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

Martina Kennedy1, Lucy Bray2, Holly Saron2

  • 1School of Nursing, Midwifery and Health Systems, Health Sciences Centre, University College Dublin, Belfield, Dublin 4, Ireland.

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Summary

Communication training in children's nursing programs across Ireland and the UK varies significantly. Curricula often lack child-specific focus and experienced educators, highlighting a need for improved pediatric communication skills development.

Keywords:
ChildChildren’s nursesCommunicationCurriculumNursing studentsNursingeEducation

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Area of Science:

  • Nursing Education
  • Healthcare Communication
  • Pediatric Nursing

Background:

  • Effective nurse-child communication is vital for positive healthcare experiences.
  • A gap exists in understanding the delivery and content of communication training within children's nursing curricula.
  • Despite identified needs, comprehensive communication training is not consistently integrated into undergraduate nursing programs.

Purpose of the Study:

  • To scope the communication curriculum delivered in undergraduate children's nursing programs in Ireland and the UK.
  • To identify current practices, content, and delivery methods of communication training for children's nurses.

Main Methods:

  • A mixed-methods online anonymous self-report survey was employed.
  • Programme Leads of children's nursing programs in Ireland and the UK participated.
  • The Checklist for Reporting of Survey Studies (CROSS) guided reporting.

Main Results:

  • Variability in communication training delivery and content was observed across institutions.
  • While core communication modules are common, standalone child-centered modules are rare.
  • Clinical practice often supplements training, and there's a call for greater inclusion of child voice in curriculum development.

Conclusions:

  • Undergraduate nursing curricula in Ireland and the UK cover communication but often lack a specific focus on children and young people.
  • Training is not always delivered by educators with relevant pediatric experience.
  • Enhancing pediatric communication skills requires targeted curriculum development and pedagogical integration.