Relevant bibliographies by topics / Pediatric nursing Study and teaching

Academic literature on the topic 'Pediatric nursing Study and teaching'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Pediatric nursing Study and teaching"

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孙, 亚茹. "Study on the Application of Mixed Teaching Mode in Pediatric Nursing Teaching." Nursing Science 10, no. 02 (2021): 128–33. http://dx.doi.org/10.12677/ns.2021.102021.

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Koo, Hyun Young, and Bo Ryeong Lee. "Development of a protocol for guidance in the pediatric nursing practicum in South Korea: a methodology study." Child Health Nursing Research 28, no. 1 (January 28, 2022): 51–61. http://dx.doi.org/10.4094/chnr.2022.28.1.51.

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Purpose: Practical training in pediatric nursing gives students the opportunity to apply nursing knowledge to children in a realistic clinical context. Clinical practice faculty (CPF) and clinical nursing instructor (CNI) have played important roles in the pediatric nursing practicum. This study was conducted to develop a protocol to guide clinical practicum in pediatric nursing.Methods: A service design methodology was employed between August 2020 and May 2021 at four universities and four hospitals in South Korea. The participants were five CPFs, five CNIs, five nursing college graduates, and 60 nursing students. The service design process had four phases: discovery, definition, development, and delivery. Data were collected through self-report questionnaires, in-depth interviews, and observations. The data were analyzed using content analysis and descriptive statistics.Results: The participants reported needs for providing concrete guidance and explanation, nursing practice experience, and a link between school and the clinical field. A protocol was developed to fulfill the participants' needs. The protocol comprised detailed information, teaching methodology, and partnership to guide students in the pediatric nursing practicum.Conclusion: The protocol developed in this study can be used to provide guidance for students' clinical practice in the field of pediatric nursing.
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Ayed, Ahmad, Inaam A. Khalaf, Imad Fashafsheh, Ali Saleh, Hala Bawadi, Jamila Abuidhail, Imad Thultheen, and Hasan Joudallah. "Effect of High-Fidelity Simulation on Clinical Judgment Among Nursing Students." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 59 (January 2022): 004695802210819. http://dx.doi.org/10.1177/00469580221081997.

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Introduction Nursing 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. Methods A 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. Results Results 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). Conclusion The HFS can be an effective tool to provide a safe and effective learning environment for pediatric nursing students, consequently improving their clinical judgment
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Kotcherlakota, Suhasini, Peggy Pelish, Katherine Hoffman, Kevin Kupzyk, and Patrick Rejda. "Augmented Reality Technology as a Teaching Strategy for Learning Pediatric Asthma Management: Mixed Methods Study." JMIR Nursing 3, no. 1 (December 2, 2020): e23963. http://dx.doi.org/10.2196/23963.

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Background Asthma is a major chronic disease affecting 8.6% of children in the United States. Objective The purpose of this research was to assess the use of clinical simulation scenarios using augmented reality technology to evaluate learning outcomes for nurse practitioner students studying pediatric asthma management. Methods A mixed-methods pilot study was conducted with 2 cohorts of graduate pediatric nurse practitioner students (N=21), with each cohort participating for 2 semesters. Results Significant improvements in pediatric asthma test scores (P<.001) of student learning were found in both cohorts at posttest in both semesters. Student satisfaction with the augmented reality technology was found to be high. The focus group discussions revealed that the simulation was realistic and helpful for a flipped classroom approach. Conclusions The study results suggest augmented reality simulation to be valuable in teaching pediatric asthma management content in graduate nursing education.
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Galgam, Fatima Alzahra Abdul Rahman, Nahla Elradhi Abdulrahman Mohammed, Nadia Mamoun Amin, and Mohammed Jebreldar Abuanja Nimer. "Nursing Students’ Perception about Peer Assisted Learning and Seminar in Pediatric Nursing at International University of Africa, Sudan." Saudi Journal of Nursing and Health Care 5, no. 7 (July 25, 2022): 149–55. http://dx.doi.org/10.36348/sjnhc.2022.v05i07.004.

