Learning Challenges and Self-Reported Clinical Confidence in Pediatric Nursing Among Undergraduate Nursing Students: A Cross-Sectional Study

Abstract

Background: Pediatric clinical skills acquisition is the foundational component of undergraduate nursing education, enabling them to provide competent care. To evaluate learning challenges and self-reported confidence among undergraduate nursing students developing pediatric clinical skills

Methods: A cross-sectional study surveyed 214 undergraduate nursing students. A structured questionnaire assessed demographic characteristics, institutionally associated barriers, learning challenges, student’s confidence, and perceived competence using Likert-scale items. Statistics were performed using SPSS at the significance level of ≤0.05.

Results: The participants included senior female (183, 85.5%, aged ≥20 years) Bachelor of Science in Nursing (BSN) students (123, 57.5%) with a non-significant difference in pediatric clinical skills participation vs. no participation (105, 49.1% vs 109, 50.9%, p=0.78) and mixed exposure to pediatric clinical skills training (Yes: 94, 43.9% vs No: 120, 56.1%, p=0.07). Most nursing students were also neutral as to the effect of institutional factors on learning (86, 40.2%), hands-on practice (61, 28.5%), supervision (52, 24.3%), time allocation (59, 27.6%), hospital policies (61, 28.5%), and simulation-based learning (62, 29%), although institutional barriers were not perceived significantly to learning.

Conclusion: Undergraduate nursing students previously trained demonstrated positive self-reported confidence and preparedness in pediatric clinical skills; however, challenges indicated the need of supervised clinical exposure.