Best practice during intrapartum care: A concept analysis

Abstract

Purpose:The purpose is to explore the meaning of the concept of best practice within the context of intrapartum care.Method: The concept of best practice was analysed using Wilson's method of concept analysis. Dictionaries, a thesaurus, and an internet search were employed. References of journals were used to identify extra sources. Data saturation was reached at 117 definitions and uses of the concept of best practice. The definitions and uses of the concept of best practice listed in column one were read repeatedly. Common and similar patterns of words were highlighted. Grouping of common attributes and connotations occurred in column two and further deductive analysis and synthesis occurred in column three where derived essential attributes of the concept of best practice were categorised.Results: Three broad categories emerged, namely (1) Values as antecedents of best practice; (2) A three-phased interactive integrative cyclic process of best practice; (phase one: awareness; phase two: need analysis and interactive process; phase three: consolidation); and (3) Desired outcomes of best practice, with resultant theoretical definition of the concept best practice during intra-partum care. Theoretical validity was attained through 117 sources used. Recommendation:The results of the concept analysis of best practice should be used to develop a model to facilitate best practice during intra-partum care.

Pedagogic frailty: A concept analysis

“…There the approach has been used to explore various complex concepts in clinical practice (e.g. Bookey-Bassett, Markle-Reid, Mckey, & Akhtar-Danesh, 2017;Chabeli, Malesela, & Nolte, 2017;Garside & Nhemachena, 2013;Liu, Avant, Aungsuroch, Zhang, & Jiang, 2014;Phillips-Salimi, Haase, & Kooken, 2012), as well as concepts in clinical education that have a wider application to higher education theory such as critical thinking (Von Colln-Appling & Giuliano, 2017) and, importantly here, concepts that are of direct relevance to the elements of pedagogic frailty. This includes a concept analysis of stress (Goodnite, 2014), a concept that has a central role in pedagogic frailty.…”