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Purpose: In parent-education practice nurses use Learning Principles (LPs) when helping parents to develop the knowledge and skills required to care for their children. LPs are basic precepts of learning, comprising people's beliefs, behaviors and reasoning processes. LPs underpin parents' active engagement, confidence building and decision-making, as information provided becomes usable knowledge. However, the ways nurses apply LPs in parent-education practice are poorly explained in healthcare. Likewise, descriptions of parents' learning experiences, associated with the use of LPs in nurse/parent-education interactions, are lacking. This study aimed to explore and describe nurses' perceptions and use of LPs, and parents' learning experiences in one healthcare organization. Participants and Methods: Using an action research design, 25 nurses and 18 parent participants were purposively recruited across metropolitan Adelaide, Australia. Data were collected through observations and semi-structured interviews and thematically analyzed simultaneously June-December 2017.Results: The LPs nurses used, and those important to parents' learning experiences created three overarching themes: 1) collaborative relationships, 2) deepening learning insights, 3) the learning environment. Despite their apparent use, nurses struggled to explicitly describe how they perceived LPs, believing their knowledge and use was sub-conscious − tacit. However, tacit knowledge hinders communication and explanation of LPs used within parent-education to other nurses. The member-checking of interview data helped to stimulate the nurses' metacognition (thinking about their thinking), unlocking their LPs awareness.Conclusion: Nurses used LPs in practice but their knowledge was tacit. Through metacognition, nurses started to recognize the ways LPs influenced their practice and parents' learning capabilities. Increasing healthcare constraints, including time allowed for parent-education, require nurses to optimize their use of LPs. Future research should identify ways nurses can communicate their use of LPs, potentially enhancing parents' active learning experiences and concordance with health recommendations. [ABSTRACT FROM AUTHOR]

Background: The mother-infant relationship is complex and dynamic, informing the psychological development of the infant through bonding and attachment. Positive early interactions influence the quality of this relationship. Midwives are well placed to support the developing relationship between the mother and baby, yet there has been limited research exploring the role of the midwife in this context. Aim: To explore interventions that have been provided by the midwife which support the development of the maternal-fetal or mother-infant relationship amongst a low-risk population from pregnancy, and up to six weeks postnatal. The review also sought to understand the types of interventions developed, format and delivery, outcomes measured and if cultural considerations had been incorporated. Methods: A scoping review of the research literature was undertaken using the Joanna Briggs Institute framework. Five online databases were searched for relevant articles published in English from 2000 to 2021. Findings: Sixteen articles met the inclusion criteria. Three themes emerged: (1) viewing the fetus as separate from the mother, (2) focused activities on the maternal-infant relationship and (3) targeted educational interventions. Discussion: Providing focused activities and targeted education during the pre and postnatal periods support the development of the mother-infant relationship. Significantly, there was insufficient research that considered the influence of culture in supporting the mother-infant relationship. Conclusion: Further research is required to develop interventions that include a diverse sample to ensure culturally appropriate activities can be integrated into care during pregnancy and/or the postnatal period provided by midwives. [ABSTRACT FROM AUTHOR]

Background: Increasing numbers of children with complex health needs (CWCHN) are being cared for in their own homes. Caring for a child with complex health needs is an enormous task for a family and so access to suitable respite is critical for the wellbeing of all members of the family. Aim: The aim of this study was to explore the concept of 'suitable' respite from the perspective of the carer and whether suitable respite is currently available. Method: A qualitative descriptive approach was used. Five people who acted as a carer for a child with complex health agreeing to participate in the study. Semi-structured interviews were conducted in the home of the carers and interview data analyses with a thematic analysis. Results: This study identified some of the barriers and enablers for families when accessing respite services for CWCHN. Carers describe optimal respite for these children to be similar to a family home with suitable facilities, equipment and activities for children. Flexible respite services and enthusiastic competent staff were considered very important by the family carers. Conclusion: Further research is needed to better understand the complexities of care for CWCHN and to identify effective strategies to support family carers. [ABSTRACT FROM AUTHOR]

Background Induction of labor, an increasingly common intervention, is often preceded by the application of an agent to 'prime' or 'ripen' the cervix. We conducted a randomized controlled trial to compare clinical, economic, and psychosocial outcomes of inpatient and outpatient cervical priming before induction of labor. In this paper we present the psychosocial outcomes. Methods Women participating in a randomized controlled trial in two Australian metropolitan teaching hospitals completed questionnaires to measure anxiety and depression at enrollment, and to examine satisfaction, experiences, depression, and infant feeding 7 weeks after giving birth. Data analysis was by intention to treat and by having received the intervention as intended (approximately 50% in each group). Results Of 1,004 eligible women, 85 percent consented ( n = 407, outpatient; n = 414 inpatient). No statistically significant or clinically relevant differences were found in immediate anxiety, depression, or infant feeding. Small, statistically significant differences favoring outpatient priming were found in seven of the nine subscales in the 7-week postpartum questionnaire. The direction of the effect was maintained, mostly with a larger effect size in women who received the intervention. Conclusion Women allocated to outpatient priming were more satisfied with their priming experience than women allocated to inpatient priming. Being informed that they could go home after cervical priming did not increase women's anxiety. [ABSTRACT FROM AUTHOR]

