Arain M, Haque M, Johal L Maturation of the adolescent brain. Neuropsychiatric Disease and Treatment. 2013; 9:449-9961

BAPEN Nasogastric Tube Special Interest Group. Time to put patient safety first: a position paper on nasogastric tube safety. 2020. (accessed 30 March 2022)

Beck CT. Nursing students' initial clinical experience: a phenomenological study. Int J Nurs Stud. 1993; 30:(6)489-497

Benner P. From Novice to Expert: Excellence and Power in Clinical Nursing Practice.Englewood Cliffs, NJ: Prentice Hall; 2001

Study process questionnaire manual: student approaches to learning and studying. 1987. (accessed 28 March 2022)

Boyes RJ, Kruse JA. Nasogastric and nasoenteric intubation. Crit Care Clin. 1992; 8:(4)865-878

Bray L, Appleton V, Sharpe A. The information needs of children having clinical procedures in hospital: Will it hurt? Will I feel scared? What can I do to stay calm?. Child Care Health Dev. 2019; 45:(5)737-743

Briones R. Harnessing the web: how e-health and e-health literacy impact young adults' perceptions of online health information. Med 2 0. 2015; 4:(2)

Carolan C, Davies CL, Crookes P, McGhee S, Roxburgh M. COVID 19: disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Educ Pract. 2020; 46

Cassidy S. Interpretation of competence in student assessment. Nurs Stand. 2009; 23:(18)39-46

Chernoff R. An overview of tube feeding: from ancient times to the future. Nutr Clin Pract. 2006; 21:(4)408-410

Chesser-Smyth PA. The lived experiences of general student nurses on their first clinical placement: a phenomenological study. Nurse Educ Pract. 2005; 5:(6)320-327

Adolescent health in the UK Today: Where next?. 2011. (accessed 28 March 2022)

Cope P, Cuthbertson P, Stoddart B. Situated learning in the practice placement. J Adv Nurs. 2000; 31:(4)850-856

Cresci G, Mellinger J. The history of nonsurgical enteral tube feeding access. Nutr Clin Pract. 2006; 21:(5)522-528

Dahl RE. Adolescent brain development: a period of vulnerabilities and opportunities. Keynote address. Ann N Y Acad Sci. 2004; 1021:1-22

Darvill A, Stephens M, Leigh J. Transition to nursing practice: From student to registered nurse.London: Learning Matters/Sage; 2018

Department of Health. You're welcome: quality criteria for young people friendly health services. 2011. (accessed 28 March 2022)

Durai R, Venkatraman R, Ng PC. Nasogastric tubes. 1: Insertion technique and confirming the correct position. Nurs Times. 2009a; 105:(16)12-3

Durai R, Venkatraman R, Ng PC. Nasogastric tubes. 2: Risks and guidance on avoiding and dealing with complications. Nurs Times. 2009b; 105:(17)14-6

Eiland L, Romeo RD. Stress and the developing adolescent brain. Neuroscience. 2013; 249:162-171

Garrison DR, Kanuka H. Blended learning: uncovering its transformative potential in higher education. The Internet and Higher Education. 2004; 7:(2)95-105

Ghaddar SF, Valerio MA, Garcia CM, Hansen L. Adolescent health literacy: the importance of credible sources for online health information. J Sch Health. 2012; 82:(1)28-36

Gray NJ, Klein JD, Noyce PR, Sesselberg TS, Cantrill JA. Health information-seeking behaviour in adolescence: the place of the internet. Soc Sci Med. 2005; 60:(7)1467-78

Guidelines and Audit Implementation Network. Guidelines for caring for an infant, child, or young person who requires enteral feeding. 2015. (accessed 28 March 2022)

Harkness L. The history of enteral nutrition therapy: from raw eggs and nasal tubes to purified amino acids and early postoperative jejunal delivery. J Am Diet Assoc. 2002; 102:(3)399-404

Healthcare Safety Investigation Branch. Placement of nasogastric tubes. Summary report. 2020. (accessed 29 March 2022)

Hollywood E. The lived experiences of newly qualified children's nurses. Br J Nurs. 2011; 20:(11)665-671

Houghton CE, Casey D, Shaw D, Murphy K. Students' experiences of implementing clinical skills in the real world of practice. J Clin Nurs. 2013; 22:(13-14)1961-1969

Irving SY, Lyman B, Northington L, Bartlett JA, Kemper C Nasogastric tube placement and verification in children. Nutr Clin Pract. 2014; 29:(3)267-276

Jaaniste T, Hayes B, Von Baeyer CL. Providing children with information about forthcoming medical procedures: a review and synthesis. Clinical Psychology: Science and Practice. 2007; 14:(2)124-143

Kenny A. Online learning: enhancing nurse education?. J Adv Nurs. 2002; 38:(2)127-135

