Journal of pediatric nursing · 2026
Pediatric clinical practice experiences of nursing students: A scoping review of qualitative studies.
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Oral Merve, Kırcı Temiz Tutku, Boztepe Handan
Аннотация
PROBLEM: Pediatric clinical practice is essential in nursing education, enabling students to apply theoretical knowledge in child- and family-centered care. However, pediatric settings involve distinct emotional, communicative, and organizational challenges that may influence students' learning and professional development.
OBJECTIVE: To systematically map and synthesize qualitative and phenomenological research examining nursing students' experiences in pediatric clinical practice settings.
ELIGIBILITY CRITERIA: Qualitative studies published in English between 2020 and 2025 that explored nursing students' experiences in pediatric clinical practice settings and were available in full text.
SAMPLE: Web of Science, PubMed, CINAHL, and Scopus databases were searched. Nine qualitative studies met the inclusion criteria and were included in the review.
RESULTS: Five main themes were identified: communication and relationship building; learning and professional development, collaboration with families and cultural sensitivity; psychological challenges and emotional burden; and institutional and organizational factors. Students commonly reported anxiety and low self-confidence during the early stages of pediatric clinical practice. While collaboration with families supported learning, emotional burden, and task-oriented clinical cultures were perceived as barriers.
CONCLUSION: Communication with the child emerged as a core component of pediatric clinical practice experiences. Exposure to emotionally challenging situations, such as severe illness or death, may negatively affect students' emotional well-being. Although pediatric clinical practice contributes to professional development, additional structured support is needed.
IMPLICATION: Educational strategies focusing on child- and family-centered communication, emotional support, and reflective learning are essential. Simulation-based training and mentorship may enhance nursing students' confidence and self-efficacy in pediatric clinical settings.
OBJECTIVE: To systematically map and synthesize qualitative and phenomenological research examining nursing students' experiences in pediatric clinical practice settings.
ELIGIBILITY CRITERIA: Qualitative studies published in English between 2020 and 2025 that explored nursing students' experiences in pediatric clinical practice settings and were available in full text.
SAMPLE: Web of Science, PubMed, CINAHL, and Scopus databases were searched. Nine qualitative studies met the inclusion criteria and were included in the review.
RESULTS: Five main themes were identified: communication and relationship building; learning and professional development, collaboration with families and cultural sensitivity; psychological challenges and emotional burden; and institutional and organizational factors. Students commonly reported anxiety and low self-confidence during the early stages of pediatric clinical practice. While collaboration with families supported learning, emotional burden, and task-oriented clinical cultures were perceived as barriers.
CONCLUSION: Communication with the child emerged as a core component of pediatric clinical practice experiences. Exposure to emotionally challenging situations, such as severe illness or death, may negatively affect students' emotional well-being. Although pediatric clinical practice contributes to professional development, additional structured support is needed.
IMPLICATION: Educational strategies focusing on child- and family-centered communication, emotional support, and reflective learning are essential. Simulation-based training and mentorship may enhance nursing students' confidence and self-efficacy in pediatric clinical settings.