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Background: In nursing education, a variety of small group teaching approaches are employed to improve students learning and motivate them to actively participate in the teaching and learning process. Peer Assisted Learning has recently grown in popularity and gained substantial interest. This study aimed to explore the perception of nursing students about Peer Assisted Learning and Seminar method in paediatric nursing. Methods: A descriptive cross-sectional design was adopted. All The ninety students in semester seven paediatric nursing course were enrolled. A semi- structured, self-administered questionnaire was used to collect the data. SPSS version 23 was used to analyse the data which then expressed in frequencies and percentages, mean, weighted mean, and SD. qualitative data were analyzed, and key themes were identified. Results: the findings showed that all students reported a greater positive perception in Peer Assisted Learning than Seminar in development of learning - teaching skills with mean score of 4.30, 3.66 respectively. Collaboration and interaction, the repose mean score of 4.27 and 3.43 respectively, learning environment the repose mean score of 4.40, 3.61 respectively. Students perceived Peer Assisted Learning as a more effective and favourable method for paediatric nursing in their comments in terms of improving their learning–teaching skills. Self-confidence, self-reflection, communication and demonstration skills, and motivating, enjoyable learning environment. Conclusion: Peer Assisted Learning had remarkable benefits as teaching / learning method comparing to Seminar among nursing students. It could be incorporated in the nursing curriculum.
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Uwimana, Philomene, Donatilla Mukamana, Oluyinka Adejumo, and Yolanda Babenko-Mould. "Pediatric pain management competencies taught to nursing students in Rwanda: Perspectives of nurse educators, preceptors and nursing students." Journal of Nursing Education and Practice 10, no. 12 (August 25, 2020): 21. http://dx.doi.org/10.5430/jnep.v10n12p21.

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Competency for pediatric pain management is fundamental for nurses’ responsibility in caring for pediatric patients with pain. However, effective nursing management of pain in hospitalized children continues to be a challenge more often linked to competency deficit as a consequence of unpreparedness in the pre-licensing education. Previous studies have established that nursing students exhibited lack of knowledge and poor attitudes regarding pediatric pain management, but none of the studies were done in the Rwandan context. The current study explores the pediatric pain management competencies taught to nursing students in Rwanda. An exploratory descriptive qualitative design based on face-to-face individual interviews and focus group discussions was utilized. Fourteen nurse educators and preceptors and nineteen nursing students were recruited from five study settings to explore their perspectives about pediatric pain management competencies taught to nursing students. Participants’ narratives were analysed using thematic analysis from which six main themes emerged. Participants narrated that competencies related to children pain assessment, pain medication and non-drug pain management interventions were taught to students. However, findings also revealed the challenges that impacted the teaching and learning of paediatric pain management, which need to be addressed for the improvement of pre-service training about pain management in children. The findings from the study suggested further research for a better understanding of the nature of those challenges to inform tailored strategies aimed at improving quality health care provision to children through an improved pediatric pain management education at the undergraduate level.
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Maher Sultan, Hosny. "Impact of Reflective Thinking Intervention on Improving Pediatric Nursing Care." Pakistan Journal of Medical and Health Sciences 16, no. 1 (January 30, 2022): 1187–90. http://dx.doi.org/10.53350/pjmhs221611187.

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Background: Reflection is a recent trend in medical and nursing education whether in teaching or treating. Aim: This study was aimed to evaluate the impact of reflective thinking intervention on improving nursing care given by nurses in pediatric critical care units. Materials and Method; The study was conducted at pediatric critical care units (SICU, NICU and ED) in pediatric hospital affiliated to Ain shams university hospitals. The subjects of the study contained 55 nurses and all available children used at the previously mentioned setting regardless their age, sex, level of education and qualification. Three types of tools were used to collect data, an interviewing questionnaire sheet, nursing core competencies clinical evaluation tool &educational supportive material. Results: About (23.6%) had competent level of nursing core competencies through nurses′ reflection at preprogram implementation compared to more than three quarters (78.2%) at post program implementation while elevated to 94.5% at follow up implementation of the program. Conclusion: There was highly statistically significant difference between pre, post and follow up for implementation of the program regarding nursing core competencies through nurses’ reflection and Nursing core competencies through instructor comments respectively. Encouraging linkage of nurses’ performance appraisal to the extent of their use of reflective thinking. Keywords: Reflective, Thinking, Pediatric, Nursing, Care
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Toqan, Dalia, Ahmad Ayed, Mosab Amoudi, Fadwa Alhalaiqa, Othman A. Alfuqaha, and Mohammed ALBashtawy. "Effect of Progressive Muscle Relaxation Exercise on Anxiety among Nursing Students in Pediatric Clinical Training." SAGE Open Nursing 8 (January 2022): 237796082210900. http://dx.doi.org/10.1177/23779608221090002.

