Pediatric Nursing Practice Research Articles

An animated education program to reduce anxiety, vascular complications, and flat time among children undergoing cardiac catheterization: A randomized control trial, study protocol

One of the most dangerous and prevalent birth disorders is congenital heart defects (CHD). Children diagnosed with CHD may need many operations or medical treatments throughout their lives, including cardiac catheterization (CC). Children undergoing CC experience elevated levels of anxiety. Elevated levels of anxiety among children undergoing CC can be harmful to children physiologically, psychologically, and behaviorally. Additionally, vascular complications such as bleeding and hematoma represented the majority of complications among children undergoing CC. To achieve positive management outcomes, nurses must use an effective method to prepare children for CC. This study present the protocol for developing and implementing an animated education program (AEP) about CC on anxiety, vascular complications, and flat time among children undergoing CC for the first time. A Parallel Randomized Control Trial (RCT) design will be utilized to test the study hypotheses. It is an experimental design where participants are assigned randomly to either receive an intervention or not, and the outcome of interest is then evaluated after the intervention to assess its impact. The trial had been registered as Clinical Trails.gov PRS (Protocol Registration and Result system) Identifier: Protocol ID 101271-6 and clinical trials.gov ID (NCT06483087) under the brief title: Effect of Animated Education on Anxiety and Vascular Complications (VAEda) ClinicalTrials.gov Protocol Registration and Results System (PRS). A random sample of 98 children scheduled for a CC, whose ages range from 6 to 12 years old, will be recruited from a military hospital for medical and surgical heart disease in Jordan, with 49 children in the intervention group and 45 children in the control group. Children in the control group will receive routine care. However, children in the experimental group will receive an AEP, an 8-minute carton animated video that illustrates pediatric CC. The animated cartoon video was developed in Arabic using age-appropriate information. The study’s intervention is intended to give adequate information to children to prepare them for the events occurring before, during, and after the CC procedure, it will be presented to the intervention group 24 hours before the procedure. Outcome measures include anxiety levels that will be assessed 2 hours before children undergo CC. Bleeding and hematoma at the CC site will be assessed 2 hours postsheath removal, and flat time will be assessed by recording the hours that the child stays in a flat position postsheath removal. This exploratory experiment is a necessary first step in investigating important components of a full-scale clinical study. This study presents a novel technique designed for children undergoing CC to lower their anxiety, vascular complications, and flat time. The results of the current study provide evidence-based data that can improve nursing practice and research in pediatric cardiac nursing. Create a policy that emphasizes the critical role that nurses play in delivering high-quality health education through the use of AEP.

시뮬레이션을 활용한 아동간호 실습교육 연구에 대한 통합적 문헌고찰

Due to difficulties arising from patient infections, a decline in the number of births, and other factors, clinical education in pediatric nursing has become challenging. Consequently, the demand for simulation-based practical training has been increasing. This study aims to analyze an integrative review of simulation-based pediatric nursing practicum, based on Jeffries’ simulation learning model, and provide foundational data for the development of standardized simulation-based pediatric nursing practice program. Five domestic database serched using the keywords ‘simulation’ and ‘nuring’ to retrieve relevant literature. Out of 744 aricles 14articles that met the driteria of this study were analyzed using descriptive statistics. In the research findings, 78.6% utilized high-fidelity simulators for education, with 45.5% of these incorporating standardized patients. Only 14.3% of the studies reported that instructors had completed simulation education training. Operating and debriefing times varied widely, ranging from 10 to 90 minutes. The most frequently measured learning outcome was 'nursing performance ability,' with 92.9% of the studies assessing the cognitive domain, and 42.9% evaluating all cognitive, affective, and psychomotor domains. The results of the study suggest that in the future, numerous randomized controlled trials should be conducted to actively derive a foundation for the design of pediatric nursing simulation education programs.

Multidisciplinary Design-Based Multimodal Virtual Reality Simulation in Nursing Education: Mixed Methods Study.

