Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
26,066
result(s) for
"Pediatric nursing"
Sort by:
Pediatric Nurses’ Experiences in Refugee Children Care: A Qualitative Research
Communication is one of the main foundations for providing nursing care. Due to intercountry mobility, nurses encounter communication barriers with patients and their families, such as language and sociocultural differences.
This study was conducted to investigate the experiences of pediatric nurses in caring for refugee children. The phenomenological study was conducted between November 2023 and February 2024 with 16 pediatric nurses working in the inpatient wards of Istanbul Prof. Dr. Cemil Tascioglu City Hospital Pediatrics Clinic who agreed to participate in the study. Data were collected through face-to-face interviews and voice recordings. After the interviews were transcribed, the MAXQDA 2022 program was used for coding, creating themes, and analyzing the relationship between codes and sub-codes.
The nurses revealed themes of the care process, difficulties related to the patient, communication methods, risks in patient safety, feelings experienced about the ineffective communication, and suggestions. The main codes obtained from the themes were loss of time, difficulties in communication and training, difficulties arising from cultural practices, using body language, wrong practices regarding patient safety, sadness and fatigue experienced when there is no communication, and the need for learning Turkish.
The pediatric nurses had problems with communication and felt sadness about caring for refugee children. The problem of loss of time in giving care due to language and sociocultural differences, and the suggestion of learning Turkish as the solution come to the fore. It is necessary to carry out comprehensive research on this subject.
Journal Article
Call to Action: Bolstering the Diminishing Pediatric Nursing Workforce
Background
Pediatric workforce shortages became more apparent with coronavirus disease 2019 (COVID-19) and the rise in other viruses. Among factors affecting these shortages are undergraduate and graduate curricula that include pediatric content and clinical experiences.
Method
A narrative review was conducted to examine the state of the pediatric nursing workforce, describe curricular models in undergraduate and graduate programs, and determine the effects of these models on pediatric content and clinical experiences as well as subsequent employment in pediatric nursing.
Results
Curricula affect knowledge of pediatric content and clinical ability to practice, potentially resulting in direct care pediatric workforce shortages and subsequently the number of pediatric nurse practitioners, nurse scientists, and faculty.
Conclusion
Research is needed on specific shortages in the pediatric workforce, standardization of required pediatric content and clinical hours, and simulation versus in-person clinical experience to prepare graduates for practice, as well as practice perspectives of new graduates' ability to practice. [J Nurs Educ. 2024;63(12):806–812.]
Journal Article
Enhancing Pediatric Nurses’ Knowledge, Attitude, and Practice Regarding Health Care-Acquired Infections: A Quasi Experimental Study
ObjectivesNurses play a critical role in preventing health care-acquired infections (HAIs) by applying infection control practices during hospitalization, in health care settings, and after patient discharge. Our aim was to evaluate the effect of an HAIs educational workshop on the knowledge, attitude, and practice of pediatric nurses at Al-Mezan Hospitals in Palestine.MethodsA quasi-experimental study was conducted in 2022 among 44 pediatric nurses working in the PICU, NICU, pediatric ward, and nursery departments. Data were collected using demographic, knowledge, attitude, and practice questionnaires before and after the intervention. The educational workshop consisted of 4 sessions, each lasting 45 minutes. Data were analyzed using SPSS version 23, including descriptive statistics and paired t tests, with a significance level set at P < 0.05.ResultsPost-intervention scores showed significant improvements: knowledge increased from 52.9 ± 3.3 to 61.9 ± 4.1, attitude from 44.1 ± 4.1 to 52.6 ± 3.4, and practice from 42.1 ± 5.7 to 53.3 ± 3.3. All changes were statistically significant (P ≤ 0.001), indicating the effectiveness of the workshop.ConclusionsThe HAIs educational workshop significantly enhanced the knowledge, attitudes, and practices of pediatric nurses regarding infection control. These findings highlight the importance of continuous education and training programs to improve health care quality and patient safety.
