Maternal-newborn Nurses Research Articles

The Effect of Online Computer Assisted Instruction on Knowledge, Self-Efficacy, and Satisfaction of Nursing Students

Background: Computer assisted instruction is integrated to nursing education lecture class. It is notassessed in online teaching of maternal-newborn nursing and Midwifery class.Purpose: To examine the effectiveness of online computer assisted instruction of nursing care forpregnant women with diabetes on knowledge, self-efficacy, and satisfaction of nursing students.Methodology: Quasi-experimental research was designed in this study. Participants were selectedusing systematic random sampling. Eighty nursing students were enrolled in this study. Forty studentsin experimental group was assigned to learn via online computer assisted instruction of nursing carefor pregnant women with diabetes, where as another forty students was assigned to learn in lectureclass. The pretest and posttest mean scores of students’ knowledge and self-efficacy of nursing care forpregnant women with diabetes were analyzed and compared within group and between group.Results: The posttest mean score of students’ knowledge and self-efficacy of nursing care for pregnantwomen with diabetes in the experimental group was significantly higher than those in lecture class.The overall students’ satisfaction with online computer assisted instruction was 82.50 percent. Thesefindings suggested that online computer assisted instruction could enhance students’ learning outcomesand satisfaction.

Secondary Traumatic Stress in Maternal-Newborn Nurses: Secondary Qualitative Analysis.

BACKGROUND: Secondary traumatic stress can be the cost for clinicians when caring for persons who have been traumatized. Secondary traumatic stress is a syndrome of symptoms similar to posttraumatic stress disorder (PTSD). AIMS: To conduct a secondary qualitative data analysis of three primary data sets of secondary traumatic stress in nurses. METHODS: Cross validation was the type of qualitative secondary analysis used to compare qualitative findings across these multiple data sets. In the three primary studies, the data were analyzed for themes. In this secondary qualitative analysis, a different defining unit was chosen. This time, the four categories of PTSD symptoms (intrusions, avoidance, arousal, and negative alterations in cognitions and mood) were used to analyze the data sets using content analysis. RESULTS: For all three groups of maternal-newborn nurses, the intrusions category was ranked first and the negative cognitions and mood category was ranked second. The remaining two symptom categories were where their rankings differed. The labor and delivery and neonatal intensive care unit nurses ranked arousal symptoms third and avoidance symptoms fourth. For the nurse-midwives, the rankings for these two categories were reversed. The neonatal intensive care unit nurses comprised the one group that did not report any avoidance symptoms. CONCLUSIONS: This secondary qualitative analysis confirmed the presence of PTSD symptoms that maternal-newborn nurses struggled with as a result of caring for either critically ill infants or women during traumatic births. Hospital preventive strategies and interventions for secondary traumatic stress in nurses are discussed.

The Postpartum Maternal and Newborn Microbiomes.

Biological and environmental changes to maternal and newborn microbiomes in the postnatal period can affect health outcomes for the mother-baby dyad. Postpartum sleep deprivation and unmet dietary needs can alter commensal bacteria within the body and disrupt gut-brain communication. Perineal injury and breast infections also change microbial community composition, potentiating an environment favoring pathogen growth. The gut microbiome refers to the collection of microorganisms working in harmony. Disruptions within the gut microbiome and gut-brain communication may lead to postpartum depression, a potentially devastating sequela. Postnatal newborn changes to the gut and skin microbiome materialize quickly after birth and are profoundly influenced by mode of birth, feeding method, and bathing and skin care practices. During the newborn period, infant microbiomes are highly vulnerable and susceptible to multiple influences. Maternal-newborn nurses have a valuable role in helping mothers and newborns promote healthy microbiomes. Factors that influence the rapidly changing postnatal microbiome of the mother and her newborn, and the role nurses have to positively influence immediate and long-term health outcomes are presented.

Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: A randomized controlled trial

BackgroundClinical simulations can provide students with realistic clinical learning environments to increase their knowledge, self-confidence, and decrease their anxiety prior to entering clinical practice settings. ObjectiveTo compare the effectiveness of two maternal newborn clinical simulation scenarios; virtual clinical simulation and face-to-face high fidelity manikin simulation. DesignRandomized pretest-posttest design. SettingA public research university in Canada. ParticipantsFifty-six third year Bachelor of Science in Nursing students. MethodsParticipants were randomized to either face-to-face or virtual clinical simulation and then to dyads for completion of two clinical simulations. Measures included: (1) Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale (NASC-CDM) (White, 2011), (2) knowledge pretest and post-test related to preeclampsia and group B strep, and (3) Simulation Completion Questionnaire. Before and after each simulation students completed a knowledge test and the NASC-CDM and the Simulation Completion Questionnaire at study completion. ResultsThere were no statistically significant differences in student knowledge and self-confidence between face-to-face and virtual clinical simulations. Anxiety scores were higher for students in the virtual clinical simulation than for those in the face-to-face simulation. Students' self-reported preference was face-to-face citing the similarities to practicing in a ‘real’ situation and the immediate debrief. Students not liking the virtual clinical simulation most often cited technological issues as their rationale. ConclusionsGiven the equivalency of knowledge and self-confidence when undergraduate nursing students participate in either maternal newborn clinical scenarios of face-to-face or virtual clinical simulation identified in this trial, it is important to take into the consideration costs and benefits/risks of simulation implementation.

Hormonal Physiology of Childbearing, an Essential Framework for Maternal–Newborn Nursing

Hormonal Physiology of Childbearing, an Essential Framework for Maternal–Newborn Nursing

Hormonal Physiology of Childbearing, an Essential Framework for Maternal–Newborn Nursing

Knowledge of the hormonal physiology of childbearing is foundational for all who care for childbearing women and newborns. When promoted, supported, and protected, innate, hormonally driven processes optimize labor and birth, maternal and newborn transitions, breastfeeding, and mother–infant attachment. Many common perinatal interventions can interfere with or limit hormonal processes and have other unintended effects. Such interventions should only be used when clearly indicated. High-quality care incorporates salutogenic nursing practices that support physiologic processes and maternal–newborn health.

Constructing and validating a global student-centered nursing curriculum learning efficacy scale: A confirmatory factor analysis

Previous evidence-based studies have lacked a comprehensive student-centered scale to measure the learning efficacy of pre-registered nursing students. This study developed and validated a global scale for measuring learning efficacy among pre-registered nurses in Taiwan. Evaluated nursing courses included fundamental nursing, medical-surgical nursing, maternal-newborn nursing, pediatric nursing, psychiatric nursing, and community health nursing. All participants had previously completed the nursing professional curricula. This study comprised four phases, which were design of the initial study questionnaire, testing of the validity of the responses of experts to the questionnaire, exploratory factor analysis based on random sampling, and confirmatory factor analysis based on a large-scale investigation. The content validity index for the questionnaire was .89. Item analysis results yielded a Cronbach's α coefficient of between .90 and .92. Item-total correlation coefficients ranged from .51 to .76. The critical ratio, obtained from t-test results, ranged from 6.07 to 9.96. Exploratory factor analysis revealed that factor loadings for individual items ranged from .46 to .96, and eigenvalues ranged from 1.43 to 8.19. The three factors "learning preparation," "advancement of competency," and "learning evaluation" explained 63.5% of total factor loading. In the confirmatory factor analysis, the overall internal consistency reliability coefficient was .95; convergent reliability was .96, and convergent validity was .59. Evaluation scales demonstrated well construct validity and goodness-of-fit for the model. The comprehensive student-centered evaluation scale revealed rigorous construct validity. This scale can serve as an index of learning effectiveness in professional nursing curricula.

Jordanian perspectives on advanced nursing practice: an ethnography

This study aimed to explore how different groups of participants perceived the concept of advanced nursing practice in Jordan. In Jordan, there are postgraduate educational programmes offering a Master's degree in clinical nursing for registered nurses. Intended to prepare nurses to practise at an advanced level as potential clinical nurse specialists in critical care, community health nursing and maternal newborn nursing, little was known prior to this study about the development of advanced nursing roles for nurses in Jordan and the drivers behind their establishment. Using ethnographic design, narratives from semi-structured interviews and non-participant observation with participants from five Jordanian hospitals and two public universities were collected and analysed according to thematic analysis. Four themes emerged from the data: core competencies, specific practice area vs. generic practice, beneficiaries of advanced nursing practice and drivers for educational change. The findings are similar to those found in other countries and highlight the need for a consensual understanding between nurse educationalists, professional bodies and employers about what advanced nursing practice in Jordan should be, so that a common framework can be identified. Paralleling the lack of consistency in understanding of advanced nursing practice in the broader literature, participants described a number of different elements of advanced practice that are relevant to the specific context of contemporary Jordanian nursing.