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Introduction Pediatric nursing students are expected to work hard to help children realize their full potential by giving care, knowing their growth process, and being responsive to their needs. Students should be able to communicate effectively and solve problems. Nurses who care for pediatric patients experience compassion fatigue as well as moderate to severe levels of work-related stress. The purpose of this study was to investigate the effect of progressive muscle relaxation exercise on anxiety among nursing students during pediatric nursing clinical training. Methods A quasi-experimental, pre-post study was conducted in the faculty of nursing at the Arab American University/Palestine. The sample of the study consists of 60 nursing students enrolled in the pediatric nursing course were selected through convenience sampling. This study was conducted on one group of nursing students that received Jacobson's progressive muscle relaxation exercise for five consecutive days per week for two weeks before entering the clinical environment. The S-anxiety scale (STAI Form Y-1) was applied to collect data before and after the intervention. Results The magnitude of anxiety after the progressive muscle relaxation exercise was greater reduced than before (t (59) = 21.1, P < 0.05). There was less anxiety post the program (M = 1.34 ± 0.36) than pre- program (M = 2.83 ± 0.35). Conclusion The study findings indicated the positive influence of progressive muscle relaxation exercise on nursing students’ anxiety levels in pediatric clinical settings. As a result, it is recommended that teaching programs on this approach be conducted for nursing students at nursing schools prior to the commencement of pediatric clinical practice in order to lessen anxiety.
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John, Bindu, and Usha Marath. "Simulation in pediatric nursing education: Are there enough evidence for future practice?" IP Journal of Paediatrics and Nursing Science 4, no. 4 (January 15, 2022): 121–26. http://dx.doi.org/10.18231/j.ijpns.2021.026.

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Research on simulation is still a developing field in nursing and simulation-based learning is gaining momentum with its application over the past two decades in nursing education. Simulation is utilized as a method of training, by helping the learners for competent practice and to improve patient safety, but not much evidence is available for its application in pediatric nursing education.This study aimed to (1) describe the application of simulation in teaching pediatric nursing education and (2) explore the evidence for its application in developing clinical competencies and skills in nursing students taking pediatric courses.A literature search was conducted in Google Scholar, PubMed, Medline, Science Direct & ProQuest for the relevant articles available on the internet. Descriptive, experimental, and systematic reviews concerning simulation in pediatric nursing were included.Mixed results were cited in studies about imparting the knowledge concerning the applicability of simulation in pediatric nursing courses. Available evidence shows that simulation can improve the competency of students in clinical practice and in improving patient care outcomes and communication skills. There is a paucity of studies about the applicability of simulation in pediatric nursing education. Simulation is found to be a useful strategy in providing a near-to-real experience for the students to practice high-risk, rare procedural skills in pediatric nursing education. However, further, evidence is required to replace clinical practice experience with simulation, for sustained improvement in patient care outcomes, and in critical thinking and knowledge retention in nursing students.
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Luizari, Marisa Rufino Ferreira, Conceição Vieira da Silva Ohara, and Ana Lúcia Moraes Horta. "Assessing the teaching of nursing physical examination in the context of pediatric semiology." Acta Paulista de Enfermagem 21, no. 1 (March 2008): 66–71. http://dx.doi.org/10.1590/s0103-21002008000100010.

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OBJECTIVES: To assess how nursing students perform the physical examination of children regarding the use of instruments, the sequence of the procedures and the interaction with patients, and identify the phases of motivation and performance in the learning of this exam. METHODS: This is a descriptive study, using forms and observing students attending the course 'Semiology and sign and symptom interpretation' in a nursing undergraduate program in Campo Grande, Mato Grosso do Sul State, Brazil. RESULTS: Most students felt motivated to perform the exam and interacted with the child under examination. By assessing student performance, it was possible to identify the difficulties they face using techniques to collecting data on anthropometric measurements, vital signs, auscultation, palpation, percussion, and inspection. CONCLUSION: The evaluation instrument was considered effective in allowing students to identify the features distinguishing normal from abnormal patterns in children.
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Dissertations / Theses on the topic "Pediatric nursing Study and teaching"

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Taylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.

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With the growth in healthcare research and rapid changes in technology, nurses' participation in lifelong learning is a critical factor in providing excellent patient care. However, many nurses encounter difficulties engaging in continuing professional development (CPD) activities. The purpose of this case study was to understand pediatric nurses' perceptions of CPD opportunities at a tertiary, freestanding, children's hospital in Southern California. Social cognitive theory was the framework for the study. Interviews and focus groups were conducted with a purposeful sample of 39 nurses comprised of day- and night-shift nurses plus nurse managers. The data were coded into categories and themes to explain the findings; the resulting 7 themes illustrated how these nurses perceived CPD. The nurses identified motivators and barriers that influenced their involvement in CPD activities. Most nurses reported that they were able to incorporate new knowledge into their practice and produce excellent patient outcomes but some nurses expressed instances of resistance and practice not supported with evidence-based approaches to care. Although the nurses found the programs adequate, they recommended ideas for improvement, including a need for leadership and management development. A project aimed at providing nurse managers with professional development in leadership was created to improve CPD. The project could improve the nursing profession by helping educators enhance CPD to support nurses in delivering high-quality patient care, thus supporting the healing and well-being of children under their care.
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Hallerfelt, Stina, and Natalia Olsson. "Nursing students experiences of caring for hospitalized children : A qualitative study in Danang, Vietnam." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-42640.

