Perspectives on the Future of Pediatric Nursing Education and Practice Marion E. Broome, Ph.D., R.N. FAAN Distinguished Professor and Dean Indiana University School of Nursing

Getting to where we are Less PNP faculty over time Children’s acute and chronic illness care centralized into Children’s hospitals Policies restricting number of students/faculty member Integration of child health into community health courses (school, day care, etc.) 50% of faculty in country are MSN prepared

Been there…………

Education for the Nursing of Children and Their Families: Standards and Guidelines for Pre-licensure and Early Professional Education Karen F. Pridham, PhD, RN, FAAN Marion Broome, PhD, RN, FAAN Barbara Woodring, EdD, RN (1996) J. Of Pediatric Nursing 11(5),

STANDARDS FOR EDUCATION FOR NURSING CARE OF CHILDREN AND THEIR FAMILIES Nature and Delivery of Care Knowledge for Care Student Learning Child, Family, Social Factors Clinical Problems Care Delivery Figure 1. Standards for education for nursing care of children and their families: Three guiding concepts.

11 Standards (Concept-Process-Outcomes) I. Child, Family & Societal Factors Anatomic structures, physiologic and psychological processes in neonates, children and adolescents Health behaviors Separation, loss and bereavement Economic, political and social influences II. Clinical Problems or Areas Safety and injury prevention Chronic conditions and/or disability and the family Acute illness

III. Care Delivery Family Centered Care Cultural competence Communication Values, moral and ethical reasoning

Process Criteria The child’s acute illness and care: How acute illness is defined and treated in various cultural groups. Teaching related to prevention, treatment and restoration of child.

Demonstrates accurate assessments, develops well- constructed plans, and initiates appropriate interventions for the acutely ill or injured child and family Evaluates the outcomes of care provided to acutely ill children and their families Provides care to acutely ill or injured children in collaboration with their parents and other care providers, including home-care providers Table 2. Outcome Criteria NOTE: Examples of outcome criteria for the standard concerning children with acute illness or injuries and their families.

So what’s changed since 1996? What’s new Demands for interprofessional education Continuum of care (acute/chronic/community based) Evidence based practice skills (appraisal, etc) New pedagogies (simulation) Reduction of time in most curricula What isn’t new Adult illnesses rooted in childhood behaviors Pediatric faculty most comfortable with family as context and unit most Developmental framework is ‘second nature’ to pediatric faculty

What we need Pediatric faculty look for concepts unique and similar to those in other aspects of curricula Disease/life cycle/setting distinctions are artificial and not how children live with health or illness Pediatric faculty at undergraduate level must take ownership of concepts and not diseases New pedagogies; less content; more skills and reflection across settings

Faculty Development Needs Pedagogical strategies Interface with health system that is NOT in role as staff nurse Doctoral education: expectations and support Further education or expertise development: ethics fellowships; STTI MCH Leadership Academy; ELNAC; etc. Nurse educators in practice need development support

Team based Teaching Graduate pediatric and child health faculty need to team with undergraduate faculty Clinical nurse educators in children’s health setting need to team with faculty

Vision Joint appointments (CNS; PNP) Faculty sit on/lead EBP and research councils Nurse educators in practice and education team together to develop residencies Nurse educators in practice need to view themselves as career builders-seek out emerging leaders, advocate for them, move out of 100% direct care role to meet other project needs