Preparing Pediatric Nurses: The Role of Simulation-Based Learning

Issues in pediatric nursing and research education.

Thaila Correa Castral, Mariana Firmino Dare, Carmen Gracinda Silvan Scochi 1 Enfermeira, Doutora em Ciencias. Professora Adjunto I da Faculdade de Enfermagem da Universidade Federal de Goias. Goiânia, Goias, Brasil. E-mail: thaccastral@gmail.com. 2 Enfermeira. Doutoranda do Programa de Pos-Graduacao Enfermagem em Saude Publica Escola de Enfermagem de Ribeirao Preto da Universidade de Sao Paulo (EERP/USP). Bolsista Regular de Doutorado Direto FAPESP. Ribeirao Preto, Sao Paulo, Brasil. E-mail: mari_dare@hotmail.com. 3 Enfermeira, Livre-Docente. Professora Titular do Departamento de Enfermagem Materno-Infantil e Saude Publica da EERP/USP. Bolsista Produtividade em Pesquisa 1B do CNPq. Coordenadora da Area de Enfermagem na CAPES. Ribeirao Preto, Sao Paulo, Brasil. E-mail: cscochi@eerp.usp.br.

Review question/objective The overall aim of this systematic review is to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate or pre-registration nursing students in educational settings to inform curriculum decision-making. 1. What are the experiences of nursing or health professional students participating in undergraduate or pre-licensure maternal-child simulation-based learning in educational settings? 2. What are the experiences of educators participating in undergraduate or pre-licensure maternal-child simulation-based learning in educational settings? 3. What teaching and learning practices in maternal-child simulation-based learning are considered appropriate and meaningful by students and educators? Inclusion criteria Types of participants Participants will include undergraduate or pre-registration or pre-licensure nursing or midwifery or health professional students and educators participating in maternal-child simulation-based learning. Midwifery or undergraduate medical students are included as participants as their clinical learning experiences are similar to undergraduate nursing students. However students in graduate, postgraduate, or specialty education programs and practising nurses or other health care professionals (continuing education) will be excluded from this review because the purpose is to identify the implications for undergraduate or pre-registration nursing programs. Undergraduate or pre-registration education differs from continuing professional education as students are more likely to be learning this way of thinking or clinical reasoning for the first time. The pedagogical approaches used also differ from continuing professional development. Phenomena of interest This review will consider studies that investigate simulation-based learning experiences that are relevant to maternal-child nursing. Our primary interest in this review is in preparing nursing students for senior level maternal-child practice placements and transition to working as an Registered Nurse. However, we will include all qualitative studies and case reports of simulation-based learning that involve pre-registration nursing or health professional students. Context The purpose of this review is to identify the implications of this body of knowledge for undergraduate or pre-registration nursing programs in Canada This review will include qualitative research that may be applicable to the Canadian context for nursing education, such as reports from North America, Europe, Australia and New Zealand.

Extending the reach of pediatric nursing practice

Background: Coaching has been identified as a key managerial behavior that organizations must promote to develop novice nurses and achieve higher levels of performance. The transition process of novice nurse to the clinical environment is a critical phase in the professional life. Factors linked with transition process include head nurses coaching skills, insufficiency of practical training, lack of confidence, lack conflict management, unrealistic expectations, stress, lack of supervision or support and burnout. Aim: The aim of the study was to determine the effect of educational program on head nurses' coaching skills to manage novice nurses' role ambiguity. Subjects and Method: Setting of study Tanta International Teaching Hospital. Subjects: All (n=123), head nurses (50) and novice nurses (73). Tool: Three tools were used to collection data; (1) Head nurses coaching skills knowledge questionnaire (2) Head nurses coaching skills self-assessment questionnaire (3) Novice nurses’ role ambiguity questionnaire. Results: Preprogram about 82% of head nurses had poor level of knowledge and had either low or moderate level of total coaching skills, while (78.1%) of novice nurses showed high total level of role ambiguity. There was highly statistically significant difference between total knowledge and skills practice post than preprogram. There was also statistical significant positive correlation between head nurses total knowledge, total coaching skills practice and novice nurses total role ambiguity preprogram at (P = 0.001) and post program at (P = 0.001). As well as between head nurses total coaching skills and novice nurses total role ambiguity preprogram at (P = 0.044) and post program at (P = 0.001). Conclusion: Head nurses were demanding for educational program to develop their knowledge and coaching skills practice to manage novice nurses’ role ambiguity, Recommendations: Maintain periodical in-service program to head nurses about coaching skills and to novice nurses about their roles and responsibilities. Background: Coaching has been identified as a key managerial behavior that organizations must promote to develop novice nurses and achieve higher levels of performance. The transition process of novice nurse to the clinical environment is a critical phase in the professional life. Factors linked with transition process include head nurses coaching skills, insufficiency of practical training, lack of confidence, lack conflict management, unrealistic expectations, stress, lack of supervision or support and burnout. Aim: The aim of the study was to determine the effect of educational program on head nurses' coaching skills to manage novice nurses' role ambiguity. Subjects and Method: Setting of study Tanta International Teaching Hospital. Subjects: All (n=123), head nurses (50) and novice nurses (73). Tool: Three tools were used to collection data; (1) Head nurses coaching skills knowledge questionnaire (2) Head nurses coaching skills self-assessment questionnaire (3) Novice nurses’ role ambiguity questionnaire. Results: Preprogram about 82% of head nurses had poor level of knowledge and had either low or moderate level of total coaching skills, while (78.1%) of novice nurses showed high total level of role ambiguity. There was highly statistically significant difference between total knowledge and skills practice post than preprogram. There was also statistical significant positive correlation between head nurses total knowledge, total coaching skills practice and novice nurses total role ambiguity preprogram at (P = 0.001) and post program at (P = 0.001). As well as between head nurses total coaching skills and novice nurses total role ambiguity preprogram at (P = 0.044) and post program at (P = 0.001). Conclusion: Head nurses were demanding for educational program to develop their knowledge and coaching skills practice to manage novice nurses’ role ambiguity, Recommendations: Maintain periodical in-service program to head nurses about coaching skills and to novice nurses about their roles and responsibilities.

