“Mind the gap”: Exploring pediatric nurses` perceptions of the theory and practice of caring for children and families

2022 ◽  
Author(s):  
Einat Yehene ◽  
Gil Goldzweig ◽  
Hadar Simana ◽  
Amichai Brezner
Keyword(s):  
Theory And Practice ◽  
Pediatric Nurses ◽  
Children And Families ◽  
Nurses Perceptions

Pediatric Nurses’ Perceptions of Medication Safety and Medication Error: A Mixed Methods Study

2017 ◽  
Vol 41 (2) ◽  
pp. 94-110 ◽  
Author(s):  
Albara Alomari ◽  
Val Wilson ◽  
Annette Solman ◽  
Beata Bajorek ◽  
Patricia Tinsley
Keyword(s):  
Mixed Methods ◽  
Medication Error ◽  
Medication Safety ◽  
Mixed Methods Study ◽  
Pediatric Nurses ◽  
Nurses Perceptions

scholarly journals Sources: Becoming a Media Mentor: A Guide for Working with Children and Families

2017 ◽  
Vol 56 (3) ◽  
pp. 209
Author(s):  
Joshua Jordan
Keyword(s):  
New Media ◽  
Theory And Practice ◽  
Children And Families ◽  
Individual Child ◽  
Content Expert ◽  
Effective Media ◽  
The Media ◽  
The Individual

Librarians wishing to provide materials for youth and families increasingly find themselves in the role of media mentor. Media mentors don’t just know what books to suggest for children, they also know which learning apps, DVDs, databases, websites, programming, and other new media will be most beneficial for the child. The breadth of content available to families can often be overwhelming. Effective media mentors help families sift through the noise to find the highest-quality media—in whatever form it may take. In short, the media mentor is a content expert who relies on the context of the interaction and the individual child to help inform families’ healthy media decisions. Together these “3 Cs” guide the media mentor in theory and practice.

The Nursing Outcomes Classification: Its Relevance to School Nursing

2001 ◽  
Vol 17 (4) ◽  
pp. 189-197 ◽  
Author(s):  
Roberta Cavendish ◽  
Margaret Lunney ◽  
Barbara Kraynyak Luise ◽  
Kathryn Richardson
Keyword(s):  
Nursing Practice ◽  
Response Rate ◽  
School Nurses ◽  
School Nursing ◽  
Children And Families ◽  
Response Scale ◽  
Nursing Outcomes ◽  
Nursing Outcomes Classification ◽  
Nurses Perceptions ◽  
State Representatives

Two surveys were conducted to determine school nurses’ perceptions of the relevance of 190 outcomes developed by the Nursing Outcomes Classification (NOC) research team to school nursing practice. First, a national random survey of members of the National Association of School Nurses was conducted. Participants were asked to identify the percentage of children and families for whom school nurses affect health outcomes. Usable responses were returned from 227 school nurses (22% response rate). Ninety outcomes were perceived as relevant for 30% or more of children and families; 8 outcomes were perceived as relevant for 50% or more of children and families. A second survey—targeting state representatives attending a school nursing leadership meeting—was conducted using a revised version of the instrument. The legend was changed to degree of relevance to school nursing practice, with a response scale of 0 to 10. Usable responses were returned from 31 state representatives (41% response rate). The means of 172 of 190 outcomes were above 5 (median point on the 10-point scale of relevance). The findings of both surveys indicate that a large number of NOC outcomes are useful for documentation of the effectiveness of nursing interventions in school settings.

The Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) training model: a crossroad of mental health and early childhood education

2016 ◽  
Vol 11 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Shulamit Natan Ritblatt
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Young Children ◽  
Training Model ◽  
Theory And Practice ◽  
Children And Families ◽  
Behavior Regulation ◽  
Certificate Program ◽  
Content Type ◽  
And Behavior

Purpose – The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children. Design/methodology/approach – The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans. Findings – The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses. Research limitations/implications – This is a conceptual paper. Practical implications – The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families. Social implications – Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children. Originality/value – This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.

Pediatric nurses' perceptions of preparedness for global health fieldwork

2020 ◽  
Vol 25 (4) ◽  
Author(s):  
Alexis Schmid ◽  
Michele DeGrazia ◽  
Sandra Mott ◽  
Ethan Schuler ◽  
Sara R. Schenkel ◽  
...  
Keyword(s):  
Global Health ◽  
Pediatric Nurses ◽  
Nurses Perceptions

Targeted Education and Trends in Pediatric Nurses Perceptions of Barriers, Facilitators, Confidence, and Attitudes Toward Research and Evidence-Based Practice Over Time

2019 ◽  
Vol 35 (2) ◽  
pp. 76-84 ◽  
Author(s):  
Genieveve J. Cline ◽  
Kristina J. Burger ◽  
Ernest K. Amankwah ◽  
Neil A. Goldenberg ◽  
Sharon R. Ghazarian
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Pediatric Nurses ◽  
Nurses Perceptions ◽  
Over Time

Patient Safety, Error Reduction, and Pediatric Nurses' Perceptions of Smart Pump Technology

2014 ◽  
Vol 29 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Janice Jackson Mason ◽  
Renée Roberts-Turner ◽  
Virginia Amendola ◽  
Anne M. Sill ◽  
Pamela S. Hinds
Keyword(s):  
Patient Safety ◽  
Error Reduction ◽  
Pediatric Nurses ◽  
Nurses Perceptions ◽  
Smart Pump
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