A medical play experience: preparing undergraduate nursing students for clinical practice

Article

Reid-Searl, Kerry, Crowley, Kate, Anderson, Carina, Blunt, Nicole, Cole, Rachelle and Suraweera, Dayani. 2021. "A medical play experience: preparing undergraduate nursing students for clinical practice." Nurse Education Today. 100. https://doi.org/10.1016/j.nedt.2021.104821
Article Title

A medical play experience: preparing undergraduate nursing students for clinical practice

ERA Journal ID14140
Article CategoryArticle
AuthorsReid-Searl, Kerry (Author), Crowley, Kate (Author), Anderson, Carina (Author), Blunt, Nicole (Author), Cole, Rachelle (Author) and Suraweera, Dayani (Author)
Journal TitleNurse Education Today
Journal Citation100
Article Number104821
Number of Pages9
Year2021
PublisherElsevier
Place of PublicationUnited Kingdom
ISSN0260-6917
1532-2793
Digital Object Identifier (DOI)https://doi.org/10.1016/j.nedt.2021.104821
Web Address (URL)https://www.sciencedirect.com/science/article/pii/S0260691721000782?via%3Dihub
Abstract

Background

Undergraduate nursing programs are required to prepare nursing students to care for people across the lifespan, however due to limited paediatric nursing content in undergraduate nursing curricula and limited paediatric clinical placements, nursing graduates may lack competence and experience in caring for children.

Objectives

The aim of this study was to enhance undergraduate nursing students' work readiness and confidence to care for children by immersing them in a mock paediatric ward experience where students could practice using medical play to communicate and engage with children.

Participants

Participants (n = 22) were undergraduate nursing students recruited across all years from a Bachelor of Nursing program.

Design

Participants were involved in a mock paediatric hospital experience providing them the opportunity to engage with children from 2 to 8 years.

Methods

A mixed methods approach was used. Participants completed a confidence scale questionnaire pre and post the mock paediatric ward experience and a satisfaction scale post the experience. Inductive thematic analysis was used to analyse qualitative data. Quantitative data was analysed using the Wilcoxon Signed-Ranked Test.

Results

Findings indicated a marked improvement in paediatric nursing skills and work readiness among the student nurses post intervention. Participants developed confidence in the use of medical play in the mock paediatric nursing setting. Improvements in paediatric nursing skills in relation to clinical learning, clinical reasoning and clinical confidence were reported.

Conclusions

The mock children's ward provided a real time paediatric experience for undergraduate nursing students to practice using medical play to communicate and engage with children. Nursing students had the opportunity to experience children's play, practice age related communication and provide explanations to children about hospital related procedures that children may encounter. With the lack of paediatric placements, it is necessary that nursing curricula examine strategies to enhance the learning for undergraduate students about paediatrics.

Keywordspaediatric; paediatric placement; medical play; nursing students and paediatrics; child*
ANZSRC Field of Research 2020420599. Nursing not elsewhere classified
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsCentral Queensland University
Institution of OriginUniversity of Southern Queensland
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