Simulation in pediatric nursing education: Are there enough evidence for future practice?

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.

Effect of Reminiscence Training on Professional Communication Skills in Pediatric Nursing Staff

Introduction: The main way to improve the quality of care, especially for children, is to improve nursing communication skills. Objective: The purpose of this study was to determine the effect of reminiscence training on professional relationship communication skills in pediatric nursing staff. Materials and Methods: This study was a quasi-experimental design that consisted of all babies and infants’ nursing staff working in an educational hospital of Bushehr City, Iran, in 2019. A total of 84 nurses (41 cases were obtained for the experimental group and 43 cases for the control group) took part in the study. The samples were randomly assigned to the experimental and control groups. In this study, the questionnaires of nurses’ professional communication skills and nurses’ communication skills with hospitalized infant mothers were used. The validity and reliability of the questionnaires were confirmed. First, the pre-test was taken from the experimental and control groups. The experimental group received 8 hours reminiscence training session. Post-test was taken from both groups immediately and one month after the intervention. To analyze data, descriptive indices, the Chi-square test, independent t-test, and repeated measures ANOVA were used. Results: Comparison of demographic data in two groups showed no significant difference between them in terms of scores of both instruments before the intervention. The independent t-test showed that the mean scores of communication with mothers and communication with colleagues one month after the intervention were significantly different (P=0.001) between the experimental and control groups. The results of repeated measures ANOVA showed that the interaction effect between group and time was statistically significant, and the trend of mean scores changes in nursing staff professional relationships with colleagues (P=0.03) and mothers (P=0.001) during the study period (before, immediately after, one month after intervention) were different between the experimental and control groups. Conclusion: Training based on reminiscence effectively improves nurses’ professional communication. So we suggest that this training be included in nurses’ educational programs.

Development and Implementation of Pediatric Nursing-Clinical Decision Support System for Hyperthermia: A Pre- and Post-Test

Firstly, we form the Pediatric Nursing-Knowledge Base for Hyperthermia, which combines publicly clinical practice guidelines and nursing routines of hyperthermia management. Then, following the nursing process framework, the system is developed by clinical decision support technology. Finally, a pre- and post-test is adopted to examine the effectiveness, usability and feasibility before and after using the system. Its effectiveness is examined by nursing records quality including completeness of nursing assessment, timeliness of nursing diagnosis, individualization of nursing interventions, and timeliness of nursing evaluation. Its usability and feasibility are assessed using the Clinical Nursing Information System Effectiveness Evaluation Scale. There is a significant difference between the two groups in effectiveness, usability and feasibility. Although the system is developed specifically for our hospital workflow and processes, the Pediatric Nursing-Knowledge Base for Hyperthermia and workflow for hyperthermia management in this study can be used as a reference to other hospitals.

Research on Implementation Modes of Ideological and Political Courses in Pediatric Nursing

with the continuous advancement of socialist modernization, China needs more and more talents, in particular the talents who are not only high in professional techniques, but also high in ideological and moral level and thinking ability, thus producing ideological and political courses. Along with the constant development of education cause, the professional education starts to concern on ideological and political work and integrate ideological and political courses into professional teaching. To this end, the paper explores the specific implementation path of ideological and political course mode from the perspective of pediatric nursing, describes ideological and political courses in detail and points out the requirements on the construction of ideological and political courses of pediatric nursing so as to provide reference for education of pediatric nursing and improvement of students’ comprehensive quality.

Assessing the Impact of Unfolding Case Study Scenarios during High-Fidelity Pediatric Simulation among Undergraduate Nursing Students

Simulation helps to prepare prelicensure nursing students for practice by providing opportunities to perform clinical skills and make decisions in a safe environment. The integration of nursing knowledge, skills, and decision-making abilities during simulated unfolding case-study scenarios may enhance student self-confidence and foster clinical judgement skills. The purpose of this study was to assess the impact of simulation using unfolding case-study scenarios on undergraduate nursing students’ self-confidence in pediatric nursing knowledge, skills, and clinical judgment/decision-making abilities. This mixed methods study included a pre- and post-survey design to evaluate undergraduate nursing students’ confidence in pediatric nursing knowledge, skills, and decision-making abilities after participation in both an instructor-led (guided) and a student-led (decision-making) simulation involving unfolding case-study scenarios. Friedman’s ANOVA analyses revealed that all 16-items demonstrated statistically significant differences between the three measured responses (pre-simulation and both post-simulation surveys). Post-hoc Wilcoxon signed-rank tests revealed statistically significant differences in student ratings pre-simulation and post-instructor-led (guided) experience for all 16-scored items. The qualitative themes identified were perception of experience, pediatric nursing care, assimilation of knowledge, and critical thinking. Unfolding case-study simulation experiences positively impact the learning, self-confidence, and clinical judgement of undergraduate nursing students.