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Clinical instructors (CIs) assist student nurses within the context of their pediatric clinical education to assimilate into their new roles and develop their own clinical expertise. This involves acquisition of knowledge and skills including the adoption of Child and Family Centered Care (CFCC) principles. This study explored CIs experiences of CFCC in clinical settings by investigating their views and perceptions of its implementation within the clinical education process. A mixed-method approach was used. A focus group was employed to collect data from 7 participants recruited from one faculty of nursing. A questionnaire was also completed by 5 participants to enrich the data collection process. Descriptive statistics used to describe their perceived importance of CFCC, and conventional content analysis was used to organize data and identify themes. While quantitative responses revealed discrepant findings, qualitative data resulted in three themes 1) Clinical instructors (CIs) know CFCC, acknowledge its importance, and take action for that 2) Facilitators and challenges of adopting CFCC in clinical education, and 3) CIs approaches to implement CFCC. While CI's were able to facilitate the implementation of CFCC despite the barriers, their whole experience circulated around external factors including the clinical environment and its role in facilitating or hindering the educational process including CFCC implementation. Program administrators should address clinical instructors concerns regarding barriers to CFCC implementation in clinical practice including the evaluation process. They should also ensure appropriate training is provided for healthcare professionals to enable them to effectively engage in CFCC. • This study addressed the CFCC research-practice gap and the role of instructors in linking theory to practice • Clinical instructors acknowledge the importance of CFCC and blame external barriers for its improper adoption • Clinical instructors use different approaches to facilitate the implementation and improve students' experiences of CFCC. [ABSTRACT FROM AUTHOR]

To describe pediatrics nurses' beliefs about family-centered services (FCS) as a model of providing healthcare to children in acute care settings in Jordan. This is a cross-sectional descriptive study. Nurses who provide direct acute care to children (n = 246) completed the 'Measure of Beliefs about Participation in Family-Centered Service' questionnaire. Descriptive statistics were used to describe nurses' beliefs about participation, practical feasibility, implementation self-efficacy, principles, and potential adverse outcomes of FCS. Many nurses feel confident (70%) about their ability to work with others in providing FCS and perceive having the ability to operate according to family-centered care (FCC) principles (68%). Many (75%) nurses believed parents should be encouraged to decide how much they want to be involved in the child's care. However, only 46% of the nurses valued attending to family priorities if the health decisions made by the family differed from the healthcare providers' priorities. Many nurses (70%) believed that healthcare professionals' competencies and capacities to work utilizing FCC are more important than their personal preferences and opinion. The findings of this study clearly indicate that nurses positively viewed providing children's care within a FCS. This supports the efforts to reasonably integrate FCC as an operating model in the pediatric healthcare settings in Jordan. FCS is a complex task requiring integrating multidisciplinary effort and healthcare providers' positive attitudes toward families as care partners. Steps should help maximize the organizational resources to facilitate family presence and create opportunities for professional-families partnerships for children's care. • Nurses supported involving all family members in family-centered services. • Nurses held positive beliefs about family-centered services and their benefits • Family priorities are valued unless they conflict with the healthcare providers' priorities. [ABSTRACT FROM AUTHOR]

It is the position of the International Network for Child and Family Centered Care (INCFCC) that COVID19 restrictions pose tremendous challenges for the health care team in their efforts to provide child and family centered care (CFCC). COVID-19 restrictions impact on the family's right to be presernt with their ill child and to contribute to the caring process. A limited number of articles have discussed challenges about the successful delivery of CFCC during the COVID-19 pandemic. Based on current literature, the INCFCC stresses the need for continuous facilitation implementation of child and family centred care as, it is essential for children's physical and psychological wellbeing. Furthermore we believe that the families' presence and participation holds more benefits than risks to the health of children, their families, and the health care team. [ABSTRACT FROM AUTHOR]

Summary: A clinical placement evaluation form for undergraduate nursing students was developed to address the need for evaluating success in clinical teaching support and provide a feedback loop to the University, clinical educators and clinical venues. A 21-item, with five domains, (orientation, clinical educator/teacher, ward staff and environment, clinical hurdles, and university) Clinical Evaluation Form (CEF) was developed. The form was live tested with 178 year 1 and 2 undergraduate nursing students. The CEF scale was reliable (alpha=0.90) and has good face and content validity approved by an expert panel. Further research is recommended to validate the CEF for use multi-professionally and across all year levels. [ABSTRACT FROM AUTHOR]

Summary: A clinical placement evaluation form for undergraduate nursing students was developed to address the need for evaluating success in clinical teaching support and provide a feedback loop to the University, clinical educators and clinical venues. A 21-item, with five domains, (orientation, clinical educator/teacher, ward staff and environment, clinical hurdles, and university) Clinical Evaluation Form (CEF) was developed. The form was live tested with 178 year 1 and 2 undergraduate nursing students. The CEF scale was reliable (alpha=0.90) and has good face and content validity approved by an expert panel. Further research is recommended to validate the CEF for use multi-professionally and across all year levels. [Copyright &y& Elsevier]