Scoping communication training in undergraduate children ' s nursing programmes: A mixed method study examining delivery methods and content

被引:0
作者
Kennedy, Martina [1 ]
Saron, Holly [2 ]
Bray, Lucy [2 ]
Brady, Louca-Mai [3 ]
机构
[1] Univ Coll Dublin, Hlth Sci Ctr, Sch Nursing Midwifery & Hlth Syst, Dublin 4, Ireland
[2] Edge Hill Univ, Fac Hlth Social Care & Med, Sch Nursing Midwifery & Allied Hlth, St Helens Rd, Ormskirk L39 4QP, England
[3] Univ Hertfordshire, Ctr Res Publ Hlth & Community Care, Sch Hlth & Social Work, Hatfield AL10 9AB, Herts, England
关键词
Child; Communication; NursingeEducation; Curriculum; Children's nurses; Nursing students; HEALTH-CARE; EDUCATION; SIMULATION; CURRICULUM; QUALITY; NURSES;
D O I
10.1016/j.nepr.2024.104056
中图分类号
R47 [护理学];
学科分类号
1011 ;
摘要
Aim: The aim of this study was to scope communication curriculum reported as currently being delivered within undergraduate children's nursing programmes across the Republic of Ireland and the United Kingdom. Background: Communication between a children's nurse and a child/young person influences a child/young person's healthcare experience. Despite an identified need for a comprehensive and effective communication curriculum within undergraduate nursing, there is a notable gap of understanding of the delivery and content of communication training within children's nursing curricula. Design: A mixed method, online anonymous self-report survey design was adopted. Methods: Programme Leads of undergraduate children's nursing programmes in the Republic of Ireland and the United Kingdom were asked to report on how communication training is delivered to students on undergraduate children's nursing programmes. The Checklist for Reporting of Survey Studies (CROSS) was used for the reporting of this study. Results: Thirty-two programme leads completed the survey (51 % response rate). Findings show variability in the delivery and content of communication training across Higher Educational Institutions. Core communication modules featured across all nursing programmes, however, only two programme leads reported delivering standalone child-centred communication modules. Communication training was not always delivered by an educator with professional experience of children and young people in healthcare. Curriculum capacity had an impact on the delivery of communication training, with clinical practice being relied on to supplement child specific communication training. Programme leads highlighted the need for greater inclusion of child voice in shaping and delivering undergraduate children's nurse education. Conclusions: This study shows that while communication is covered as a core part of the undergraduate nursing curriculum across the Republic of Ireland and the United Kingdom, it generally lacks a focus on children and young people and is not always supported by educators with professional experience of children and young people in healthcare. More work needs to focus on equipping undergraduate children's nurses with the unique skills needed to communicate effectively with children and young people and incorporate learnings into nursing pedagogy. Registration number: to be included in abstract after acceptance.
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页数:9
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