Abstract
This was a 10-minute pre-recorded PowerPoint presentation about the results of my integrative review.
Background: Registered nurses are well-placed to recognise and respond to child maltreatment, but national data has illustrated that they are not reporting as frequently as other professions. While there are several factors that may impact a nurse’s decision to report suspected child maltreatment, it is consistently identified in the literature that insufficient knowledge and confidence are factors that inhibit reporting.
Aim: To examine the literature to determine if pre-service education has a role in addressing barriers to making mandatory reports for child maltreatment.
Method: A narrative review of the literature investigating “is pre-service education preparing registered nurses for their role in child protection and mandatory reporting of child maltreatment?”.
Findings: Nurses need opportunities to examine their attitudes and preconceptions around child maltreatment as well as structured education around the signs and symptoms, and the reporting process, to feel confident about mandatory reporting. While these opportunities are not currently being delivered in a pre-service setting, this would be ideal to facilitate the above requirements.
Conclusions: Studies around nursing education for mandatory reporting show that it is largely delivered as in-service education. While high-quality in-service training may help address attitudes of nurses and develop critical thinking skills, RNs’ experiences of in-service training has been reported as inadequate. Pre-service education is structured and pedagogically sound and can offer opportunities to address attitudes. Other advantages include that it starts to build knowledge and skills early in a nurse’s career, offers the opportunity to standardise the curriculum, and removes barriers to access. Implementing this change to the way education about child maltreatment and mandatory reporting is delivered to nurses can increase mandatory reporting and lead to improved outcomes for children suffering maltreatment.
Implications for children and families: I want to find out what we can do to help nurses keep you and your friends safe from harm.
Implications for practitioners: This research aims to drive change to the way education about mandatory reporting of child maltreatment is delivered to nurses and reduce barriers that prevent nurses from making reports.
Background: Registered nurses are well-placed to recognise and respond to child maltreatment, but national data has illustrated that they are not reporting as frequently as other professions. While there are several factors that may impact a nurse’s decision to report suspected child maltreatment, it is consistently identified in the literature that insufficient knowledge and confidence are factors that inhibit reporting.
Aim: To examine the literature to determine if pre-service education has a role in addressing barriers to making mandatory reports for child maltreatment.
Method: A narrative review of the literature investigating “is pre-service education preparing registered nurses for their role in child protection and mandatory reporting of child maltreatment?”.
Findings: Nurses need opportunities to examine their attitudes and preconceptions around child maltreatment as well as structured education around the signs and symptoms, and the reporting process, to feel confident about mandatory reporting. While these opportunities are not currently being delivered in a pre-service setting, this would be ideal to facilitate the above requirements.
Conclusions: Studies around nursing education for mandatory reporting show that it is largely delivered as in-service education. While high-quality in-service training may help address attitudes of nurses and develop critical thinking skills, RNs’ experiences of in-service training has been reported as inadequate. Pre-service education is structured and pedagogically sound and can offer opportunities to address attitudes. Other advantages include that it starts to build knowledge and skills early in a nurse’s career, offers the opportunity to standardise the curriculum, and removes barriers to access. Implementing this change to the way education about child maltreatment and mandatory reporting is delivered to nurses can increase mandatory reporting and lead to improved outcomes for children suffering maltreatment.
Implications for children and families: I want to find out what we can do to help nurses keep you and your friends safe from harm.
Implications for practitioners: This research aims to drive change to the way education about mandatory reporting of child maltreatment is delivered to nurses and reduce barriers that prevent nurses from making reports.
| Original language | English |
|---|---|
| Publication status | Published - 25 Nov 2024 |
| Event | Early Childhood Voices Conference 2024: ECV2024 - Online Duration: 25 Nov 2024 → 28 Nov 2024 https://earlychildhoodresearch.csu.domains/early-childhood-voices-conference-2024/ https://earlychildhoodresearch.csu.domains/early-childhood-voices-conference-2024/wp-content/uploads/2024/11/ECV2024-BOOK-FINAL.pdf (Proceedings ) |
Conference
| Conference | Early Childhood Voices Conference 2024 |
|---|---|
| Period | 25/11/24 → 28/11/24 |
| Other | ECV2024 is an interdisciplinary international conference that provides a platform to share research about innovative methods, theories and partnerships with children, families and practitioners that supports social justice during early childhood or within the early childhood sector. ECV2024 is organised by the Charles Sturt University Early Childhood Interdisciplinary Research Group and is an opportunity to present research in a virtual online space. ECV2024 showcases the work of four outstanding keynote presentations as well as 147 oral presentations in three streams. • STREAM 1: Early childhood voices: International interdisciplinary research (ECV2024-401-471) • STREAM 2: Multilingual children’s speech development (ECV2024-500-575) • STREAM 3: Children Draw Playing Global Online Gallery ECV2024 was held entirely online and asynchronously from 25–28 November 2024. There was no registration fee and no fees to present or view the presentations. The presentations remain online. We received 1333 registrations from 54 countries/regions! Papers are aligned with the United Nations’ Sustainable Development Goals, especially SDG 3, SDG 4, SDG 8, SDG 10, and SDG 17. We are excited to announce the establishment of the Children’s Voices Centre https://www.csu.edu.au/research/childrens-voices-centre/home Our hope is that this conference supports social justice during early childhood or within the early childhood sector across the world. Thank you for your participation. |
| Internet address |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 3 Good Health and Well-being -
SDG 10 Reduced Inequalities -
SDG 16 Peace, Justice and Strong Institutions
Fingerprint
Dive into the research topics of 'The role of pre-service education in addressing barriers to nurses reporting child maltreatment'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver