scholarly journals Parental Groups During Pregnancy and the Child's First Year: Swedish Parents' Experiences

2019 ◽  
Vol 28 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Annika Karlström ◽  
Malin Rising-Holmström
Keyword(s):  
Parental Support ◽  
First Year ◽  
Parental Role ◽  
Child Health Care ◽  
Limited Extent ◽  
New Knowledge ◽  
Before And After ◽  
Equal Parenting ◽  
Antenatal Classes ◽  
Parents Experiences

The aim of the study was to assess parents' experience of parental support given before and after childbirth in a mid-Sweden region. A coherent education program implemented in a mid-Sweden region was evaluated. Data from two different samples of parents was collected through questionnaires. From the antenatal classes 563 women and men took part in the study. The other sample consisted of 176 parents from the child health care classes. The vast majority of parents from both groups were content with the sessions and their overall view was very positive. Both men and women felt strengthened before birth and in their parental role. New knowledge about breastfeeding and children's needs were gained. New thoughts about equal parenting and children's needs and development were achieved to a limited extent.

scholarly journals Multi-Children Parents’ Experiences of Parental Support by Attending Parental Group for Multi-Children Parents in Sweden

2020 ◽  
Vol 7 ◽  
pp. 2333794X2090876
Author(s):  
Kerstin Ohlauson ◽  
Stefan Nilsson
Keyword(s):  
Parental Support ◽  
Clinical Implications ◽  
Parental Role ◽  
Analysis Method ◽  
Focus Group Interviews ◽  
Number Of Children ◽  
Internal Development ◽  
Content Analysis Method ◽  
Group Interviews ◽  
Parents Experiences

This study investigated multi-children parents’ (MCPs) experiences of support in their parental role by participating in parental group for MCPs. Focus group interviews were performed with 20 MCPs consisting of 9 mothers and 11 fathers, with a mean number of children of 2.35 per family. Each interview lasted about 1 hour, and it was analyzed by content analysis method. One theme was revealed: parental group for MCPs gives access to reflection and development on MCP issues. This related to 2 categories: support in the MCPs’ role through internal development and support in the MCPs’ role through external influences. The study’s conclusion highlights the support of MCPs in their parental role by attending a parental group for MCPs and should be offered to achieve empowerment. Clinical implications are that a mix of men and women with different numbers of children of various ages of siblings should compose parental groups for MCPs.

Parents’ Experiences of Early Parenthood – Preliminary Findings

2014 ◽  
Vol 39 (3) ◽  
pp. 185-194 ◽  
Author(s):  
Rachael Sanders ◽  
Jennifer Lehmann ◽  
Fiona Gardner
Keyword(s):  
Grounded Theory ◽  
Transition To Parenthood ◽  
Future Generations ◽  
First Year ◽  
Parental Role ◽  
Healthy Development ◽  
Early Parenthood ◽  
Theory Framework ◽  
Parents Experiences

Parents are instrumental in the healthy development of their children, and consequently future generations, and should therefore be supported in their parental role. Using a Grounded Theory framework, 24 parents of 0- to 10-year-olds were interviewed about their experiences and preparation for parenthood. Despite their overall satisfaction, many felt underprepared, unsure, alone and inadequate during their transition to parenthood. Most of them felt like they struggled unnecessarily during the first year of parenthood, commenting on changes that would help support new parents. This paper reports the preliminary findings of the study.

Coronary Care in a General Hospital

1971 ◽  
Vol 16 (3) ◽  
pp. 173-182 ◽  
Author(s):  
Gavin Shaw ◽  
Bernard Groden ◽  
Evelyn Hastings
Keyword(s):  
Myocardial Infarction ◽  
Intensive Care Unit ◽  
Intensive Care ◽  
General Hospital ◽  
First Year ◽  
Duration Of Stay ◽  
Before And After ◽  
The Mean ◽  
Coronary Care ◽  
Made In

The establishment, staffing and structure and observations made in the first year of the existence of coronary care in an intensive care unit in a general hospital are recorded. Two hundred and twenty eight patients were admitted during the year in whom the diagnosis of myocardial infarction was confirmed. There were 29 deaths in the unit and 14 deaths occurred in the wards of the hospital after discharge from the unit. 49.1 per cent of the patients were admitted within 4 hours of the onset of symptoms and the mean duration of stay in the unit was 86.5 hours. The type of arrhythmia detected in the unit, and the treatment given to the patients both before and after admission to the intensive care unit are described.

