Relevant bibliographies by topics / School: School of Nursing, Midwifery, and Health Practice

Academic literature on the topic 'School: School of Nursing, Midwifery, and Health Practice'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Nursing, Midwifery, and Health Practice"

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Sukini, Tuti, Sri Widatiningsih, and Siti Rofiah. "Menstrual Hygiene Management Practice in Magelang Senior High School." Midwifery and Nursing Research 3, no. 1 (March 31, 2021): 33–40. http://dx.doi.org/10.31983/manr.v3i1.6808.

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Background: Menstrual Hygiene Management is the management of hygiene and health when women experience menstruation. UNICEF research results state that 46% of young women in Indonesia change sanitary napkins less than 2 times a day, whereas in theory changing sanitary napkins is at least 3-4 hours a day. Use for more than 8 hours causes genital irritation and itching which will have an impact on health. The purpose of this study was to determine the practice of menstrual hygiene management in high schools in Magelang.Methods: This research was conducted in 5 public high schools in Magelang. This research method is a mixed methods design. explanatory The research was conducted by collecting quantitative data then qualitative data. The study population was all high school students in Magelang City with a total of 267 respondents.Results: The results showed that there was a relationship between the peer support variable (p-value 0,000), the role of the teacher (p-value 0.002), and facilities (p-value 0.003) with menstrual health management practicesConclusion: conclusions and implications for midwifery and nursing practiceAll sections in The peer support variable (p value 0.001) had the most influence on menstrual hygiene management. It is hoped that midwives can contribute in providing health education on Menstrual Hygiene Management (MKM) in cross-sectoral collaboration with the Education Office
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Martin, Morag. "Attending the birth: competition for obstetrical training by medical students and midwives in nineteenth-century France." Medical History 65, no. 2 (March 30, 2021): 197–217. http://dx.doi.org/10.1017/mdh.2021.10.

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AbstractThough male doctors gained prominence at the bedsides of pregnant mothers in nineteenth-century Europe, the clinical training they received in medical academies remained cursory. In France, to supplement the medical faculties, the government set up schools for both health officers and midwives which were meant to teach practical obstetrics. This paper focusses on the city of Arras, where these two groups of students competed for the limited numbers of pregnant patients on which to practice their future professions. Like many in their field, two prominent instructors in Arras at each end of the century promoted male obstetrical education over female, arguing that practical education for health officers would lead to safer births for mothers and infants. By the 1870s, the obstetrics instructor adopted germ theory, tying improved hygiene and thus mortality rates to male students’ access to hospitalised patients. Despite their arguments, in Arras, the male students never gained priority in clinical obstetrical training, which midwifery students kept. To keep male students out of maternity wards, local administrators used fears that gender mixing would lead to immoral acts or thoughts. In doing so, they protected the traditional system of midwifery rather than invest in more costly male medical education. Championing midwifery students’ rights to the spaces and bodies needed for their education, however, delayed adoption of hygiene and antiseptic practices that led to lower maternal mortality. Unable to adapt to changing requirements by the state, the medical school closed in 1883, while the midwifery programme thrived until the 1960s.
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Kumbiley, Jacqueline, Anthony Amalba, Paul Armah Aryee, Simon Agongo Azure, and Victor Mogre. "Determinants of Nutrition Care Practice by Midwives and Nurses in the Antenatal and Postnatal Care Settings: A Multi-Site Cross-Sectional Survey From Ghana." Global Pediatric Health 8 (January 2021): 2333794X2110483. http://dx.doi.org/10.1177/2333794x211048382.

