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Course: Pediatric Nursing

Topic: Role of Pediatric Nurse

The Nurses International Community

Contact info: info@nursesinternational.org

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Module Goals

Learners will be able to:

Explain how the nurse’s role is to act as an advocate for a child and their family.
Discuss the strategies for providing health education, support/counseling, health promotion, disease prevention, and injury prevention strategies with children.
Highlight the role of the nurse in research, coordination, collaboration and health care planning in the care of children and their families.
Identify the nurse’s role in ethical decision-making in the care of pediatric patients and their families.

Contact info: info@nursesinternational.org

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Roles of the Pediatric Nurse

Hockenberry et al., 2017

Provides quality care and advocacy for the child
Builds therapeutic relationships with the child and family
Health promotion and disease prevention
Health educator
Identifies strategies to prevent accidents/injury
Provides support and counseling
Coordinates care
Facilitates ethical decision-making

Contact info: info@nursesinternational.org

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Nursing Advocacy

Davoodvand et al., 2016

Being a client representative
Defending the client’s personal and universal rights
Protecting the interests of the client
Contributing to decision-making and supporting the client’s decisions while applying ethical-centered skills for the “professional self”
Being a voice for the vulnerable client

Contact info: info@nursesinternational.org

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Advocacy for the Child and Family

Understand the client
Assess the needs, identify the goals, and create a plan with the client
Facilitate informed decision-making, allowing the appropriate family time to process information
Provide the client and family members with information about available services and resources
Compassionate and empathetic care and communication

(Davoodvand et al., 2016; Hockenberry et al., 2017)

Contact info: info@nursesinternational.org

A pediatric nurse advocates for family and child needs to be prioritized over hospital routines or school bureaucracies.

A nurse is always respectful to the client and the family. They address and respect the presence of the family members with the child. They are always compassionate and empathetic to the feelings of the client and the family. They identify the need of the client, identify the goals and intervene as per the plan. They provide all the information about the service, treatment and procedure. Nurses listen actively to the concerns of the client and the family members, are sensitive to the culture/belief systems and respect individuality and differences. Involving the family members in the plan of care is part of advocacy in nursing. They always work for the welfare of the client and the family.

Be emphatic
Understanding patients’ conditions, assessing the needs and intervening accordingly: Understanding is a psychological relationship between the individual who knows and what they know. It is a process to gain knowledge on an abstract or physical object that, in our study, is the client and his/her condition. Nurses’ understanding of the conditions and expectations of patients can improve the nurse-patient relationship.
Showing compassion: Compassion, as an outstanding human characteristic, is a response to the suffering of others and the cause of helping them. In fact, compassion is synonymous with co-suffering. Humans cannot simply overlook the problems of others. They are affected by the suffering and pain of one another, seek solutions to alleviate the pain, and become patrons to others.
Feeling close to the patient: This theme is defined as the sense of unity with others. This sense does not depend on the conditions of others. It exists in pain or pleasure but is more common in pain. Humans feel close to their fellow men and perceive their problems as their own. They try to share their sad and happy moments. Nevertheless, this feeling is stronger toward children and their immediate family members and is heightened during illnesses. Nurses who have this feeling of closeness tend to defend their patients as they would defend themselves.

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Advocacy for the Child and Family

(Davoodvand et al., 2016; Hockenberry et al., 2017)

Listen actively
Address and acknowledge the parent’s presence
Ensure the client and family members feel heard
Involve family members in care plans
Respect the culture, individuality and differences of the client and family members
Focus on the welfare of the client and their family

Contact info: info@nursesinternational.org

However, Intrinsic factors that influence the nurse's advocacy role include one's self-concept and personal values and beliefs. Extrinsic factors are composed of the nurse's work setting and environment, which includes the nurse's relationships with nursing colleagues and other health care professionals. These relationships can have a strong impact on the nurse's advocacy actions (Hanks, 2010). The nurse's advocacy actions can have positive and negative consequences. Advocacy experiences can be rewarding but can also be frustrating and involve risk.