Independent practice and full practice authority

Aim: This study aimed to elucidate experience-related differences in the impact of an intervention program promoting ethical nursing practices among pediatric nurses with 0 - 5 years’ experience in varying settings. Methods: The pediatric nursing care model, defining 24 elements of pediatric nursing practice, was developed to educate nurses with pediatric nursing experience only, as well as those with experience in other settings, on ethical nursing practices toward pediatric patients and their families. Participants’ level of knowledge and frequency of application of these practices were assessed before, directly after and two months after the intervention, with a final follow-up three months post-intervention. Results: Results showed that among those who have experience in nursing areas other than pediatrics, the frequency of practicing items related to children’s rights and dignity significantly increased (p < 0.05). Among nurses who have experience only in pediatric nursing, improvement was observed in their practice, including details important in building a relationship of trust between patients and health professionals, information disclosure and supportive care (p < 0.05). Conclusions: Participants showed an increased awareness of issues related to ethical pediatric nursing practice for patients’ and their parents.

Objective To identify the core interventions preliminarily performed by pediatric nurses for hospitalized children. Methods Based on Nursing Interventions Classification (NIC), the data of survey related to the factors of representation and frequency derived from the definition of Core Nursing Interventions were collected from 59 pediatric senior nurses above the 3rd clinical ladder, working in one of Shanghai university affiliated and tertiary children hospitals. The data was analyzed by L type of Metric Diagram. The intervention with product of two factors above 12 was selected as the core intervention. Results A total of 109 interventions were selected as core interventions on pediatric nursing from 497 interventions of NIC. The top 3 domains in quantity of interventions were physiological complex domain (36 items), physiological basic domain (26 items) and health system domain (19 items). The domain with the highest score (16.79±3.42) was safety domain, followed by physiological complex domain (16.19±2.98), while domain with the lowest score (13.62±2.05) was family domain. Conclusions The initial and systematic pediatric nursing core interventions were identified based on NIC and definition of core intervention. Part of core interventions reflects the characteristics of pediatric nursing practice, but more is requested to reflect the pediatric-specific care related to family-center and age-appropriated concepts. Some of inefficient interventions remind nursing administers further reflect thinking, especially on human resource management. Key words: Pediatric nursing; Nursing interventions classification

The effectiveness of humanoid diagram teaching strategy on care capacity and retention in novice nurses

Pediatric nursing in the United Kingdom.

Background: Respiratory problems are the commonest illness of childhood they account for 30-40% of acute medical admission to the hospital in children Aim of the study: the aim of the study was to assess the practices of nurses versus mothers having children suffering from respiratory problemsregarding chest physiotherapy .Design: A descriptive design. Subjects & Methods: Thisstudy was conducted at emergency pediatric department and outpatient clinic and pediatric intensive care unit at Children's Hospital, affiliated to Ain Shams University's Hospital. The total sample was 150 pediatric nurses and 150 mothers having children suffering from respiratory problems. Tools: data collection involved: structured interviewing questionnaire sheet to assess characteristics of the studied nurses and mothers of children as well, their knowledge about chest physiotherapy, observation checklists to assess the practices of the pediatric nurses as well as mothers regarding the procedure of chest physiotherapy. Results: The present study revealed that, the mean age of the studied nurses 25.56±5.73, while, the mean age of the studied mothers was 26.07±2.04. There was statistically significant relation between characteristics nurses and their total level of Knowledge about chest physiotherapy. There was no statistically significant relation between characteristics of nurses' and their total level of practices regarding chest physiotherapy. Also, there was statistically significant relation between characteristics mothers and their Knowledge about chest physiotherapy. Conclusion: nurses and mothers were had satisfactory or sufficient regarding chest physiotherapy. Almost, the majority of studied nurses had incompetent or incorrect practice meanwhile; all mothers had incompetent practice regarding chest physiotherapy. there is difference between practices of nurses and mothers regarding chest physiotherapy for children suffering from respiratory problems Recommendation: Training programs should be on a regular basis for pediatric nurses with professional physiotherapists and conduction for awareness session about chest physiotherapy for mothers having children suffering from respiratory problems