Millennium Development Goals and Global Women's and Infants' Health

This article presents a brief history and description of the Millennium Development Goals (MDGs) as a framework for addressing the world's health needs. They focus on decreasing poverty, decreasing child and maternal mortality, and ensuring gender equality in terms of education, work opportunities, and health and health care. Progress on attainment of MDGs is reported, and links between social determinants of health and the well-being of women and newborns are presented. Implications for maternal newborn nurses are discussed.

Maternal‐newborn nurses’ experiences of inconsistent professional breastfeeding support

This paper is a report of a study to describe the meaning and significance of common, essential elements of inconsistent professional breastfeeding support as revealed through the experiences of maternal-newborn nurses in a hospital. Professional breastfeeding support has been found to have a beneficial effect on breastfeeding, although mothers also report that inconsistent professional breastfeeding support has a negative influence on their breastfeeding efforts. An existential-phenomenological approach was used, and interviews were conducted with 12 maternal-newborn nurses between October 2005 and January 2006. Interview transcripts were subjected to thematic analysis. Inconsistency in professional breastfeeding support was directly related to the fact that 'supporting' breastfeeding is a dynamic, multidimensional process with relational, contextual and situational components. Eight themes were identified: Inconsistencies still exist but things are changing; A need for 'buy in'; There is no escaping personal experience; What works for one does not work for all; Time impacts recommendations; We have a privileged vantage point; 'My job': what it is and what it is not and After all, breastfeeding is a maternal 'choice'. Addressing inconsistent professional breastfeeding support involves understanding the multiple institutional and personal factors that influence this phenomenon. Because multiple practitioners assist each mother-infant dyad in learning to breastfeed, fostering strong collaborative relationships within this support team is essential. Regular opportunities for all team members to dialogue and actively participate in the updating of breastfeeding policies may increase 'buy in', promote greater collaboration and decrease both conflict and inconsistencies.

A Challenging Time in the History of Lamaze International: An Interview With Francine Nichols

Dr. Francine Nichols-President of Lamaze International from 1988 to 1991 (when the organization was known as "the American Society for Psychoprophylaxis in Obstetrics" or "ASPO/Lamaze") and the founding editor of The Journal of Perinatal Education in 1990-is a woman with many skills that have contributed to her success throughout her career. Dr. Nichols is a knowledgeable leader in maternal-newborn nursing, a respected nurse and childbirth educator, a researcher, and an author. However, these skills were not the abilities she relied upon the most to lead the Lamaze organization through a challenging period in the 1980s; rather, Dr. Nichols's tenacity, business savvy, and willingness to face controversy helped guide Lamaze International back on track so that it was able to grow into the strong organization it remains today. This interview took place by telephone on June 12, 2006, when Dr. Nichols was in Washington, D.C., for the summer to coordinate the National Institute of Nursing Research's Summer Genetics Institute, a doctoral-level course cosponsored by Georgetown University.

2. Saunders Online Specialty Test: Maternal-Newborn Nursing; Saunders Online Specialty Test: Adult Health; and Saunders Online Specialty Test: Mental Health

2. Saunders Online Specialty Test: Maternal-Newborn Nursing; Saunders Online Specialty Test: Adult Health; and Saunders Online Specialty Test: Mental Health

Woman-centered maternity nursing education and practice.

The purpose of this Heideggerian phenomenological study was to uncover the meanings of the clinical experiences of registered nurses working in maternity settings after they studied maternity nursing from a woman-centered, feminist perspective in a generic baccalaureate nursing program. Purposeful sampling was conducted to locate and recruit nurses who had graduated from this nursing program between the December 1996 and December 1998 semesters and were currently working in a maternal-newborn clinical setting. Each participant had taken the required woman-centered, maternity-nursing course during her/his undergraduate education. Data collection included an individual, open-ended interview that focused on the nurses' descriptions of their everyday practices as maternity nurses. Nineteen maternal-newborn nurses between the ages of 23 and 43 years who had been in practice from six months to three years were interviewed. The constitutive patterns identified from the interviews were: "Otherness," "Being and Becoming Woman-Centered," and "Tensions in Practicing Woman-Centered Care." Findings revealed that the nurses had a raised awareness of oppressive maternity care practices and applied ideology of woman-centeredness as a framework for providing more humanistic care. Creating woman-centered maternity care meant negotiating tensions and barriers in medically focused maternity settings and looking for opportunities for advocacy and woman-empowerment. The barriers the nurses faced in implementing woman-centered care exposed limitations to childbearing choices and nursing practices that remain problematic in maternity care.

