• Journal of Korean Academy of Nursing
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• v.40 no.6
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• pp.757-764
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• 2010

Purpose: This paper is a report of a concept analysis of 'quality of pediatric nursing care', Methods: Rodgers's evolutionary method of concept analysis was used. Data were collected from published literature related to quality of pediatric nursing care. Results: Quality of pediatric nursing care was identified with three dimensions and seven attributes: 1) nurse's character: technical competence, interpersonal competence, 2) nurse's activities: developmentally appropriate care, attentiveness, entertainment, 3) nurse-parent interaction: nurse-parent partnership, emotional support. Antecedents of quality of pediatric nursing care were 'child and parent's expectation about pediatric nursing care', 'previous caring experience of pediatric nurses'. Consequences of quality of pediatric nursing care were 'meet child and parent's needs' and 'better health outcomes.' Conclusion: 'Quality of pediatric nursing care' is a core concept in pediatric nursing practice. Appropriate instruments to operationalize the concept need to be developed.

• Child Health Nursing Research
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• v.28 no.3
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• pp.167-175
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• 2022

Purpose: The present study aimed to develop and examine the effectiveness of a pediatric nursing competency-building program for nursing students. Methods: This was a quasi-experimental study with a nonequivalent control group pretest-posttest design conducted between October and December 2021. The participants included 40 nursing students (20 each in the experimental and control groups) at a university in a South Korean city. The pediatric nursing competency-building program integrated problem-based learning and simulation into clinical field practice. The experimental group participated in the program, while the control group did not. Data were analyzed using the 𝑥² test, the independent t-test, and repeated-measures analysis of variance. Results: Pediatric nursing competency and clinical performance showed a greater increase in the experimental group than in the control group. However, the change in problem-solving ability in the experimental group was not significantly different from that in the control group. Conclusion: The pediatric nursing competency-building program effectively improved students' pediatric nursing competency and clinical performance.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.542-548
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• 2013

Purpose: This study was conducted to explore clinical practice performance according to type of practice in students in pediatric nursing and the relationship with satisfaction of clinical practice. Methods: The subjects consisted of 531 nursing students (307 at a pediatric ward and 224 at a nursery) from 5 colleges of nursing. Data collected from March to June 2012 were analyzed using descriptive statistics, t-test, AVONA and Pearson correlation coefficients. Results: Clinical practice performance on direct nursing activity was significantly different according to the course on pediatric nursing, grade point average, and satisfaction of nursing major. Observation practice was different according to type of college, the course on pediatric nursing, grade point average, duration of practice and clinical educator in the pediatric ward. In the nursery, direct nursing activity was significantly different according to the type of college, the course on pediatric nursing, hospital type, and duration of practice. Observation practice was different according to type of college, satisfaction of a nursing major, and the clinical educator. In addition, significant correlations were found between clinical practice performance and satisfaction of clinical practice. Conclusion: Our research can assist effective pediatric nursing practice planning for nursing students.

• Child Health Nursing Research
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• v.28 no.1
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• pp.51-61
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• 2022

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.

• Child Health Nursing Research
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• v.23 no.4
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• pp.416-428
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• 2017

Purpose: Tonsillectomy is a very common surgical procedure, particularly in children. The purpose of this study was to identify current evidence in nursing research on pediatric tonsillectomy by analyzing and evaluating Korean nursing studies related to pediatric tonsillectomy. Methods: An integrative literature review of Korean pediatric tonsillectomy research was conducted. Databases were searched to identify research that related to nursing care for pediatric tonsillectomy children. Results: Of the 115 studies identified, 13 studies met the inclusion criteria for this review. All studies were experimental studies and most of those studies had a quasi experimental design. No correlational studies or qualitative studies were found. Providing nursing information and education for children and their mothers at pre, during, and post tonsillectomy by pediatric nurses were found to be effective in reducing children's pain and anxiety and their mother's anxiety and uncertainty, and increasing children's appropriate sick role behaviors and their mother's satisfaction with nursing services provided and knowledge related to tonsillectomy. Conclusion: Although most studies reported positive effects in terms of post tonsillectomy outcomes, lack of methodological rigor limits the current evidences for pediatric tonsillectomy nursing interventions. Greater attention to improve methodological rigor for Korean research on pediatric tonsillectomy is needed.

• Child Health Nursing Research
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• v.8 no.3
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• pp.344-356
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• 2002

This study was conducted to analyse the current clinical education of pediatric nursing in baccalaurate nursing program, then to give basic data for enhancing the quality of future clinical education of pediatric nursing. Data were collected through self-reported questionnaire by mail from December 2001 to February 2002. The subjects were 29 schools of 50 baccalaurate nursing education programs. The data were analysed by double raters, researcher and assistant researcher. The results were summarized as follows: 1. Twenty-eight schools had the objectives of the clinical education of pediatric nursing, and 28 schools in pediatric ward, 23 schools in nursery, 22 schools in neonatal intensive care unit(NICU), 15 schools in objectives related to profession by clinical site. 2. Credits on clinical education of pediatric nursing were most 15 schools of 3 credits. 3. The clinical sites were mainly the hospital that sick children were admitted in. 4. The clinical teacher were 9 types including pediatric professor and field nurse. 5. On teacher's role, the professor instructed the case study and conference, and field nurse instructed the patient assignment and nursing procedures. 6. All of schools used explanation and conference as a method of clinical education, 1 or 2 schools used PBL or role play or field study. 7. On clinical education content, most of school included Apgar scoring system, physical examination in newborn assessment, respira- tion maintenance, temperature maintenance, infection prevention, nutrition, and bath in newborn care. 8. On clinical education content, most of school included care of incubator, phototheraty, infusion, gavage feeding and how to use the instruments in NICU. Eighteen schools included attachment promotion, and 20 schools case study. 9. On clinical education content, most of school included a checklist of nursing procedures, case study, assessment of growth and development in pediatric ward and other sites. 10.There were various evaluation types in scores, measuring items. In conclusion, the results of this study revealed that there were some discrepancy in the objectives and contents, clinical sites on hospital focused, teacher's role, and diversity of measurement items and ratings in clinical education of pediatric nursing. There is a need for a standardization of content, clinical site, and evaluation tool to improve a quality of clinical education of pediatric nursing based on this study.