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Aim: To describe nursing students experiences of caring for hospitalized children between 0-5 years old.  Background: Child mortality is most common in the ages between 0-5 years old. Despite the positive development in Vietnam during the last years, children are still a vulnerable group. Studies show that there are challenges in pediatric nursing in Vietnam and research is required to highlight the experiences to increase awareness of pediatric nursing and child mortality. Method: Semi-structured interviews were conducted with ten nursing students who had practice with children between 0-5 years old. The data were analyzed by qualitative content analysis with an inductive approach.  Results: The students felt gratefulness when they could support the children and the parents of the children. The students received new knowledge about specific tasks and described parents as essential and supporting in the care. Conclusion: It appeared that pediatric nursing is challenging and generates different emotions. An important factor in pediatric nursing is to involve parents.
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Olsen, Sean Lucien, and Sean Lucien Olsen. "Improving Pediatric Type-1 Diabetes Mellitus Management in Rural Utah: A Case Study." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621091.

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Introduction: Poor glycemic control has been shown to exert deleterious influences on multiple body systems. Additionally, residing in a rural area is associated with poorer diabetes care The rural adolescent patient described in this case study has a well-documented history of poor T1DM control. Her pediatric endocrinologist is located over 2 hours away from her home. Reported blood glucose levels average above 200 mg/dL, with a recent glycosylated hemoglobin (HbA1c) level of 10.3%. Previous blood glucose levels have reached an excess of 900 mg/dL. This study attempts to identify the beliefs of a rural T1DM adolescent patient, her mother, and her pediatric endocrinologist as they pertain to the patient's T1DM management. Methods: An embedded single case design with multiple embedded units of analysis was applied. Data was collected from the patient, mother, and pediatric endocrinologist between May and June of 2016. The design consisted of a mixed method approach that collected data using the Patient, Parent, and Provider Perception Questionnaire (P4Q). A triangulation of the responses from these subjects was used to elicit differences and similarities of disease management perceptions.Results: There is disconnect in diabetes care management noted in most aspects of the patient's treatment program. Interpretation: Disconnect can occur in the management of rural adolescent diabetes. Understanding theoretical propositions of the HPM may provide a pathway to limiting the shortfalls in patient care, which may lead to improvement in rural adolescent diabetes outcomes.
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Hall, Julianne. "Building trust to work with a grounded theory study of paediatric acute care nurses work : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Health Science (Nursing), 2004." Full thesis. Abstract, 2004.

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Schwarzkopf, Nancy Denise. "A descriptive study of childhood obesity monitoring practices used by Montana pediatric providers." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/schwarzkopf/SchwarzkopfN0508.pdf.

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INTRODUCTION: The global prevalence of childhood obesity is increasing. Overweight children face risks of compromised physical and mental well being, increased incidence of disease processes, and increased risk of adult obesity. Pediatric providers play a unique role in reversing the prevalence of obesity, yet there is little understanding of what practices are utilized to monitor children\'s weight. PROBLEM: Identifying children who are obese or are at risk for becoming obese may rely on evidence based weight monitoring practices. For many providers there may be a gap in knowledge regarding recommended practices for measuring growth in children. The purpose of this study was to describe current practices for monitoring obesity of children used by Montana primary pediatric providers. METHODS: A descriptive, cross-sectional study was conducted using a mailed pencil and paper survey, sent to 300 primary pediatric providers in Montana selected from 900 Child Health Insurance Plan (CHIP) providers. Eighty-five surveys were returned for a response rate of 28%. Data analysis utilized SAS software; results were analyzed using frequencies and percentages. RESULTS: A total of 85.7% of respondents offered care in family practice settings; 17.6% are pediatric specialists, 31.8% are practicing rurally and 57.6% of providers saw 5 or fewer children/per day. Over 95% of providers measured height and weight, 61.2% calculated body mass index (BMI). Just 55.8% of those who measure BMI accurately plotted it on age/gender specific chart, or 34% of total respondents. All respondents perceived childhood obesity as a concern, with patient/parent resistance cited as the most common barrier to treatment. CONCLUSION: Health disparities in Montana associated with rural populations include fewer pediatric specialists, fewer child healthcare visits, and barriers of access, education level and money for patient and their families. In Montana, height and weight measurements are used predominately to monitor children\'s growth; BMI was accurately used by one third of respondents which may interfere with the provider\'s ability to accurately identify adiposity. These findings suggest a focus area for provider education, promoting BMI guidelines for children. Perceptions of barriers: patient/parent resistance, time constraints, and reimbursement; suggest treatment protocols could improve outcomes for childhood obesity.
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Connet, Gayle Elizabeth. "Parent education to increase the self-confidence of new parents : a pediatric nurse's program in a hospital setting." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9921.

