Jean Shepherd describes how interviews with young inpatients examined their views on interactions with children’s nursing students close to their own age

Aims To record some of the advantages expressed by young inpatients at a district general hospital in relation to the blurring of professional boundaries when they are being cared for by children’s nursing students of an age similar to their own.

Method A phenomenological study to explore the lived experience of young people in hospital and of younger children’s nursing students (aged under 20 years old) caring for them. Individual unstructured interviews were conducted with nine young patients and 11 children’s nursing students.

Findings Young people in hospital appreciate the company of younger nursing students. In relation to identity development and psychosocial wellbeing, these interactions could be highly beneficial. However, ‘messy boundaries’ can create ambivalence in professional identity for the students.

Conclusion ‘Messy boundaries’ can enable therapeutic interactions that are beneficial to psychosocial wellbeing, but students may need support in balancing these with professional detachment.