• Child Health Nursing Research
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• v.21 no.3
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• pp.236-243
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• 2015

Purpose: In this study self-efficacy, emotional labor, pediatric nurse-parent partnership and job stress of pediatric nurses were examined. Factors affecting job stress of pediatric nurses were also investigated. Methods: The study was done between June and September 2014, with a convenience sample of 145 nurses from 3 advanced general hospitals, 5 general hospitals and 2 children's hospitals. Research data were collected via questionnaires and analysed using SPSS version 18.0. Results: Average levels of self-efficacy, emotional labor and job stress were similar to other general nurses and the average level of pediatric nurse-parent partnership was also similar to other pediatric nurses. Job stress of pediatric nurses showed a positive correlation with emotional labor and negative correlations with self-efficacy and pediatric nurse-parent partnership. The most significant factor affecting job stress in pediatric nurses was emotional labor (${\beta}=0.372$, p<.001). The combination of emotional labor, pediatric nurse-parent partnership and self-efficacy accounted for 25.4% of job stress in pediatric nurses. Conclusion: These results suggest that nursing management strategies to decrease emotional labor and improve pediatric nurse-parent partnerships and self-efficacy are critical to decrease job stress for pediatric nurses. Continued development of nursing management interventions to decrease job stress in pediatric nurses is suggested.

• Child Health Nursing Research
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• v.26 no.1
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• pp.64-71
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• 2020

Purpose: This study investigated the relationship of the partnership between nurses and parents of hospitalized children with the quality of pediatric nursing care as perceived by pediatric nurses. Methods: A cross-sectional descriptive study was conducted among 90 nurses. The data collected were analyzed using the independent t-test and the Pearson correlation coefficient. Results: The level of partnership between nurses and parents showed significant differences by nurses' age (t=2.22, p=.029) and marital status (t=2.54, p=.013). The quality of pediatric nursing care was found to significantly differ by the nurses' age (t=2.62, p=.013), marital status (t=4.17, p<.001), whether nurses had children (t=2.53, p=.020), pediatric ward work experience (t=2.43, p=.020), and total work experience (t=2.51, p=.016). The level of partnership between nurses and parents was positively correlated with the quality of pediatric nursing care (r=.48, p<.001). Conclusion: To improve the quality of nursing care for hospitalized children and their parents, it is important to consider the specific characteristics of pediatric nurses, whose clinical skills should be improved.

• Child Health Nursing Research
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• v.7 no.4
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• pp.461-473
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• 2001

The purpose of this study was to identify nursing interventions performed by pediatric care unit nurses. For data collection this study used the taxonomy of Nursing Intervention Classification (NIC : 486 nursing intervention) which was modified by McCloskey & Bulecheck(2000). The 419 nursing interventions were selected by panel group, which consist of pediatric clinical experts and nursing scholars. The data were collected 104 nurses of pediatric care unit. There were 158 nursing interventions identified as being used at least monthly 50％ or more of the nurses. The 32 nursing interventions were used at least daily, indication a set of core interventions unique to pediatric care unit practice. The most frequently used nursing interventions were 'Medication administration: intravenous' & 'Medication administration: oral'. The 27 nursing interventions were rarely performed by 90％ or more of the nurses. The rarely used interventions were 'Ostomy care' & 'Rectal prolaps management'. The domain received the highest mean score was Health System, followed by Physiolocal: complex, Physiolocal: Basic, Safty, Community, Family, Behavior domain. These findings will help in building of a standardized language for the pediatric care units and enhance the quality of nursing care.

• Child Health Nursing Research
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• v.21 no.3
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• pp.204-215
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• 2015

Purpose: This descriptive research was conducted to identify educational needs in pediatric nursing handoff training to improve students' handoff skills. Methods: Data were collected using a survey with 188 senior nursing students and 48 pediatric nursing professors and clinical nurses. The survey included items on general information as well as experiences in handoff training, necessity, training content, and items for a handoff training program in pediatric nursing. Results: Of the nursing students, 30.5% reported receiving handoff training during their clinical hours. After their handoff training, the students' confidence index was only 3.78 out of 10. Significantly, 98.3% of the respondents said that pediatric handoff training is necessary. In addition, participants reported that simulation practice (26.5%) is an appropriate educational method, and the time required for handoff training should be 8.16 hrs. Admission process was placed first as the most critical circumstance for handoff (56.8%). High demands were observed for the necessity of training content for patients with respiratory problems. Conclusion: The results of this study show the various educational needs for developing a patient safety pediatric handoff training program to promote nursing students' skills in handoff.