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McNeill, Nancy. "Self-Efficacy and Select Characteristics in Nurses Who Respond to a Pediatric Emergency." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3568.

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Self-Efficacy and Select Characteristics in Nurses Who Respond to a Pediatric Emergency by Nancy McNeill MA, New York University, 1996 BS, New York University, 1987 Doctoral Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2016 Nurses at a suburban northeastern U.S. community hospital reported that they felt unprepared to effectively respond to a pediatric emergency. Empirical data were not available to identify if this local problem was due to a lack of the nurses' self-confidence or if other factors were involved. The purpose of this study was to determine if there were relationships between nurses' self-efficacy in pediatric emergencies and their knowledge of pediatric emergency care, as well as their years of clinical experience, nursing education, pediatric life support certification, specialty certification, and caring for pediatric patients. In addition, the research questions guided the investigation to determine if any of the variables could predict nurses' self-efficacy in pediatric emergencies. The theoretical framework was based on Bandura's social learning theory, which incorporates the concept of self-efficacy, as well as Zimmerman's self-regulated learning theory. A quantitative correlational design was used with a convenience sample of 37 nurses. Self-efficacy was measured with the General Self-Efficacy Scale and knowledge was quantified using a 32-item researcher-developed instrument. The data were analyzed using multiple regression analysis and correlations. Results showed that none of the variables predicted self-efficacy; however, years of nursing education, pediatric life support certification, and clinical experience were all significantly related to knowledge. Based on the results, a 3-day educational program was developed to address pediatric emergency practice. The results of this study can direct positive social change by informing future nursing education and training efforts in order to improve the medical outcomes of pediatric patients.
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Fasciani, Linda. "A study of the relationship between stress levels and coping among pediatric and neonatal intensive care nurses /." Staten Island, N.Y. : [s.n.], 1990. http://library.wagner.edu/theses/nursing/1990/thesis_nur_1990_fasci_study.pdf.

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Foulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.

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The need to prepare and support clinical teaching faculty is identified as a priority by nurse educators. However, there is no framework for understanding the practice of clinical teaching (Benner, Tanner & Chelsa, 1996; Davis, Dearman, Schwab & Kitchens, 1992; Scanlan, 2001; Siler & Kleiner, 2001; Vollman, 1989). There is little nursing research directed to understanding the practice of clinical teaching. It is widely assumed that nurses who are experts in practice are able to make an easy transition to the role of clinical teacher (Scanlan, 2001; Silar & Kleiner, 2001).
The clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another?
Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987).
The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice.
The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.
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Wigginson, Dynisha. "“I Done Been Through Hell”: An Existential Phenomenological Study of the Lived Experience of Fathers Who Have Lost a Child." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3888.

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The rise in American pediatric death led to a shift in pediatric end-of-life care from focusing care only on the dying pediatric patient to include focus on the family. Most literature has focused only on mothers’ experiences or the combined experiences of mothers and fathers. Fathers’ experiences at their child’s end of life, as an individual phenomenon, is overlooked and ignored. Hence, significant knowledge gaps exist related to the repeated exclusion of fathers’ individual experiences. This study aimed to begin to fill this gap. Using the lens of Merleau-Ponty, this existential phenomenological study aimed to describe the lived experiences of fathers who have experienced their child’s end of life. Using an unstructured interview process, a total of eight fathers participated in one-on-one interviews via Zoom or telephone. Data analysis and interpretation was conducted using an iterative analytic process, whereby transcripts were read and examined line-by-line to identify figural themes against the ground. Merleau-Ponty’s existential grounds of time, body, others, intentionality, and perception are interwoven throughout fathers’ individual stories. The following four themes emerged: (a) “I done been through hell”, (b) “I felt helpless”, (c) “I’m a protector”, and (d) “Who is there to help me?”. Additionally, five subthemes describing fathers’ emotional pain, forgetfulness, and masculine inabilities emerged. Greater understanding of fathers’ lived experiences requires serious attention and more research is needed. There are implications that have the potential to impact nursing care and the creation of meaningful nursing interventions for fathers at their child’s end of life.
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Books on the topic "Pediatric nursing Study and teaching"

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J, Hockenberry Marilyn, and Barrera Patrick, eds. Virtual clinical excursions--pediatrics: For Wong's essentials of pediatric nursing, 8th edition. St. Louis, Mo: Mosby/Elsevier, 2009.

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Siobhan, O'Halloran, and Ireland. Dept. of Health and Children., eds. Report of the Expert Group on Midwifery and Children's Nursing Education. Dublin: Stationery Office, 2004.