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Aim. Midwives and nurses are critical in nutrition care for pregnant women and lactating mothers. Ghanaian nurses and midwives’ perception of the adequacy and their satisfaction with nutrition education received during training in school, level of nutrition care competencies, and nutrition practice behavior is unknown. We evaluated the adequacy of nutrition education received in nursing and midwifery school; nutrition care competencies; self-efficacy and the nutrition care practice of midwives and nurses. We also evaluated determinants of nutrition care practice during routine antenatal and postnatal care. Methods. Cross-sectional study conducted among midwives and nurses working at antenatal and postnatal clinics in Ghana. Data was collected using a self-administered questionnaire. Data analysis was done using descriptive statistics, correlation, and linear regression. Findings. Almost 90% (n = 267) of the participants received nutrition education during training, 77.5% were unsatisfied with the amount of time allocated for nutrition education and 40% felt inadequately prepared from school to provide nutrition care. Self-efficacy ranged from moderate to low. Determinants of nutrition care practice were age of respondents ( B = 0.04; P = .002), nutrition-related knowledge ( B = 0.05; P = .016), adequacy of nutrition education ( B = 0.14; P = .006), nutrition training after school ( B = 0.38; P = .010) and nutrition care self-efficacy ( B = 0.03; P = .048). Conclusion. Notable knowledge gaps in basic nutrition, inadequate preparedness, and poor confidence to provide nutrition care was common. There is a need to improve the nutrition education experiences of midwives and nurses through curricula revision and refresher training courses.
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Walls, Elaine. "Embedding knowledge into non-medical prescribing education." British Journal of Nursing 28, no. 10 (May 23, 2019): 634–37. http://dx.doi.org/10.12968/bjon.2019.28.10.634.

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This article focuses on the non-medical prescribing (NMP) module for community prescribers in a nurse education context. The module mainly attracts registered nurses (RNs) from community settings (such as health visiting, school nursing, district nursing and practice nursing), and is provided in higher education institutions (HEIs) as part of a specialist programme or a continuing workforce development module. The article discusses changes to the way the module was taught that can enhance student learning within the NMP module and facilitate wider success and confidence among community nurse prescribers. The move from Nursing and Midwifery Council standards for prescribing to a single competency framework from the Royal Pharmaceutical Society (RPS) has encouraged academics to revisit teaching strategies and consider an approach that offers wider student participation in learning. The use of technology-enhanced learning (TEL) in HEIs is part of national recommendations to improve the student experience and increase success.
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Kennedy, M., and E. Burnett. "Hand hygiene knowledge and attitudes: comparisons between student nurses." Journal of Infection Prevention 12, no. 6 (August 1, 2011): 246–50. http://dx.doi.org/10.1177/1757177411411124.

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It is recognised that early intervention in healthcare workers’ education is important in terms of embedding effective infection prevention and control knowledge into practice. One of the most important aspects of this education is hand hygiene compliance and technique expectations. This small study was undertaken in collaboration with the University of Dundee, School of Nursing and Midwifery and NHS Tayside. It explored the differences in knowledge, attitudes and practice towards hand hygiene among second and third year student nurses with the aim of reviewing and informing the development of future educational material at undergraduate level in order to continually enhance knowledge and skills and bridge the theory–practice gap. This study concluded that third year student nurses did have a slightly better knowledge base than the second years and that although knowledge, attitudes and practice were reported to be of a good standard overall, there were still some important issues that must be addressed.
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Hemingway, S., M. McAllister, K. Bailey, K. Coates, S. Mitchell, and M. Fenwick. "Nurse Prescribing in Mental Health Care: What can the USA teach us?" Nurse Prescriber 1, no. 4 (April 2004): 1–6. http://dx.doi.org/10.1017/s1467115804000689.

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SummaryNurse Prescribing in mental health care is now a reality. As part of a long-term plan to introduce the prescribing role for mental health nurses in the local area, Doncaster and South Humber Health Care Trust and the School of Nursing and Midwifery at the University of Sheffield conducted a study tour of centres well established in the clinical practice and educational preparation for prescriptive authority for nurses. The findings from the visit are explored, for example: a) how is a competence in prescribing achieved by nurse, b) what is the educational delivery needed to prepare the potential prescriber? Insights are offered based on the provision of care by nurse prescribers in the states of Massachusetts and Connecticut that we visited. These are then discussed in the context of the future development of this role, which is now being introduced as an innovation aimed at meeting the mental health care needs of patients in the UK.
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Şen, Emine, Nursel Alp Dal, Çağatay Üstün, and Algın Okursoy. "Evaluation of School of health students' ethics position in Turkey." Nursing Ethics 24, no. 2 (July 27, 2015): 225–37. http://dx.doi.org/10.1177/0969733015594666.

