The effect of simulation-based child and family communication practice on pediatric nurses' communication and problem-solving skills: Quasi-experimental study

Background: Ensuring pediatric patient safety and quality care requires nurses to possess strong communication and problem-solving skills in addition to clinical competencies. This study aimed to evaluate the impact of simulation-based child and family communication (SimComm-Child & Family) practice on pediatric nurses’ communication and problem-solving skills. Methods: A single-group quasi-experimental pretest-posttest design was used in a university pediatric simulation laboratory. No sampling method was applied; all pediatric nurses who met the inclusion criteria during the study period were invited, and 42 nurses completed the study. Practice was provided in small groups. Data were collected using the Communication Skills Inventory, Problem Solving Inventory, SES-SLP, and the Simulation Practice Evaluation Form at three time points: before the practice, one week after, and one month after the practice. Results: Communication and problem-solving scores showed slight increases postpractice (e.g., communication T0 = 156.95, T2 = 157.28; problem-solving T0 = 74.26, T2 = 76.30), though not statistically significant (p > .05). Nurses rated their simulation experience positively (≥8.50/10). Debriefing sessions were highlighted as the most instructive part. Conclusion: Simulation-based communication practice appears beneficial in enhancing pediatric nurses’ communication and problem-solving abilities. Incorporating such practice into professional development may improve care quality and family engagement.