Journal Article
The effect of using Kahoot in pediatric emergency nursing lessons on students' success and motivation levels: A randomized controlled study
This study was planned to determine the effect of using Kahoot in pediatric emergency nursing lessons on students' lesson success and motivation levels.
Pediatric emergency nursing lessons is considered to be an intensive and rich lesson that includes information about child health and development in addition to the learning outcomes of emergency nursing lessons, blending emergency and pediatric nursing.
It was found to be conducted as a randomized controlled study with a total of 60 nursing students, 30 for the experimental group and 30 for the control group, who took pediatric emergency nursing lessons and had never experienced Kahoot before. Data were collected using the Information Form, Exam Success Grade and Motivation Scale for Instructional Material. Mean, percentage calculations, multi-way analysis considered to be of variance and linear regression analysis considered to be were used to analyze the data.
When comparing the midterm (t = 1.203, p = 0.002), final exam (t = 1.122, p = 0.001) and end-of-semester (t = 1.126, p = 0.001) scores of the Kahoot group with those of the control group, it was found to be determined that the Kahoot group obtained statis considered to betically significantly higher scores. The effect sizes of the differences between the Kahoot and control groups were 0.4, 0.5 and 0.5, respectively, indicating a large effect. It was found to be determined that there was found to be a statis considered to betically significant difference between the mean scores of the experimental and control groups of nursing students in terms of group, time and group*time interaction. Kahoot application was found to be found to explain 45 % of the increase in exam achievement level and 45 % of the increase in motivation level related to instructional material.
Kahoot application was found to be an effective method in increasing the exam achievement and motivation of nursing students taking pediatric emergency nursing lessons.
Journal Article
The effect of outcome-based education on clinical performance and perception of pediatric care of the third-year nursing students in Mongolia
Mongolian government has set improvement of clinical proficiency of nursing students as one of its priorities. Nursing professionals have the sentinel role in providing healthcare services in rural areas. Outcome-based education (OBE) offers a promising pedagogical approach to actively mentally engage students to strengthen their clinical proficiencies. We implemented a pilot project with the objective of comparing students' clinical performance under OBE with our traditional didactic techniques.
The researchers implemented a non-equivalent two-armed quasi-experimental post-test-only' design approach study. The intervention arm (n = 34) received OBE pediatric training, while the control arm (n = 32) received the traditional pedagogical pediatric nursing training. Each arm of the study completed 16 hours of theory, 32 hours of clinical skills practice and 32 hours of seminars in pediatric nursing care. Data were collected using a five-section instrument, Demographic, Competency Inventory, Nursing Students' Satisfaction, Course Experience, and Objective Structured Clinical Examination. Performance and knowledge proficiencies were evaluated by applying the two-sided independent T-test. The distributions of categorical variables were assessed by Fisher's exact test or chi-squared test of significance.
The intervention arm had higher mean score value in the competency inventory ([Formula: see text] = 238.70, SD = ± 23.07) compared to the control arm ([Formula: see text] = 222.11, SD = ± 39.94) (P = 0.04); similarly, the mean value for nursing students' satisfaction was higher for the intervention arm ([Formula: see text] = 117.87, SD = ± 15.94) compared to the control group ([Formula: see text] = 109.76, SD = ± 16.94) (P = 0.049). Additionally, the difference in the mean value for course experience questionnaire between the intervention arm ([Formula: see text] = 125.33, SD = ± 19.30) and the control arm ([Formula: see text] = 110.41, SD = ± 11.28) was statistically significant (P = 0.0001). Finally, the intervention arm had a higher mean value ([Formula: see text] = 85.40, SD = ± 6.11) for objective structural clinical examination compared to the control arm ([Formula: see text] = 81.56, SD = ± 7.01) (P = 0.023).
OBE pedagogical approach offers promising benefits to improving nursing students' clinical competencies; additionally, the OBE approach seems to increase students' satisfactions with their clinical curriculum.
Journal Article