Pediatric Nursing Students Research Articles

The Effect of Nursing Students’ Liking of Children and Attitudes Toward Clinical Practice on Their Comfort and Worry Levels in the Pediatric Clinic

ABSTRACT This research was conducted as a descriptive and cross-sectional study to determine the effects of nursing students’ liking of children and attitudes toward clinical practice on their comfort and worry levels in the pediatric clinic. The research was carried out with 270 nursing students who had already taken or were taking the child health and diseases nursing course. Data were collected using a Nursing Student Information Form, the Barnett Liking of Children Scale, the Nursing Students’ Attitudes toward Clinical Practices Scale, and the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool. Mean values, percentage calculations, and linear regression analysis were used for the analysis of the research data. Participants’ mean scores were 52.30 ± 6.16 on the Barnett Liking of Children Scale, 103.72 ± 19.35 on the Nursing Students’ Attitudes toward Clinical Practices Scale, 15.61 ± 3.74 on the comfort sub-dimension, and 11.63 ± 4.32 on the worry sub-dimension of the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool. It was determined that the liking of children and attitudes toward clinical practice explained 43.6% of the clinical comfort level of pediatric nursing students in Model 1 and 45.2% of their clinical worry level in Model 2. It was determined that the liking of children and attitudes toward clinical practice significantly affected the comfort and worry levels of nursing students in the pediatric clinic.

Impact of empowerment for pediatric nursing students on their knowledge about climate change and its impact on children health

Background Ensuring the safe management of global climate change is a crucial objective of sustainable development in 2030. In this endeavor, the medical team’s role is as significant as that of climate scientists. This is due to climate change’s adverse impact on the health of individuals, children, and society. Numerous diseases, including skin disorders, respiratory issues, and gastrointestinal illnesses, are closely linked to climate change. Aim The aim of this study was to evaluate the impact of empowerment for pediatric nursing students on their knowledge about climate change and its effect on children’s health. Research design The pre–posttest quasi-experimental research design was used to fulfill the aim of the current study. Setting The study was conducted at the Faculty of Nursing, Cairo University. Sample A convenience sample of 200 pediatric nursing students. Tools Two were used for data collection: (a) a structured interviewing questionnaire schedule and (b) a knowledge assessment (pre–posttest). Results The mean satisfactory knowledge score after the empowerment was 67.3±3.2 and there was statistically significant differences between students’ knowledge about climate change’s effects on child’s health before and after empowerment (P≤0.05). Conclusion After the implementation of empowerment for pediatric nursing students, there was a significant improvement in the level of knowledge among them regarding climate change and its effect on children’s health. Recommendation Raising the awareness of students about climate change and its effect on all over child’s body system function so, it is urgent to add knowledge about climate change and its impact on child’s health in the pediatric nursing education curriculum.

Knowledge of child abuse and neglect in nursing students: Assessment and perspectives.

Misdiagnosis of child abuse and neglect can delay early treatment. Some authors have pointed out that nurses can miss child abuse and neglect diagnoses due to a lack of knowledge. It is unclear whether the lack of knowledge is due to students' insufficient preparation in nursing school and/or a deficiency in continuing education. An 18-item questionnaire was administered to final-year nursing students to assess their degree of knowledge on child abuse and neglect and to evaluate if the lack of knowledge was due to insufficient teaching/training during nursing school. The students were also asked to evaluate themselves by assigning a score to their knowledge. A statistical comparison was performed to define whether sufficient/insufficient results were associated with the following variables: sex, pediatric or general nursing student, attending pediatric lectures, training in pediatric wards/ambulatories, and attending specific lectures on child abuse and neglect. The study population comprised 175 students (154 females, 20 males, 1 unknown). Exactly 66.3% of the participants had ≤9/18 correct answers. Of all students, 77.7% self-evaluated their level of knowledge as ≤5/10. The comparisons yielded statistically significant differences between the groups with sufficient objective knowledge and those unrelated to training in pediatric wards/ambulatories or pediatric nursing students. Overall, there was little objective knowledge on the subject, which may be related to insufficient teaching/training in nursing schools. Useful corrective strategies include further teaching on child abuse and neglect, preferably using a practical approach. Further, common teaching/training programs should be conducted by both pediatric and general nursing schools.