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Background: The advances in science and technology increasingly lead to the appearance of ethical issues and to the complexity of care. Therefore, it is important to define the ethics position of students studying in health departments so that high quality patient care can be achieved. Objectives: The aim of this study was to examine the ethics position of the students at Shool of Health of an University in western Turkey. Methods: The study design was descriptive and cross-sectional. The study population included 540 first, second, third, and fourth year students from the Departments of Nursing, Midwifery, and Rescue and Disaster Management in the 2013–2014 academic year. Data were collected with a Personal Identification Form and The Ethics Position Questionnaire. Obtained data were analyzed with Chi-square test, Confirmatory Factor Analysis, and Nested Analysis of Variance. Ethical considerations: Before conducting the research, approval was obtained from Ege University Clinical Research Ethics Committee in İzmir and written informed consent was taken from all the participants. Findings: There was no significant difference in the mean scores for the Ethics Position Questionnaire between the students in terms of years and fields of study. Although the mean scores for the subscale idealism did not differ between fields of study, the mean scores significantly differed between years of study. However, the mean scores for the subscale relativism did not differ in terms of years and fields of study. Discussion: Whether students are idealistic or relativistic in terms of ethical judgment will be effective in ethical decision-making skills during patient care. Therefore, we need to define the factors that influence students’ ethics position in the future. Conclusion: It is suggested that the courses and practices that teach students to be aware of their ethics position to create an ethical outlook can be placed in the curriculum in health schools.
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Russell, Kylie P., and Tracey H. Coventry Coventry. "Transition to practice: Supporting first year nurses within a collaborative faith based graduate program." Journal of Nursing Education and Practice 11, no. 5 (December 31, 2020): 1. http://dx.doi.org/10.5430/jnep.v11n5p1.

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Objective: Faith-based organisations play a major role in health care in Australia providing a unique service supported by compassionate and concerned staff. In response to the changing Australian health care landscape the increasing demands placed on first year registered nurses, a graduate program provided in partnership with a Catholic University, engages students in academic and clinical learning. The study aimed to determine if the provision of nursing care in the context of catholic faith and values provides first year nurses with a supportive learning environment.Methods: This study used a mixed method explanatory sequential design in two phases: (1) quantitative online surveys sent to graduate nurses (n = 60) to report on their perceptions of work integrated learning prior to and during their first year of nursing at the private catholic hospital; and (2) focus groups were conducted to explore key themes in further detail. The evaluation occurred at both the halfway and the end point of the 12-month Graduate Program. Data was analysed using descriptive statistics and theming of the text data to identify emergent ideas.Results: The findings suggest that the graduate nurses felt engaged with the programs academic and clinical learning outcomes. This was achieved in a supportive pastoral care environment underpinned by catholic faith and values.Conclusions: The Graduate Program in collaboration with a Catholic University School of Nursing and Midwifery has provided a positive learning experience and support structure for its first year registered nurses with the achievement of a formally recognised qualification.
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Macduff, Colin, Andrew McKie, Sheelagh Martindale, Anne Marie Rennie, Bernice West, and Sylvia Wilcock. "A Novel Framework for Reflecting on the Functioning of Research Ethics Review Panels." Nursing Ethics 14, no. 1 (January 2007): 99–116. http://dx.doi.org/10.1177/0969733007071361.

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In the past decade structures and processes for the ethical review of UK health care research have undergone rapid change. Although this has focused users' attention on the functioning of review committees, it remains rare to read a substantive view from the inside. This article presents details of processes and findings resulting from a novel structured reflective exercise undertaken by a newly formed research ethics review panel in a university school of nursing and midwifery. By adopting and adapting some of the knowledge to be found in the art and science of malt whisky tasting, a framework for critical reflection is presented and applied. This enables analysis of the main contemporary issues for a review panel that is primarily concerned with research into nursing education and practice. In addition to structuring the panel's own literary narrative, the framework also generates useful visual representation for further reflection. Both the analysis of issues and the framework itself are presented as of potential value to all nurses, health care professionals and educationalists with an interest in ethical review.
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Boire, Carissa, and Laura Lucas. "Birth Companions." Journal of Perinatal Education 31, no. 1 (January 1, 2022): 14–20. http://dx.doi.org/10.1891/j-pe-d-20-00064.

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The benefits of continuous labor support have been repeatedly discussed in the literature and supported by professional obstetric organizations. At the Johns Hopkins University School of Nursing, students are offered the unique opportunity to learn how to be a doula. The Birth Companions program provides nursing students the opportunity to develop knowledge and skills to provide continuous labor support to women of Baltimore and surrounding areas. This faculty-led, student-run program also supports student engagement in service learning, and practice regarding leadership skills and interprofessional collaboration as a student nurse.
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Dissertations / Theses on the topic "School: School of Nursing, Midwifery, and Health Practice"

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Curry, Tamika. "Adopting Innovative Approaches to Care: Facilitators & Barriers of School Nursing Practice in an Urban School District." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/551882.