Protecting the client
Taking care of clients and the family: This phrase means caring for the patient in general. It is caution toward others with the aim to prevent individuals from being harmed. One of the main tasks of nurses is to protect patients against injuries and possible risks. These risks may be physical, mental, deliberate, inadvertent, or due to insufficient treatment or incorrect care. Given that disease reduces individuals' defensive strength, patients need someone to protect them against these threats. Most nurses have experienced this responsibility as a patient advocate.
Prioritizing clients' health: While working at hospitals, different problems may occur for the nurses. These problems may include family or career issues, interactions with co-workers, or any other problem, and cause the nurses to prioritize their duties. In this case, most of the nurses participating in this study have pronounced the health of their patients as their first priority.
Commitment to the completion of the care period: By selecting this label for the category, we purposed to address the topic of follow-up in nursing. Patient follow-up is a part of nursing care, and without it, nursing care remains incomplete. Nurses plan to improve their patients' health and expect to follow this plan until it is finished. According to the participants, the completion of an appropriate plan brings peace of mind to nurses. Actions that interrupt the process cause stress for nurses. This mindset prevents any harm from coming to the patients.
Defending patients' rights: Rights are fundamental normative rules that determine what is permitted and what is not. This is a part of the protection of patients from any harm. Every human being has a right. Nurses care for individuals who are unable to defend their rights or do not know their rights and need help in this regard. Nurses also help patients by defending and informing them of their rights.

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Case Study/ Critical Thinking Question/ What Would the Nurse Do?

A nurse is assigned to care for an 8-year-old boy with a broken arm that requires surgery.

The parents are worried about the surgery, and the child is frightened as he has never been hospitalized.

The child is complaining of severe pain despite receiving a dose of oral pain medication two hours ago.

Identify ways the nurse can advocate for this child and his family.

Contact info: info@nursesinternational.org

There are many ways a pediatric nurse can be an advocate for patients and their families. Some examples in this particular situation could include:

Listen actively to the concerns of the parents and child
Provide a compassionate response
Assess the needs of the child and family and then jointly discuss goals/plans to address those needs
Provide the parents with information about the surgery and what the nurse will do to help the parents and child during his/her shift
Give the child age-appropriate information about what to expect during his hospital stay to reduce his fear of the unknown
Involve the parents in the child’s plan of care (for example, have the parents help the child take oral medications or teach them how to position the child’s arm to reduce his pain)
Advocate for the welfare of the child by asking the physician if the child can be given something else to help with his pain
Ensure at least one parent can stay with the child as much as possible

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Disease Prevention and Health Promotion

A pediatric nurse helps prevent disease and promote prevention through detailed assessments:

Mental and physical growth and development
Nutritional needs and status
Immunization status
Safety (home, school, playground)
Dental hygiene and care
Educational status
Socialization skills

Hockenberry et al., 2017

Contact info: info@nursesinternational.org

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Disease Prevention and Health Promotion

Hockenberry et al., 2017

Disease prevention and health promotion should be approached from a family-centered care perspective.
Providing services for the whole family - although the client is the center focus, a partnership with the family is critical for maintaining health.
When problems are identified, the pediatric nurse collaborates with other professionals and organizations to assist in addressing the client/family needs.

Contact info: info@nursesinternational.org

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Pediatric Nurses’ Role in Safety and Injury Prevention

Education is the best approach for safety and injury prevention.

Infancy:

Common accidents: Burns, choking, falls, suffocation, poisoning

Teaching includes:

Importance of seat belt use
Checking water temperature before bathing a child
Avoiding feeding peanuts, popcorns, raw fruit slices
Holding upright while feeding
“Burping” the child after each feeding
Never leaving the child unattended
Covering all electrical outlets
Providing soft toys; avoid placing them in the crib

Dawn, 2017

Contact info: info@nursesinternational.org

Here are some ways that can promote safety for toddlers:

Continue using federally approved car seats at all times. Place children in the back seat when traveling in a car.
Teach children not to put things in the mouth, including pills (unless given by parent).
Keep objects with sharp edges (e.g., furniture, knives) out of children’s reach.
Place hot pots on back burners with handles turned inward.
Keep cleaning solutions, insecticides, and medicines in locked cupboards.
Supervise toddlers in the tub.
Obtain a low-lying bed when the child begins to climb.
Cover outlets with safety covers or plugs.

