nurse educator programs in the region, a twinning approach was no longer sustainable. Thus, a "nurse educator network" approach was established to scale adaptable, standardized multisite education and quality initiatives. The development, expansion, and impact of a sustainable network approach for pediatric oncology nursing capacity building in Latin America is described. The educator network approach serves as a potential model for other geographical regions. Coronavirus disease 2019 (COVID-19) impact and adaptations are addressed.

Survey on the main pediatric nursing techniques.

OBJECTIVE: The objective of this survey is to assess nurses and pe-diatric nurses' knowledge about pediatric procedures and to evaluate, according to the results, whether it may be useful to provide handbooks that include the main techniques, courses or CME. MATERIALS AND METHODS: This study is a cross-sectional survey car-ried out from 31st of May 2020 to 21st July 2020 including a sample of 811 subjects. To analyze data obtained from questionnaire, it has been used Distribution Frequency, analysis of variance and multiple regression analysis. RESULTS: The sample analyzed, 585 nurses and 226 pediatric nurses, aged >20years, originates from central Italy (54,7%). Most profes-sionals had a post degree training (66,8%) According to ANOVA, the subjects with major knowledge of pediatric procedures are male (p=<0,001) and pediatric nurses (p=< 0,001); furthermore, post degree training (p=0,004) and a larger amount of years of service (p= <0,001) could affect significantly professionals training. Moreover, based on multiple linear regression analysis, what played a major role in a better nurse education was the higher age, 31-40 years old (p= <0,001) and origin from northern Italy (p=<0,001). CONCLUSIONS: After a literature review on the main database, this study appears to be the first of its genre. The Survey demonstrates how pediatric nursing techniques are poorly known within nursing environment. To give a contribution for a better improvement in this field it is requested a pediatric nursing degree or at least a master in pediatrics and continue training.

Children's palliative care: examination of a nursing rotation programme.

BACKGROUND: An 8-month rotation programme was implemented for five nurses employed in two kinds of children's palliative care environments: hospital wards and hospices. This study reports the views of the nurses completing the rotation. The research drew on appreciative inquiry and involved a pre- and post-rotation interview and questionnaire. Thematic analysis of the interviews revealed seven themes: adjusting to the rotation programme; support mechanisms; being safe; new knowledge and skills; knowledge exchange; misconceptions; future plans. These were supported by the questionnaire findings. Although the nurses identified some frustration at having to undertake competency assessments relating to previously acquired skills, as well as being out of their 'comfort zone', all the participants highly recommended the programme. They commented very positively on the support they received and the overall learning experience as well as the new insight into different aspects of care. In addition, they were able to share their newfound knowledge and expertise with others.

Optimizing Nurse Staffing During a Pandemic.

This article describes how a health care organization optimized staffing during the COVID-19 crisis by capitalizing on the expertise of nursing professional development practitioners to create a rapid deployment onboarding plan. The rapid onboarding training plan provided Riley Hospital for Children at Indiana University Health with a sense of stability in an uncertain time. Designing a plan that easily could be modified allowed the organization to be prepared during the pandemic and at a point where staffing needs must meet surge capacity. [J Contin Educ Nurs. 2021;52(3):109-111.].

Procedural competency for ultrasound-guided peripheral intravenous catheter insertion for nurses in a pediatric emergency department.

OBJECTIVES: To evaluate if nurses can reliably perform ultrasound-guided peripheral intravenous catheter placement in children with a high success rate after an initial training period. A secondary aim was to analyze complication rates of ultrasound-guided peripheral intravenous catheters. METHODS: A database recorded all ultrasound-guided peripheral intravenous catheter encounters in the emergency department from November 2013 to April 2019 including the emergency department nurse attempting placement, number of attempts, and whether it was successful. Patient electronic medical records were reviewed for the time of and reason for intravenous removal.The probabilities of first-attempt successful intravenous placement and complication at successive encounters after an initial training period were calculated. These probabilities were plotted versus encounter number to graph best-fit logarithmic regressions. RESULTS: A total of 83 nurses completed a standardized training program in ultrasound-guided peripheral intravenous catheter placement including 10 supervised ultrasound-guided peripheral intravenous catheter placements. In total, 87% (3513/4053) of the ultrasound-guided peripheral intravenous catheter placed after the training program were successful on the first attempt. The probability of successfully placing an ultrasound-guided peripheral intravenous catheter increased as nurses had more experience placing ultrasound-guided peripheral intravenous catheters (R2 = 0.18) and was 83% at 10 encounters.Twenty-five percent (904/3646) of ultrasound-guided peripheral intravenous catheters had complications, and there was no statistically significant relationship between the number of encounters per nurse and complication rates (R2 < 0.001). CONCLUSION: Nurses can reliably place ultrasound-guided peripheral intravenous catheters at a high success rate after an initial training period. First-attempt success rates were high and increased from 67% to 83% for the first 10 unsupervised encounters after training and remained high. The complication rate was low and did not change as nurses gained more experience.