Pediatric clinical practice experiences of nursing students: A scoping review of qualitative studies

Pediatric clinical practice is essential in nursing education, enabling students to apply theoretical knowledge in child- and family-centered care. However, pediatric settings involve distinct emotional, communicative, and organizational challenges that may influence students' learning and professional development.

To systematically map and synthesize qualitative and phenomenological research examining nursing students' experiences in pediatric clinical practice settings.

Qualitative studies published in English between 2020 and 2025 that explored nursing students' experiences in pediatric clinical practice settings and were available in full text.

Web of Science, PubMed, CINAHL, and Scopus databases were searched. Nine qualitative studies met the inclusion criteria and were included in the review.

Five main themes were identified: communication and relationship building; learning and professional development, collaboration with families and cultural sensitivity; psychological challenges and emotional burden; and institutional and organizational factors. Students commonly reported anxiety and low self-confidence during the early stages of pediatric clinical practice. While collaboration with families supported learning, emotional burden, and task-oriented clinical cultures were perceived as barriers.

Communication with the child emerged as a core component of pediatric clinical practice experiences. Exposure to emotionally challenging situations, such as severe illness or death, may negatively affect students' emotional well-being. Although pediatric clinical practice contributes to professional development, additional structured support is needed.

Educational strategies focusing on child- and family-centered communication, emotional support, and reflective learning are essential. Simulation-based training and mentorship may enhance nursing students' confidence and self-efficacy in pediatric clinical settings.