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

AimThis 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. BackgroundChildren 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. DesignThe research is a two-group pretest-posttest randomized controlled experimental research design. SettingsThe 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. ParticipantsThe study sample consisted of 143 students (peer mentoring group=73, nurse mentoring group=70) who were 3rd-year students taking the pediatric nursing course. MethodsParticipant 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. ResultsThe 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). ConclusionsThis 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.

Knowledge, Attitude, Practice and psychological response of Pediatric nursing students toward COVID-19 in Assiut university

Knowledge, Attitude, Practice and psychological response of Pediatric nursing students toward COVID-19 in Assiut university

Training program concerning employ energetic learning strategies among pediatric nursing students: developmental study

Background: Strengthening pediatric nursing students to keep pace with digital development so that they can choose an active learning strategy that suits their educational goals, identify educational resources, and have the ability to evaluate themselves. Purpose and Design: This study was adopted a quasi-experimental pre and posttest equivalent experiment and control group, design to examine the effects of training program on developmental level of pediatric nursing student’s related to employ energetic learning strategies and self-efficacy. Sample and Setting: Hundred nursing students who enrolled in Pediatric Nursing course in nursing faculty, Benha university, Egypt. Instruments Tool 1: The Learning and Study Strategies Inventory (LASSI) to measure learning and study practices and attitudes. Tool II: " Modified Short version self-efficacy (SES) to measure student’s self-efficacy. Tool III: "Modified Short version the flow state scale (FSS) to measure positive optimal experience experiment group only post applies on pediatric nursing course content. Results: There was statistically positive correlation between pediatric nursing students&#39; female gender with urban residence and well-mannered developmental level concerning the Learning and Study Strategies Inventory, employs energetic learning strategies and their self-efficacy soon after training program. The majority of subgroup pediatric nursing students’ trial reported that high score and narrated efficiency learning strategies was animation videos and simulation in practical content and web/computer assisted learning and problem-based learning in theoretical content. Conclusion and Recommendation: Research assert that training program was effective and linked with high developmental level of pediatric nursing students about employing active learning strategies and self-efficacy. Distributing the content of the pediatric nursing curriculum on energetic learning strategies and directing students to learning the course according to the appropriate strategy type this is after their creativity in applying.

Training program concern employ energetic learning strategies among Pediatric nursing students: developmental study

AbstractBackground:Strengthening pediatric nursing students to keep pace with digital development so that they can choose an activelearning strategy that suits their educational goals, identify educational resources, and have the abilitytoevaluate themselves.Purpose and design: This study was adopted a quasi-experimental pre and posttest equivalent experiment andcontrol group, design to examine the effects of training programon developmental levelof pediatric nursingstudent’s related toemploy energetic learning strategies and self-efficacy.Sample and setting:hundred nursing students who enrolled in Pediatric Nursing course in nursing faculty,Benha university, Egypt.Instruments:Tool 1: The Learning and Study Strategies Inventory (LASSI) to measure learning and studypractices and attitudes. Tool II: " Modified Short version self-efficacy (SES) to measure student’s self-efficacy.Tool III: "Modified Short version the flow state scale (FSS) to measure positive optimal experience experimentgroup only post applies on pediatric nursing course content.Results:There was statistically positive correlation between pediatric nursing students' female gender withurban residence and well-mannered developmental level concerning the Learning and Study StrategiesInventory, employs energetic learning strategies and their self-efficacy soon after training program. Themajority of subgroup pediatric nursing students’ trial reported that high score and narrated efficiency learningstrategies was animation videos and simulation in practical content and web/computer assisted learning andproblem-based learning in theoretical content. Conclusion and recommendation: Research assert that trainingprogram was effective and linked with high developmental level of pediatric nursing students about employingactive learning strategies and self-efficacy.Distributingthe content of the pediatric nursing curriculum onenergetic learning strategies and directing students to learning the course according to the appropriate strategytype this is after their creativity in applying.