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Thiekötter, Andrea. Pflegeausbildung in der Deutschen Demokratischen Republik: Ein Beitrag zur Berufsgeschichte der Pflege. Frankfurt: Mabuse-Verlag, 2006.

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Watson, Hawkins Joellen, and Hayes Evelyn R, eds. Linking nursing education and practice: Collaborative experiences in maternal-child health. New York: Springer Pub. Co., 1987.

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Virtual clinical excursions -- obstetrics-pediatrics, for Perry, Hockenberry, Lowdermilk, and Wilson: Maternal child nursing care, 4th edition. St. Louis: Mosby, 2010.

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Informatics, Wolfsong, ed. Virtual clinical excursions--pediatrics: For Wong's Nursing care of infants and children, 9th ed. 9th ed. Maryland Heights, Mo: Elsevier/Mosby, 2011.

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Slone, McKinney Emily, ed. Study guide: Introduction to maternity & pediatric nursing. 6th ed. St. Louis, Mo: Saunders, 2011.

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Shapiro, Pamela J. Study guide to accompany Basic maternal pediatric nursing. Albany, NY: Delmar Publishers, 1995.

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Isaacs, Patricia Cima. Nursing care of children: A guide for study. Philadelphia: J.B. Lippincott, 1985.

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Teaching nursing. Redwood City, Calif: Addison-Wesley Nursing, 1990.

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Book chapters on the topic "Pediatric nursing Study and teaching"

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Zhang, Xuexia. "Study on Applying Implicit Learning Theory in Nursing Teaching." In Lecture Notes in Electrical Engineering, 521–27. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4802-9_69.

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Goodeve, Jane. "Teaching aids: a study of school nurses’ views of their role in HIV/AIDS education." In Research in health promotion and nursing, 230–36. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23067-9_26.

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Zhu, Xiaoling, Mulan Wei, Ruoyan Chen, Daolin Jian, and Xiaofei Chen. "A Study to Analyze the Effectiveness of Video-Feedback for Teaching Nursing Etiquette." In Lecture Notes in Electrical Engineering, 1315–20. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_138.

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Ferri, Paola, Rovesti Sergio, Vivarelli Chiara, Volpi Paola, Cavani Daniela, Masoni Barbara, Morotti Elena, and Di Lorenzo Rosaria. "The Collaboration Among Pediatric Residents, Nursing and Midwifery Students for Newborn Health: A Quasi-experimental Study on Interprofessional High-Fidelity Patient Simulation." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 11th International Conference, 197–209. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86618-1_20.

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Daniela, Mecugni, Turroni Elena Casadei, Doro Lucia, Franceschini Lorenza, Lusetti Simona, Gradellini Cinzia, and Amaducci Giovanna. "The Use of Simulation for Teaching Therapy Management: An Observational Descriptive Study on 2nd and 3rd Year Students of the Nursing Degree Course of Reggio Emilia." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops, 127–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52287-2_13.

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Eriksson, Ulrika, and Astrid Kilvik. "Train the Trainer Course: How Can the Skills of a Facilitator Benefit Academic Staff in Nursing and Other Health Education Programs?" In How Can we Use Simulation to Improve Competencies in Nursing?, 91–101. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_8.

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AbstractOver several years, simulation has become an established teaching method in study programs of nursing and other health disciplines. Simulation exercises have a theoretical foundation in a number of perspectives on how adults acquire knowledge, through experience-based learning, reflection-on-action and reflection-in-action, and an emphasis on the sociocultural context. As part of the learning process of simulation, the opportunity for feedback and feed forward is crucial in the learning process. The individual facilitator is particularly important in this understanding of learning. The role of the facilitator is aimed at guiding the student toward learning with the help of didactic and pedagogical methods. Learning in itself is a process that could be defined as a transformation that is not based on biological maturation. In this chapter, we look closer at the nature of train the trainer courses, what separates a facilitator from a lecturer, the significance of a common language and framework, as well as how the side effects and synergies of the facilitator’s skills might benefit academic staff in nursing and other health education programs.
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Pridham, Karen F., Ann Scott, and Rana Limbo. "Guided Participation Theory for Teaching and Learning in Clinical Practice." In Guided Participation in Pediatric Nursing Practice. New York, NY: Springer Publishing Company, 2018. http://dx.doi.org/10.1891/9780826140449.0001.

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Gönc, Vida, Mateja Lorber, and Jasmina Nerat. "Experience of Problem‐Based Learning for Raising Quality of Nursing Study." In Teaching and Learning in Nursing. InTech, 2017. http://dx.doi.org/10.5772/67427.