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Urban Education
Ph.D.
As new approaches to practice become available for school nurses, urban school districts must address the need to provide facilitators for the dissemination and adoption of new evidenced based practice models. With instructional capacity, curriculum challenges, and school climate at the center of the decision making of educational leaders, the needs of school health become neglected. As new innovations become available, school nurses working in urban school districts often rely on individual continuing education to access new ideas due to barriers that exist in urban schools with limited funding and resources. This dissertation research had two primary aims: (1) expand current research regarding specific barriers and facilitators to practice, and (2) to better understand the school nurses’ adoption of the Framework for the 21st Century School Practicing Nurse in an urban school district. This framework addresses the specific needs of the school nurse working in an evolving educational health setting. Using a descriptive and inferential quantitative design with a convenience sample of school nurses in the School District of Philadelphia (SDP), participants completed an online survey designed to examine awareness, agreement, and alignment with the framework, as well as barriers and facilitators of adoption. The results revealed differences in level of awareness of the framework across various demographic groups within the SDP. After presenting the framework to participants, school nurses agreed with the importance of fully aligning practice. Further, there were variations in level of importance regarding specific practice components of the framework. Participants identified facilitators and barriers that impacted their ability to fully align school nursing practice with the framework.
Temple University--Theses
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Hayes-Burrell, Ingrid Monique. "Financing School-Based Health Centers: Sustaining Business Operational Services." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1684.

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Walden University College of Management and Technology This is to certify that the doctoral study by Ingrid Hayes-Burrell has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Ify Diala, Committee Chairperson, Doctor of Business Administration Faculty Dr. Anne Davis, Committee Member, Doctor of Business Administration Faculty Dr. Yvette Ghormley, University Reviewer, Doctor of Business Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 â?? School-based health centers (SBHCs) have faced challenges in securing adequate funding for operations and developing sound business systems for billing and reimbursement. Specifically, administrators often lack strategies to develop and sustain funding levels to support appropriate resources for business operations. The focus of this descriptive study was to explore best practice strategies to develop and sustain funding through the experiences of SBHC administrators. The conceptual framework included Elkington's sustainability theory, which posits that corporate social responsibility, stakeholder involvement, and citizenship improve manager's effect on the business system. Twenty full-time SBHC administrators working in separate locations throughout the state of Maryland participated in semistructured telephone interviews. The van Kaam process was used to cluster descriptive experiences in data analysis that resulted in the development of thematic strategies for implementing best practices relevant to developing and sustaining funding for SBHC business operations. Major themes provided by the participants were interagency communications, creating marketing plans, and disparities in the allocation of funding for programs and professional staff. Findings indicated SBHC administrators continue to face challenges in developing and sustaining adequate funding for operations in the state of Maryland. Suggestions for future research include how administrators can develop marketing plans and explore long-range funding for SBHC services. The findings in this study may contribute to positive social change by demonstrating to officials in the Maryland State Department of Education the significance of SBHCs, and the need to increase mental health services.
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Finnell, Deborah S., Elizabeth L. Thomas, Wendy M. Nehring, Kris A. McLoughlin, and Carol J. Bickford. "Best Practices for Developing Specialty Nursing Scope and Standards of Practice." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6707.

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Nursing specialization involves focusing on nursing practice in an identified specific area within the entire field of professional nursing. A defined specialty scope of practice statement and standards of professional practice, with accompanying competencies, are unique to each nursing specialty. These documents help assure continued understanding and recognition of nursing’s diverse professional contributions. The purpose of this article is to demystify the process for specialty nurses who are creating or revising their specialty nursing scope and standards of practice. We provide best practices for the developmental process based on our recently published scope and standards of specialty nursing practice. The conclusion provides strategies to disseminate scope and standards documents to appropriate stakeholders.
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Bree, Caroline. "Lesbian mothers: queer families the experience of planned pregnancy : a thesis presented in partial fulfilment of the requirements for the degree of Master of Health Science (Midwifery), School of Nursing and Midwifery, Auckland University of Technology, New Zealand, 2003." Full thesis. Abstract, 2003.