Effect of High-Fidelity Simulation on Self-Satisfaction and Self-Confidence Among Nursing Students.

Newly graduating nurses should be able to enter clinical practice as safe, accurate, competent, and compassionate professionals in health care settings that necessitate them to be learners who can easily get familiar with a broad diversity of clinical practice settings. The purpose of this study was to evaluate the effect of high-fidelity simulation experiences on self-satisfaction and self-confidence among the pediatric nursing students. A quasi-experimental design, post-test, was carried out through the recruitment of a convenience sample of 150 nursing students from Arab American University. The students were randomly assigned to the study (n = 75) or control (n = 75) groups. Data were collected using learner satisfaction and self-confidence scales. The results of the post-test revealed that there was a significant difference between both groups in self-satisfaction (t (148) = 11.14, P < .001) and self-confidence (t (148) = 13.04, P < .001). The mean score of self-satisfaction for the study group (22.45 ± 2.27) was higher than control group (16.80 ± 3.76). Also, the study group' mean self-confidence score (35.72 ± 3.49) was higher than the control group (27.28 ± 4.39). High-fidelity simulation was confirmed to be an helpful tool to keep an effective and safe learning method for pediatric nursing students, thus increasing their satisfaction and confidence.

THE EFFECT OF CASE-BASED LEARNING METHODS ON SELF-CONFIDENCE AND ANXIETY OF PEDIATRIC NURSING STUDENTS IN CLINICAL DECISION MAKING PROCESS

Objective: Clinical decision making is an essential part of nursing process and patient care plan adopted by nurses as a problem solving approach. This study aimed to evaluate the effect of case-based learning methods on self-confidence and anxiety of the students in clinical decision-making process in pediatric nursing lecture.&#x0D; Materials and Methods: This study was designed as quasi-experimental with two groups. While the first group was a case-based learning group (n=38), the second group was designed as simulation group in addition to case-based learning(n=47).&#x0D; Results: There was a similarity between the groups in the mean age, gender, income level of the students, area of residence, perception of the profession, their ability to use theoretical knowledge in practice, self-confidence in clinical decision-making before the lecture, anxiety total score, and the mean subscale scores (p&gt;0.05). It was identified that there was an increase in the post-test mean scores of self-confidence for each group, and a decrease in the mean anxiety scores (p0.05).&#x0D; Conclusion: Enriched teaching methods with active participation such as case-based learning and case-based learning/simulation was determined to be effective on boosting self-confidence and reducing anxiety of pediatric nursing students and it was suggested that more studies would be done on the topic.

A Study to Assess the Effectiveness of Video Assisted Teaching on Knowledge Regarding Neonatal Resuscitation among Pediatric Nursing Students in Selected Nursing College at Chengalpet District

Background: The knowledge on neonatal resuscitation is very much essential for nurses. Our study is toassess knowledge among the pediatric nursing students in Selected Nursing College at chengalpet district.Theobjectives were to assess the level of knowledge on neonatal resuscitation among pediatric nursing students, andto determine the effectiveness of video assisted teaching regarding neonatal resuscitation by post test amongthe pediatric nursing students. And to find out the association between the pre and post test knowledge scoreregarding neonatal resuscitation among pediatric nursing students with they selected socio-demographicvariables.Materials and Methods: Purposive sampling technique is used to select 95 samples of 3rd year BSc nursingstudents. The data were collected by self administered questionnaire. The collected data was tabulated andanalyzed.Results : Descriptive and inferential statistics methods were used. The study shows that 50.5% of pediatricstudents had inadequate knowledge, 46.3% of pediatric students had moderate knowledge, 3.2% of pediatricstudents had adequate knowledge in pretest. And in post-test, 1.1% of pediatrics students had inadequateknowledge, 7.4% of pediatric students had moderate knowledge and 91.6% of pediatric students had adequateknowledge.Discussion: There was significant association between the knowledge and demographic variables like age,gender, Procedure seen or not, Experience got from.