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Chenery-Morris, Sam, and Catherine Theodosius. "Case Study." In Evidence-Based Practice in Nursing Informatics, 204–16. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-034-1.ch016.

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A blended learning environment as utilised in a masters level subject was critiqued through the lenses afforded by Salmon and Goffman. The authors bring perspectives of student and teacher and combine personal recollection with discussion board postings to make sense of the experience and recommendations for teaching in a blended environment.
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Limbo, Rana, Kathie Kobler, and Betty Davies. "Grief and Bereavement in Perinatal and Pediatric Palliative Care." In Oxford Textbook of Palliative Nursing, edited by Betty Rolling Ferrell and Judith A. Paice, 758–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0063.

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The diagnosis of a life-threatening condition in a young child (including the unborn) brings staggering grief when the prognosis predicts the likelihood of an early death. The diagnoses range from genetic or chromosomal disorders that will cause death either during pregnancy or shortly after birth to malignancy, severe prematurity, and trauma, among others. Perinatal and pediatric palliative care are discussed from the standpoint of relationship, highlighting nursing care that focuses on a theory of teaching and learning—guided participation. As family members learn to deal with their own and their child’s suffering and physical condition, the nurse joins with them in identifying how relational, task-related, and emotional competencies can be attained and maintained by establishing new goals (regoaling) and hopes. The purpose of this chapter is to discuss grief as a life-long, relational process. The trajectory of grief reflects how survivors of loving relationships maintain closeness and connection, cherishing dear ones who are no longer physically present. The authors highlight grief theory and provide examples of clinical application. Chapter content also includes practical strategies for grief assessment and supporting bereaved parents and children. Finally, the authors focus on how healthcare providers are affected by the intensity of bearing witness to the child’s, family’s, and other team members’ suffering.
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Conference papers on the topic "Pediatric nursing Study and teaching"

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Zhiyong, Zhang, and Liu Fangqiu. "The Experience in the Application of qAction-oriented Teaching Approachq to Pediatric Nursing Teaching." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.81.

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Feng, Xiangyan, and Xiaona Jin. "Study on Employment Intention of Nursing Students and Practice Teaching in Community Nursing." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.152.

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Qiu, Mochang, Yaping Feng, and Guoqiang Ning. "Strategy Study on Improvement of Nursing Practice and Teaching Quality." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.323.

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Zhang, Min, Gao Ling, and Li-Hua Xu. "The Study on the Applicability of Modular Teaching in Surgical Nursing." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0062.

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Liu, Huan. "Study on the Bilingual Teaching Situation of High Vocational Nursing Education." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.325.

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"Study on the Optimization and Application of Multiple Intelligent Teaching Model in Basic Nursing Teaching." In 2020 International Conference on Social and Human Sciences. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000108.

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Dayalan, Dr Sudhakar, and Mrs R. NimmiSudhakar. "Study to Assess the Effectiveness of Life Style Modifications with Teaching among Diabetic Patients Who Attend Diabetic Clinics at Chennai - A study to assess the quality of life (life style modifications) among diabetic mellitus patients." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.97.

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Sun, Wen-Jing, and Yu-Jin Liu. "Study on the Application Status of Hospice Care in Aged Nursing Teaching." In Proceedings of the 5th Annual International Conference on Management, Economics and Social Development (ICMESD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmesd-19.2019.84.

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Bandara, Nelumja T., and Thamara D. Amarasekara. "Descriptive Study on Knowledge and Attitudes Regarding Neonatal Care And Associated Factors Among Mothers Attending Antenatal Clinics InA Teaching Hospital, Sri Lanka." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.147.

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Ling Hsu, Li. "A study on the effect of a newly-developed learning outcome-oriented educational intervention to promote nursing innovation." In International Academic Conference on Teaching, Learning and Education. Global, 2019. http://dx.doi.org/10.33422/tleconf.2019.09.572.

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Reports on the topic "Pediatric nursing Study and teaching"

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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6
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Newman-Toker, David E., Susan M. Peterson, Shervin Badihian, Ahmed Hassoon, Najlla Nassery, Donna Parizadeh, Lisa M. Wilson, et al. Diagnostic Errors in the Emergency Department: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), December 2022. http://dx.doi.org/10.23970/ahrqepccer258.