Here are the safety measures for children in this stage:

Do not allow children to run with candy or other objects in the mouth.
Teach children not to put small objects in the mouth, nose, and ears.
Remove doors from unused equipment such as refrigerators.
Always supervise preschoolers in crossing streets and begin safety teaching about obeying traffic signals and looking both ways.
Teach children to play in safe areas. Teach them about the dangers of playing with matches and playing near charcoal, fire, and heating appliances.
Teach children to avoid strangers and keep parents informed of their whereabouts.

One can promote safety for school-age children by sharing this bulleted list:

Teach safety rules for recreational and sports activities (e.g., never swim alone, wearing a life jacket in a boat, and wearing a helmet and protective pads as needed).
Supervise contact sports and activities in which children aim at a target.
Teach children safe ways to use a stove, garden tools, and other equipment.
Teach children not to play with fireworks, gunpowder, or firearms.
Teach the children the health hazards of smoking. If they smoke, stop.
Teach children the effects of drugs and alcohol on judgment and coordination

Here are safety measures for adolescents:

Have adolescents complete a driver’s education course and take practice drives with them in various kinds of weather.
Set firm limits on automobile use (e.g., never drive under the influence of drugs and alcohol).
Encourage the use of proper equipment when participating in sports.
Teach safety measures for the use of power tools.
Inform adolescents of the dangers of drugs, alcohol, and unprotected sex. Include teaching about date rape prevention and defense.
Watch out for mood and behavior changes in this age group. It is important to maintain open communication with adolescents.
Set a good example of behavior that the adolescent can follow.

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Pediatric Nurses’ Role in Safety and Injury Prevention

Toddlers (1-3 years)

Common accidents: Burns, choking, falls, suffocation, drowning, poisoning

Education includes:

Seatbelt-secured car seats for toddlers
Risk of choking on small objects
Never leave a child unattended; cover electrical outlets
Risk of injury from sharp objects
Risk of poisoning with the cleaning solution, insecticides, medications, etc.
Risk of drowning if a child left unattended in the tub
Use of low-lying bed when a child begins to climb

Dawn, 2017

Contact info: info@nursesinternational.org

Here are the safety measures for children in this stage:

Do not allow children to run with candy or other objects in the mouth.
Teach children not to put small objects in the mouth, nose, and ears.
Remove doors from unused equipment such as refrigerators.
Always supervise preschoolers in crossing streets and begin safety teaching about obeying traffic signals and looking both ways.
Teach children to play in safe areas. Teach them about the dangers of playing with matches and playing near charcoal, fire, and heating appliances.
Teach children to avoid strangers and keep parents informed of their whereabouts.

One can promote safety for school-age children by sharing this bulleted list:

Teach safety rules for recreational and sports activities (e.g., never swim alone, wearing a life jacket in a boat, and wearing a helmet and protective pads as needed).
Supervise contact sports and activities in which children aim at a target.
Teach children safe ways to use a stove, garden tools, and other equipment.
Teach children not to play with fireworks, gunpowder, or firearms.
Teach the children the health hazards of smoking. If they smoke, stop.
Teach children the effects of drugs and alcohol on judgment and coordination

Here are safety measures for adolescents:

Have adolescents complete a driver’s education course and take practice drives with them in various kinds of weather.
Set firm limits on automobile use (e.g., never drive under the influence of drugs and alcohol).
Encourage the use of proper equipment when participating in sports.
Teach safety measures for the use of power tools.
Inform adolescents of the dangers of drugs, alcohol, and unprotected sex. Include teaching about date rape prevention and defense.
Watch out for mood and behavior changes in this age group. It is important to maintain open communication with adolescents.
Set a good example of behavior that the adolescent can follow.

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Pediatric Nurses’ Role in Safety and Injury Prevention

Preschoolers (3-5 years)

Common accidents: Burns, choking, falls, suffocation, drowning, poisoning, road accidents, etc.

