-
Nursing & Health Sciences Jun 2020Nurses need to be appropriately trained in genetics to provide clinical care based on best practice for patients and families. This exploratory study describes an...
Nurses need to be appropriately trained in genetics to provide clinical care based on best practice for patients and families. This exploratory study describes an educational intervention using authentic stimulus material centered on a clinical case study of a family with a baby with Down syndrome. Quantitative and qualitative data were collected from a sample of 15 nurses and 27 students from three universities in Japan before and after completing an entry-level workshop on competency-based genetics nursing. Participants reported increased perceived genetics knowledge and clinical confidence. Despite more than 90% of the participants reporting that they understood the underlying genetics knowledge, their confidence and the ethical aspects of genetics nursing had not been promoted after the seminar. In contrast, the reflections, coded into three categories, showed they recognized families' needs for psychological support, family decision making, and protection and privacy and suggested that nurses had undergone a profound shift in understanding about these issues. Although indicating that a single seminar was insufficient, the study findings will be useful to develop educational materials on genetics for both students and nurses.
Topics: Adult; Clinical Competence; Female; Genetics; Humans; Japan; Male; Middle Aged; Pediatric Nursing; Perinatal Care; Pilot Projects; Prospective Studies; Students, Nursing
PubMed: 31912654
DOI: 10.1111/nhs.12680 -
Scandinavian Journal of Caring Sciences Sep 2019Cultural sensitivity is a core concept to establish awareness and knowledge about various ethnicities, cultures, genders and additional diversity characteristics to... (Review)
Review
BACKGROUND
Cultural sensitivity is a core concept to establish awareness and knowledge about various ethnicities, cultures, genders and additional diversity characteristics to understand individual's requests and respond appropriately to them. A need for further development of the concept is warranted, especially in the context of paediatric nursing.
AIMS
The purpose of this paper was to determine the main elements of cultural sensitivity in the context of paediatric nursing in Iran.
METHODS
The Hybrid method was implemented consisting of three phases: theoretical, fieldwork and final analysis. In the theoretical phase, articles from 2007 to 2017 were reviewed for relevance. In the phase of fieldwork, 25 nurses and nine parents were interviewed to explore the aspects of cultural sensitivity in paediatric nursing. The interviews were transcribed, and content analysis was conducted. In the final phase, an overall analysis of the two previous phases was performed.
RESULTS
In the theoretical phase, the following attributes were determined: cultural encounter and awareness, acceptance of cultural diversity and designing programmes in accordance with family culture. The fieldwork phase explored three themes of intercultural encounters, intercultural communication and adapting the care plan with family culture. The final synthesis yielded that sensitivity to family requests and beliefs, effective intercultural communication and integration of family culture with the care plan are the main elements of cultural sensitivity in Iranian paediatric nursing.
CONCLUSION
With a deeper understanding of the term cultural sensitivity, nurses will have a foundation to improve paediatric nursing care and align the care plan with the patient's culture to provide trust, child/parent participation, secure care, effective communication and satisfaction. Since the concepts are the building blocks that underpin theory, the present concepts identified can help to serve as the foundation for the development of a theoretical model.
Topics: Adolescent; Adult; Attitude of Health Personnel; Child; Child, Preschool; Cultural Competency; Family Nursing; Female; Humans; Infant; Infant, Newborn; Iran; Male; Middle Aged; Nursing Staff, Hospital; Pediatric Nursing; Qualitative Research
PubMed: 30628722
DOI: 10.1111/scs.12654 -
Current Pediatric Reviews 2016The care of extremely premature neonates with suspected or confirmed diagnosis of patent ductus arteriosus (PDA) is a frequent challenge for pediatric nurses. It is... (Review)
Review
The care of extremely premature neonates with suspected or confirmed diagnosis of patent ductus arteriosus (PDA) is a frequent challenge for pediatric nurses. It is important for nurses to have adequate knowledge of the normal postnatal changes in cardiovascular and pulmonary function to recognize any adverse symptoms. Nurses caring for these vulnerable neonates must have a thorough understanding of the pathophysiology of a PDA in order to assess, plan, and implement patient-centered care. Recognition of characteristic symptoms of PDA in a timely manner is essential for optimal management and outcomes. Understanding the science behind treatment options is also imperative for pediatric nurses to provide the best care and effectively educate parents. Pediatric nurses are a significant resource in managing extremely premature neonates through comprehensive assessment, effective parent education, and high-quality patient-centered care.