Determining Clinical Comfort, Worry and Status of Liking Children among Pediatric Nursing Students: Case of Two Different Universities

Purpose: The aim of this study is to determine clinical comfort, worry and status of liking children among pediatric nursing students studying in universities located in east and west of Turkey. &#x0D; Methods: The data of this descriptive and correlational study were collected in nursing faculties located in east (A University) and west (B University) provinces between April-May 2020. The sample of the study consisted of 211 students who participated in the online survey voluntarily between the specified dates. The data of the study were collected using “Sociodemographic Characteristics Form”, “Clinical Comfort and Worry Assessment Tool of Pediatric Nursing Students” and “Barnett Liking of Children Scale (BLCS)”. &#x0D; Results: In the study, the comfort subscale mean score was higher in the nursing students studying in the University B and the difference was found to be statistically significant (p0.05). It was determined that there was a statistically positive moderate significant correlation between levels of liking children and the comfort subscale and a statistically negative moderate significant correlation between levels of liking children and the worry subscale in nursing students studying in the Universities A and B. &#x0D; Conclusions: It was found that the liking of children status of the students studying in the Universities A and B was high. Students' levels of stress, anxiety and liking children in the pediatric clinic rotation should be determined.

Pediatri Hemşireliği Dersi Alan Öğrenciler ile Pediatri Kliniklerinde Yatan Çocuklar İçin Terapötik Öykü Geliştirme

Amaç: Bu araştırmanın amacı, pediatri dersi alan hemşirelik öğrencileri ile pediatri kliniğinde, öğrencilerin bakım verdikleri çocukların hastalığı ve yaşını dikkate alarak, öğrencilerin terapötik öykü geliştirmesini sağlamaktır.&#x0D; Yöntem: Araştırmada nitel araştırma tekniklerinden, anlatı yaklaşımı kullanılmıştır ve terapötik öyküler geliştirilmiştir. Araştırma araştırmaya katılmayı kabul eden 2018-2019 öğretim yılı 58 pediatri hemşireliği dersi alan hemşirelik öğrencisi ile yapılmıştır. Hikayelerin analizi, iki uzman tarafından tematik analiz, içerik analizi ile değerlendirilmiştir. Öykülere ait tema ve alt boyutlar oluşturulmuştur. Araştırmanın etik kurul izni alınmıştır.&#x0D; Bulgular: Araştırma veri analizinde tema ve temalara ait alt boyutlar oluşmuştur. Temalar 7 başlık altında toplanabilir: A) Öyküye Başlama, B) Karakter Çeşitlemesi, C) Öykü Mekanları, D) Hastalıklar, E) Hastalığa Ait Belirtiler, F) Hastalığın Tedavisi, G) Öyküde İşlenen Duygular. Terapötik öykülerin çocuğun hastalığı ile uyumlu olma oranı % 48.2, yaşı ile uyumlu olma oranı % 78.3 ve hemşirelik bakımı içerme oranı % 18.9 olarak bulunmuştur.&#x0D; Sonuç: Pediatri hemşireliği alanında özgün 58 terapötik öykü oluşmuştur. Hemşirelik öğrencilerinin oluşturduğu bu öyküler; hastalık, belirtiler, bakım ve tedavi içermesi yönüyle alana yeni katkı sunmaktadır. Bu alanda çalışmaların artırılması önerilmektedir.

