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Background: The purpose of this study was to evaluate a teaching strategy that engaged baccalaureate maternity nursing students at two universities in a postpartum hemorrhage escape room. The study examined students' attainment of knowledge, as well as teamwork, collaboration, communication, and safety. Method: A mixed method study was conducted with 85 junior-level and senior-level maternity students at two universities in the Northeastern region of the United States. Participants completed a survey and attended one of 20 focus groups after completion of a healthcare simulation escape room on postpartum hemorrhage. Results: Participants (95.2%) reported that the escape room helped with knowledge and skill acquisition. All of the participants reported that it was an effective team building strategy and 97.6% said it fostered communication, learning, and the ability to provide safe patient care. Participants unanimously reported that the escape room was enjoyable, an effective strategy for team building, and they would recommend it to others. Qualitative findings showed six major themes: It was Fun!, No I in Team, Escaping to Learn: Building Knowledge and Confidence, Pressure Cooker, Big Picture, and Lessons Learned. Conclusion: Healthcare simulation escape rooms are an effective teaching strategy and can be used by nursing faculty to foster knowledge, teamwork, collaboration, communication and safety. Participant feedback showed high satisfaction and they felt the escape room provided a valuable learning experience. [ABSTRACT FROM AUTHOR]

Total action on the impairment index and a diverse series seven scores were analyzed during a Halstead-Reitan Neurophysiological test performance as a function of age and gender. The 427 subjects categorized into six age groups exhibited poor performance across age-groups in a linear fashion for all examinations and the impairment index. Category test exhibited an average product of Age-cohort and Gender interaction. Women performed poorly in the category test across age-groups in comparison with that of the men.

This study compares differences in how women with disabilities and women without disabilities learned about their sexuality and reproductive functioning. A written questionnaire was sent to a national sample of women with disabilities and their non-disabled woman friends recruited through independent living centers and announcements in the media. Responses were received from 504 women with disabilities and 442 women without disabilities. Participants were asked how old they were when they first learned about the physical aspects of sexual intercourse. Women with disabilities learned about the physical aspects of sexual intercourse at about the same age (M = 13.16) as women without disabilities (M = 12.93). The most commonly reported sources for learning about sexuality and sexual functioning for both groups were books and other printed material, having sex, partners, friends, and teachers in primary school. More women with disabilities received information from a woman with a disability and a rehabilitation counselor. Women in both groups indicated that sex was never or seldom the subject of general family conversation. On average the women with physical disabilities had their first date at age 16.6, which is later than women without physical disabilities (M = 14.91). Women with physical disabilities who reported having acquired sexuality information at a later age reported having sexual intercourse at an older age (M = 20.37) than women without physical disabilities (M = 17.75). Age at acquiring sexuality information was neither associated with frequency of intimate touch nor frequency of sexual intercourse. The results of this study can be used to generate recommendations for health care professionals concerning ways to respond more effectively to the special needs for sexuality information of physically disabled women. [ABSTRACT FROM AUTHOR]

The psychologist working in an institution plays a specific role within a multidisciplinary team, where skills are multiple but complementary. As part of a holistic approach, the psychologist's position in relation to other team members, the different functions he or she occupies and his or her ethical responsibility are essential elements in the support provided. Whether supporting professionals or caring for patients, the psychologist brings unique resources to the relational space., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)

Purpose of Study: Nursing students must be able to provide holistic, patient-centered, compassionate care upon entering professional practice despite the stress and psychological challenges of the healthcare environment. The purpose of this study was to explore the relationship between self-compassion, as a promoter, predictor and protector of psychological health, and perceived readiness for practice. Design of Study: This study used a convergent mixed-method design with correlational and directed content analyses. A convenience sample of undergraduate senior nursing students from baccalaureate programs in the Northeastern Region of the United States participated. Methods: Participants completed a 37-item online survey consisting of a demographic questionnaire, the Self-Compassion Scale Short Form (SCS-SF), and the Casey Fink Readiness for Practice Survey © 2008 (n = 82) followed by semi-structured online interviews (n = 18). Findings: Results indicated that self-compassion and support systems positively influence perceived readiness for professional nursing practice. Conclusions: The findings promote psychological health as a component of readiness for professional nursing practice and the incorporation of self-compassion development into nursing curriculum.