ORCID

Abstract

This narrative review investigates the influence of child-specific content within pre-registration nursing programs on newly qualified nurses’ perceptions of preparedness to care for children, young people, and their families. Despite international recognition of the specialised competencies required for pediatric nursing, the proportion and quality of child-focused education across Higher Education Institutions is not clear. The Population, Exposure, Outcome framework provided a comprehensive search strategy applied across eight databases to identify relevant studies that met the inclusion and exclusion criteria. Of 663 records identified, 451 were screened and 25 full texts wereassessed for eligibility by two reviewers. No studies met the eligibility criteria, resulting in an empty review. Although no empirical evidence could be synthesized, the absence of eligible studies is itself a notable finding. Empty reviews are becoming increasingly recognized within structured review methodology as scientifically meaningful contributions. An empty review can highlight areas where assumptions are made without evidence and where systematic research is urgently needed. In our review, the lack of studies reveals a critical and previously uncharted gap in the literature. Although authors acknowledge that a strict inclusion criteria may narrow the field for capturingrelevant studies. Rather than representing a failure of the review process, the empty review demonstrates that the research question has not been empirically investigated despite longstanding concerns about adequacy of children’s nursing education. Empty reviews aid researchers to identify gaps in the evidence base and to identify where research is needed. They can ensure that policy or curriculum reform is not based upon untested beliefs. Empty reviews offer guidance for researchers, educators and healthcare providers on future research. By confirming through a robust and comprehensive search strategy thatno eligible evidence exists, this empty review strengthens the case fordedicated studies exploring the relationship between curriculum content and preparedness outcomes. It highlights the need for empirical work before evidence‑based recommendations on child‑specific content can be made. In this sense, the empty review is not a negative result but an important and constructive contribution, drawing attention to a neglected but vital area of nursing education research.

Publication Date

2026-04-23

Publication Title

Comprehensive Child and Adolescent Nursing

ISSN

2469-4193

Acceptance Date

2026-04-07

Deposit Date

2026-04-20

Funding

The Global Alliance for Leadership in Nursing Education and Sciences (GANES) developed an international framework of guidelines for nurse education to promote greater international consistency and high-quality nurse education globally (Baker et al., ). The framework is underpinned by three pillars: competency expectations for new graduates, articulated as learning outcomes; standards for professional nursing education programs, set out as guidelines; and expectations for educational institutions, also presented as guidelines. Each pillar is supported by detailed indicators to guide implementation (Baker et al., ; World Health Organisation, ). Other international organizations and professional bodies that inform global standards of nursing include the International Council of Nurses (ICN) and the World Health Organization (WHO). For example, the ICN code of ethics for nurses is a framework to guide regulatory bodies on ethical nursing practice and decision-making to meet international professional standards (ICN, ). Global standards in nursing refer to a set of universally accepted guidelines and practices designed to ensure high-quality patient care, safety, education, skills and knowledge, and professional conduct. Nursing standards encompass key areas including clinical practice guidelines, professional ethics, educational requirements, licensure certification and continued education (Nursing Council of New Zealand, ). Several challenges in implementing global standards include the limited resources evident in low-income countries, a conflict in cultural healthcare practices and beliefs, variations in licensing and regulatory bodies, and inconsistent curricula content and competency amongst nurses (ICN, ).

Keywords

Children’s nursing education; narrative review; newly qualified nurses; preparation for practice, narrative review, newly qualified nurses, preparation for practice, Children’s nursing education

First Page

1

Last Page

20

Download

Share

COinS