Society of Pediatric Nurses' Core Competencies for the Pediatric Nurse

Abstract

The mission of the Society of Pediatric Nurses is to support its members in their practice. One means of accomplishing this mission is to keep membership informed of innovative initiatives involving the board, committees, and members that promote research, clinical practice, education, and advocacy within the larger pediatric healthcare community. This department serves that purpose.

Pediatric nursing education: Trends, challenges and aspirations

“…It has been well documented that pediatric/child health content taught in undergraduate nursing programs has been in decline for years with the prospects of this trend to continue. Other problematic pediatric nursing education issues include teaching of didactic content that does not align with contemporary child health and pediatric care (Delack et al, 2015;McCarthy & Wyatt, 2014;Mott et al, 2018). The health care priorities of this nation's children and adolescents are evident in Healthy People 2030.…”

“…Other challenges for pediatric nursing education include the difficulties with recruiting faculty who have the experience and expertise to competently educate novice nursing students about the comprehensive care needs of children, adolescents and their families (Delack et al, 2015;McCarthy & Wyatt, 2014;Mott et al, 2018). Complicating recruitment of pediatric faculty members is the disparity associated with salaries as typically faculty salaries are not comparable with advanced practice, education and administrative positions in clinical settings.…”

Use of therapeutic play in nursing care for school-age children: a scoping review

“…Pediatric nurses should be able to implement care respecting the high standards of care for children and families (Mott et al, 2018). Nursing students demonstrated to receive only theoretical preparation to implement TP sessions, but not practical clinical training during graduation, which left them insecure to conduct the sessions (Barreto et al, 2017; Barroso et al, 2019).…”

Posição da Sociedade Brasileira de Enfermeiros Pediatras sobre as competências essenciais do enfermeiro neonatologista e pediatra

“…Os documentos que embasaram a construção das competências essenciais foram as políticas e os programas públicos voltadas para a saúde do neonato, (1) criança e adolescente, (2) o Código de Ética dos Profi ssionais de Enfermagem (3) e resoluções do COFEN, (4) a Constituição Brasileira, (5) o Estatuto da Criança e do Adolescente, (6) as diretrizes do Cuidado Centrado no Paciente e na Família, (7) o Cuidado Desenvolvimental, o Cuidado Integral e Humanizado, (8) os pressupostos do Brincar/ brinquedo terapêutico, (9,10) da Segurança na Saúde (11) e dos Valores Humanos, (12)(13)(14) dentre outros. (15)(16)(17) As etapas preconizadas na literatura para o processo de construção, adaptação e validação de instrumentos de medida em saúde, (18,19) quais sejam, estabelecimento da estrutura conceitual; defi nição dos objetivos e da população envolvida; construção e estruturação do documento; e validação do conteúdo foram aplicadas, apesar de não se tratar de um instrumento de medida em saúde, mas de recomendações da SOBEP.…”