Pediatric Nursing Course Research Articles

Pediatric End-of-life Simulation: Preparing the Future Nurse to Care for the Needs of the Child and Family

PurposePreparing a future nurse to respond to the complex and sensitive needs of a child and family during the end-of-life requires more than didactic content in a classroom. During clinical experiences, students may care for children diagnosed with a terminal illness however; it is less likely that a student will have a clinical opportunity to care for a child and their family at the end-of-life. Without having an experience, it is challenging to teach students how to care for the dying child and family including how to appreciate the emotions, thoughts, and expectations when faced with a pediatric death (Lindsay, 2010). Design and MethodsThe instructional model integrates an end-of-life simulation into an undergraduate pediatric nursing course allowing students to practice caring for a child and their family while developing an understanding of the unique needs of a dying pediatric patient. ResultsPost simulation, students participating in guided reflection, identified several themes impacting their experience with end-of-life care, including symptom management, emotional care and “what to say”. ConclusionsThe structured simulated experience provided knowledge, skill and awareness to the role of the nurse when providing care at the end-of-life. Practice ImplicationsNurses' behaviors and responses when caring for a child can have a significant impact on the family's experience and memory of their child's death. Unintended actions may result in the family experiencing negative impressions, causing further distress to the grieving family (Butler, Hall, Willetts, & Copnell, 2015).

Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?

BackgroundNursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students.MethodsIn this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions.Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA.ResultsResults showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students’ overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p < 0.005). Although there was no significant difference in lower-order performance among the groups during the posttest (p = 0.92), the HPBL group outperformed the COTL group on the delayed posttest (p = 0.028).ConclusionsIt may be concluded that both forms of PBL were effective for learning Pediatric Nursing. Moreover, PBL appears to be useful where there are shortages of instructors for handling teaching purposes.

Comparing Traditional and Simulation-Based Experiences in Pediatrics with Undergraduate Nursing Students in Turkey

BackgroundSimulation-based nursing training helps students develop skills, such as critical thinking, decision making, and the ability to manage cases. MethodA two-group, nonrandomized, and quasi-experimental study examined the effect of using classical and simulation-based pediatric nursing training on students' perception of self-efficacy and anxiety levels as measured by the State–Trait Anxiety Scale. Cognitive learning and social learning theories guided our study. Participants were third-year undergraduate nursing students taking a pediatric nursing course from the same instructor during two different academic years in Turkey. The control group included 115 students selected from the spring term of the 2013 to 2014 education year, and the experimental group included 112 students selected from the spring term of the 2014 to 2015 education year. ResultsThe simulation-based nursing training group's perception of self-efficacy was significantly higher in pediatric assessment, taking anthropometric measurements and vital signs, some medication administration, and care activities (p < .05). This study found no difference between the groups in the state anxiety mean scores of the students. The simulation-based nursing training group's trait anxiety mean scores were significantly lower (p < .05). ConclusionSimulation-based nursing training enhances pediatric nursing students' perception of self-efficacy about their practice skills while reducing their anxiety level.

Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course.

Introduction:Concept map is a useful cognitive tool for enhancing a student's critical thinking (CT) by encouraging students to process information deeply for understanding. However, the evidence regarding its effectiveness on nursing students’ CT is contradictory. This paper compares the effectiveness of concept mapping and traditional linear nursing care planning on students’ CT.Methods:An experimental design was used to examine the CT of 60 baccalaureate students who participated in pediatric clinical nursing course in the Shahrekord University of Medical Sciences, Shahrekord, Iran in 2013.Results:Participants were randomly divided into six equal groups of each 10 student, of which three groups were the control group, and the others were the experimental group. The control group completed nine traditional linear nursing care plans, whereas experimental group completed nine concept maps during the course. Both groups showed significant improvement in overall and all subscales of the California CT skill test from pretest to posttest (P < 0.001), but t-test demonstrated that improvement in students’ CT skills in the experimental group was significantly greater than in the control group after the program (P < 0.001).Conclusions:Our findings support that concept mapping can be used as a clinical teaching-learning activity to promote CT in nursing students.