OP08 Levels and sources of stress reported by first year paramedic students associated with their first ambulance placement

2021 ◽  
Vol 38 (9) ◽  
pp. A4.2-A4
Author(s):  
Matthew Warren-James ◽  
Julie Hanson ◽  
Belinda Flanagan ◽  
Mary Katsikitis ◽  
Bill Lord
Keyword(s):  
Death And Dying ◽  
Educational Interventions ◽  
Fear Of Failure ◽  
Anxiety And Depression ◽  
Control Group ◽  
First Year ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

BackgroundWhilst there is evidence to suggest paramedics experience significant stress when working in the ambulance setting little is known about the experiences of first year paramedic students. This research aimed to: (i) identify whether levels of stress, anxiety and depression experienced by first year paramedic students changed after ambulance placement compared to a control group, and (ii) identify the main perceived and actual sources of stress around ambulance placement.MethodsA before-and-after quasi-experimental design was used to compare whether the experience of ambulance placement altered the levels of stress, anxiety and depression in an experimental group that attended an ambulance placement (n = 20) and the control group who did not (n = 10). Online surveys encompassing the Depression, Anxiety and Stress Scale (DASS-21) and qualitative questions about sources of stress were concurrently deployed to both the experimental and control groups before and after the ambulance placement. Participants were first year paramedic students working in Queensland Ambulance Service, Australia.ResultsThere was a significant reduction in levels of stress in participants after undertaking their first ambulance placement (Mdn = -4.00) when compared to a control group (Mdn = 0.00), U = 52.5, p = .035, n2 = 0.15. Responses to survey questions suggest anticipation about experiencing death and dying of patients was the most frequently reported stressor of student paramedics before undertaking ambulance placements, however insecurity about knowledge, competence and fear of failure was the most frequently experienced stressor reported after completing ambulance placements.ConclusionsThe findings from this study suggest that the fear of the unknown may be worse than the reality. Anticipatory stress is the foremost problem for first year paramedic students attending their first ambulance placement. Placement pre-briefing should focus on educational interventions to build knowledge and skills competency to reduce stress levels and fear of failure.

Prenatal Sonographic Head Circumference and Cerebral Ventricle Width Measurements Before and After Open Fetal Myelomeningocele Repair – Prediction of Shunting During the First Year of Life

2018 ◽  
Vol 41 (05) ◽  
pp. 544-549 ◽  
Author(s):  
Ladina Vonzun ◽  
Franziska Maria Winder ◽  
Martin Meuli ◽  
Ueli Moerlen ◽  
Luca Mazzone ◽  
...  
Keyword(s):  
Head Circumference ◽  
Predictive Accuracy ◽  
False Positive Rate ◽  
Roc Curves ◽  
First Year ◽  
Fetal Head ◽  
Fetal Diagnosis ◽  
Before And After ◽  
Width Measurements ◽  
First Year Of Life

Abstract Purpose The aim of this study was to describe the sonographic evolution of fetal head circumference (HC) and width of the posterior horn of the lateral ventricle (Vp) after open fetal myelomeningocele (fMMC) repair and to assess whether pre- or postoperative measurements are helpful to predict the need for shunting during the first year of life. Patients & Methods All 30 children older than one year by January 2017 who previously had fMMC repair at the Zurich Center for Fetal Diagnosis and Therapy were included. Sonographic evolution of fetal HC and Vp before and after fMMC repair was assessed and compared between the non-shunted (N = 16) and the shunted group (N = 14). ROC curves were generated for the fetal HC Z-score and Vp in order to show their predictive accuracy for the need for shunting until 1 year of age. Results HC was not an independent factor for predicting shunting. However, the need for shunting was directly dependent on the preoperative Vp as well as the Vp before delivery. A Vp > 10 mm at evaluation for fMMC repair or > 15 mm before delivery identifies 100 % of the infants needing shunt placement at a false-positive rate of 44 % and 25 %, respectively. All fetuses with a Vp > 15 mm at first evaluation received a shunt. Conclusion Fetuses demonstrating a Vp of > 15 mm before in utero MMC repair are extremely likely to develop hydrocephalus requiring a shunt during the first year of life. This compelling piece of evidence must be appropriately integrated into prenatal counseling.

scholarly journals e-Learning readiness amongst nursing students at the Durban University of Technology

2017 ◽  
Vol 22 ◽  
pp. 300-306 ◽  
Author(s):  
Marilynne Coopasami ◽  
Stephen Knight ◽  
Mari Pete
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Traditional Learning ◽  
First Year ◽  
Technological Readiness ◽  
Technological Culture ◽  
University Of Technology ◽  
Before And After ◽  
Quasi Experimental ◽  
E Learning

e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

scholarly journals Formação continuada em neurociência: percepções de professores da educação básica