Background: Successful transition to practice programs that use competency-based assessment require the involvement of all staff, especially those undertaking the preceptor role. Methods: Qualitative data were collected using interview methods. Participants were 14 newly employed nurses and 7 preceptors in the child and family community health service in South Australia. Participant narratives were recorded electronically, transcribed, and thematically analyzed using the paradigm of critical social science. Results: Five themes were identified that describe enablers as well as barriers to applying a flexible transition to practice program using competency-based assessment. These included flexibility in the program design, flexibility on the part of preceptors, flexibility to enable recognition of previous learning, flexibility in the assessment of competencies, and flexibility in workload. Conclusion: To ensure successful application of a transition to practice program using competency-based assessment, preceptors must understand the flexible arrangements built into the program design and have the confidence and competence to apply them. [ABSTRACT FROM AUTHOR]

Urinary and faecal incontinence are problems experienced by some school-aged children. The purpose of this qualitative study was to explore parents' experiences of managing their child's incontinence within the school system, and the strategies they used to overcome any difficulties they encountered. As part of the 2009 Continence Foundation of Australia (CFA) and the Department of Health and Ageing Australia Continence Stakeholder Forum, forums (n=4) were conducted with parents (n=22) to explore the management of incontinence at school. The forums were audiotaped and the transcribed interviews were analysed using a data-driven thematic analysis technique. Two main themes were identified: managing the social aspects of being incontinent at school, and managing the physical aspects of being incontinent at school. The parents' experiences highlight the importance of parents, health professionals and education staff working together with the child or young person to successfully manage incontinence at school. [ABSTRACT FROM AUTHOR]

Despite the love that exists between children with disabilities and their parents and the positive contribution that children with a disability make to families and communities, caring for a child with a disability can be difficult and demanding for parents, carers and the family. Their interaction with the many and varied health professionals they encounter can serve to either ameliorate or exacerbate these difficulties. In this paper we report on a qualitative needs analysis undertaken as part of a project to develop disability awareness resources for generic health professionals (GHP). Data were collected through focus groups ( n = 5) and individual interviews ( n = 7) with 34 parents/carers and was analysed using a process of thematic analysis. 'Partnership' was identified as the overarching theme that answers the question 'What do parents/carers want from a GHP?' Three further themes were identified that together tell the partnership 'story'. These are: 'The GHP-parent partnership', 'Qualities of a GHP', and 'The role of advocacy in the GHP-parent partnership'. Implications are presented that highlight the importance of advocacy in GHP-parent partnerships and suggest improvements in GHP education and preparation. [ABSTRACT FROM AUTHOR]

Mental health problems are a serious issue for homeless youth in Australia, as in many countries. Of further concern, these young people are unlikely to access much needed mental health services. Our previous research identified that homeless young people with mental health problems often felt stigmatised and discriminated against, especially when trying to access and engage with health and social services. A further finding was the difficulties homeless youth encountered when trying to manage regular psychiatric medications, especially when their lives lacked any form of stability and security. This paper discusses the translation of our research findings through the development of targeted health messages 'for homeless youth by homeless youth' using a series of workshops and consultations to facilitate the design of two series of postcards. The first series of postcards delivered powerful messages of the lived experiences of these young people expressed through their own art design and poignant words, and provided practical information to assist others to identify services that could assist them. The second series contained targeted messages for taking medication that were formulated by the study participants and were grounded in their experiences of managing medication and the supports that enabled adherence to medication regimes. The postcards presented here are a real world example of research translation developed by homeless youth with mental health problems to reach out and help others in similar situations. [ABSTRACT FROM AUTHOR]

The present qualitative study describes and discusses the perspectives and experiences of young homeless people with mental health problems in relation to their interactions with health and social care services. Working in partnership with Streetlink, a supported accommodation assistance programme in Adelaide, Australia, the authors interviewed 10 homeless young people, aged from 16 to 24 years of age, who had experienced mental health problems. In-depth interviews elicited accounts of the best and worst of the participants’ experiences of health and social care services. Access to services was not identified as being a significant problem in comparison with the participants’ concerns regarding the quality of the services encountered. The central findings stress the importance of a respectful and supportive climate in relation to the qualities of service provision that the young people identified as valuable for their continuing treatment or consultation. [ABSTRACT FROM AUTHOR]

In this article, the authors describe how they used a hybrid process of inductive and deductive thematic analysis to interpret raw data in a doctoral study on the role of performance feedback in the self-assessment of nursing practice. The methodological approach integrated data-driven codes with theory-driven ones based on the tenets of social phenomenology. The authors present a detailed exemplar of the staged process of data coding and identification of themes. This process demonstrates how analysis of the raw data from interview transcripts and organizational documents progressed toward the identification of overarching themes that captured the phenomenon of performance feedback as described by participants in the study. [ABSTRACT FROM AUTHOR]

Background: This paper reports the findings of a South Australian qualitative, exploratory study of children and young people living with a chronic disease, and their perceptions and experiences of physical activity. The perceptions and experiences of their parents were also explored. The chronic diseases were type 1 diabetes, asthma and cystic fibrosis.Methods: Multiple qualitative data collection techniques were used to elicit the children and young people's perspectives and experiences of physical activity, including focus groups, maps, photos and 'traffic light posters'. The children's parents were interviewed separately to ascertain their views of their child's participation in physical activities.Results: Children and young people described their active participation in a wide variety of physical activities including organised sports and play, but made very little mention of any negative influence or impact due to their disease. Their parents' stories described the diligent background planning and management undertaken to enable their child to participate in a wide range of physical activities.Conclusion: The results of this study suggest that for these children and young people, having a chronic disease was not perceived as a barrier to participation in organised sport and recreational activities. They were physically active and perceived themselves to be no different from their peers. Their positive beliefs were shared by their parents and the level of participation described was enabled by the high level of parental support and background planning involved in managing their child's health care needs. [ABSTRACT FROM AUTHOR]