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<title>School of Nursing Scholarly Works</title>
<copyright>Copyright (c) 2013 University of Connecticut All rights reserved.</copyright>
<link>http://digitalcommons.uconn.edu/son_articles</link>
<description>Recent documents in School of Nursing Scholarly Works</description>
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<lastBuildDate>Tue, 09 Apr 2013 18:40:49 PDT</lastBuildDate>
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<title>The Importance of Play: Well vs. Hospitalized Children</title>
<link>http://digitalcommons.uconn.edu/son_articles/50</link>
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<pubDate>Fri, 25 Apr 2008 04:09:38 PDT</pubDate>
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	<p>Play is an important part of children’s growth. It contributes to the development of physically healthy and emotionally stable children. When a child’s health is compromised and leads to hospitalization, play is used as both a distraction and recreational tool. It helps the child understand, accept, and deal with the hospitalization. It also contributes to healthy growth and development. The role of play in well children is compared to those in hospitalized children.</p>

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<author>Rouba Taha</author>


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<title>Significance of the Philosophy of Family-Centered Care in the</title>
<link>http://digitalcommons.uconn.edu/son_articles/49</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/49</guid>
<pubDate>Fri, 25 Apr 2008 03:30:53 PDT</pubDate>
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	<p>The philosophy of family-centered care is “an approach to the planning, delivery, and evaluation of healthcare that is grounded in mutually beneficial partnerships among patients, families and healthcare practitioners” (Children’s Hospital of Philadelphia, 1996-2008). The word “family” refers to “two or more persons who are related in any way-biologically, legally, or emotionally” (Institute for Family-Centered Care). It is patients and families, who define those included in their families, which usually in pediatrics includes parents or guardians.</p>

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<author>Sarah B. Green</author>


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<title>The Importance of Family-Centered Care in Pediatric Nursing</title>
<link>http://digitalcommons.uconn.edu/son_articles/48</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/48</guid>
<pubDate>Thu, 24 Apr 2008 10:38:18 PDT</pubDate>
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	<p>The illness of a child can have a traumatic affect on both families and the child. Pediatric care has adopted the philosophy of a family-centered care approach in order to maximize the well being of pediatric patients. The philosophy is founded on the collaboration of the family, nurses and hospital staff to plan, provide, and evaluate care. The philosophy is grounded on several principles that revolve around the central idea that the family is the constant in a child’s life (Neal et al., 2007). Nurses must work with the family to develop the best plan of care for a child. Parents are experts in their child’s care and know more about their child then we can ever learn through assessments or charts. The family is also the child’s main source of support providing stability in what can be an otherwise traumatic period in a child’s life. The presence of the family during health related procedures can significantly reduce both the child’s and parent’s anxiety (Neff, 2003) Decreased anxiety from the patient and family decreases the stress on healthcare workers, positively affecting their ability to provide treatment. In essence the nurse must attend to both the needs of the family and child in order to maximize a child’s outcomes.</p>

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<author>Ashley Saleeba</author>


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<title>An Integral Philosophy and Definition of Nursing</title>
<link>http://digitalcommons.uconn.edu/son_articles/47</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/47</guid>
<pubDate>Fri, 29 Feb 2008 12:16:18 PST</pubDate>
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	<p>A unifying meta-theory of nursing is suggested, building from the foundation of the AQAL framework. A definition of nursing as situated caring is presented, along with a historical discussion of nursing epistemology and theory for context. Implications for practice, education, and research are also discussed. A unifying meta-theory will enable nurses at both the practical and academic levels to appreciate the complexity and simplicity of nursing, allowing them to articulate confidently what we do and why we do it.</p>

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<author>Olga F. Jarrin</author>


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<title>An Integral Philosophy and Definition of Nursing: Implications for a Unifying Meta-Theory of Nursing</title>
<link>http://digitalcommons.uconn.edu/son_articles/46</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/46</guid>
<pubDate>Tue, 26 Sep 2006 16:17:07 PDT</pubDate>
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	<p>A unifying meta-theory of nursing is suggested, building from the foundation of Ken Wilber’s AQAL (integral) framework. A definition of nursing as situated caring is presented. Historical discussion of contemporary nursing epistemology and theory are provided for context. Implications for practice, education, and research are discussed. A unifying meta-theory of nursing is needed to most benefit from the diversity in nursing education, practice, theory and research. A unifying meta-theory will enable nurses at both the practical and academic levels to appreciate the complexity and simplicity of nursing, allowing them to articulate confidently what we do and why we do it.</p>