The COVID-19 pandemic underscored the necessity for innovative educational methods in nursing. Our study takes a unique approach using a multidisciplinary simulation design, which offers a systematic and comprehensive strategy for developing virtual reality (VR) simulations in nursing education. The aim of this study is to develop VR simulation content for a pediatric nursing module based on a multidisciplinary simulation design and to evaluate its feasibility for nursing education. This study used a 1-group, posttest-only design. VR content for pediatric nursing practice was developed by integrating the technological characteristics of a multimodal VR system with the learning elements of traditional nursing simulation, combining various disciplines, including education, engineering, and nursing. A user test was conducted with 12 nursing graduates (preservice nurses) followed by post hoc surveys (assessing presence, VR systems, VR sickness, and simulation satisfaction) and in-depth, one-on-one interviews. User tests showed mean scores of 4.01 (SD 1.43) for presence, 4.91 (SD 0.81) for the VR system, 0.64 (SD 0.35) for VR sickness, and 5.00 (SD 1.00) for simulation satisfaction. In-depth interviews revealed that the main strengths of the immersive VR simulation for pediatric pneumonia nursing were effective visualization and direct experience through hands-on manipulation; the drawback was keyword-based voice interaction. To improve VR simulation quality, participants suggested increasing the number of nursing techniques and refining them in more detail. This VR simulation content for a pediatric nursing practice using a multidisciplinary educational design model was confirmed to have positive educational potential. Further research is needed to confirm the specific learning effects of immersive nursing content based on multidisciplinary design models.

Translational research – Novel evidence-based interventions for pediatric nursing practice

Translational research – Novel evidence-based interventions for pediatric nursing practice

Children Are Not Miniature Adults: Child-Friendly Healthcare in Practice

Although, as eloquently stated by Swiss developmental psychologist Jean Piaget, "Children are not miniature adults" (Piaget, 2001), it remains common in pediatric clinical nursing practice to encounter viewpoints such as "Be patient and it will pass!" and "Is it really that bad?" as well as insensitive comments such as "Cry again, and I'll…" Dealing with children and their families during invasive treatments is a daily challenge as well as source of fulfillment for pediatric nurses. The concept of child-friendly care centers on providing support and care that addresses the needs of both the child and family to help them adapt to various situations within the healthcare environment (Lookabaugh & Ballard, 2018). Child-friendly healthcare must be grounded in the recognition of children's rights, which includes the right to health and the right to healthcare (Lenton & Ehrich, 2015). Strategies, policies, and environmental transformations are necessary to translate this concept into practice. One related strategy commonly used in pediatric nursing practice is therapeutic play, which encompasses instructional, cathartic, and physical health promotion categories (Hockenberry et al., 2023). By engaging in therapeutic play, hospitalized children can better comprehend the tests or treatments they are about to undergo, alleviate their fear and pain, and develop healthier behaviors. It is also crucial to approach long-debated issues such as whether children and adolescents should visit family members in intensive care units from a child-friendly perspective. German scholars Brauchle et al. (2023) proposed recommendations for child-friendly visitation policies that consider the prerequisites and responsibilities of medical staff, parents, and children. In recent years, Taiwan has made great strides in integrating child life specialists and art and music therapists into hospital medical teams. This inclusion is helping families better adapt to the medical environment and better cope with medical and treatment situations, fostering more-positive medical and nursing experiences (Fang et al., 2020). Furthermore, reconstructing the medical environment for children; designing safe and healing spaces (Chang, 2021); and providing overall-friendly physical, psychological, social, and spiritual care to children and their families are essential. Each of the three topics in this column reflect the relationships between pediatric emergency nurses and, respectively, patients, and the healing functions of music therapy and art therapy, and provide important insights into the world of children through the lens of child-friendly care.

Exploring the Use of Arts-Based Interventions and Research Methods in Families of Seriously Ill Children: A Scoping Review.

