Abstract
Background
Practicum Placements are the signature andragogy used in undergraduate nursing programs to bring about knowledge consolidation. Little is known, however, about the types of pediatric practicum placements utilized by nursing programs to provide practical learning opportunities in child health to their students. The purpose of this integrative review is to identify and appraise existing literature on practical pediatric practices in undergraduate nursing education.
Method
Searches were conducted using the main relevant databases and search engines. Of the numerous articles retrieved, screened, and reviewed, 15 met the inclusion and exclusion criteria. Results were then analyzed using thematic analysis.
Results
Two overarching themes were identified: (1) Adaptation, and (2) Learning.
Conclusion
Findings revealed that most nursing programs utilize alternative placement sites to meet the learning need of their students. These sites provided students with the opportunities to care for children and adolescents, and engage in a variety of health promotion and teaching activities.
Acknowledgments
Not Applicable
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Research funding: None declared.
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Author contribution: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: Authors state no conflict of interest.
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Informed consent: Not applicable.
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Ethical approval: Not applicable.
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Supplementary Material
The online version of this article offers supplementary material (https://doi.org/10.1515/ijnes-2021-0091).
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Artikel in diesem Heft
- Nurses’ and nurse educators’ experiences of a Pediatric Nursing Continuing Professional Development program in Rwanda
- Literature Reviews
- Measuring academic satisfaction in nursing students: a systematic review of the instruments
- Pediatric practicums in undergraduate nursing programs: an integrative review
- Research Articles
- Nursing educators’ collaboration and professional development: a cross-sectional study
- Ethical tension in nursing education: a challenge for faculty values and beliefs
- Improving practicing nurses’ knowledge and perceptions of older people: a quasi-experimental study
- Embracing diversity: measuring the impact of an international immersion learning experience on nursing students’ cultural beliefs and values
- Lower academic performance and dropout rates among University students with children: a prospective cohort study of nursing students in Bogotá, Colombia
- Supporting the transition to practice: preceptor behaviors that foster a positive student preceptorship experience
- Faculty supportive behaviors and nursing student mental health: a pilot study
- Intention and motivation to pursue higher education among registered nurses and midwives: a cross-sectional study during COVID-19
- An analysis of nursing and medical students’ attitudes towards and knowledge of Alzheimer’s Disease (AD)
- Assessing non-technical skills in undergraduate nursing students: a validation study
- Developing nursing students’ informatics competencies – A Canadian faculty perspective
- A creative approach for undergraduate nursing students to learn anatomy and physiology: a qualitative exploratory study
- Resilience and GRIT among undergraduate nursing students during the COVID 19 pandemic
- The effect of advocacy education of nursing students on attitudes towards disability: a quasi-experimental study
- Knowledge and perceptions of adverse childhood experiences (ACEs) among prelicensure nursing students
- Narrative photography with an expert patient as a method to improve empathy: a satisfaction study with health sciences students
- Self-efficacy beliefs among baccalaureate nursing students – A cross-sectional, comparative study
- Learning on the periphery: a modified Delphi study of a nursing student communities of practice model
- Clinical instruction in mental health nursing: students’ perceptions of best practices
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- Predictors associated with new nursing faculty’s intent to leave nursing academia: teaching preparation in doctoral program, institutional supports, and job satisfaction
- Flipped or traditional online teaching? Two different strategies to handle teaching in nursing education during the COVID-19 pandemic
- Application of the cognitive load theory in prelicensure nursing education: a quantitative measurement focusing on instructional design
- Educational Process, Issue, Trend
- Finding the right balance: student perceptions of using virtual simulation as a community placement
- Virtual patients: an option for future distance midwifery education?