Topics: Cyclooxygenase Inhibitors; Ductus Arteriosus, Patent; Humans; Indomethacin; Infant, Extremely Low Birth Weight; Infant, Extremely Premature; Infant, Newborn; Infant, Premature, Diseases; Nursing Assessment; Pediatric Nursing; Point-of-Care Systems; Practice Guidelines as Topic
PubMed: 27197951
DOI: 10.2174/157339631202160506001815 -
Journal of Pediatric Nursing 2017
Topics: Child; Child Health; Community Health Nursing; Humans; Nurse's Role; Pediatric Nursing; Preventive Health Services; School Nursing; United States
PubMed: 28888519
DOI: 10.1016/j.pedn.2017.07.008 -
Nurse Education Today Jun 2015Educational practices and national guidelines for best practices of providing palliative care to children and their families have been developed and are gaining support;... (Comparative Study)
Comparative Study
BACKGROUND
Educational practices and national guidelines for best practices of providing palliative care to children and their families have been developed and are gaining support; however, the dissemination of those practices lags behind expectations. Incorporating education for pediatric palliative care into nursing pre-licensure programs will provide guidelines for best practices with opportunities to enact them prior to graduation.
OBJECTIVE
To evaluate the effect of an integrated curriculum for palliative care on nursing students' knowledge.
DESIGN
Matched pretest-posttest.
SETTING
One private and one public university in the northeastern United States.
PARTICIPANTS
Two groups of baccalaureate nursing students, one exposed to an integrated curriculum for palliative care and one without the same exposure.
METHODS
Pre-testing of the students with a 50-item multiple choice instrument prior to curriculum integration and post-testing with the same instrument at the end of the term.
RESULTS
This analysis demonstrated changes in knowledge scores among the experimental (n=40) and control (n=19) groups that were statistically significant by time (Wilks' Lambda=.90, F(1, 57)=6.70, p=.012) and study group (Wilks' Lambda=.83, F(1, 57)=11.79, p=.001).
CONCLUSIONS
An integrated curriculum for pediatric and perinatal palliative and end-of-life care can demonstrate an increased knowledge in a small convenience sample of pre-licensure baccalaureate nursing students when compared to a control group not exposed to the same curriculum. Future research can examine the effect on graduates' satisfaction with program preparation for this specialty area; the role of the use of the curriculum with practice-partners to strengthen transfer of knowledge to the clinical environment; and the use of this curriculum interprofessionally.
Topics: Adult; Child; Curriculum; Education, Nursing, Baccalaureate; Educational Measurement; Evidence-Based Practice; Female; Humans; Infant, Newborn; Male; Neonatal Nursing; New England; Palliative Care; Pediatric Nursing; Students, Nursing; Young Adult
PubMed: 25771263
DOI: 10.1016/j.nedt.2015.02.015 -
Nursing in Critical Care Nov 2021Children who develop Acute Kidney Injury may start renal replacement therapy (RRT) in Paediatric or Neonatal Intensive Care Units (hereafter PICU or NICU); RRT can be...
BACKGROUND
Children who develop Acute Kidney Injury may start renal replacement therapy (RRT) in Paediatric or Neonatal Intensive Care Units (hereafter PICU or NICU); RRT can be delivered either by paediatric dialysis nurses or by critical care nurses. In both case, nurses devoted to this task must have a high level of competence in providing care to children receiving haemodialytic treatment in a specific technological environment.
AIM
The objective of this research was to investigate which models have been adopted to organize nursing care in RRT management in different Italian PICU and NICU, and to explore the training of ICU nurses on the management of RRT.
METHODS
A multi-centre survey was conducted through an online questionnaire directed to the Italian PICU and NICU nurse coordinators.
RESULTS
A total of 15 Intensive Care Units (12 PICU and 3 NICU) in 12 hospitals were involved. The mean nurse/patient ratio in these units is 1:3. In 72.7% of critical care units, dialysis treatment is delivered by critical care nurses belonging to the unit itself, while in 27.3% of units paediatric dialysis nurses are in charge of dialysis treatment in collaboration with critical care nurses. In 25% of surveyed units there is some structured form of collaboration between Paediatric Dialysis nurses and critical care nurses. However, 75% of units did not respond to this specific question. The different units adopt various forms of RRT training for nursing staff.
CONCLUSION
The scenario resulting from this analysis showed how in our sample of Italian hospitals there is no standard practice for RRT nursing management. In addition, although various forms of training for nursing staff exist, a proper educational programme and/or a standardized specific training about RRT management for nursing staff is not in place in the surveyed hospitals.
RELEVANCE TO CLINICAL PRACTICE
The lack of standardized protocols or guidelines for RRT delivery to critically ill children can compromise their safety. The structuring of these protocols and the production of best clinical practice guidelines would allow standardization of the nursing management of the RRT and of the corresponding training. This may help to provide the proper care and to guarantee the patients' safety.