Background: Urinary catheterization is a vital yet challenging skill for nursing students, as improper technique can lead to catheter-associated urinary tract infections (CAUTIs). Simulationbased learning (SBL) provides a safe and controlled environment for students to practice and refine such procedures. Methods: Following PRISMA guidelines, comprehensive searches were conducted across MEDLINE, CINAHL, Embase, PsycINFO, and Cochrane databases. The Cochrane Risk of Bias 2 (RoB 2) tool was used to assess randomized controlled trials (RCTs), while the Joanna Briggs Institute (JBI) Critical Appraisal Tool for Quasi-Experimental Studies was applied to non-randomized studies. A narrative synthesis approach was employed for data analysis. Results: Eight studies (three RCTs and five quasi-experimental) from six countries met the inclusion criteria. Most studies reported immediate positive outcomes. However, only one study assessed long-term effects and one evaluated knowledge acquisition, highlighting key gaps in the current evidence. Conclusion: SBL appears effective in enhancing nursing students' competencies in urinary catheterization. Nevertheless, further robust research is needed to evaluate long-term retention, cost-effectiveness, and transferability across diverse educational contexts.

Disruption of Patient and Family Centered Care Through the COVID-19 Pandemic

In North America, dental disease is the leading pediatric chronic illness. Poor oral health influences a child’s ability to speak, eat, and socialize and has been linked with heart disease, diabetes, and cancer. Despite overwhelming evidence that poor oral health can have lifelong and systemic influences on overall well-being, comprehensive oral health care has not been emphasized in nursing education. The purpose of this study was to explore third-year nursing students’ perceptions and experiences with pediatric oral health nursing education through an interpretive description approach. Data for analysis gathered in focus group interviews resulted in three main themes: nursing education is key: recognition of and insight into the value of oral health care; fading away: barriers to education and practice; and spreading the culture: improving nursing education and practice. The findings highlight a predominant culture in nursing education and practice in which knowledge and skill acquisition related to pediatric oral health is being neglected. Consequently, nursing students experience limited development of the basic knowledge, skills, and resources to adequately care for infants, children, and adolescents in a holistic and comprehensive manner. Effective strategies to improve nursing education include early integration of oral health concepts, demonstration and hands-on preparation of oral health care practices and assessment, and interprofessional oral health education.

BackgroundSimulation-Based Learning (SBL) serves as a valuable pedagogical approach in nursing education, encompassing varying levels of fidelity. While previous reviews have highlighted the potential effectiveness of SBL in enhancing nursing students’ competencies, a gap persists in the evidence-base addressing the long-term retention of these competencies. This systematic review aimed to evaluate the impact of SBL on nursing students’ knowledge and skill acquisition and retention.MethodA comprehensive search of electronic databases, including CINAHL, PubMed, Embase, Scopus, and Eric, was conducted from 2017 to 2023 to identify relevant studies. The Joanna Briggs critical appraisal tools were used to assess the methodological quality of the included studies. A total of 33 studies (15 RCTs and 18 quasi-experimental) met the inclusion criteria and were included in the review. A descriptive narrative synthesis method was used to extract relevant data.ResultsThe cumulative sample size of participants across the included studies was 3,670. Most of the studies focused on the impact of SBL on life-saving skills like cardiopulmonary resuscitation (CPR) or other life-support skills. The remaining studies examined the impact of SBL on critical care skills or clinical decision-making skills. The analysis highlighted consistent and significant improvements in knowledge and skills. However, the evidence base had several limitations, including the heterogeneity of study designs, risk of bias, and lack of long-term follow-up.ConclusionThis systematic review supports the use of SBL as a potent teaching strategy within nursing education and highlights the importance of the ongoing evaluation and refinement of this approach. While current evidence indicates enhancing knowledge and skill acquisition, limited studies evaluated the retention beyond five months, constraining generalisable claims regarding durability. Further research is essential to build on the current evidence and address gaps in knowledge related to the retention, optimal design, implementation, and evaluation of SBL interventions in nursing education.