Search

Sister M. Madeleva Wolff, C.S.C., teacher, essayist, poet, and college administrator, through her creative ability and innovative practices made possible major contributions to Catholic education in her lifetime. Without her strong personality and boundless energy, many of her dreams for an ideal college curriculum would not have come to fruition. Her most significant legacy, the Graduate School of Theology, afforded for the first time the opportunity for the laity and religious women to study theology at the graduate level. She served as president of St. Mary's College, Notre Dame, Indiana, from 1934 to 1961.

Background: This study evaluated the Mobile Information Software Evaluation Tool (MISET) with a sample of Canadian undergraduate nursing students (N = 240). Method: Psychometric analyses determined how well the MISET assessed the extent that nursing students find mobile device-based information resources useful and supportive of learning in the clinical and classroom settings. Results: The MISET has a valid three-factor structure with high explained variance (74.7%). Internal consistency reliabilities were high for the MISET total (.90) and three subscales: Use-fulness/Helpfulness, Information Literacy Support, and Use of Evidence-Based Sources (.87 to .94). Construct validity evidence included significantly higher mean total MISET, Helpfulness/Usefulness, and Information Literacy Support scores for senior students and those with higher computer competence. Conclusion: The MISET is a promising tool to evaluate mobile information technologies and information literacy support; however, longitudinal assessment of changes in scores over time would determine scale sensitivity and responsiveness. [ABSTRACT FROM AUTHOR]

Focuses on parents misunderstanding Hepatitis A. Survey conducted by Ipsos-Reid Inc., to find the percentage of such parents; Causes of the confusion of parents regarding the disease; Unawareness among parents regarding vaccination against the disease.

This longitudinal study compared infant care competence, infant temperament, and parenting stress of younger (less than 17 years) and older (greater than or equal to 17 years) adolescent mothers. Relationships were examined between situational, maternal infant care competence, and infant temperament. Staged multiple regression was used to quantify the role of various situational, maternal, and infant characteristics as predictors of parenting stress. A convenience sample of 78 adolescent mothers was recruited from two major teaching hospitals in Winnipeg, Canada. No significant age group differences were found for infant care competence or parenting stress. However, younger adolescent mothers reported more difficult infant temperament, t = 2.24, p = .03. A significant Pearson correlation was found between the Mom&Baby subscale of the Infant Care Questionnaire (ICQ) and the Parenting Stress Index (PSI) subscale, Relationship with Spouse, r = .59, p = .01. The Emotionality subscale of the ICQ was significantly associated with both the PSI subscales of Depression, r = .52, p = .006, and Relationship with Spouse, r = .50,p = .02. A second-stage multiple regression model that included situational (social support), infant (difficult temperament), and maternal (emotionality) variables significantly explained both total parent stress domain scores, R[SUP2] = .46,p = .04, and the depression subscale, R[SUP2] = .66,p = .000. While the study findings suggest that situational, infant temperament, and infant care competence variables together predict parenting stress, confirmation of study findings with larger and more diverse samples is required. The finding that difficult temperament and enacted social support were the most salient predictors of parenting stress underscores the need for nurses to evaluate these parenting factors. [ABSTRACT FROM AUTHOR]

The investigators examined differences in perceived and performed infant care competence for younger (less than 17 years of age) and older (17 to 19 years of age) adolescent mothers. Associations were tested between perceived infant care competence measured at several time points and performed mothering at 12 to 18 months infant age. A convenience sample of 78 adolescent mothers was recruited from two major teaching hospitals in Winnipeg, Canada. The Infant Care Questionnaire (ICQ), a self-report measure of infant care ability, was completed during the 3rd trimester and the 1st and 4th postnatal weeks. Performed mothering was assessed with Caldwell's HOME scale administered in the adolescent mother's home when the infant was 12 to 18 months old. Significant increases in competence perceptions over time were demonstrated for both ICQ subscales, the Mom&Baby, F(2, 47) = 22.73, p = 0.000, and Emotionality, F(2, 47) = 43.16, p = 0.000. This increase in infant care competence mirrors the maternal role competence trajectory reported in studies with older mothers. While no significant age group differences were found for Mom&Baby or Emotionality, older adolescent mothers were rated significantly higher on one of the HOME subscales, Variety in Daily Stimulation, t(n = 45), = 2.12, p = .04, and a second approached significance, Responsiveness, t(n = 45) = 1.86, p = .07. Pearson correlations between the Mom&Baby and Emotionality and the HOME subscales, Responsiveness and Environment, ranged between -0.30 and -0.37. Future research is required to further explain the negative correlations between perceived and performed infant care competence, establish clinical validity of self-report methods with adolescent mothers, and assess the influence of social, cultural, and economic factors not considered in this study. [ABSTRACT FROM AUTHOR]

The article reflects on the aspect of use of informatics and information management tools for enhancing the experience of students learning nursing. Topics discussed include fewer medication errors reported by the use of handheld device like smartphones, tablet computers and textbooks, adoption of information support system software, Nursing Central (NC) for clinical learning and recommendation for the use of NC by the faculty members.