Education includes:

Choking: No running with candy or other objects in their mouth
Burns: Keep electrical outlets covered; avoid playing with matches, charcoal or near a fire
Avoid interacting with strangers
Supervise a child while crossing streets
Obeying traffic signals and looking both ways while crossing a street

Dawn, 2017

Contact info: info@nursesinternational.org

Here are the safety measures for children in this stage:

Do not allow children to run with candy or other objects in the mouth.
Teach children not to put small objects in the mouth, nose, and ears.
Remove doors from unused equipment such as refrigerators.
Always supervise preschoolers in crossing streets and begin safety teaching about obeying traffic signals and looking both ways.
Teach children to play in safe areas. Teach them about the dangers of playing with matches and playing near charcoal, fire, and heating appliances.
Teach children to avoid strangers and keep parents informed of their whereabouts.

One can promote safety for school-age children by sharing this bulleted list:

Teach safety rules for recreational and sports activities (e.g., never swim alone, wearing a life jacket in a boat, and wearing a helmet and protective pads as needed).
Supervise contact sports and activities in which children aim at a target.
Teach children safe ways to use a stove, garden tools, and other equipment.
Teach children not to play with fireworks, gunpowder, or firearms.
Teach the children the health hazards of smoking. If they smoke, stop.
Teach children the effects of drugs and alcohol on judgment and coordination

Here are safety measures for adolescents:

Have adolescents complete a driver’s education course and take practice drives with them in various kinds of weather.
Set firm limits on automobile use (e.g., never drive under the influence of drugs and alcohol).
Encourage the use of proper equipment when participating in sports.
Teach safety measures for the use of power tools.
Inform adolescents of the dangers of drugs, alcohol, and unprotected sex. Include teaching about date rape prevention and defense.
Watch out for mood and behavior changes in this age group. It is important to maintain open communication with adolescents.
Set a good example of behavior that the adolescent can follow.

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Pediatric Nurses’ Role in Safety and Injury Prevention

School-age children (6-12 years)

Education:

Safety rules in sports and extracurricular activities
Safe use of gardening tools, gas, burners
Health hazards of smoking, drugs, alcohol
Importance of wearing helmets, life jackets and protective pads
Open communication: Enhance their critical thinking abilities and judgment regarding the use of any illicit substances

Dawn, 2017

Contact info: info@nursesinternational.org

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Pediatric Nurses’ Role in Safety and Injury Prevention

Adolescents

Education:

Risk of driving without a permit
Risk of drinking and driving
Use of proper sporting equipment and safety measures
Safety measures for the use of power tools
Dangers related to drugs, alcohol and unprotected sex
Rape prevention and defense
Importance of good communication with parents and friends

Dawn, 2017

Contact info: info@nursesinternational.org

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Case Study/ Critical Thinking Question/ What Would the Nurse Do?

A mother brought her two children (ages 3 and 5) to the clinic for immunizations. While talking to her about the family’s home situation, the nurse learns that:

The grandparents live in the same home and help care for the children while the mother works.
The home is in a rural area next to the river and does not have a fenced yard.
The children’s father abuses alcohol and is not involved in their care.

Based on this information, what priority action should the nurse take next?

Contact info: info@nursesinternational.org

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Support and Counseling

NHS, 2020

Provide client support and counseling to address the child’s and family’s emotional needs:

Active listening
Therapeutic touch
Physical presence
Exchange of ideas
No judgment and criticism

Contact info: info@nursesinternational.org

A pediatric nurse might need to provide support and counseling to the client (children) or their family in many situations. Support and counseling are required to address their emotional needs. Counseling is a method where a nurse will talk to the child or their family members (sometimes together) in a very professional and confidential environment. The family members or the child will express their concerns and verbalizes their needs, worries and fears about a certain situation (which could be related to illness, behavior, or habits).

The nurse has to have a non-judgmental attitude, and the conversation has to be free of criticism. Both parties equally value individuality and differences in thought processes. The major strategies used in the entire process are therapeutic touch, active listening, physical presence, and a non-judgemental attitude.

Counseling helps in solving problems, supporting, teaching, fostering feelings and thoughts and providing a new dimension to the problem. Because of this, it may also help to generate ideas and solutions in a great manner. Most clients or parents of a child who sit in counseling have found it to be effective in reducing stress, and anxiety, enhancing self-esteem and building trust in the healthcare system.