Family care is essential to pediatric nursing practice, as the entire family is affected by childhood illness. However, little is known about art making for therapeutic purposes and how art is used to better understand families' experiences. Our purpose was to examine the nature of arts-based interventions and research methods used with, and the experiences of families of children facing life-limiting and life-threatening illnesses, and those families who are bereaved. Academic peer-reviewed sources published between January 1999 and May 2022 were retrieved via four databases using key search terms. Twenty-five articles were analyzed, resulting in three multifaceted categories including Social, Emotional, and Family Health. Critical strengths and limitations were also identified. Art making has been incorporated into interventions and research studies due to its benefits for family well-being. Understanding the potential of art making can inspire nurses to implement such activities to enhance family nursing practice and research.

Comparison of the Effects of Simulation Practice and Clinical Practice Education: Nursing Care of Children with Respiratory Diseases

This study This study aimed to find the efficient practice education measures for the practice of pediatric health nursing by comparing the effects of simulation practice education and existing clinical practice one about children with respiratory diseases. Using the nonequivalent comparison group post-test non-synchronized design method, the research subjects were composed of total 62 people including 32 subjects for experimental group and 30 subjects for comparison group. Using the IBM SPSS v. 25.0 for data analysis, the differences in the baseline characteristics of both groups were tested through the t-test, X2-test, and Fisher’s exact test. The results of this research are as follows. In the results of conducting the homogeneity test on the experimental group and comparison group, there were no differences between two groups while it was statistically significant in self-efficacy. The experimental group who participated in practice education using the simulator was statistically significant in nursing competence(F=27.183, p<.001), communication skills(F=7.876, p=.001), and learning satisfaction(F=12.950, p<.001). The problem-solving ability(F=2.515, p=.089) was not statistically significant. Such results are significant in the aspect of implying the possibility of practice education using the simulator that could effectively complement clinical practice in the practice education of pediatric health nursing in the future.

A systematic review and meta-analysis of studies on extended reality-based pediatric nursing simulation program development.

This systematic literature review and meta-analysis explored extended reality (XR)-based pediatric nursing simulation programs and analyzed their effectiveness. A literature search was conducted between May 1 and 30, 2022 in the following electronic databases: MEDLINE, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), and CINAHL. The search period was from 2000 to 2022. In total, 6,095 articles were reviewed according to the inclusion and exclusion criteria, and 14 articles were selected for the final content analysis and 10 for the meta-analysis. Data analysis was performed using descriptive statistics and the Comprehensive Meta- Analysis program. XR-based pediatric nursing simulation programs have increased since 2019. Studies using virtual reality with manikins or high-fidelity simulators were the most common, with six studies. The total effect size was statistically significant at 0.84 (95% confidence interval=0.50-1.19, z=4.82, p<.001). Based on the findings, we suggest developing standardized guidelines for the operation of virtual pediatric nursing simulation education and practice. Simultaneously, the application of more sophisticated research designs for effect measurement and the combined applications of various virtual simulation methods are needed to validate the most effective simulation methodology.

BRINQUEDO TERAPÊUTICO PARA CRIANÇAS COM CATETER VENOSO CENTRAL TOTALMENTE IMPLANTADO: PERCEPÇÃO DOS ENFERMEIROS

ABSTRACT Objective: to describe nurses' perception about an Instructional Therapeutic Play toy for children with totally implanted central venous catheters. Method: a qualitative, descriptive and exploratory study carried out in a public hospital from Rio de Janeiro with 12 nurses who work in the care of children with totally implanted central venous catheters. The data were collected through semi-structured interviews from March to May 2019 and subjected to thematic analysis. Results: two thematic units that dealt with the necessary adaptations in the Therapeutic Play toy regarding materials, gender, race, age and catheter implantation site in the body emerged. Conclusion: it was possible to understand the aspects that permeate the Therapeutic Play toy scenario and the possibilities and limitations that interfere with its use in children's care. In this way, the adaptations enhance the Advanced Pediatric Nursing Practice, as playing is a children's need.