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Caka, Ernestina Masebina. "Best practice guideline for the transition of final year nursing students to professional nurses in the military health service in South Africa." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021097.

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The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.
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Diamond-Caravella, Monica L. Diamond-Caravella. "Reopening a Dialog on Open Airways for Schools: Closing the Educational Gap Using a Multi-Site Academic-Practice Partnership." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1512210590712455.

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Griffiths, Debra. "Agreeing on a way forward management of patient refusal of treatment decisions in Victorian hospitals /." full-text, 2008. http://eprints.vu.edu.au/2036/1/griffiths_debra_thesis.pdf.

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The purpose of this study is to investigate and develop a substantive theory, of the processes adopted by nurses and medical practitioners when patients with serious illness refuse medical treatment. The study seeks to identify the main constraints confronting nurses and medical practitioners and to explain the key factors that moderate the processes of dealing with refusal decisions. Using a grounded theory method, a sample of 18 nurses and 6 medical practitioners from two public hospitals in Melbourne were interviewed. In addition, observations and documentary evidence were utilised. The basic social psychological problem shared by nurses and medical practitioners is conceptualized as Competing Perspectives: Encountering Refusal of Treatment, which reflects the diverse perceptions and beliefs that confront participants when patients decide to forgo therapy. In utilizing the grounded theory method of analysis, it is recognised that participants deal with this problem through a basic social psychological process conceptualized as Endeavouring to Understand Refusal: Agreeing on a Way Forward. This core variable represents the manner in which participants, to varying extents, deal with the situations they face and it incorporates the various influences which moderate their activities. Endeavouring to Understand Refusal: Agreeing on a Way Forward comprises a series of three transitions. The first involves a struggle for participants to come to terms with, or even recognize that patients are rejecting treatment. The second transition illustrates the varied responses of participants as they interact with patients, relatives and each other, in order to clarify and validate decisions made during episodes of care. The third transition reflects the degree to which patients and family members are incorporated into treatment decisions, and highlights a shift in emphasis, from a focus on the disease state, to the patient as a person with individualistic thoughts and wishes. The remaining social processes evident in the study consist of four categories. The first, Seeking Clarification, embodies exploration undertaken by participants and their recognition that treatment is actually being refused. The second category, Responding to Patients and Families, demonstrates the level of expertise of participants communicating, and their ability to encourage reciprocity in the professional-patient relationship. The third category, Advocating, highlights the extent and manner in which patient and family wishes are promoted to members of the treating team. The fourth category, Influencing, reveals the ability of participants to utilize a degree of authority or power in order to shape particular outcomes. The findings also indicate that over arching the core variable and categories are various contextual determinants that moderate the way nurses and medical practitioners deal with patient refusal of treatment. These determinants are categorized into three main influences: The Context of Work, describes the of the environment and organisational factors pertinent to public hospitals; Beliefs and Behaviours, illustrates the perceptions of, and values held, by four key groups involved in decisions, namely, nurses, medical practitioners, patients, and family members; and Legal and Ethical Frameworks, examines the existing principles that support or guide professional practice in situations where patients with serious illness refuse medical treatment.
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Armstrong, Angela. "Dermoscopy : An Evidence-Based Approach for the Early Detection of Melanoma." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/382.