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Support and Counseling

NHS, 2020

Counseling involves the exchange of feelings and emotions

Helps to develop solutions for problems
Minimizes stress and anxiety
Enhances self-esteem
Builds a therapeutic relationship
Builds trusts
Provides different perspectives
for a problem

Contact info: info@nursesinternational.org

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Health Teaching

Major roles of the nurse:

Promotes health wellness and mental well-being and enhances the client-family bond
Starts in the prenatal class and extends to late adolescence
Focus can be the diagnosis, disease, treatment and options available
Encourages dialogue related to disease or conditions
Provides appropriate teaching using plain language
Seeks feedback on the process
Evaluates the effectiveness of the teaching for future reference

Rasmussen University, 2021

Contact info: info@nursesinternational.org

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Case Study/ Critical Thinking Question/ What Would the Nurse Do?

A nurse sees a 15-year-old client in the clinic who states she is sexually active. The client states that she is not using any form of birth control because she doesn’t have the means to obtain any and can’t ask her family, as they would be angry if they knew she was sexually active.

The nurse asks some questions and determines that the client is not familiar with sexually transmitted diseases.

What are some health teaching and counseling strategies the nurse can use in this situation?

Contact info: info@nursesinternational.org

There are many strategies the nurse can use in this situation. A few include:

No judgment or criticism - It would be easy for the nurse to have a judgemental or critical response in this situation as they may feel that the client is foolish to be sexually active without protection or knowledge of the consequences or may feel that it is not appropriate for the client to be keeping a secret from her family. However, if the nurse responds in this manner to the client, it is very likely that the client will not listen to what the nurse has to say and won’t share any more information with the nurse.
Encourage dialogue and exchange of ideas - The nurse can express interest in the patient’s situation and ask open-ended questions (questions that don’t have a simple yes or no answer) to encourage the client to share more information and thoughts. This can then give the nurse the opportunity to share information with the client. A few examples of open-ended questions in this situation could be:

- What does your partner think about birth control?

- What would happen if you asked your family to help you get a form of birth control?

- What have you heard about sexually transmitted diseases?

- What is your plan if you become pregnant?

Active listening - This technique involves giving full attention to the speaker (the client), observing both verbal and non-verbal clues and then giving feedback to show the speaker that they are really listening. In this situation, this could encourage the client to keep sharing and trust the nurse more because she would feel that she is really being heard.
Provide a different perspective - After gaining the client’s trust and gathering the details of the situation, the nurse can share a different perspective on the situation (still in a non-judgemental or critical manner). For example, the nurse might share the perspective that the patient’s self-worth is not dependent on whether or not she sexually pleases her partner and that engaging in risky sexual behavior is not worth the risk to herself.
Provide appropriate teaching using plain language - Using plain (non-medical) language is always important during patient education, but especially so in pediatrics, where the clients may have an even harder time understanding medical concepts. The nurse should not assume the client understands birth control, anatomy and physiology, or disease terms or concepts, so she should explain everything in a simple way to ensure that the health teaching is effective. For example, if the nurse is describing herpes to the client, they could refer to the vesicles as blisters.

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Coordination and Collaboration

Dawn, 2017

Candy et al., 2015

Collaborate with the multidimensional team to serve the child and family.
Coordinate health services.
Bridge between the client, family and the provider.
Lack of effective coordination leads to poor care, compromises quality and increases the healthcare cost.

Contact info: info@nursesinternational.org

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Importance of Research and Evidenced-Based Practice

Key to improving healthcare quality and patient outcomes
Integrates the best current evidence with clinical expertise
Includes client/family preferences and values
Incorporates nurses’ clinical expertise
Values the need for continuous improvement in clinical practice based on new knowledge
Improves client outcomes due to high quality of care
Maximizes time with the client and reduces health costs
Takes nursing to a new dimension

Chien, 2019

USAHS, 2020

Qsen Institute, 2020

Contact info: info@nursesinternational.org

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Nurses’ Role in Research and Evidenced-Based Practice

Ask: Formulate clinical questions about the child, problem, intervention, or outcome
Acquire: Search for relevant evidence to answer questions
Appraise: Determine whether or not the evidence is high-quality and valuable
Apply: Make clinical decisions by applying the best available evidence
Assess: Evaluate the outcome of applying the evidence to the patient’s situation

Cleveland Clinic, 2022

Contact info: info@nursesinternational.org

Note:

For nurses to implement Evidence-Based Practice (EBP), they must have access to appropriate, recent resources, such as online search engines and journals. In many institutions, computer terminals are available in patient care units, with the internet and online journals easily accessible. Another important resource for the implementation of EBP is time. The nursing shortage and ongoing changes in many institutions have compounded the issue of nursing time allocation for patient care, education, and training. In some institutions, nurses are given paid time away from performing patient care to participate in activities that promote EBP. This requires an organizational environment that values EBP and its potential impact on patient care. As knowledge is generated regarding the significant impact of EBP on patient care outcomes, it is hoped that the organizational culture will change to support the staff nurses’ participation in EBP.

