“…Rapport, trust and understanding of the family dynamics and relationships were essential for nurses to develop strong therapeutic relationships (Chong & Abdullah, 2017; França et al., 2013; Mimmo et al., 2022; Reisinho et al., 2020; Teixeira Fernandes Dos San et al., 2020). Often, children with long‐term conditions were under the care of paediatric nurses far longer than children with acute conditions, which helped to allow a strong relationship to develop, but it could also be a difficult path to navigate whether nurses became emotionally attached to the family:With our chronic kids, I always end up really close to the families, just maybe because they're here for so long and I always have them.…”
Section: Resultsmentioning
confidence: 99%
“…Educating children though was seen as a skill and a responsibility by nursing staff (Alahmad et al., 2020; Neal, 2022; Pennafort et al., 2014; Reisinho et al., 2020). When educating children, nurses needed to consider their age and level of maturity and use a variety of age‐appropriate play skills and techniques.…”
Section: Resultsmentioning
confidence: 99%
“…Nurses also felt a responsibility to educate parents on their child's long‐term condition, to ensure that high quality care continued to be delivered in the home to reduce risks or complications (Gårdling et al., 2015; Mimmo et al., 2022; Silva et al., 2016). When working with parents, an exchange of information was often provided, demonstrating that both nurses and parents had expert knowledge and could work together to provide high quality safe care (Bagnasco et al., 2013; Delaney & McIntosh, 2021; Denis‐Larocque et al., 2017; Jestico & Finlay, 2017; Neal, 2022; Panicker, 2013; Pennafort et al., 2014; Reisinho et al., 2020):You grow as a professional the more you're exposed to families of children with chronic illnesses, because they (the parents) may teach you strategies that work for the child that may be transposable to other children and other families. (Denis‐Larocque et al., 2017, page 151)…”
Section: Resultsmentioning
confidence: 99%
“…Every time we apply insulin, we provide full orientation, we don't like to do it, we want the child to do it so that they can learn and be more autonomous. (I5) (Pennafort et al, 2014, page 134) Educating children though was seen as a skill and a responsibility by nursing staff (Alahmad et al, 2020;Neal, 2022;Pennafort et al, 2014;Reisinho et al, 2020). When educating children, nurses needed to consider their age and level of maturity and use a variety of age-appropriate play skills and techniques.…”
Section: Synthesised Finding One: Using Education To Promote Feelings...mentioning
confidence: 99%
“…Parents had their own needs and expectations when it came to their child's care and nurses saw parents almost as an additional patient, who required their own strong relationship, care and support(Aein et al, 2011;Denis-Larocque et al, 2017;Giambra et al, 2017;Hopia & Heino-Tolonen, 2019;Newman et al, 2020).Developing a strong, supportive partnership with all members of the family was imperative for nursing staff when caring for children who have long-term conditions: I think if you can build up a good relationship with the family that certainly anchors everything else in place. (Neilson et al, 2013 page 451) Rapport, trust and understanding of the family dynamics and relationships were essential for nurses to develop strong therapeutic relationships(Chong & Abdullah, 2017;França et al, 2013;Mimmo et al, 2022;Reisinho et al, 2020;Teixeira Fernandes Dos San et al, 2020). Often, children with long-term conditions were under the care of paediatric nurses far longer than children with acute conditions, which helped to allow a strong relationship to develop, but it could also be a difficult path to navigate whether nurses became emotionally attached to the family: With our chronic kids, I always end up really close to the families, just maybe because they're here for so long and I always have them.…”
AimTo explore the experiences of partnership nursing among nurses when caring for children and young people with long‐term conditions, and their families.BackgroundPartnership nursing is promoted as a positive model of care among paediatric nurses, where shared roles and decision‐making, parental participation, mutual trust and respect, communication and negotiation are valued to create positive care experiences and enhance patient outcomes. Little is known about how nurses use partnership with both the patient and the parents in this triad to deliver partnership nursing.DesignA qualitative systematic review followed Joanna Briggs Institute meta‐aggregation approach and has been reported according to PRISMA guidelines.MethodsA comprehensive systematic search was conducted in seven electronic databases. Studies were assessed according to a pre‐determined inclusion criteria. Qualitative findings with illustrative participant quotes were extracted from included studies and grouped into categories to inform overall synthesised findings. Methodological quality assessment was conducted.FindingsA total of 5837 publications were screened, and 41 qualitative studies were included. Three overarching synthesised findings were identified: (1) Using education to promote feelings of safety and support, (2) Partnering to develop a strong therapeutic relationship and (3) Optimising communication underpinned by shared decision‐making principles to deliver individualised care.ConclusionNurses demonstrated successful partnership in their practice, but focused on developing dyadic nurse–parent and dyadic nurse–child partnerships. Future practice development that creates a three‐way triadic partnership may aid therapeutic relationships and shared decision‐making.Implications for clinical practiceClinicians can reflect on how dyadic partnerships (focusing on the child or the parent) may exclude opportunities for coherent care. Further exploration in practice, policy and research as to how nurses determine child competency and child and parent level of engagement in triadic partnership may improve the potential of meaningful shared decision‐making.
