ArticleJournal of advanced nursing2026
Equitable Discharge Teaching During COVID-19: Paediatric Emergency Nurses' Perspectives From Qualitative Interviews.
Article in Journal of advanced nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT04676490 (Recordable Cards for Optimizing Outcomes and Reducing Disparities After ED Discharge), which is not on this map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Recordable Cards for Optimizing Outcomes and Reducing Disparities After ED Discharge
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
aimsTo identify facilitators and barriers to quality, equitable discharge teaching by paediatric emergency department nurses during the COVID-19 pandemic, describe impacts of inequitable discharge teaching, and identify potential solutions to the barriers. DESIGN AND
methodsTwenty-two nurses in a single urban paediatric hospital participated in individual interviews from January to April 2022 via phone or videoconference. Interviews were transcribed and analysed using an inductive codebook.
resultsSix barriers to equitable discharge teaching were identified: ED overcrowding, travel nurse training/knowledge, burnout and stress, increased role complexity, COVID precautions, and resource bottlenecks. Two facilitators were also identified: engagement and effective communication. Nurses described the impacts of these barriers along with proposed solutions to improve discharge teaching.
conclusionsThe COVID-19 pandemic created additional barriers to discharge teaching in the paediatric emergency department. Nurses identified barriers and facilitators, the impacts on patients and families, and potential solutions to improve equitable discharge teaching. PRACTICE IMPLICATIONS: This study identifies how periods of high patient volumes or frequent process changes during a pandemic exacerbate inequities in discharge teaching. IMPACT: This study identifies barriers and facilitators that shaped nurses' ability to provide quality, equitable discharge teaching during the COVID-19 pandemic and offers actionable guidance for hospital leaders and health systems to improve discharge teaching and enhance emergency preparedness for future public health crises. REPORTING
methodThis study conforms to the Standards for Reporting Qualitative Research. PATIENT OR PUBLIC CONTRIBUTION: This study did not include patient or public involvement in its design, conduct, or reporting.
trial registrationClinicalTrials.gov identifier: NCT04676490.
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