Feedback of undergraduate nursing students about objective structured practical examination

Background : An essential part of a nursing curriculum is an accurate clinical assessment of nursing students’ skills. The objective structured practical examination (OSPE) is the modified version of the Objective Structured Clinical Examination (OSCE) used for a summative assessment of practical knowledge and skills in nursing education. Aim: The current study was undertaken to evaluate the performance and feedback of undergraduate nursing students about OSPE. Methods : A cross sectional study design was carried out on the students who participated in the OSPE, which was done at the Faculty of Nursing, Tanta University, Egypt. The study included students enrolled in fundamental, medical surgical, critical care nursing, obstetric, and pediatric nursing course. 100 students from each branch were asked to fill structured questionnaire after OSPE. Results : Overall there were no significant differences in the mean score of students' opinion in relation to the structure and format of examination, conduct of examination, and evaluation of examination compared with the four departments (pediatric, obstetric, fundamental, medical surgical and critical care nursing) ( p = 1.000). Conclusions : Students in pediatric, obstetric, fundamental, medical surgical and critical care nursing departments preferred OSPE for evaluating clinical skills and perceived it as more organized, objective, structure, valid, and less anxious. Student’s feedback was invaluable regarding need more time at each station. Also, students argued several suggestions for enhancing quality of OSPE in assessing process.

Quality of Nursing Courses as Perceived by Students: Relationship with Their Academic Achievement in Palestine College of Nursing

The purpose of this study was to determine the Bachelor Science of Nursing (BSN), student’s perceptions of the quality of nursing courses taught at Palestine College of Nursing (PCN), which were fundamentals of nursing course, adult nursing course, pediatric nursing course, maternity nursing course, community nursing course, mental health and psychiatric nursing course and nursing management and leadership course, and its relationship with their academic achievement. The Palestine College of Nursing is governmental and Ministry of Health (MOH) affiliated. The sample included 467 nursing students registered in the college who studied the previously mentioned nursing courses. Data were collected using a self-administered questionnaire developed by the researcher, and guided by literature. That was to assess the included nine quality dimensions of the nursing courses as perceived by the students. Content validity and reliability tests were done for the tool. The study revealed that the total students’ perceptions of the quality of all nurses courses were within average quality level (80.42%). The nursing management course and community health nursing course were of the first two ranks of high quality level (84.54%, and 84.48%, respectively), where mental health and psychiatric nursing course, fundamentals of nursing course, adult health nursing course, pediatric nursing course and maternity health nursing course were the next ranks of average quality level. The study revealed that students’ perceptions of seven dimensions from nine were with average quality level (80.50%). The first rank was the “teacher/instructor characteristics and attributes”, dimension of high quality level (84.44%), while the last rank was “teaching methodology” dimension of average quality level (77.54%). There was a positive relationship between students’ achievement and the courses’ quality dimensions, pertaining objectives of the course, contents of the course, teacher/instructor competencies, teacher characteristics, teaching methodology, students/teacher interaction and course evaluation. The study recommended improving the quality of nursing courses for better level and to improve the quality of some dimensions like using different teaching strategies, the quality of clinical settings, and improve the quality of nursing instructors in some clinical areas. Finally the researcher recommend for further studies about concerning quality in nursing education.

Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: A pilot project

PurposesThis study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. MethodsA mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. ResultsFifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. ConclusionSuccessful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum.

Review of Pain Content in Three-Year Preregistration Pediatric Nursing Courses in the United Kingdom

The results of several studies suggest that gaps remain in nurses' knowledge about pain in children, and particularly regarding pain assessment, analgesic drugs, and nondrug methods, suggesting a need to explore the pain content of preregistration nursing curricula. Over the past decade, the way nurse education is delivered has changed with the advent of the internet and the use of virtual learning environments. This study, therefore, explored the depth and breadth of pain content in 3-year preregistration pediatric nursing courses across the U.K. as well as ascertaining how this content is delivered. The leads for pediatric nursing at all 56 U.K. higher education institutions running the 3-year preregistration pediatric nursing course were e-mailed a questionnaire. Participants were asked to indicate whether topics are covered in the program, and if so how it was delivered. Results suggest that preregistration pediatric nursing courses in the U.K. do not always equip students to manage pain effectively in clinical practice. There appears to be limited content on pain in nursing curricula, with several institutions not covering key topics. Most teaching is delivered face to face with limited workbooks and virtual learning activities. Further research is needed in this area to ascertain the impact of this on the quality of care provided.