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The purpose of this project was to evaluate the effectiveness of a practice-based dermoscopy training program for dermatology healthcare providers in order to improve their technique of performing clinical skin exams for the early detection of melanomas. The overall incidence of melanoma continues to rise. More than 75% of all skin cancer deaths are from melanoma. Advanced melanoma spreads to lymph nodes and internal organs and can result in death. One American dies from melanoma almost every hour (American Cancer Society [ACS], 2009). Early diagnosis and excision are essential to reduce morbidity and to improve patient survival. This one-group before-and-after study design utilized a convenience sample of three dermatology healthcare providers (DHPs). The primary investigator conducted a retrospective review of the pathology logs for each provider. The time frame for the review was a three-month period in 2010, which represented the same time frame that the study was conducted in 2011. The DHPs participated in a four-hour training workshop that included pattern analysis recognition using dermoscopy. Following the workshop, each DHP was given a DermLite 3Gen DL100 to use in practice when performing clinical skin examinations. All DHPs completed a data collection sheet to document their pattern of decision making with and without a DermLite. The outcome of interest was the use of dermoscopy by DHPs to demonstrate an increased detection of melanoma when compared to naked-eye examination. The outcome was evaluated 12 weeks postworkshop training. There were 120 evaluations made with the DermLite as compared to the naked eye. The overall agreement was 0.52, AC1 coefficient (95% CI) was 0.36 (0.30, 0.42), p < .001, and kappa coefficient (95% CI) was 0.27 (0.20, 0.43), p < .001. Overall, the risk of lesion under exam being suspicion for skin cancer was higher on 27.5% (33 out of 120) of the evaluations and lower on 20.8% (25 out of 120) evaluations. The risk of lesion was evaluated the same on 51.7% (62 out of 120) of the evaluations. This is an indication of “Poor” agreement between the two methods. The diagnosis and disposition made using DermLite compared to naked-eye results for both coefficients provided an “Intermediate to Good” agreement between the two methods in assigning diagnosis and disposition. This indicates that there is no difference between DermLite and naked-eye evaluations. More studies are needed in order to provide better evidence on the value of dermoscopy in clinical practice at the Dermatology and Laser Center. Future projects should be more explicit regarding the methods used and lesion selection in order to better understand the benefits of dermoscopy.
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Griffiths, Debra. "Agreeing on a way forward: management of patient refusal of treatment decisions in Victorian hospitals." Thesis, full-text, 2008. https://vuir.vu.edu.au/2036/.

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The purpose of this study is to investigate and develop a substantive theory, of the processes adopted by nurses and medical practitioners when patients with serious illness refuse medical treatment. The study seeks to identify the main constraints confronting nurses and medical practitioners and to explain the key factors that moderate the processes of dealing with refusal decisions. Using a grounded theory method, a sample of 18 nurses and 6 medical practitioners from two public hospitals in Melbourne were interviewed. In addition, observations and documentary evidence were utilised. The basic social psychological problem shared by nurses and medical practitioners is conceptualized as Competing Perspectives: Encountering Refusal of Treatment, which reflects the diverse perceptions and beliefs that confront participants when patients decide to forgo therapy. In utilizing the grounded theory method of analysis, it is recognised that participants deal with this problem through a basic social psychological process conceptualized as Endeavouring to Understand Refusal: Agreeing on a Way Forward. This core variable represents the manner in which participants, to varying extents, deal with the situations they face and it incorporates the various influences which moderate their activities. Endeavouring to Understand Refusal: Agreeing on a Way Forward comprises a series of three transitions. The first involves a struggle for participants to come to terms with, or even recognize that patients are rejecting treatment. The second transition illustrates the varied responses of participants as they interact with patients, relatives and each other, in order to clarify and validate decisions made during episodes of care. The third transition reflects the degree to which patients and family members are incorporated into treatment decisions, and highlights a shift in emphasis, from a focus on the disease state, to the patient as a person with individualistic thoughts and wishes. The remaining social processes evident in the study consist of four categories. The first, Seeking Clarification, embodies exploration undertaken by participants and their recognition that treatment is actually being refused. The second category, Responding to Patients and Families, demonstrates the level of expertise of participants communicating, and their ability to encourage reciprocity in the professional-patient relationship. The third category, Advocating, highlights the extent and manner in which patient and family wishes are promoted to members of the treating team. The fourth category, Influencing, reveals the ability of participants to utilize a degree of authority or power in order to shape particular outcomes. The findings also indicate that over arching the core variable and categories are various contextual determinants that moderate the way nurses and medical practitioners deal with patient refusal of treatment. These determinants are categorized into three main influences: The Context of Work, describes the of the environment and organisational factors pertinent to public hospitals; Beliefs and Behaviours, illustrates the perceptions of, and values held, by four key groups involved in decisions, namely, nurses, medical practitioners, patients, and family members; and Legal and Ethical Frameworks, examines the existing principles that support or guide professional practice in situations where patients with serious illness refuse medical treatment.
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Watson, Lesley A. "The relationship between informatics in the undergraduate nursing curricula and the preparation of nurses for practice." Thesis, 2005. https://vuir.vu.edu.au/15728/.