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Case Study/ Critical Thinking Question/ What Would the Nurse Do?

A nurse in a pediatric intensive care unit notices that parents are not allowed to stay with their children during codes on their child.

The nurse wonders if this is best practice or just the culture of the unit.

How could this nurse use the five steps (ask, acquire, appraise, apply, assess) of evidence-based practice to determine if a change is needed and then implement that change if indicated?

Contact info: info@nursesinternational.org

Ask - The nurse needs to start by coming up with a clinical question related to the potential problem. In this case, the question could be something like, “Is it best practice for parents to be present during pediatric codes?”
Acquire - In this step, the nurse needs to look for evidence to answer the question. Some places the nurse might look for evidence include medical journals, books, and professional and academic organizations.
Appraise - Next, the nurse needs to evaluate the evidence to determine if it is high-quality and, therefore, useful for answering the question. Some things the nurse might look at are:

- Does the evidence come from well-constructed studies?

- Is the evidence peer-reviewed?

- Is the evidence outdated? Has it been replaced by new evidence?

- What are the credentials of writers of the evidence? Are they qualified to write on the topic? Do they provide their sources?

Apply - Here, the nurse should apply the best quality evidence. If the best evidence the nurse found states that whenever possible, parents should be allowed to be present during pediatric codes, then the nurse needs to work on changing the practice in the unit. For example, the nurse might make a presentation and share their findings with their fellow nurses and manager, which could lead to a policy being written for the unit that supports the presence of parents during codes.
Assess - In the final step, the nurse evaluates the outcome of applying the change. For example, the nurse might gather data on how often parents are present during codes after implementing the change and/or survey the parents (at an appropriate time and in an appropriate manner) regarding whether they felt it was a good thing being allowed to stay with their children during codes. This final step is important because it helps to determine whether the change is actually being applied and whether it is actually helpful.

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Ethical Decision Making

Ethical dilemmas are evident when moral consideration undermines other alternatives.
Moral values: autonomy, client’s right, nonmaleficence, preventing harm, justice, fairness
Must determine the most beneficial and least harmful action
Must prepare systematically for collaborative, ethical decision-making
Use a professional code of ethics for guidance

Note: This slide is the introductory slide for Pediatric Nurse. To learn more about Ethical Decision-Making, please click here.

Jonsen et al., 2010

Contact info: info@nursesinternational.org

Ethical dilemmas arise when competing moral considerations underlie various alternatives.

Parents, nurses, physicians, and other health care team members may reach different but morally defensible decisions by assigning different weights to competing moral values.

These competing moral values may include autonomy, the patient's right to be self-governing; nonmaleficence, the obligation to minimize or prevent harm; beneficence, the obligation to promote the patient's well-being; and justice, the concept of fairness.

Nurses must determine the most beneficial or least harmful action within the framework of societal mores, professional practice standards, the law, institutional rules, the family's value system and religious traditions, and the nurse's personal values.

Nurses must prepare themselves systematically for collaborative, ethical decision-making.

They can accomplish this through formal coursework, continuing education, contemporary literature, and work to establish an environment conducive to ethical discourse.

The nurse also uses the professional code of ethics for guidance and as a means of professional self-regulation. Nurses may face ethical issues regarding patient care, such as the use of lifesaving measures for VLBW newborns or the terminally ill child's right to refuse treatment.

They may struggle with questions regarding truthfulness, balancing their rights and responsibilities in caring for children with acquired immune deficiency syndrome (AIDS), whistle-blowing, or allocating resources.

Conflicting ethical arguments are presented to help nurses clarify their value judgments when confronted with sensitive issues.