A Spotlight on the Experience of E-learning as a Learning Method for the Undergraduate Pediatric Nursing Students in Iraq during the COVID-19 Pandemic

The emergence of COVID-19 has resulted in an unprecedented escalation in different aspects of human activities, including medical education. Students and educators across academic institutions have confronted various challenges in following the guidelines of protection against the disease on one hand and accomplishing learning curricula on the other hand. In this short view, we presented our experience in implementing e-learning to the undergraduate nursing students during the present COVID-19 pandemic emphasizing the learning content, barriers, and feedback of students and educators. We hope that this view will trigger the preparedness of nursing faculties in Iraq to deal with this new modality of learning and improve it should the COVID-19 pandemic keep on or a new pandemic emerges.

Integration of a service-learning component into a course on nursing care for children with developmental disorders: A mixed-methods study

BackgroundService-learning provides nursing students with hands-on experience in a real-world setting. Students learn how to care for others and manage their emotions. AimThis study examined the effectiveness of integrating service-learning into a nursing course on nursing care for children with developmental disorders. DesignThis was a mixed-methods study with two pretest-posttest quantitative analyses and a qualitative component. MethodsNursing students (N = 74) enrolled in a semester-long course in nursing care for children with developmental disorders participated in the study. Data were collected between February 2017 and June 2021. The service-learning part of the course assigned teams of two to three students to provide nursing care for a child (ages 5–19 years) diagnosed with a developmental disorder. At the conclusion of the course, students presented a short video with reflections of their experiences. Pretest versus post-test scores compared mid-term and final exam scores regarding knowledge of children with developmental disorders and scores on a 9-item self-report instrument on service-learning skills. Self-reflections from the video presentation provided qualitative data about the impact on students' awareness of the caregiving needs of children with developmental disorders. ResultsThe mean final exam scores were significantly higher compared with midterm scores (96.12, (SD = 4.63) vs 94.82 (SD = 12.08); F = 6.81, p < .001), indicating knowledge of developmental disabilities had increased. Pretest vs posttest scores for service-learning skills indicated confidence had significantly increased (p < .001). Students' video reports indicated sensitivity to the challenges and needs of these children had increased. ConclusionsService-learning exposed nursing students to the challenges and rewards of caring for children with developmental disorders. Knowledge, as well as confidence, increased. Nurse educators could easily integrate service-learning into courses required as part of the curriculum for pediatric nursing students.

Effect of High-Fidelity Simulation on Clinical Judgment Among Nursing Students.

IntroductionNursing education needs to be improved in order to bridge the gap between education and clinical practice. However, clinical placements for nursing students are limited and student nurses often take merely an observer role, especially in critical situations. High-fidelity simulation (HFS) is a teaching method that can bridge the gap between education and clinical practice. The purpose of this study was to evaluate the influence of using HFS as a teaching method on clinical judgment among pediatric nursing students at the Arab American University utilizing a bacterial meningitis case scenario.MethodsA quasi-experimental study with a convenience sample of one hundred and fifty baccalaureate nursing students enrolled in a pediatric health nursing course. Nursing students were randomly assigned to high-fidelity simulation experience or traditional methods. The clinical judgment was assessed using Lasater Clinical Judgment Rubric Tool.ResultsResults revealed that the high-fidelity simulation experience has improved pediatric nursing students’ clinical judgment. The mean clinical judgment differed significantly at post-test in the intervention group after the simulation (t (148) = 7.20, P < .001).ConclusionThe HFS can be an effective tool to provide a safe and effective learning environment for pediatric nursing students, consequently improving their clinical judgment

Effect of guided reciprocal peer questioning strategy on pediatric nursing students' self-esteem and metacognitive awareness: Current approach and future directions

