Incorporating Evidence-Based Practices into Paediatric Nursing

Incorporating Evidence-Based Practices into Paediatric Nursing

IncorporatingEvidence-Based Practices into Paediatric Nursing



Overthe past years, concerns about the role of curriculum development andthe adoption of evidence-based practices in nursing have emerged. Inessence, the nursing curriculum focuses on how programs will bedelivered and goals evaluated to measure effectiveness (Keating,2011: 1). Keating (2011) asserts that the nursing curriculum is beingtransformed to fit into the modern world’s demands. Thus, nursinginstitutions are focusing on the learner and the outcomes expectedfrom him or her the incorporation of evidence-based practices innursing integrating quality and safety concepts application oftechnology in the administration of services and focusing ontranslational science and research. This paper discusses howpaediatric nursing has revolutionised its approach to offeringservices to the community.

Professionsexist or are usually developed to serve society (Black, 2014: IX).Thus, if society changes, the institutions concerned – with growingprofessions – are also expected to change. The nursing professionis not an exception. To be effective in administering treatment totheir patients, nurses are required to use the knowledge they haveacquired during their training to treat their patients, determine howthey will react to medication prior to administration of drugs,participate in inter-professional collaborations, and so on. However,as much as the application of the before-mentioned practices isimportant, a particular concern is being directed to curriculumdevelopment and the implementation of evidence-based practices innursing (Keating, 2011). Since nursing is a broad discipline, thispaper will centre its discussion on how paediatric nursing haschanged the conventional approach to delivering services through costcontainment.


Evidence-BasedPractice is perceivable as the explicit, judicious, and conscientiousapplication of modern evidence or concepts in making decisions thatconcern the care of patients (Courtney and McCutcheon, 2010: 4).Although the content developed to guide practitioners when adoptingEBP is usually oriented toward experts in the medical field, theinformation therein is also appropriate for audiences in other areasof health delivery. As a result, EBP is not only applicable topatient care, but also in the identification of knowledge gaps andfinding ways through which evidence or research can be utilised toassist clinical expertise as opposed to replacing it.

Paediatricscan be viewed as the study of children, in health and sickness, fromconception through adolescence (Beeve, 2009: 3). Concerns relating tothe health of children have risen over the past few years. In spiteof the promising outlook for health in developed nations such as theU.S., new challenges are emerging. Shifts in family structure,economic well-being, and geographic mobility have placed manychildren in need of health services, due to issues relating to poorhousing, neglect, hunger, and violence. Statistics reveals that thenumber of children living below the poverty line has more thandoubled. Also, 27% of children in the United States live in singleparent homes (CDCP, 1997). As a consequence, strategies have beendeveloped to meet the modern healthcare needs of children. Costcontainment is one of the ways that have been advanced andincorporated into the nursing curriculum to mitigate the ills ofinadequate child care.


Costcontainment can be viewed as an approach used to lower the cost ofhospitalization. Many health institutions achieve this end either bycutting labour costs or by bettering the quality of care and adoptingthe use of non-labour resources. Nurses improve the quality ofhospital services and contain hospital expenses in a number of ways.For instance, nurses reduce costs by reducing their patients’length of stay in hospitals, mortality rates, increasing familysatisfaction, and helping their patients function normally afterbeing discharged (Beevie, 2009). In essence, the cost containmentstrategy changes the role of nurses from care managers to realising amyriad of multi-disciplinary outcomes: cost-effective care. Also, inpaediatric nursing, nurses empower parents with information on howthey can cater to the needs of their children (Beevie, 2009).


Theabove is realised through the adoption of evidence-based practice itis used to develop a framework for developing the practice of thenursing profession: nursing process. Through the nursing process,nurses develop the capacity to identify problems and offer solutionsto them, based on evidence of their patient’s ailments (Beevie,2009). It is prudent to note that cost containment can only beachieved if the nurse has all the information that concerns thepatient: this can only be achieved through continued care byqualified caregivers and practitioners. The following steps depictthe nursing process that a paediatric caregiver should afford to hisor her patient:


Paediatricnurses collect data from a myriad of sources in a deliberate andsystematic fashion to inform their decision. Priority is given toareas such as family history, child health history, growth anddevelopment, social interaction, and physical examination.


Afterall the data is collected, the nurse makes his diagnosis: outcomes tobe achieved are developed. Factors contributing to a problem areoutlined, and nursing interventions suggested to mitigate theproblem.

Signsand Symptoms

Theseare the factors that reveal the presence of health conditions,deduced from the assessment. In most cases, signs and symptoms areincorporated to nursing diagnoses when there is a need for clarity.


Aftera nursing diagnosis is done, a care plan, with the expected outcomesis developed. Expected results are usually suggested prior to thedevelopment of interventions. The plan is developed with thecapabilities of the family and the child in mind.

NursingCare Plan

Paediatricnurses are required to establish plans with the frameworkof practiceas a basis. This technique enables nurses to develop programs thatare in tandem with their theoretical knowledge or training. Patientgoals – what the patient should do after the nursing intervention –should also be stated in the plan.


Implementationentails the delivery of nursing care to the patient. Depending onpriority, a nurse is expected to implement the relevantinterventions. The nurse must perform an assessment during theimplementation of each intervention. The nurse is also required todocument implementation on the patient’s permanent record: this isdone to safeguard the patient and the nurse, and also for futurereference.


Afterimplementation, the nurse observes the outcomes of the nursingintervention, comparing progress with the standards that have beenlaid down. If the patient’s progress does not meet the desiredoutcomes, the plan is re-assessed.


Alldata regarding the patient’s progress must be put in writing.


Aspointed out above, the nursing profession imbibes in its studentsknowledge that helps them deliver plans aimed at catering to theneeds of the sick and developing ways in which these plans can beevaluated. Changes in people’s way of life and technology, however,have impacted how services are offered. Thus, necessitating a changein the nursing curriculum and how nursing services are usuallyprovided, as discussed above.


Beevie, A. (2009).&nbspTEXTBOOKOF PAEDIATRIC NURSING. Noida,India, UP: Sanat Printers, Kundli.

Black, B.&nbspP. (2014).&nbspProfessionalNursing: Concepts and Challenges&nbsp(7th&nbsped.).St. Louis, Missouri, MS: Elsevier Saunder.

CENTERSFOR DISEASE CONTROL AND PREVENTION. (1997). Vital and HealthStatistics.&nbspAccessto Health Care Part 1: Children.Retrieved from


Keating, S. (2011).&nbspCurriculumDevelopment and Evaluation in Nursing&nbsp(3rd&nbsped.).New York, NY: Spring Publishing Company.