Active learning experiences for undergraduate nursing students build upon their understanding of concepts that transfer to new learning skills throughout the curriculum. Faculty implemented a leadership simulation in the classroom focusing on communication skills as a nurse leader to better understand the role of the nurse in the interdisciplinary team. The classroom setting is an ideal platform to teach interdisciplinary collaboration when opportunities do not present in the clinical setting. Scaffolding simulation experiences throughout the curriculum helps bridge the knowledge and skills gap between classroom and clinical experiences.
INTRODUCTION:The most common trigger of shaken baby syndrome-inconsolable crying-may be prevented by raising awareness and implementing prevention strategies to improve caregiver knowledge and behavior. The purpose of this study was to educate pregnant or postpartum women about coping with infant crying and dangers of shaking an infant. Partnership between rural obstetrics-gynecology office and student nurses' clinical experience was developed to evaluate the effectiveness of educational sessions. Recent research reports prevention is essential and works.METHODS: Data were collected from one-on-one teaching sessions over a 4-year period. Student nurses administered pre-and posttests after an educational video by the National Council on Shaken Baby Syndrome. Evidencebased information about normalcy of infant crying, shaking an infant, and coping strategies were included.
RESULTS:A sample of 148 women (53.4% white, 40.5% African American, 6.2% other; mean age of 24.5 [±6.4] years) completed the educational program and pre-and posttest. Overall, 82.4% of respondents reported awareness of shaken baby syndrome at baseline. There was no difference in pre-and posttest performance between women who were aware of shaken baby syndrome and those who were not aware (P5nonsignificant). Improvement in knowledge was validated by an increase in mean scores from pre-(3.9 ±6.4) to posttest (7.1±11.2) (P,.001) with a proportional increase of correct answers from 49.1% to 88.7%.CONCLUSION: Participants' knowledge of shaken baby syndrome was significantly improved after teaching sessions. Nursing students developed their role as teachers in the rural service area where they attend college. Future research is needed to examine the effectiveness of such educational programs to decrease incidence of shaken baby syndrome.
Breastfeeding is often considered principally a biological issue but success is impacted by the socio-ecological environment of the lactating parent. Identifying current attitudes towards breastfeeding is essential in the effort toward normalizing breastfeeding in communities, including university campuses. The study explored campus community knowledge, awareness, and attitudes about breastfeeding, including available resources and applicable laws on two university campuses in the southern United States. This cross-sectional, self-reporting study utilized the Iowa Infant Feeding Attitude Scale and an adaptation of the Breastfeeding Behavior Questionnaire to survey a convenience sample. Results revealed decreased awareness of protective laws, availability of private lactation space, and insufficient public appreciation of breastfeeding’s unique advantages to both lactating parent and infant as barriers to breastfeeding. These findings will help develop additional breastfeeding strategies to improve university campus community breastfeeding initiatives.
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