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Red Flags

Mental illnesses like anxiety disorders and impulse control disorders develop during adolescence.
Symptoms of mental illness and potential suicidal ideation
Clinical features associated with child maltreatment and associated risk factors
Frequent missed routine child check-ups

Contact info: info@nursesinternational.org

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Cultural Considerations

Religion, culture, beliefs, and ethnic customs can influence how families understand and use health concepts:

Health beliefs: In some cultures, talking about a possible poor health outcome will cause that outcome to occur.
Health customs: In some cultures, family members play a large role in health care decision-making.
Ethnic customs: Differing gender roles may determine who makes decisions about accepting and following treatment recommendations.

AHRQ, 2020

Contact info: info@nursesinternational.org

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Cultural Considerations (Continued)

Religion, culture, beliefs, and ethnic customs can influence how families understand and use health concepts:

Religious beliefs: Faith and spiritual beliefs may affect health-seeking behavior and willingness to accept treatment.
Dietary customs: Dietary advice may be difficult to follow if it does not fit the foods or cooking methods of the family.
Interpersonal customs: Eye contact or physical touch may be acceptable in some cultures but inappropriate or offensive in others.

AHRQ, 2020

Contact info: info@nursesinternational.org

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References

Andrews, M.M., Boyle, J.S. & Collings, J. W. (2020). Transcultural Concepts in Nursing Care (8th Ed.). Wolters Kluwer, Philadelphia, PA.�
Cady, R., Looman, W., Lindeke, L., LaPlante, B., Lundeen, B., Seeley, A., Kautto, M., (September 30, 2015) "Pediatric Care Coordination: Lessons Learned and Future Priorities" OJIN: The Online Journal of Issues in Nursing Vol. 20 No. 3.�
Chien L. Y. (2019). Evidence-Based Practice and Nursing Research. The journal of nursing research : JNR, 27(4), e29. https://doi.org/10.1097/jnr.0000000000000346�
Cleveland Clinic. (2020, July 27). Evidence-Based Practice: Nursing: What is EBP?. https://my.clevelandclinic.libguides.com/nursingebp�
Davoodvand, S., Abbaszadeh, A., & Ahmadi, F. (2016). Patient advocacy from the clinical nurses' viewpoint: a qualitative study. Journal of medical ethics and history of medicine, 9, 5.

Contact info: info@nursesinternational.org

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References

Dawn, I. (2017). Safety First: A Nurse’s Guide to Promoting Safety Measures Throughout the Lifespan. https://nurseslabs.com/safety-first-nurses-guide-promoting-safety-measures-throughout-lifespan/

Hockenberry, M. J., Wilson, D., Rodgers, C. C. (2017). Wong's Essentials of Pediatric Nursing (10th Ed.). Elsevier.

Jonsen A.R., & Siegler M, & Winslade W.J.(Eds.), (2010). Clinical Ethics: A Practical Approach to Ethical Decisions in Clinical Medicine, 7e. McGraw Hill. https://accessmedicine.mhmedical.com/content.aspx?bookid=364&sectionid=39900116

Lamb, G., (September 30, 2015) "Overview and Summary: Care Coordination: Benefits of Interprofessional Collaboration" OJIN: The Online Journal of Issues in Nursing. Vol. 20, No. 3, Overview and Summary

Contact info: info@nursesinternational.org

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References

National Health Services-NHS. (2020). Mental Health Counselling. https://www.nhs.uk/mental-health/talking-therapies-medicine-treatments/talking-therapies-and-counselling/counselling/#:~:text=Counselling%20is%20a%20talking%20therapy,therapy%20in%20its%20own%20right.

Qsen Institute. (2020). Quality and Safety Education for Nurses. QSEN Competencies. https://qsen.org/competencies/pre-licensure-ksas/#evidence-based_practice

Rasmussen University. (2021, August 2). What You Need to Know Before Becoming a Pediatric Nurse. https://www.rasmussen.edu/degrees/nursing/blog/becoming-a-pediatric-nurse/#:~:text=Pediatric%20nurses%20are%20registered%20nurses,treated%20differently%20than%20in%20adults

University of St. Augustine for Health Sciences -USAHS. (2020, August). The Role of Evidence-Based Practice in Nursing. https://www.usa.edu/blog/evidence-based-practice/

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