Pediatric Specialty Nursing Associations and their Role in Leadership Development.

Professional organizations have a long and rich history of promoting leadership development since the late 1800s. Professional nursing organizations and associations advocate for the profession of nursing and nurses, develop health care policies and standards that ensure the highest level of patient care quality, assure the highest level of education, provide professional development and continuing education, and offer research, networking, and career advancement opportunities for their members. Currently there are 10 nationally based pediatric nursing specialty organizations and associations, most of which also have regional or local chapters. To use a scoping review to identify and summarize contributions of pediatric nursing organizations and associations in the United States to leadership development in pediatric nursing practice. Although there are leadership programs sponsored by professional nursing organizations and mentions of leadership in their mission and "about us" statements, there is very little empirical evidence of the contributions that pediatric nursing specialty bodies make to the development of leaders. Membership in a professional nursing organization provides nurses with professional development; continuing education including journal subscription and conference attendance; networking; opportunities for specialty certification, career advancement, and leadership development; and research-based clinical standards and guidelines that promote best practice. The relationship between membership in pediatric professional organizations and leadership is clear in mission statements and strategic plans. Nurse leaders play a key role in advancing the organization's mission and goals. Nursing faculty, practice executives, and professional organizations and associations have an obligation to demonstrate value of membership in advancing the profession and developing future leaders. Future research is needed to describe the contributions of pediatric nursing professional organizations to leadership development of nurses.

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.

Nursing research goals in pediatric care

The creation of knowledge by pediatric nurse scientists that informs and directs everyday nursing practice is essential to delivering safe and effective nursing care to children. The health of our children is at stake due to current statistics showing a steady decline in pediatric nurses and a lack of pediatric nurse scientists with PhDs. The objectives of this paper are to: Summarize the demands on pediatric health care. Express our concern that there are insufficient pediatric nurse scientists to produce the fundamental knowledge needed to direct pediatric nursing practice. Discuss the factors that may affect the number of pediatric nurse scientists. Make recommendations for nursing leaders, faculty, and professional nursing organizations to increase the depth of knowledge in pediatric health care.

Translational research – New perspectives for pediatric nursing practice: Innovative strategies for change

Innovative strategies designed to address difficult pediatric nursing practice problems provide new perspectives and creative solutions to enhance pediatric nursing care for children and their families. When difficult practice problems are identified, new perspectives and creative solutions are needed. By reframing perspectives, these challenging practice problems can be addressed through innovative strategies. New perspectives are based on the outcomes of innovative nursing research, evidence-based practice and quality improvement projects.

Maternal Distress in Disclosing a Nonlethal Fetal Anomaly Diagnosis to Family and Friends.

To describe experiences of women disclosing a nonlethal fetal anomaly diagnosis to family and friends from initial prenatal diagnosis through postpartum. A descriptive, qualitative approach was used to explore women's perceptions of nonlethal fetal anomaly diagnosis in a high-risk obstetric clinic. In-depth interviews were conducted with 10 pregnant women, followed by postpartum interviews with 8 women. Data were analyzed using thematic analysis. Analysis of semistructured interviews revealed an overarching theme, Pregnancy Forever Changed, which captured the experience when expectant women first heard the news about their fetus. Prenatal themes were News of a Diagnosis, No Going Back; A Mother's Response: Managing Information; and Words from Others Matter. Women's struggles continued into postpartum, The Journey Continues: Echoing Past Concerns; and Not the Journey We Planned. Women with a nonlethal fetal anomaly diagnosis experienced distress and stigma about disclosure of the diagnosis to others. Distress with disclosure continued throughout the pregnancy and extended into postpartum. Women described negative responses from others and ongoing management of information as stressful and painful. Clinicians are aware disclosing a lethal diagnosis is distressing for women but may not understand the experience of women with a nonlethal diagnosis. An appreciation of women's distress on disclosure of nonlethal fetal anomaly diagnoses can guide practice for maternity, neonatal, and pediatric nurses providing interventions that include information and anticipatory guidance.

Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice

BackgroundInterprofessional education (IPE) provides healthcare students with the knowledge and skills necessary to provide safe and effective collaborative care in a variety of clinical settings. Inclusion of IPE in nursing curricula is required for program accreditation in Canada; a variety of learning strategies at varied levels are used to meet this requirement. As this formal requirement only occurred over the last decade, development, facilitation, and evaluation of IPE interventions are ongoing.PurposeThe purpose of this study was to examine if exposure to an introductory IPE activity influenced third-year undergraduate nursing students’ perceived ability to practice competent interprofessional collaboration (IPC).MethodsThe introductory IPE activity included ten-hours of interactive lectures and related case studies, grounded in the National Interprofessional Competency Framework, delivered by various healthcare professionals in a third-year nursing theory and clinical course. Following completion of the courses, quantitative data were collected via the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) which was used to evaluate nursing students’ change in competencies for IPC. Frequencies, percentages, and means were used to analyze the demographic data, the Cronbach’s alpha coefficient was used to evaluate the internal reliability of the ICCAS, and paired t-tests were conducted to measure the difference from pre- to post-participation for all 20 items and 6 subscales of the ICCAS.ResultsStudy participants (n = 111) completed the ICCAS at the end of the courses to measure change in six competencies. The survey results indicated improvements in all competencies following the IPE activity.ConclusionsThe significant findings demonstrate that exposure to introductory IPE activities, involving nursing students and other healthcare professionals, hold promise for enhancing IPC in pediatric clinical settings. These findings can be used to inform the development of formal IPE interventions.

Nursing college student's experience in simulating Pediatric nursing practice based on team project: Q methodological approach

Nursing college student's experience in simulating Pediatric nursing practice based on team project: Q methodological approach

What's missing in sex chromosome aneuploidies? Representation and inclusion

What's missing in sex chromosome aneuploidies? Representation and inclusion

The intersection between youth who identify as LGBTQ+ and emergency care for suicidality: an integrative review

ProblemSuicide is a leading cause of death in children. Sexual minority youth are greater than three times more likely to attempt suicide than their cisgender heterosexual peers. Eligibility criteriaEmpirical and theoretical literature were evaluated through the integrative review process using the Whittemore-Knafl integrative review model (2005). Studies were included when they addressed LGBTQ+ youth seeking emergency care for suicidality. SampleThe final sample included a mix of 13 qualitative, quantitative, and mixed methods studies published in peer-review journals between 2011 and 2020. These articles were located in journals found through a database search, including Medline EBSCO, Health Source/Nursing Academic Education, SportDiscus, ERIC EBSCO, Academic Search Elite, Social Services Abstracts, Sociological Abstracts, APA Psych Info, Embase, and CINAHL. ResultsThirteen studies included individuals 5 to 26 years of age; ten studies included individuals > 11 years old. The analysis and synthesis of coded and grouped data resulted in four themes: 1) affirmation/acceptance, 2) strength, 3) approach/intervention, and 4) safety/psychological distress. ConclusionsResearch study methods, design, setting, and quality varied. This integrative review has established that youth who identify as LGBTQ+ and are seeking emergency care for suicidality, value: acceptance, safety, strength, and approach/intervention. ImplicationsThere are strong implications for research, healthcare policy, and pediatric nursing practice. Future research is needed to explore the unique values, beliefs, and experiences of youth who identify as LGBTQ+ seeking emergency/crisis care for suicidality.

THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION

Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p&lt;.001), competency in nursing skills (t=3.99, p&lt;.001), self-efficacy for group work (t=3.91, p&lt;.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.

Recent SPN Position Statements

Recent SPN Position Statements