BackgroundGuided Reciprocal Peer Questioning Strategy (GRPQS) restructures the classroom context from a passive into an engaging environment, where the students are empowered to actively participating in their learning process. ObjectiveTo investigate the impact of GRPQS on the pediatric nursing students’ self-esteem and metacognitive awareness. DesignA Quasi-experimental, pre-posttest, two groups research was carried out at University of Bahrain. A sample of 89 out of 112 pediatric nursing-students were divided into two groups. MethodThrough GRPQS, the students mutually generated and responded to questions, activated their critical thinking, elicited ideas, and shared learning experiences within the team and the teachers act as facilitators. ResultsIt is revealed that 75% of the students in the study group developed high self-esteem after their engagement in the GRPQS compared to only 48.8% among those in the control one. Students who practiced GRPQS showed an improvement in their knowledge about cognition. As the mean score of students in the study group is increased from 2.16 ± 0.45 to 2.89 + 0.35 for the procedural knowledge, from 2.33 ± 0.56 to 2.86 ± 0.41 for declarative and from 2.18 + 0.53 to 3.09 ± 0.29 for the conditional knowledge (p < 0.001 for each). Concerning the regulation of cognition, the mean score of the planning dimension was improved from2.21 ± 0.46 to 3.10 ± 0.31 among the students in the study group. Moreover, it is clear that applying GRPQS in the lectures helped in improving the students’ information management strategies, comprehension monitoring, debugging strategies and evaluation (p < 0.001 for each) compared to the control group p = 0.169, p = 0.009, p = 0.117 and 0.887 respectively). ConclusionThe application of GRPQS provided an interactive and engaging learning experience that helped the students to develop the habit of organizing, judging, and summarizing information as well as focusing on the significant portions of the learning materials. Moreover, exchanging questions between the nursing students was effective in enhancing their self-esteem and metacognitive awareness. Hence, incorporating this innovative pedogeological approach in the nursing curricula is recommended.

REFLECTIVE PRACTICE: ITS KNOWLEDGE, PRACTICE AND PERCEPTION DURING COVID-19 AMONG PAEDIATRIC NURSING STUDENTS

Purpose: This study sought to explore the knowledge level, practice and perception of the usefulness of reflective practice among pediatric nursing students in the face of the COVID-19 pandemic.&#x0D; Methodology: A quantitative descriptive cross-sectional study was used in carrying out the study. The study was conducted among pediatric nursing level 300 and 400 students of the University for Development Studies, Tamale, with an age range between 17 and 38. A structured questionnaire in electronic form (using Google forms) was administered to respondents through their class social media (WhatsApp) platform. Data analyses were done using the Statistical Package for Social Sciences (SPSS) version 21 and Microsoft Excel. The Fisher Exact Test was used to determine how statistically significant independent variables influence the dependent variables.&#x0D; Results: Findings showed that 88.5% (54/61) of the students knew reflective practice, 98.4% of them practised reflection. All respondents agreed that reflective practise has a positive impact on personal and professional development. No association existed between the age of respondents and knowledge of reflection (Fisher’s exact test=5.18; p=0.159). However, there were significant differences between the sex of respondents and knowledge of reflection (Fisher’s exact test=12.09; p=0.001) and between the class of respondents and their level of knowledge (Fisher’s exact test=10.90; p=0.004).&#x0D; Conclusion: Reflection is a very useful professional and personal development tool that yields positive care and learning outcomes when effectively practised. Hospitals and educational institutions should develop processes and practices that make refective practice an early and routine part of an everyday classroom and clinical practice.&#x0D; Recommendation: Reflection should be developed as a course and be inculcated into the first-degree nursing curriculum in universities.