Beginning Experiences with Simulation: Asthma in a Pediatric Patient

Current research in high-fidelity simulation demonstrates high student satisfaction, a method for active learning, a safe learning environment, an ability to recreate scenarios among several groups of students, and the ability for students to experience rare patient problems. This case study describes the integration of a simulated clinical experience into a junior-level baccalaureate pediatric nursing course to provide consistent clinical experiences for all students. Student and faculty comments reflected a positive experience. Lessons learned from this case study support additional simulation in the nursing curriculum, recognition of the time and resources required to integrate simulation into a nursing course and faculty, and need for student flexibility with this learning tool.

Integration of Gerontology Content in Nongeriatric Undergraduate Nursing Courses

During the last several years, a school of nursing in the southeastern United States has made concerted efforts to integrate geriatric content into every undergraduate course except obstetrics. Even the pediatric nursing course has infused content about grandparents, both as care providers for children and as extended family members. Faculty expertise and passion for teaching geriatric best practices stimulated innovative and creative student experiences without overwhelming curricular revision. This article describes how gerontology content was incorporated into each curricular area and provides examples of classroom and clinical teaching strategies that were successful at this school.

Utilization of Nursing Diagnoses by Students During a Pediatric Nursing Course in Turkey

PURPOSETo determine the utilization of nursing diagnoses by nursing students and their ability to formulate the NANDA nursing diagnoses under the functional health patterns to evaluate whether there is a link between documented nursing diagnoses and patients' assessment data.METHODSData were obtained from the standardized nursing assessment forms and care plans documented by 57 nursing students in a pediatric nursing course. A total of 569 care plans were documented for patients (children and their families).FINDINGSFor 569 children in 3 different pediatric clinics, 70 different nursing diagnoses were documented. Some of the nursing diagnoses were used in various frequencies for a total of 3,433 documented diagnoses in Nutrition‐Metabolic (n= 1,274), Activity‐Exercise (n= 594), Cognition‐Perception (n= 572), Role Relationships (n= 330), and Health Perception‐Health Management (n= 327) Health Patterns. The most frequently occurring NANDA diagnoses were knowledge deficit (n= 275), altered nutrition: less than body requirement (n= 265), risk for altered body temperature (n= 263), anxiety (n= 236), and altered comfort (n= 227).CONCLUSIONSThe majority of the students had adequate knowledge and ability to formulate nursing diagnoses according to NANDA, but documented diagnoses were not always supported by patients' assessment information. This might be a result of the inadequate diagnostic reasoning and teaching methods used, and being introduced to the diagnostic process for the first time in this course. Ultimately, consistent expectations and using the classification systems will lead to competency in diagnostic reasoning.

Experiences of students in pediatric nursing clinical courses.

Learning may be inhibited if students experience undue stress in the clinical setting. This study described the stresses, challenges, and emotions experienced by pediatric nursing students. Students (n = 75) completed a modified Pagana Clinical Stress Questionnaire at the end of their pediatric nursing clinical course. The comparison group of students (n = 383) was enrolled in nonpediatric clinical courses in the same nursing programs. The most stressful aspect of clinical practice was giving medications to children. High stress scores were related to more fear and disappointment in clinical practice. Students who experienced high stress were less stimulated by their clinical activities and developed less confidence in practice. Knowledge of students' perceptions of clinical stress can help educators and clinicians promote a positive and rewarding clinical atmosphere.

The Toymakers: an application activity.

Novel teaching strategies can help students recognize and experience, firsthand, the relevance of course content for clinical practice. The Toymaker Activity challenged students in a pediatric nursing course to use principles of growth and development in a creative and practical way. Student participation and feedback demonstrated successful application and improved understanding of the impact of growth and development in the nursing care of children.