Topics: Child; Critical Care Nursing; Humans; Infant, Newborn; Intensive Care Units, Pediatric; Pediatric Nursing; Renal Dialysis; Renal Replacement Therapy
PubMed: 33283418
DOI: 10.1111/nicc.12576 -
Nurse Education Today May 2021Undergraduate nursing programs are required to prepare nursing students to care for people across the lifespan, however due to limited paediatric nursing content in...
BACKGROUND
Undergraduate nursing programs are required to prepare nursing students to care for people across the lifespan, however due to limited paediatric nursing content in undergraduate nursing curricula and limited paediatric clinical placements, nursing graduates may lack competence and experience in caring for children.
OBJECTIVES
The aim of this study was to enhance undergraduate nursing students' work readiness and confidence to care for children by immersing them in a mock paediatric ward experience where students could practice using medical play to communicate and engage with children.
PARTICIPANTS
Participants (n = 22) were undergraduate nursing students recruited across all years from a Bachelor of Nursing program.
DESIGN
Participants were involved in a mock paediatric hospital experience providing them the opportunity to engage with children from 2 to 8 years.
METHODS
A mixed methods approach was used. Participants completed a confidence scale questionnaire pre and post the mock paediatric ward experience and a satisfaction scale post the experience. Inductive thematic analysis was used to analyse qualitative data. Quantitative data was analysed using the Wilcoxon Signed-Ranked Test.
RESULTS
Findings indicated a marked improvement in paediatric nursing skills and work readiness among the student nurses post intervention. Participants developed confidence in the use of medical play in the mock paediatric nursing setting. Improvements in paediatric nursing skills in relation to clinical learning, clinical reasoning and clinical confidence were reported.
CONCLUSIONS
The mock children's ward provided a real time paediatric experience for undergraduate nursing students to practice using medical play to communicate and engage with children. Nursing students had the opportunity to experience children's play, practice age related communication and provide explanations to children about hospital related procedures that children may encounter. With the lack of paediatric placements, it is necessary that nursing curricula examine strategies to enhance the learning for undergraduate students about paediatrics.
Topics: Child; Clinical Competence; Curriculum; Education, Nursing, Baccalaureate; Humans; Learning; Pediatric Nursing; Students, Medical; Students, Nursing
PubMed: 33751997
DOI: 10.1016/j.nedt.2021.104821 -
Kinderkrankenschwester : Organ Der... Aug 2016
Topics: Financial Support; Germany; Hospice and Palliative Care Nursing; Hospices; Humans; Pediatric Nursing
PubMed: 30549685
DOI: No ID Found -
Nursing Children and Young People Feb 2016
Topics: Humans; Pediatric Nursing; Resilience, Psychological; Students, Nursing
PubMed: 26856570
DOI: 10.7748/ncyp.28.1.16.s23 -
Journal of Palliative Medicine Dec 2014The majority of young people in need of palliative care live in low- and middle-income countries, where curative treatment is less available. (Review)
Review
BACKGROUND
The majority of young people in need of palliative care live in low- and middle-income countries, where curative treatment is less available.
OBJECTIVE
We systematically reviewed published data describing palliative care services available to young people with life-limiting conditions in low- and middle-income countries and assessed core elements with respect to availability, gaps, and under-reported aspects.
METHODS
PubMed, CINAHL, EMBASE (1980-2013), and secondary bibliographies were searched for publications that included patients younger than 25 years with life-limiting conditions and described palliative care programs in low- and middle-income countries. A data extraction checklist considered 15 items across seven domains: access, education/capacity building, health system support, pain management, symptom management, end-of-life care, and bereavement. Data were aggregated by program and country.
RESULTS
Of 1572 records, 238 met criteria for full-text review; 34 qualified for inclusion, representing 30 programs in 21 countries. The median checklist score was 7 (range, 1-14) of 10 reported (range, 3-14). The most pervasive gaps were in national health system support (unavailable in 7 of 17 countries with programs reporting), specialized education (unavailable in 7 of 19 countries with programs reporting), and comprehensive opioid access (unavailable in 14 of 21 countries with programs reporting). Underreported elements included specified practices for pain management and end-of-life support.
CONCLUSION
Comprehensive pediatric palliative care provision is possible even in markedly impoverished settings. Improved national health system support, specialized training and opioid access are key targets for research and advocacy. Application of a checklist methodology can promote awareness of gaps to guide program evaluation, reporting, and strengthening.
Topics: Adolescent; Child; Child, Preschool; Developing Countries; Health Policy; Health Services Accessibility; Humans; Palliative Care; Pediatric Nursing; Pediatrics
PubMed: 25225748
DOI: 10.1089/jpm.2014.0095