Pediatric Practicums Conducted in School Settings: An Integrative Review

Abstract

BackgroundExamining nursing pedagogical strategies is important to assure that nursing students have opportunities to become knowledgeable and skilled clinicians. However, little is known about the nursing pedagogical strategy of using schools for pediatric practicum. The purpose of this review is to integrate the evidence regarding the use of schools as practicum sites for nursing students to obtain pediatric clinical experience.MethodSearches were conducted in three electronic databases resulting in 70 publications; eight publications met the inclusion criteria.ResultsFive themes were identified using content analysis: description of practicum settings; level of education, number of students, clinical time and geographic region of the college; theoretical framework; nursing student activities and assignments; nursing student outcomes, evaluation of pediatric practicum experience, and school student health outcomes.ConclusionFindings support the use of schools for pediatric practicums. This practicum broadens nursing students’ knowledge of promoting health among well and chronically ill children.

Use of Private, Parochial, and Public Schools in Baccalaureate Nursing Programs for Pediatric Practicum

“…Innovative sites beyond the hospital for pediatric clinical practicum24 are needed to provide students with opportunities gain competencies to care for children. In this era of dwindling clinical sites, as well as the critical need to prepare and maintain a pediatric nursing workforce,25 elementary, middle, and high school settings offer fertile grounds for learning about pediatric nursing 7. In addition, learning about content such as pediatrics is enhanced when the experience occurs within a setting26 specifically intended for children that involves their parent(s).…”

“…Theoretical frameworks used to guide practicums in this study differed from service learning and experiential models previously identified in the literature. 7 The use of frameworks or theoretical models helps guide curricular design and provides consistency in subsequent course development and implementation. Interestingly, curricular frameworks are no longer required for accreditation but are implied in accrediting standards.…”

“…Nursing student activities varied in these school-based clinical practicum sites 7. Activities included obtaining anthropometric measurements9–11,13,16; conducting lead, hemoglobin, vision, and scoliosis screenings10,12,13,15,16; and managing common childhood illnesses and minor injuries 11,13.…”

“…In the last 36 years, 10 publications have described placement of baccalaureate and graduate entry nursing students in Head Start, primary or elementary schools, middle schools, and high schools for pediatric practicums. [7][8][9][10][11][12][13][14][15][16] Eight practicums were theory based; half (n = 4) were guided by service learning. 8,10,14,16 Two practicums were experiential based 11,13 ; one used interprofessional education and the other used Melander and Robert's clinical teaching associate model.…”

“…8 Nursing student activities varied in these school-based clinical practicum sites. 7 Activities included obtaining anthropometric measurements [9][10][11]13,16 ; conducting lead, hemoglobin, vision, and scoliosis screenings 10,12,13,15,16 ; and managing common childhood illnesses and minor injuries. 11,13 Nursing assignments included delivering health education and safety lessons to children and teachers, developing handouts for parents, conducting population assessments, writing reflective journals, and formulating nursing care plans.…”