Enhancing Pediatric Nursing Education through Innovative Virtual Interventions for Undergraduate Nursing Students
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Abstract
This study explores the outcomes of an innovative virtual pediatric skills day intervention designed to enhance the comfort and preparedness levels of undergraduate nursing students prior to entering the pediatric clinical setting. The aim was to alleviate students' stress and anxiety associated with working with pediatric patients and their families. A mixed-method approach was employed, involving a cross-sectional survey administered before and after the intervention to junior nursing students. The survey assessed comfort and preparedness for pediatrics and family interactions. The results showed a significant increase in students' comfort levels (p < 0.001) and preparedness for working with children (p < 0.001) and families (p < 0.001) post-intervention. Students expressed positive expectations for interacting with children and learning new skills but also voiced concerns about emotional interactions and the impact of COVID-19 restrictions. Gender influenced comfort level improvement, while age group, academic class, and living area did not significantly affect intervention effectiveness. This study underscores the value of innovative approaches, like virtual skills days, in bridging the gap between theory and practice, preparing nursing students for pediatric clinical placements, and cultivating confident pediatric nurses for the future.
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