Woman-Centered Maternity Nursing Education and Practice

The purpose of this Heideggerian phenomenological study was to uncover the meanings of the clinical experiences of registered nurses working in maternity settings after they studied maternity nursing from a woman-centered, feminist perspective in a generic baccalaureate nursing program. Purposeful sampling was conducted to locate and recruit nurses who had graduated from this nursing program between the December 1996 and December 1998 semesters and were currently working in a maternal-newborn clinical setting. Each participant had taken the required woman-centered, maternity-nursing course during her/his undergraduate education. Data collection included an individual, open-ended interview that focused on the nurses’ descriptions of their everyday practices as maternity nurses. Nineteen maternal-newborn nurses between the ages of 23 and 43 years who had been in practice from six months to three years were interviewed. The constitutive patterns identified from the interviews were: “Otherness,” “Being and Becoming Woman-Centered,” and “Tensions in Practicing Woman-Centered Care.” Findings revealed that the nurses had a raised awareness of oppressive maternity care practices and applied ideology of woman-centeredness as a framework for providing more humanistic care. Creating woman-centered maternity care meant negotiating tensions and barriers in medically focused maternity settings and looking for opportunities for advocacy and woman-empowerment. The barriers the nurses faced in implementing woman-centered care exposed limitations to childbearing choices and nursing practices that remain problematic in maternity care.

Nurses' Attitudes, Subjective Norms, and Behavioral Intentions Toward Support of Breastfeeding Mothers

Fifty maternal-newborn nurses and 136 breastfeeding mothers participated in a prospective study designed to identify characteristics of nurses and external factors that influence nurses' ability to provide effective informational, technical, and emotional support to breastfeeding mothers and their infants. Ajzen and Fishbein's theory of reasoned action guided the study. Using questionnaire data, multiple regression analyses revealed that the nurses' supportive behavior was best predicted by their breastfeeding knowledge and attitudes. The nurses' intentions to provide support did not influence their actual behavior. Breastfeeding knowledge deficits also were identified. Because breastfeeding knowledge is predictive of nurses' supportive behavior, that knowledge must be accurate and complete to promote breastfeeding success and be considered helpful by the mother.

Maternal-Newborn Nursing. A Family-Centered Approach, Fourth Edition

Olds, Sally B.; London, Mania L; Ladewig, Patricia W.; Free, Teresa A. Ph.D. P.N.P. R.N.C. Author Information

MCN PHARMACOPOEIA

Assistant Professor, Villanova University College of Nursing, Villanova, Pennsylvania. In that capacity she is a clinical instructor, maternal-newborn nursing. Bryn Mawr Hospital. She is also a reservist in the U.S. Army Nurse Corps.

MCN PHARMACOPOEIA Update on Cancer Risk and Oral Contraceptives

Assistant professor. Villonova University College of Nursing. Villanova. Pennsylvania. In that capacity she is a clinical instructor in maternal-newborn nursing. Bryn Mowr Hospital. She is also a reservist in the U.S. Army Nurse Corps.

Erythromycin For Idiopathic Preterm Labor

NANCY SHARTS ENGEL, R.N., PhD., is assistant professor, Villanova University College of Nursing, Villanova, Pennsylvania. In that capacity she is a clinical instructor, maternal-newborn nursing, Bryn Mawr Hospital. She is also a reservist in the U.S. Army Nurse Corps.

Multiple Drug Therapy For Pediatric Tuberculosis

Assistant professor. Villanova University College of Nursing. Villanova. Pennsylvania. In thalt capacity she is a clinical instructor, maternal-newborn nursing, Bryn Mawr Hospital. She is also a reservist in the U.S Army Nurse Corps.