Issues in pediatric nursing and research education

Abstract

Purpose

Data are lacking regarding institutional, faculty, and programmatic factors potentially influencing development of pediatric nurses and pediatric nurse scientists. Our purpose was to assess nursing school institutional and faculty engagement in pediatric nursing and research education and to describe undergraduate and graduate student exposure to pediatric and research content, as well as barriers to this exposure in accredited colleges of nursing in the United States.

Methods

A Qualtrics survey containing 43 items was delivered by email to the leaders of 817 American Association of Colleges of Nursing member schools of nursing. Numbers and percentages of item responses are reported along with narrative analysis of comments and open-ended questions.

Results

Primary findings included: (1) shortages of nursing faculty, especially pediatric-focused, (2) limited availability of research experiences in undergraduate and non-PhD graduate programs, (3) relatively small PhD programs with few pediatric-focused projects, and (4) challenges in recruiting undergraduate and graduate pediatric clinical placements. Respondent recommendations included more academic-practice partnerships, enhanced pediatric curriculum, and faculty mentorship.

Conclusions

Pediatric nursing education and research at undergraduate and graduate levels is in a precarious state. There may be a basic lack of understanding and appreciation of the critical nature and importance for the health of the general population of nursing education and research focused on nursing of children. These are fundamental elements, along with leadership, to development of a culture that has the strength and suitability for recruitment, preparation, and support for pediatric nurses at the PhD level to engage in teaching and research.