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At a time when quality health care is increasingly dependent on the use of information and computer based technologies, Nursing Informatics, which encompasses the use of such technologies, is of increasing importance as it facilitates practitioners' access to current information on which to base such care. The purpose of this study was to investigate the congruence between the informatics competencies educators believe should be included in the undergraduate nursing curriculum and those identified by newly registered nurses as relevant to their clinical practice. This two-phased study used the Delphi Technique, a research methodology for determining group opinion. In Phase One a purposively selected group of nurses experienced in the informatics domain generated a list of informatics competencies. In Phase Two a panel of nurse educators and a panel of newly registered nurses reviewed these competencies to establish their relevance to the areas of education and practice.
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Books on the topic "School: School of Nursing, Midwifery, and Health Practice"

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Association, American Nurses, ed. School nursing: Scope and standards of practice. 2nd ed. [Silver Spring, Md.]: National Association of School Nurses, 2011.

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2

Practice, American Nurses Association Task Force to Develop Guidelines for College Health Nursing. Standards of college health nursing practice. Kansas City, Mo. (2420 Pershing Rd., Kansas City 64108): American Nurses' Association, 1986.

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Ashcroft, Margaret. Provisions of library and information services to nursing professionals: "NURLIS" phase II : management guidelines for English National Board for Nursing, Midwifery, and Health Visiting. London: English National Board for Nursing, Midwifery, and Health Visiting, 1993.

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DeBell, Diane. School nursing within the public health agenda: A strategy for practice. [S.l.]: Community Practitioner's and Health Visitor's Association, 2000.

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Association, Health Visitors'. Principles into practice: An HVA position statement on health visiting and school nursing. [London]: Health Visitors' Association, 1992.

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Council of Community Health Nurses (American Nurses' Association) and Task Force to Develop Scope of Practice Statement for College Health Nursing Practice., eds. A statement on the scope of college health nursing practice. Kansas City, Mo: American Nurses Association, Council of Community Health Nurses, 1990.

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author, Newman Peggy DeCelle, ed. The PTA handbook: Keys to success in school and career for the physical therapist assistant. Thorofare, NJ, USA: Slack Incorporated, 2015.

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DeCelle, Newman Peggy, ed. The PTA handbook: Keys to success in school and career for the physical therapist assistant. Thorofare, N.J: SLACK, 2005.

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Opas, Susan Rae. EXPLORING THE POTENTIAL FOR SCHOOL NURSE PRACTICE: AN ETHNOGRAPHIC STUDY OF THE ROLES OF A SCHOOL NURSE IN AN ELEMENTARY SCHOOL SETTING. 1995.

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Reed, Joy Forsythe. EDUCATIONAL PREPARATION FOR PUBLIC HEALTH NURSING PRACTICE OF RN STUDENTS RETURNING TO SCHOOL FOR A BACCALAUREATE DEGREE (RETURNING STUDENTS). 1992.

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Book chapters on the topic "School: School of Nursing, Midwifery, and Health Practice"

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Rosalie, Jenny. "School nursing perspectives." In Non-Medical Prescribing in Health Care Practice, 123–30. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20832-2_10.

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Renshaw, Kate L. "Connor Struggles to Stay in School." In Integrating Therapeutic Play Into Nursing and Allied Health Practice, 167–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16938-0_13.

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Hickson, Sarah. "Therapeutic Play and Instilling Competence in the School-Aged Child." In Integrating Therapeutic Play Into Nursing and Allied Health Practice, 113–22. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16938-0_9.

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Morgan, Rosemary, and Kate Hawkins. "Interview with Penina Ochola Odhiambo, Former Dean of the School of Nursing and Midwifery and Current Principal of the College of Health Sciences at the Great Lakes University of Kisumu, Kenya." In Women and Global Health Leadership, 197–205. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84498-1_19.

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Holland, Karen, and Deborah Roberts. "Principles of Decision Making." In Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.003.0008.

