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AIM: To synthesise the evidence about preventive strategies using BA with pregnant women at risk of perinatal subthreshold depression.

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.

IntroductionInfluenza immunisation is a highly cost-effective public health intervention. Despite a comprehensive National Immunisation Program, influenza vaccination in children and adolescents with special risk medical conditions (SRMCs) is suboptimal. Flutext-4U is an innovative, multi-component strategy targeting paediatric hospitals, general practice and parents of children and adolescents with SRMC. The Flutext-4U study aims to assess the impact of Flutext-4U to increase influenza immunisation in children and adolescents with SRMC.Methods and analysisThis is a randomised controlled trial involving parents of children and adolescents (aged >6 months to Parents (of children/adolescents with SRMC) are randomised (1:1 ratio) to standard care plus intervention (SMS reminder messages to parents; reminders (written correspondence) for their child’s GP from the hospital’s Paediatric Outpatients Department) or standard care (hospital vaccine availability, ease of access and reminders for WCH subspecialists) with randomisation stratified by age-group (14 to The primary outcome is influenza vaccination, as confirmed by the Australian Immunisation Register.The proportion vaccinated (primary outcome) will be compared between randomised groups using logistic regression, with adjustment made for age group at randomisation. The effect of treatment will be described using an OR with a 95% CI.Ethics and disseminationThe protocol and all study materials have been reviewed and approved by the Women’s and Children’s Health Network Human Research Ethics Committee (HREC/20/WCHN/5). Results will be disseminated via peer-reviewed publication and at scientific meetings, professional and public forums.Trial registration numberAustralian New Zealand Clinical Trials Registry (ACTRN12621000463875).

Background Health Professionals (HPs) play an important role in supporting parents to care for their children, by facilitating parents' knowledge and skills development through parent education. This is achieved through teaching, whereby planned strategies, based on principles of how people learn, enable learning. Despite Learning Principles being the fundamental tenets of the learning process, how HPs perceive and use Learning Principles in their practice is neglected in the healthcare literature. Objective To identify, describe and map the existing literature on nurses' and HPs' perceptions and use of Learning Principles in parent education practice. Method A scoping review was performed using the Joanna Briggs Institute approach. A comprehensive search of 10 databases and the grey literature was undertaken between March and June 2017 to identify pertinent English-language publications. The search was limited to literature published between 1998 and 2017. Following a screening and inclusion criteria eligibility check, 89 articles were selected for inclusion. Results HPs' perceptions of Learning Principles were diverse, somewhat disorganised, divergent in meaning and implicit. This was until the Dimensions of Learning construct was applied to guide the analyses and mapping. This revealed that HPs, of whom 60.7% were nurses, used Learning Principles in parent education, but only referred to them in the context of Adult Learning. Enablers to HPs using Learning Principles included shared partnerships between parents and HPs, while barriers included parents' health beliefs, psychological issues and organisational assumptions about learning. Evaluation of parents' learning also represented implicit use of Learning Principles by HPs. Conclusion This scoping review is the first to examine HPs' perceptions and use of Learning Principles within parent education practice. The findings reveal a significant gap in this body of knowledge. The paucity of studies containing any explicit descriptions of Learning Principles strongly supports the need for further exploration and codification of Learning Principles, through qualitative methods, whereby a deeper understanding of what is happening in healthcare practice can be established., Pediatrics; Nursing; Health education; Educational psychology; Health professionals; Parent education; Learning principles, Dimensions of learning

Background: Increasing numbers of children with complex health needs 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 children with complex health needs. 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.

Background: Antenatal breast expression (ABE) has been taught in the past as breast preparation. Now some authorities are advising ABE and storage of colostrum for the feeding the newborn in the treatment and/or prevention of hypoglycaemia in the immediate postnatal period (thus avoiding the need for formula supplementation). Conclusion: This study suggested a large proportion of lactation qualified midwife respondents were aware of ABE and some currently teach the skill. However, advice given to women during pregnancy varied substantially. Findings: Response rate was 27% (n = 347/1269). 93% (n = 322) of those responding to the survey had heard of ABE. 60% (n = 134) actively teach the practice. Descriptive statistics and content analysis revealed marked differences in teaching practices amongst this specialised group of midwives. Method: A descriptive cross-sectional Internet survey containing both quantitative and qualitative questions was sent to Australian IBCLC Midwives. Simple descriptive statistics was used to analyse quantitative data. Content analysis examined qualitative textual data of open-ended questions. Research question: What are the teaching practices surrounding ABE and the incidence of this type of teaching by IBCLC Midwives across Australia? The actual incidence of ABE teaching amongst International Board Certified Lactation Consultant (IBCLC) Midwives is unknown. Results of this study will provide valuable baseline data for future randomised controlled trials into this practice. Refereed/Peer-reviewed

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.

2004

This interpretive study explores the phenomenon of performance feedback within nursing. Impetus for the research was the introduction of a signed declaration of self-competence required for continuing registration as a nurse within South Australia. The use of performance feedback is recommended by the Nurses Board to inform a nurse?s self-assessment of competence; however, there is only limited research to support the utility of feedback in this context. Thesis (PhDNursing)--University of South Australia, 2004

Thesis (PhDNursing)--University of South Australia, 2004. Vol. 1. The role of performance feedback in the self-assessment of nursing practice -- v. 2. A representation of the process of analysis. This interpretive study explores the phenomenon of performance feedback within nursing. Impetus for the research was the introduction of a signed declaration of self-competence required for continuing registration as a nurse within South Australia. The use of performance feedback is recommended by the Nurses Board to inform a nurse's self-assessment of competence; however, there is only limited research to support the utility of feedback in this context.

Thesis (PhDNursing)--University of South Australia, 2004. Vol. 1. The role of performance feedback in the self-assessment of nursing practice -- v. 2. A representation of the process of analysis. This interpretive study explores the phenomenon of performance feedback within nursing. Impetus for the research was the introduction of a signed declaration of self-competence required for continuing registration as a nurse within South Australia. The use of performance feedback is recommended by the Nurses Board to inform a nurse's self-assessment of competence; however, there is only limited research to support the utility of feedback in this context.