Effect of High Fidelity Simulation on Perceptions of Self-Awareness, Empathy, and Patient-Centered Care Among University Pediatric Nursing Classes

IntroductionImprovement in nurses' features such as self-awareness, empathy, and patient-centered care leads to positive patient outcomes. High fidelity simulation is one of the interventions which was used to enhance the mentioned nursing students' features. This study aimed to evaluate the effect of high-fidelity simulation on students’ perception of self-awareness, empathy, and patient-centered care at pre and post-intervention in undergraduates’ pediatric nursing students at Arab American University in Palestine. MethodsA group of pretest-posttest design was used. The accessible sample of all undergraduate pediatric nursing students (N = 83) who enrolled in the pediatric classes in the Faculty of Nursing was recruited. ResultsThe findings showed a significant difference between students' perceptions pre and post high-fidelity simulation intervention for self-awareness (t = -31.74, p < 0.001), empathy (t = -18.24, p < 0.001), and patient-centered care (t = -17.36, p < 0.001). There was a statistically significant improvement in self-awareness, empathy, and patient-centered care as a result of simulation. ConclusionThe findings of this study suggest infusing the nursing curriculum, particularly, pediatric course with simulation based-teaching intervention to increase self-awareness, empathy, and patient-centered care is a critical issue to fill gaps in these areas and to supplement traditional clinical learning.

Effect of Toolkit Teaching Strategy on Pediatric Nursing Students' Practical Skills Regarding Neonatal Resuscitation

Background: Effective learner-centric innovative teaching strategies are currently being used to encourage active students' participation, enhance creative thinking and improve their problem-solving abilities. Toolkit strategy is one of these teaching strategies, which involves an integration of diversity teaching methods that improve undergraduate nursing students’ learning capabilities and their confidence in the clinical setting. Aim: The aim of this was to determine the effect of toolkit teaching strategy on pediatric nursing students’ practical skills regarding neonatal resuscitation. Setting: The was carried out in Pediatric Nursing Labs at the Faculty of Nursing, Damanhour University. Subjects: The subjects of the present comprised of 70 students divided randomly into study and groups 35 students per group. Tools: Two tools were used, namely, Neonatal Resuscitation Practical Skills Observational Checklist and Pediatric Nursing Students’ Satisfaction Assessment Scale. Results: The revealed a statistically significant difference between the and control groups in relation to their practical skills in the performance of neonatal resuscitation procedure immediately after the conduction of teaching (P<0.000*). Moreover, all students in the group were highly satisfied after performing the procedure using toolkit strategy. Meanwhile, less than half of the students in the control group (42.9%) were highly satisfied with the traditional method of practical training and the difference was statistically significant (P< 0.000*). Conclusion: It can be concluded that applying toolkit teaching strategy as a method of teaching has a positive effect on the practical skills of nursing students. Additionally, it improves their satisfaction level with the teaching process. Recommendation: The main recommendation of the current was to apply toolkit teaching strategy as an innovative method of teaching in all academic nursing departments which possess practical skills in their academia courses at the Faculty of Nursing, Alexandria University and Damanhour University.

Interprofessional learning during SARS-CoV-2 (COVID-19) pandemic conditions: the learning project I-reCovEr as a substitute for a rotation on an interprofessional training ward.

The COVID-19 pandemic has led to massive and aprupt changes in the training of health care professionals. Especially hands-on training can no longer take place in the usual form in everyday clinical practice. Rotations on the interprofessional training ward in Pediatrics (IPAPAED) at the University Medical Center Freiburg, had to be suspended starting March 2020. This report presents the interprofessional Covid-19 Replacement Program (I-reCovEr) as an alternative learning format for a rotation on the IPAPAED at the Center for Pediatric and Adolescent Medicine. I-reCovEr offers opportunities for pediatric nursing trainees (n=6) and medical students (n=9) to learn together, taking hygienic and distancing measures into account. Based on a case study, selected learning aspects regarding interprofessional cooperation and communication are targeted. The participants report increased knowledge about the work of the other professional group in the evaluation using the Interprofessional Socialization and Valuing Scale (ISVS) -9A. In comparison to participants of the IPAPAED, however, the self-evaluation did not reveal any self-perceived acquisition of other interprofessional skills or competences. I-reCovEr can therefore serve as an introduction to interprofessional training, but it cannot replace interprofessional learning and working on an interprofessional training ward.