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The focus of this book is decision-making skills for practice and, as such, it will become apparent not only that it is essential for student nurses to learn about what these skills are, but also that it is equally important that they learn to become competent in making the decisions that are an essential part of becoming a qualified nurse. As individuals, we make decisions of one form or another on a daily basis. We have to make basic decisions such as what time to get up in the morning, what to wear that day, who is going to take the children to school, or what to have for breakfast. These decisions do not appear, on their surface, to require major consideration when it comes to decision making, but for some people even these seemingly basic decision-making situations can cause immense stress, resulting either from the act of decision making itself or from having to take into account the context, or impact on others, of any decision taken. Some of you will come across patients or clients in whom this has developed into a health-related problem and we will be considering these issues in later chapters. Your ability to become a confident decision maker in practice will, however, be dependent on the decisions that you make as a student in the university and as a person. Some of the situations in which making decisions impacts on all aspects of your learning to become a nurse will be discussed in Chapter 2 . This chapter is initially concerned with the underlying principles of decision making as a student nurse. It explores why it is important and necessary to learn about decision making, and how to make decisions; it will also focus on what has been shown in the literature about decision making as both a student nurse and a qualified nurse, and most importantly what you need to achieve to meet the Nursing and Midwifery Council (NMC) competencies. Later chapters will focus on the application of some of this learning to specific practice contexts and situations.
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Cummings, Elizabeth, and Paul Turner. "Considerations for Deploying Web and Mobile Technologies to Support the Building of Patient Self-Efficacy and Self-Management of Chronic Illness." In End-User Computing, 1053–64. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-945-8.ch076.

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This chapter examines issues relating to the introduction of information and communication technologies that have emerged as part of planning for the Pathways Home for Respiratory Illness project. The project aims to assist patients with chronic respiratory conditions (chronic obstructive pulmonary disease and cystic fibrosis) to achieve increased levels of self-management and self-efficacy through interactions with case mentors and the deployment of ICTs. The chapter highlights that in deploying ICTs, it is important to ensure that solutions implemented are based on a detailed understanding of users, their needs and complex interactions with health professionals, the health system, and their wider environment. Achieving benefits from the introduction of ICTs as part of processes aimed at building sustainable self-efficacy and self-management is very difficult, not least because of a desire to avoid simply replacing patient dependency on health professionals with dependency on technology. More specifically, it also requires sensitivity toward assumptions made about the role, impact, and importance of information per se given that it is often only one factor among many that influence health attitudes, perceptions, actions, and outcomes. More broadly, the chapter indicates that as ICT-supported patient-focused interventions become more common, there is a need to consider how assessments of benefit in terms of a cohort of patients inform us about an individual patient’s experience and what this implies for terms like individualized care or patient empowerment (Muir Gray, 2004). At this level, there are implications for clinical practice and one-size-fits-all care-delivery practices. This collaborative project involves a multidisciplinary team of researchers from the University of Tasmania’s School of Medicine, School of Nursing and Midwifery, and School of Information Systems. The project is supported by the Tasmanian Department of Health and Human Services and funded by the Commonwealth Department of Health and Ageing, and is due for completion in June 2008.
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Kamalam, S. "School Health and its Components." In Essentials in Community Health Nursing Practice, 367. Jaypee Brothers Medical Publishers (P) Ltd., 2017. http://dx.doi.org/10.5005/jp/books/12932_18.

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Kamalam, S. "School Health and its Components." In Essentials in Community Health Nursing Practice, 363. Jaypee Brothers Medical Publishers (P) Ltd., 2012. http://dx.doi.org/10.5005/jp/books/11567_17.

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Anderson, Lori S. "Guided Participation Supporting Development of Competencies of School Staff Caring for Children With a Chronic Health Condition." In Guided Participation in Pediatric Nursing Practice. New York, NY: Springer Publishing Company, 2018. http://dx.doi.org/10.1891/9780826140449.0013.

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Holloway, Debra. "Nurses’ impact on care, role, training, and career pathway." In Oxford Handbook of Women's Health Nursing, 7–20. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198842248.003.0002.

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This chapter outlines the key roles of nurses in primary care and the community in the context of women’s health. This includes practice nurses, sexual and reproductive health nurses, and school nurses, alongside healthcare assistants and associates. Hospital nurses (both clinic and ward) and specialist nurses have their roles defined, and aspects of relevant training and accreditation are covered. The chapter also discusses the evolution of specialist role in the context of prescribing. Finally, mentorship, supervision, and career development is covered.
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Conference papers on the topic "School: School of Nursing, Midwifery, and Health Practice"

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Campbell, LJ, T. Dickinson, and S. Cross. "P86 Using simulation to train nursing undergraduates for mental health settings (a florence nightingale school collaboration)." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.165.

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Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.

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Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
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Reports on the topic "School: School of Nursing, Midwifery, and Health Practice"

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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6
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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben, and James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, May 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
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