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<author>Olga F. Jarrin</author>


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<title>Grief, Physical Symptoms, and Decision-Making in Mothers of Newborns Who Die</title>
<link>http://digitalcommons.uconn.edu/son_articles/44</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/44</guid>
<pubDate>Thu, 01 Jun 2006 12:37:43 PDT</pubDate>
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	<p>The purpose of this study was to describe predictors of level of grief and physical symptoms in mothers during the year after a newborn death. This was undertaken to fmd better ways to help these mothers during this crisis.</p>
<p>Following appropriate approvals, volunteer subjects were contacted through hospitals, the Internet, and a health department. Of the 75 who responded, 77% were White and married, 64% were Christian. 51 % had other living children, 72% had had no prior pregnancy losses, 87% had support with decision-making about newborn care, and their mean age was 30 yrs. Once subjects had agreed to take Par4 the survey and consent form were sent to them.</p>
<p>Study outcome variables were: Total scores on the Perinatal Grief Scale, Short Version (level of grief; T oedter, Lasker, & Alhadeff. 1988) and Sickness Impact Profile 68 (level of physical symptoms; de Bruin, Buys, de Witte, & Diederiks, 1994). Predictor variables were total scores on the Personal Resources Questionnaire 85, Part U (perceived support; Brandt & Weinert, 1981); Relationship Satisfaction Questionnaire (relationship satisfaction; Olson & McCubbin, 1983); Emotion-Focused. Problem-Focused, and Mixed Coping Subscales (emotion-focused, problem-focused, and mixed coping; Lazarus & Folkman, 1988); interval since death, ethnicity, religion, socioeconomic status, gestational age, and presence of living children. Coefficient alphas for scales were all over .75.</p>
<p>In two stepwise-hierarchical multiple regressions, perceived support and emotion- focused coping combined to predict 43% of the variance in level of grief, and level of grief alone predicted 50% of the variance in level of physical symptoms. In written comments, mothers said they valued their role in decision-making about newborn care even with death as the result. and felt supported in that process.</p>
<p>Findings may be used to design intervention programs to help bereaved mothers following a newborn death. Specifically, programs can help increase perceived support for bereaved mothers, and teach new ways of coping. Both strategies may result in lower levels of grief and physical symptoms in this group of bereaved mothers.</p>

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<author>Arthur J. Engler</author>


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<title>Kangaroo Care &amp; Undergraduate Nursing Students</title>
<link>http://digitalcommons.uconn.edu/son_articles/43</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/43</guid>
<pubDate>Thu, 01 Jun 2006 12:17:29 PDT</pubDate>
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<author>Karalynn Jacobs</author>


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<title>Distance Education and Undergraduate Nursing Students: How Effective Is It?</title>
<link>http://digitalcommons.uconn.edu/son_articles/41</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/41</guid>
<pubDate>Mon, 22 May 2006 11:29:10 PDT</pubDate>
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<author>Arthur J. Engler</author>


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<title>Comparing Psychological Type and Explanatory Between Nursing Students and Clinical Faculty: A Pilot Study</title>
<link>http://digitalcommons.uconn.edu/son_articles/40</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/40</guid>
<pubDate>Mon, 22 May 2006 06:32:37 PDT</pubDate>
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	<p>Negotiation of complex collaboration and effective teamwork among health care providers is essential to patient safety and to quality of care.  This study examined characteristics of nursing students and faculty influencing communication between them.  Psychological type (Myers-Briggs Type Inventory (MBTI) (Myers, McCaulley, Quenk, & Hammer, 1998) and explanatory style (Attributional Style Questionnaire) (ASQ) (Peterson et al., 1982) were compared for participating first year baccalaureate nursing students (N=286), and clinical nursing faculty (N=59) from both two- and four-year nursing programs. Modal student psychological type was ESFJ; modal faculty psychological type was ISTJ.  The two groups demonstrated significant differences in processing information, and making decisions and judgments.  Students were slightly more optimistic than faculty.  Psychological type and level of optimism did not appear to correlate.  Data from this pilot study provide an initial framework on which to base further research that could enhance the quality of teamwork among healthcare providers.</p>

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<author>Lynn Allchin et al.</author>


