|The Cookie Experiment Revisited: Broadened Dimensions for Teaching Nursing Research
||Nurse educators face the ongoing challenge of presenting increasingly complex nursing research methods to undergraduate and graduate students. The cookie experiment, a unique teaching strategy developed more than a decade ago by Thiel, has been refin...
|Emotional cushioning in pregnancy after perinatal loss
||Women pregnant again after prior perinatal loss fear another loss and thus protect their emotions and avoid prenatal bonding. This phenomenon, emotional cushioning, appears to be a complex self-protective mechanism and is proposed here as a unique co...
|The Influence of Perinatal Loss on Anxiety in Multigravidas
||Objective- To compare multigravid women with and without a history of perinatal loss on state anxiety, pregnancy anxiety, and optimism.
Design- Comparative descriptive; cross-sectional.
Setting- Private obstetric offices in a small northeastern ci...
|‘‘My Baby Is a Person’’: Parents’ Experiences with Life-Threatening Fetal Diagnosis
||Diagnosis of a lethal fetal diagnosis (LFD) early in pregnancy is devastating for parents. Those who choose to continue with the pregnancy report intense emotional reactions and inconsistent, often insensitive treatment by health care providers. This...
|NICU Nurses’ Knowledge and Discharge Teaching Related to Infant Sleep Position and Risk of SIDS
||Infants requiring neonatal intensive care are often placed prone during their acute illness. After hospital discharge the American Academy of Pediatrics (AAP) recommends supine sleep position to reduce the risk of Sudden Infant Death Syndrome (SIDS)....
|Planning for a New Baby: A Creative Approach to Learning
||Teaching about pregnancy in a childbearing (ie, maternity or obstetrical) nursing course can be challenging because experiences with pregnant families are not easy to find. Educators are aware that active learning is more effective than passive learn...
|Practical Advice for Planning and Conducting Focus Groups
||Focus groups, originally called focused interviews, have been used as a data collection method since World War II and are commonly used in social science research. Krueger (1994) describes a focus group as "a carefully planned discussion designed to ...
|Previous Prenatal Loss as a Predictor of Perinatal Depression and Anxiety
||Background- Prenatal loss, the death of a fetus/child through miscarriage or stillbirth, is associated with significant depression and anxiety, particularly in a subsequent pregnancy.
Aims- This study examined the degree to which symptoms of depress...
|Restrained Expectations in Late Pregnancy Following Loss
||Objective- To describe women’s late pregnancy after loss experiences (from 25 weeks gestation to birth), document the timing and frequency of their common discomforts and events, and explore changes in these experiences over time.
Design- A longitud...
|Threat Appraisal, Coping, and Emotions Across Pregnancy Subsequent to Perinatal Loss
||Background- Pregnancies after perinatal loss are known to be anxiety-filled. Stress in pregnancy and the response to it, often seen as anxiety and depression, have known negative consequences for obstetric outcomes, parenting, and infant behaviors. W...
|Understanding Sexual Abstinence in Urban Adolescent Girls
||Objectives- To gain insight into the context of sexual abstinence and identify potential determinants of abstinence in this population.
Design- Four focus groups.
Participants and Setting- Twenty-four, predominantly African American (88%) girls age...
|Watching & Worrying: Early Pregnancy after Loss Experiences
||Purpose- To describe women's early pregnancy after loss experiences (up to 25 weeks gestation), to document the timing and frequency of their common discomforts and events, and to explore changes in these over time.
Study Design: Longitudinal, qua...