Kevern J, Webb C. Mature women's experiences of preregistration nurse education. J Adv Nurs. 2004; 45:(3)297-306

The Royal Marsden Manual of Clinical Nursing Procedures, 10th edn, professional edition. In: Lister S, Hofland J, Grafton H (eds). Chichester: Wiley; 2020

Lopez V, Yobas P, Chow YL, Shorey S. Does building resilience in undergraduate nursing students happen through clinical placements? A qualitative study. Nurse Educ Today. 2018; 67:1-5

McKinnon KA, Caldwell PHY, Scott KM. How adolescent patients search for and appraise online health information: A pilot study. J Paediatr Child Health. 2020; 56:(8)1270-1276

National Institute for Health and Care Excellence. Babies, children and young people's experience of healthcare. NICE guideline NG204. 2021. (accessed 28 March 2022)

National Nurses Nutrition Group. Safe insertion and ongoing care of nasogastric (NG) feeding tubes in adults. 2016. (accessed: 28 March 2022)

NHS England/NHS Improvement. The NHS long term plan. 2019. (Accessed: 29 March 2021)

NHS Improvement. Resource set: Initial placement checks for nasogastric and orogastric tubes. 2016a. (accessed 28 March 2022)

NHS Improvement. Patient Safety Alert: Nasogastric tube misplacement: continuing risk of death and severe harm. 2016b. (accessed 28 March 2022)

NHS Improvement. Never Events policy and framework. 2018. (accessed 28 March 2022)

NHS Improvement. Never Events list 2018. 2021. (accessed 28 March 2022)

Nursing and Midwifery Council. Future nurse: Standards of proficiency for registered nurses. 2018.] (accessed 28 March 2022)

Pash E. Enteral nutrition: options for short-term access. Nutr Clin Pract. 2018; 33:(2)170-176

Phillips NM. Nasogastric tubes: an historical context. Medsurg Nurs. 2006; 15:(2)84-88

Public Health England. Improving young people's health and wellbeing: A framework for public health. 2015. (accessed 28 March 2022)

Roberts D. Friendship fosters learning: the importance of friendships in clinical practice. Nurse Educ Pract. 2009; 9:(6)367-371

Romeo RD, McEwen BS. Stress and the adolescent brain. Ann N Y Acad Sci. 2006; 1094:202-214

Sharif F, Masoumi S. A qualitative study of nursing student experiences of clinical practice. BMC Nursing. 2005; 4

Spouse J. Scaffolding student learning in clinical practice. Nurse Educ Today. 1998; 18:(4)259-266

Spouse J. Bridging theory and practice in the supervisory relationship: a sociocultural perspective. J Adv Nurs. 2001; 33:(4)512-522

UNICEF (United Nations Children's Fund). The State of the World's Children 2011: Adolescence, An Age of Opportunity. 2011. (accessed 28 March 2022)

United Nations Committee on the Rights of the Child. General comment No. 20 (2016) on the implementation of the rights of the child during adolescence. 2016. (accessed 28 March 2022)

Usher K, Wynaden D, Bhullar N, Durkin J, Jackson D. The mental health impact of COVID-19 on pre-registration nursing students in Australia. Int J Ment Health Nurs. 2020; 29:(6)1015-1017

World Health Organization. Global Accelerated Action for the Health of Adolescents (AA-HA!). 2017. (accessed 28 March 2022)

Exploring the complexity of student nurse relationships with adolescent patients when placing nasogastric tubes

07 April 2022
Volume 31 · Issue 7


This article aims to explore the complexity of student nurse relationships with adolescent patients when placing nasogastric tubes. The potential inter-connectiveness of this relationship is debated within this article and an evaluation of current practice identifies potential implications for both patients and nursing care.

This article aims to explore the complexity of student nurse relationships with adolescent patients when placing nasogastric (NG) tubes. The potential inter-connectedness of this relationship is debated within this article and an evaluation of current practice identifies potential implications for both patients and nursing care.

The practice of NG tube insertion originates from ancient Greece and Egypt, where tubing inserted rectally infused nutrient solutions for the treatment of bowel conditions (Chernoff, 2006; National Nurses Nutrition Group, 2016).

Progression to enteral feeding via tube occurred between the 12th and 16th centuries (Cresci and Mellinger, 2006; Pash, 2018), with the first recorded use in 1876. The feed consisted of warm milk, eggs, beef tea and stimulants given to children who were suffering from ‘mania, diphtheria and croup’, and to ‘fasting girls and spoilt children who, when ill, refused food’ (Harkness, 2002: 400).

Register now to continue reading

Thank you for visiting British Journal of Nursing and reading some of our peer-reviewed resources for nurses. To read more, please register today. You’ll enjoy the following great benefits:

What's included

  • Limited access to clinical or professional articles

  • Unlimited access to the latest news, blogs and video content