“…Rapport, trust and understanding of the family dynamics and relationships were essential for nurses to develop strong therapeutic relationships (Chong & Abdullah, 2017; França et al., 2013; Mimmo et al., 2022; Reisinho et al., 2020; Teixeira Fernandes Dos San et al., 2020). Often, children with long‐term conditions were under the care of paediatric nurses far longer than children with acute conditions, which helped to allow a strong relationship to develop, but it could also be a difficult path to navigate whether nurses became emotionally attached to the family:With our chronic kids, I always end up really close to the families, just maybe because they're here for so long and I always have them.…”
Section: Resultsmentioning
confidence: 99%
“…Educating children though was seen as a skill and a responsibility by nursing staff (Alahmad et al., 2020; Neal, 2022; Pennafort et al., 2014; Reisinho et al., 2020). When educating children, nurses needed to consider their age and level of maturity and use a variety of age‐appropriate play skills and techniques.…”
Section: Resultsmentioning
confidence: 99%
“…Nurses also felt a responsibility to educate parents on their child's long‐term condition, to ensure that high quality care continued to be delivered in the home to reduce risks or complications (Gårdling et al., 2015; Mimmo et al., 2022; Silva et al., 2016). When working with parents, an exchange of information was often provided, demonstrating that both nurses and parents had expert knowledge and could work together to provide high quality safe care (Bagnasco et al., 2013; Delaney & McIntosh, 2021; Denis‐Larocque et al., 2017; Jestico & Finlay, 2017; Neal, 2022; Panicker, 2013; Pennafort et al., 2014; Reisinho et al., 2020):You grow as a professional the more you're exposed to families of children with chronic illnesses, because they (the parents) may teach you strategies that work for the child that may be transposable to other children and other families. (Denis‐Larocque et al., 2017, page 151)…”
Section: Resultsmentioning
confidence: 99%
“…Every time we apply insulin, we provide full orientation, we don't like to do it, we want the child to do it so that they can learn and be more autonomous. (I5) (Pennafort et al, 2014, page 134) Educating children though was seen as a skill and a responsibility by nursing staff (Alahmad et al, 2020;Neal, 2022;Pennafort et al, 2014;Reisinho et al, 2020). When educating children, nurses needed to consider their age and level of maturity and use a variety of age-appropriate play skills and techniques.…”
Section: Synthesised Finding One: Using Education To Promote Feelings...mentioning
confidence: 99%
“…Parents had their own needs and expectations when it came to their child's care and nurses saw parents almost as an additional patient, who required their own strong relationship, care and support(Aein et al, 2011;Denis-Larocque et al, 2017;Giambra et al, 2017;Hopia & Heino-Tolonen, 2019;Newman et al, 2020).Developing a strong, supportive partnership with all members of the family was imperative for nursing staff when caring for children who have long-term conditions: I think if you can build up a good relationship with the family that certainly anchors everything else in place. (Neilson et al, 2013 page 451) Rapport, trust and understanding of the family dynamics and relationships were essential for nurses to develop strong therapeutic relationships(Chong & Abdullah, 2017;França et al, 2013;Mimmo et al, 2022;Reisinho et al, 2020;Teixeira Fernandes Dos San et al, 2020). Often, children with long-term conditions were under the care of paediatric nurses far longer than children with acute conditions, which helped to allow a strong relationship to develop, but it could also be a difficult path to navigate whether nurses became emotionally attached to the family: With our chronic kids, I always end up really close to the families, just maybe because they're here for so long and I always have them.…”
AimTo explore the experiences of partnership nursing among nurses when caring for children and young people with long‐term conditions, and their families.BackgroundPartnership nursing is promoted as a positive model of care among paediatric nurses, where shared roles and decision‐making, parental participation, mutual trust and respect, communication and negotiation are valued to create positive care experiences and enhance patient outcomes. Little is known about how nurses use partnership with both the patient and the parents in this triad to deliver partnership nursing.DesignA qualitative systematic review followed Joanna Briggs Institute meta‐aggregation approach and has been reported according to PRISMA guidelines.MethodsA comprehensive systematic search was conducted in seven electronic databases. Studies were assessed according to a pre‐determined inclusion criteria. Qualitative findings with illustrative participant quotes were extracted from included studies and grouped into categories to inform overall synthesised findings. Methodological quality assessment was conducted.FindingsA total of 5837 publications were screened, and 41 qualitative studies were included. Three overarching synthesised findings were identified: (1) Using education to promote feelings of safety and support, (2) Partnering to develop a strong therapeutic relationship and (3) Optimising communication underpinned by shared decision‐making principles to deliver individualised care.ConclusionNurses demonstrated successful partnership in their practice, but focused on developing dyadic nurse–parent and dyadic nurse–child partnerships. Future practice development that creates a three‐way triadic partnership may aid therapeutic relationships and shared decision‐making.Implications for clinical practiceClinicians can reflect on how dyadic partnerships (focusing on the child or the parent) may exclude opportunities for coherent care. Further exploration in practice, policy and research as to how nurses determine child competency and child and parent level of engagement in triadic partnership may improve the potential of meaningful shared decision‐making.
In the 20 years since the initial sequencing of the human genome, genomics has become increasingly relevant to nursing. We sought to chart the current state of genomics in nursing by conducting a systematic scoping review of the literature in four databases (2012–2022). The included articles were categorized according to the Cochrane Collaboration outcome domains/sub-domains, and thematic analysis was employed to identify key topical areas to summarize the state of the science. Of 8532 retrieved articles, we identified 232 eligible articles. The articles primarily reported descriptive studies from the United States and other high-income countries (191/232, 82%). More than half (126/232, 54.3%) aligned with the “healthcare provider oriented outcomes” outcome domain. Three times as many articles related to the “knowledge and understanding” sub-domain compared to the “consultation process” subdomain (96 vs. 30). Five key areas of focus were identified, including “nursing practice” (50/126, 40%), “genetic counseling and screening” (29/126, 23%), “specialist nursing” (21/126, 17%), “nurse preparatory education” (17/126, 13%), and “pharmacogenomics” (9/126, 7%). Only 42/126 (33%) articles reported interventional studies. To further integrate genomics into nursing, study findings indicate there is a need to move beyond descriptive work on knowledge and understanding to focus on interventional studies and implementation of genomics into nursing practice.
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