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Objectives. Diagnostic errors are a known patient safety concern across all clinical settings, including the emergency department (ED). We conducted a systematic review to determine the most frequent diseases and clinical presentations associated with diagnostic errors (and resulting harms) in the ED, measure error and harm frequency, as well as assess causal factors. Methods. We searched PubMed®, Cumulative Index to Nursing and Allied Health Literature (CINAHL®), and Embase® from January 2000 through September 2021. We included research studies and targeted grey literature reporting diagnostic errors or misdiagnosis-related harms in EDs in the United States or other developed countries with ED care deemed comparable by a technical expert panel. We applied standard definitions for diagnostic errors, misdiagnosis-related harms (adverse events), and serious harms (permanent disability or death). Preventability was determined by original study authors or differences in harms across groups. Two reviewers independently screened search results for eligibility; serially extracted data regarding common diseases, error/harm rates, and causes/risk factors; and independently assessed risk of bias of included studies. We synthesized results for each question and extrapolated U.S. estimates. We present 95 percent confidence intervals (CIs) or plausible range (PR) bounds, as appropriate. Results. We identified 19,127 citations and included 279 studies. The top 15 clinical conditions associated with serious misdiagnosis-related harms (accounting for 68% [95% CI 66 to 71] of serious harms) were (1) stroke, (2) myocardial infarction, (3) aortic aneurysm and dissection, (4) spinal cord compression and injury, (5) venous thromboembolism, (6/7 – tie) meningitis and encephalitis, (6/7 – tie) sepsis, (8) lung cancer, (9) traumatic brain injury and traumatic intracranial hemorrhage, (10) arterial thromboembolism, (11) spinal and intracranial abscess, (12) cardiac arrhythmia, (13) pneumonia, (14) gastrointestinal perforation and rupture, and (15) intestinal obstruction. Average disease-specific error rates ranged from 1.5 percent (myocardial infarction) to 56 percent (spinal abscess), with additional variation by clinical presentation (e.g., missed stroke average 17%, but 4% for weakness and 40% for dizziness/vertigo). There was also wide, superimposed variation by hospital (e.g., missed myocardial infarction 0% to 29% across hospitals within a single study). An estimated 5.7 percent (95% CI 4.4 to 7.1) of all ED visits had at least one diagnostic error. Estimated preventable adverse event rates were as follows: any harm severity (2.0%, 95% CI 1.0 to 3.6), any serious harms (0.3%, PR 0.1 to 0.7), and deaths (0.2%, PR 0.1 to 0.4). While most disease-specific error rates derived from mainly U.S.-based studies, overall error and harm rates were derived from three prospective studies conducted outside the United States (in Canada, Spain, and Switzerland, with combined n=1,758). If overall rates are generalizable to all U.S. ED visits (130 million, 95% CI 116 to 144), this would translate to 7.4 million (PR 5.1 to 10.2) ED diagnostic errors annually; 2.6 million (PR 1.1 to 5.2) diagnostic adverse events with preventable harms; and 371,000 (PR 142,000 to 909,000) serious misdiagnosis-related harms, including more than 100,000 permanent, high-severity disabilities and 250,000 deaths. Although errors were often multifactorial, 89 percent (95% CI 88 to 90) of diagnostic error malpractice claims involved failures of clinical decision-making or judgment, regardless of the underlying disease present. Key process failures were errors in diagnostic assessment, test ordering, and test interpretation. Most often these were attributed to inadequate knowledge, skills, or reasoning, particularly in “atypical” or otherwise subtle case presentations. Limitations included use of malpractice claims and incident reports for distribution of diseases leading to serious harms, reliance on a small number of non-U.S. studies for overall (disease-agnostic) diagnostic error and harm rates, and methodologic variability across studies in measuring disease-specific rates, determining preventability, and assessing causal factors. Conclusions. Although estimated ED error rates are low (and comparable to those found in other clinical settings), the number of patients potentially impacted is large. Not all diagnostic errors or harms are preventable, but wide variability in diagnostic error rates across diseases, symptoms, and hospitals suggests improvement is possible. With 130 million U.S. ED visits, estimated rates for diagnostic error (5.7%), misdiagnosis-related harms (2.0%), and serious misdiagnosis-related harms (0.3%) could translate to more than 7 million errors, 2.5 million harms, and 350,000 patients suffering potentially preventable permanent disability or death. Over two-thirds of serious harms are attributable to just 15 diseases and linked to cognitive errors, particularly in cases with “atypical” manifestations. Scalable solutions to enhance bedside diagnostic processes are needed, and these should target the most commonly misdiagnosed clinical presentations of key diseases causing serious harms. New studies should confirm overall rates are representative of current U.S.-based ED practice and focus on identified evidence gaps (errors among common diseases with lower-severity harms, pediatric ED errors and harms, dynamic systems factors such as overcrowding, and false positives). Policy changes to consider based on this review include: (1) standardizing measurement and research results reporting to maximize comparability of measures of diagnostic error and misdiagnosis-related harms; (2) creating a National Diagnostic Performance Dashboard to track performance; and (3) using multiple policy levers (e.g., research funding, public accountability, payment reforms) to facilitate the rapid development and deployment of solutions to address this critically important patient safety concern.
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