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<title>Certified Nurse-Midwives&apos; Beliefs About and Screening Practices for Postpartum Depression: A Descriptive Study</title>
<link>http://digitalcommons.uconn.edu/son_articles/39</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/39</guid>
<pubDate>Mon, 22 May 2006 06:13:49 PDT</pubDate>
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	<p>Purpose</p>
<p>Defined as moderate to severe symptoms of major depression lasting greater than two weeks after delivery, postpartum depression (PPD) is a crippling mood disorder with extreme loss and incongruity in emotion. Despite the tools available for screening postpartum depression, there is a consensus that PPD continues to be underdiagnosed. Recent surveys assessing pediatricians and family physicians indicate that while practitioners believe that PPD is serious, they may not feel confident that they can recognize PPD, are unfamiliar with screening tools and under-estimate its incidence in their practice. This study was conducted to determine the knowledge and screening practices of PPD among certified nurse-midwives (CNMs).</p>
<p>Methods</p>
<p>A survey was distributed to 2100 CNMs attending the American College of Nurse-Midwives 50th Annual Meeting. Of these, 8.3% (n = 174) responded. The 121 respondents who provide care to postpartum women and/or infants less than one year of age were included. The 114 respondents who screen for PPD sometimes, often, or always were analyzed for their knowledge and beliefs.</p>
<p>Results</p>
<p>Of the 121 who provide care at least 10 hours per week and see postpartum women and/or infants less than one year of age, 94.2% (n = 114) currently screen sometimes, often, or always. 84.2% (n = 102) of CNMs screen often or always.</p>
<p>Of the 114 respondents who currently screen, nearly all believe PPD is serious, common and treatable. Most believe that it would be feasible (91.2%) and that CNMs should routinely screen for PPD (93.0%). But half of CNMs (45.6%) believed health insurance would not cover treatment for PPD for many of their patients, and the majority of respondents (74.6%) believed their communities do not have adequate resources available to treat PPD.</p>
<p>The majority of respondents had received formal training on postpartum depression in a variety of venues. However, only half (54.4%) of nurse-midwives reported the use of a specific screening tool or method, and nearly 60% estimated the incidence in their practice less than the published incidence (10-15%) in the general population. Over 30% are not confident that they would recognize PPD. In addition, less than two-thirds (65.8%) reported familiarity with available screening tools although 89.5% reported that they would use a brief self-administered screening tool to screen for PPD in their practice.</p>
<p>Estimated incidence of own practice and general population were positively correlated (r = 0.738, p<0.01) and age is inversely correlated with PPD reported in clinical practice (r = -0.229, p = 0.016).</p>
<p>The participants’ narrative responses indicated that they most frequently ask informal, general questions about depression and observe patient behavior to assess for PPD. They will then follow-up with a screening tool if warranted. Several cited literacy, language and cost barriers to the use of self-administered screening tools.</p>
<p>Conclusions and Implications</p>
<p>Nurse-midwives sampled believe PPD is serious and common, however their screening practices are irregular and they underestimate the incidence of PPD in their own practice. In addition, many are not aware of the available screening tools and are likely to miss dimensions of PPD when they screen by interview. Efforts to improve PPD recognition and treatment should involve nurse-midwives in screening promotion and thorough education in the use of screening tools.</p>

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<author>Sylva Berkley Zander</author>


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<title>Companeros por Salud</title>
<link>http://digitalcommons.uconn.edu/son_articles/38</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/38</guid>
<pubDate>Fri, 12 May 2006 11:35:01 PDT</pubDate>
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<author>Deborah Shelton</author>


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<title>Recruitment of Men into Nursing: Changing Attitudes</title>
<link>http://digitalcommons.uconn.edu/son_articles/37</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/37</guid>
<pubDate>Fri, 12 May 2006 11:22:35 PDT</pubDate>
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<author>Nicklos M. Markey</author>


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<title>ATHENA Research Conference</title>
<link>http://digitalcommons.uconn.edu/son_articles/7</link>
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<pubDate>Tue, 09 May 2006 08:53:01 PDT</pubDate>
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<author>Lynn Allchin et al.</author>


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<title>Experiencing Transitions</title>
<link>http://digitalcommons.uconn.edu/son_articles/4</link>
<guid isPermaLink="true">http://digitalcommons.uconn.edu/son_articles/4</guid>
<pubDate>Mon, 08 May 2006 14:43:42 PDT</pubDate>
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<author>Arthur J. Engler</author>


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