GOOD NURSING TRAITS: a comparison of children’s views Autori: Paola Ferri*, Vitale Luca Napoli**, Fabiola Cerullo*** *Nursing Researcher, University of Modena and Reggio Emilia, street G. Campi n° 287, 41125 Modena, Italy **Clinical nurse, University of Modena and Reggio Emilia, Italy ***Advanced Clinical Nurse, Teaching Hospital of Modena, Italy BACKGROUND: over the past decade policy makers and researchers have increasingly recognised the need to consult children about their healthcare; unfortunately the literature from a children point of view in nursing is small, outdated, and mainly north american (Randall D et al. 2008, Fleitas JD 1997, Bluebond-Langner M 1978). Yet when children were consulted gave opinions detailed, accurate and profoundly different from those of their parents and carers (Miller S 2000, Scott J 2000). AIM and DESIGN: the aim of this study is try to define the duties and qualities of the good nurse, from the perspective of children. The research approach of this qualitative study is phenomenology. METHODS: the tool used for data collection is semi-structured interview, with a guide of predefined questions based on contribution by Randall D et al. (2008). The setting was the large pediatric department in a teaching hospital of Modena in the North of Italy. Convenience sample: 10 children 6 M and 4 F. Inclusion criteria: 9-13 year olds of italian nationality, hospitalized for at least 3 days; exclusion criteria: serious neurological disease. Time frame: 2009. Formal approval was given by the research and ethics committe of the Faculty of Medicine, and Pediatric Department. Written information was given to the parents to gain informed consent. After parental consent to conduct the study the researcher was introduced to each of 10 children. The field survey was conducted in two phases. The first step focused on the hospitalized children’s interviews (all interviews recorded). The second step involved an assessment of the interviews thus broadening the basis of the study. Interview procedure: she explained the reason for the interview and asked if they wanted to participate. The child was informed that at any time he/she could change his/her mind and withdraw from the interview process. For qualitative analysis of the data the authors have referred to the methodology Cicognani E (2002). FINDINGS: on analysis findings subdivided into four categories Categories of data analysis The innate qualities which a “good nurse” has or should have: “… be calm at all times, even under pressure, and should always have a nice smile” “… have a natural caring particular disposition in relation to children” “… always respond to children’s fear in a cheerful positive and reassuring way” “… have if possible a special way with children” Personal Qualities The skills a “good nurse” can acquire through training and development: “… be patient with children at all times, be a good listener and enjoy being with children” “… be polite and never scream or yell” “… be fun, but know when to be serious too” “ … be creative ” Attitudinal Learning The cognitive and psychomotor learning of “good nurse”: “… know when to give the right medicine at the right time” “… be competent at his/her job, and willing and ready to explain what he/she is going to do” “… do courses to acquire new skills and update old” “… be well trained and professional, so that they do not make mistakes” Cognitive psychomotor learning Learning from experience to become a “good nurse”: “… be efficient and effective and good at communication” “… have expertise, have time for children and their needs” “… have relevant practical experience as well as training” “… know how to give injections” Experiential Learning DISCUSSION and CONCLUSIONS: what seems to emerge from the data analysis is that a good nurse is “born and not made”, he/she needs special training, but also some personal characteristics. The ”good nurse” is kind, calm, cheerful, patient, professional, well-trained and experienced. The ”good nurse” is a good communicator and a person who commands respect. The children who participated in the study confirmed many character traits and qualities of nurses as identified in previously mentioned literature. The data was collected over a relatively short period of time. More time would have yielded more data from a wider range of children, although often certain themes would reappear. The study achieved its broad aims of identifying those characteristics that are perceived by hospitalized children as belonging to the good nurse, remedying a gap in the literature as well as identifying implications for practice and training. Many of the findings are supported by previous research and highlight the importance, depth and accuracy of the views expressed by children. REFERENCES Brady M. Hospitalized children’s views of the Good Nurse. Nursing Ethics. 2009; 16(5):543-560. Randall D, Brook G, Stammers P. How to make good children’s nurses: children’s view. Paediatric Nursing. 2008; 20(5):22-25. Fleitas JD. To tell you the truth: children reflect on hospital care. Issues in Comprehensive Pediatric Nursing. 1997; 20(4):195-206. Bluebond-Langner M. The private worlds of dying children. 1978. Princeton University Press. Miller S. Researching children: issues arising from a phenomenological study with children who have diabetes mellitus. Journal of Advanced Nursing. 2000; 31(5):1228-1234. Scott J. Children as respondents: the challenge for quantitative methods. In: Research with children: Perspectives and practices. Christensen P, James A. London. 2000; 98-120.