Educational Needs and Priorities for Pediatric Emergency Nursing: A Cross-Sectional Study of Clinical Nurses

Abstract

Background/Objectives: Pediatric emergency nursing requires timely, accurate interventions, yet educational content is not always aligned with clinical priorities. Identifying and prioritizing educational gaps based on clinical relevance and nurses’ current performance is essential to improve pediatric emergency care. Methods: This descriptive cross-sectional study assessed clinical performance and educational needs among nurses working in emergency departments, general wards, and intensive care units. Data were collected using a structured questionnaire on 20 pediatric emergency conditions and related procedures. Priorities were identified using the Borich Needs Assessment and the Locus for Focus model, based on differences between required and present competence and the level of perceived importance. Results: Educational needs were consistently high across participant characteristics. In both the Borich needs assessment and the Locus for Focus model, the highest priorities were identified in pediatric emergency nursing competencies related to time-critical emergencies and core procedures, particularly resuscitation and high-risk medication administration. Conclusions: Educational priorities in pediatric emergency nursing span urgent conditions and skill-intensive procedures. Although performance varied by age and experience, educational needs were consistently high, supporting continuous, standardized training. Simulation-based and mobile-enabled, scenario-focused education should be considered to enhance preparedness and response capacity among nursing students and early-career nurses.