Aug 2026· Journal of pediatric nursing· Vol 91, pp.
388-397
· 0 citations· 46 references
Medicine
TL;DR
Communication with the child emerged as a core component of pediatric clinical practice experiences and simulation-based training and mentorship may enhance nursing students' confidence and self-efficacy in pediatric clinical settings.
Abstract
PROBLEM
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.
Objective
To systematically map and synthesize qualitative and phenomenological research examining nursing students' experiences in pediatric clinical practice settings.
ELIGIBILITY CRITERIA
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.
SAMPLE
Web of Science, PubMed, CINAHL, and Scopus databases were searched. Nine qualitative studies met the inclusion criteria and were included in the review.
Results
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.
Conclusion
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.
IMPLICATION
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.
The study highlights the importance of structured orientation, mentoring, and continuous faculty development programs to support novice clinical instructors and strengthen nursing education.
Mariel Gementiza, J. J. Dela Merced· International Journal of Nur...· 0 citations
Medical students’ perceptions of nursing are strongly shaped by early and variably structured clinical experiences, particularly the nursing internship, and the findings suggest that current medical curricula insufficiently support the systematic development of interprofessional role understanding.
Lukas Valerius, Jonathan Hagedorn, Christian Albert et al.· Frontiers in Medicine· 0 citations
Early clinical placements are a crucial stage in undergraduate medical education, helping students integrate theoretical knowledge with clinical practice while developing confidence and professional identity. This mixed-methods cross-sectional study explored the experiences of 32 third-year medical students at Brunel Medical School during their first clinical placements across five NHS Trusts. Data were collected using an online questionnaire with Likert-scale and open-ended questions and analysed using descriptive statistics and thematic analysis.Most students perceived the clinical environment as welcoming (94%) and supportive (88%), with 78% reporting that clinicians’ teaching enhanced learning. Although students initially experienced uncertainty, a steep learning curve, and challenges balancing academic and clinical responsibilities, these experiences promoted independence and self-directed learning. Early clinical exposure increased confidence in patient interactions (88%), strengthened professional identity (94%), and improved the application of theoretical knowledge to practice (88%). Qualitative findings highlighted the value of supportive supervision, constructive feedback, authentic patient encounters, and an inclusive learning environment. Students recommended more simulation-based training, structured bedside teaching, consistent feedback, better integration of academic and clinical learning, and formal mentorship. Overall, supportive and well-structured early clinical placements are essential for preparing medical students for clinical practice.
Gauravv Anand, Ruchi Anand· Indian Journal of Pharmaceut...· 0 citations
This study was conducted to explore in depth the knowledge, experiences, and communication strategies of nurses working in neonatal and pediatric units regarding child development and care. A qualitative research design was employed, and the study was structured within a phenomenological framework. The participants consisted of 16 nurses working in neonatal and pediatric services. Data were collected through a semi-structured interview form developed by the researchers and analyzed using thematic analysis. The findings revealed that nurses used a combination of physical contact, verbal and emotional communication, play-based and developmentally supportive approaches, and professional caregiving attitudes while interacting with children. Professional competence appeared to emerge from undergraduate education and to be further strengthened through in-service training and clinical experience. Although current care approaches were generally perceived as beneficial, the findings also indicated a need for more systematic support for their implementation in clinical settings. Developmental characteristics of children, communication difficulties, and family-related factors were identified as major challenges affecting the care process. In contrast, empathetic, clear, and feedback-oriented communication with parents was found to strengthen the quality of care. Overall, the study highlights that developmental sensitivity, family-centered care, and effective communication constitute core components of nursing practice in neonatal and pediatric settings.
Davut Açar· Health Sciences Quarterly· 0 citations
BACKGROUND
Students in their clinical practice are exposed to high stress and an academically intense workload. Clinical instructors can play a supportive role in helping nursing students cope with stress and achieve clinical outcomes. The aim of this scoping review was to identify how clinical instructors affect resilience in undergraduate nursing students during clinical education.
METHOD
A scoping review was conducted. Three databases were searched. Eligibility criteria included primary research involving nursing students within their clinical education that addressed the instructor's role in developing resilience, coping, and adaptation. A total of 3,039 citations were screened; four articles met inclusion criteria.
RESULTS
Themes included: (1) instructors have ability to equip students to use coping strategies; (2) instructors teaching characteristics; (3) supporting student capacity development, which enables more resilience; and (4) instructor influence on clinical learning environment.
CONCLUSION
Intentional and effective instruction can enhance students' resilience, strengthen their coping capacity, and contribute to their competency development.
Cole Gilmer, P. Woods, Natasha Hubbard Murdoch· The Journal of Nursery Educa...· 0 citations
The findings may inform educational approaches involving communication skills training, supervised reflective learning, and guidance for emotionally challenging encounters, which may support students’ perceived confidence in providing compassionate, person-centred and holistic care.