2020 ◽  
Vol 11 (3) ◽  
pp. 361-376
Author(s):  
Karine Ramires Lima ◽  
Luiza Freitas Lopes ◽  
Náthaly Marks ◽  
Ronan Moura Franco ◽  
Elena Maria Billig Mello ◽  
...  
Keyword(s):  
Basic Education ◽  
Pedagogical Practice ◽  
Rio Grande Do Sul ◽  
Daily Lives ◽  
Pedagogical Innovation ◽  
Neural Processes ◽  
New Knowledge ◽  
Before And After ◽  
Cognition And Learning ◽  
Eighth Edition

O conhecimento básico sobre a neurociência é importante em diversos aspectos da vida, já que permite o entendimento de processos neurais presentes em nosso dia a dia, como a cognição e a aprendizagem. Para o professor, principal mediador da construção do conhecimento na sala de aula, o conhecimento desta temática é importante para facilitar sua prática pedagógica, já que a neurociência contribui para a compreensão dos processos cognitivos e das individualidades de cada aluno. O objetivo deste estudo é relatar a percepção e o conhecimento de professores da Educação Básica do município de Uruguaiana/RS acerca da neurociência e sua importância para a educação, antes e após a realização da oitava edição do curso de formação continuada intitulado “Curso de Neurociência Aplicada à Educação”. No total, vinte e oito (28) professores participaram do curso, que abordou diferentes temas: neurociência e educação, neuroanatomia, neurofisiologia, neurobiologia da aprendizagem e memória, fatores que interferem na aprendizagem e inovação pedagógica. De acordo com a percepção dos professores, o curso ministrado foi de fundamental importância para a aquisição de novos conhecimentos sobre a neurociência, e todos concordaram que os conceitos abordados podem ser aplicados para melhorar sua prática pedagógica e seu ambiente de ensino. Palavras-chave: Aprendizagem; Ensino; Cérebro; Professor   Continuing training in neuroscience: perceptions of basic education teachers   Abstract: Basic neuroscience knowledge is important in all aspects of life, as it allows the understanding of neural processes present in our daily lives, such as cognition and learning. For the teacher, the central mediator of knowledge in the classroom, it is essential to understand this theme since it can facilitate his pedagogical practice since neuroscience teaches to understand the student through their individualities. This study aims to report the perception and knowledge of primary education teachers in Uruguaiana, Rio Grande do Sul state, Brazil, about neuroscience, before and after the eighth edition of the continuing education course entitled "Course of Neuroscience Applied to Education." In total, twenty-eight (28) teachers participated in the course, divided into two modules that addressed different themes: neuroscience and education, neuroanatomy, neurophysiology, the neurobiology of learning and memory, factors that interfere in learning, and pedagogical innovation. According to the teachers' perception, the course taught was of fundamental importance for acquiring new knowledge about neuroscience, and everyone agreed on the possible applicability of the concepts covered to improve their pedagogical practice and their teaching environment. Keywords: Learning; Teaching; Brain; Teacher

scholarly journals Transferring Educational Theories and Knowledge Using a Co- teaching Mentor Model: A Discipline-Appropriate Approach

2014 ◽  
Vol 11 (3) ◽  
pp. 60-79
Author(s):  
Kent Turkich ◽  
◽  
Shane Greive ◽  
Paul M. Cozens ◽  
◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Regional Planning ◽  
Student Evaluation ◽  
First Year ◽  
Urban And Regional Planning ◽  
Educational Theories ◽  
Before And After ◽  
Pedagogical Analysis ◽  
Effective Transfer ◽  
Mentor Model

This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively with an emphasis on student engagement and motivation. These two case studies are discussed and the findings demonstrate the effective transfer of teaching awareness and skills through this process. Five key educational theories underpin the substantive changes made to the way that classes were delivered. The applied relevance and transfer of these ideas can be demonstrated in the reflections from the participating staff through a pedagogical analysis of the before and after changes in their teaching practices, and in the improved student evaluation and retention results.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals Lights, Camera, Action: Instructor-Made Videos (IMVs) Transforming Diagnostic Audiology Teaching

2021 ◽  
Vol 10 (5) ◽  
pp. 46
Author(s):  
Keran L. Jervis ◽  
Dieter J. Schönwetter ◽  
Giriraj S. Shekhawat
Keyword(s):  
First Year ◽  
Before And After ◽  
External Sources

This study investigated the effects of the application of instructor-made videos (IMVs) on a population of first-year master’s in audiology students. The investigation sampled 10 students and investigated both their perception of IMVs as a tool and the empirical effects of the tool. This study examined how IMVs can be applied specifically in conjunction with traditional lecturing techniques. The methodology included surveys and interviews before and after exams. The findings demonstrated that the effect of IMVs is largely positive, particularly as indicated by students and, to a lesser degree, by the increase in grades. Wider research from external sources is consistent with this conclusion. Suggestions for further research, including expansion to subjects outside the field of audiology and an investigation into continued and refreshed post-education learning are made.

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