Personal Satisfaction ; Maternal-Child Nursing

This study was done to develop a digital textbook for students to use over the internet for maternity nursing practice. The textbook is not only for student nurses, but also for nurse midwives and nurses working in the maternity. The process used was as follows; 1.Existing educational media on maternity nursing were reviewed and examined. 2.Workshops and meetings were held to decide the most appropriate type of presentation. 3. The digital content including text, pictures, audios, and videos were developed using Macromedia Dreamweaver, Adobe Photoshop and Adobe Premier. 4.Revisions were made recursively as the content was previewed and implemented over the internet by professionals and the end-users. 5. A database of members and a web survey module were developed and posted. The clinical implication of a digital textbook over the internet is the possibility of using it to educate many student nurses throughout the country and to disseminate the content for whoever needs it in practice settings and facilities. Another implication is that this site stressed interactivity by developing member database and web survey. In conclusion, the study found this first trial of digital textbook to be a unique educational media for nursing skills practice. Further refinement of this media is strongly recommended.
Female ; Humans ; Infant, Newborn ; Internet* ; Maternal-Child Nursing* ; Nurse Midwives ; Nursing Care* ; Nursing* ; Pregnancy

PURPOSE: This study was performed to provide data for improvement in clinical practice education through analyzing the status of clinical practice education in maternity nursing in four year course nursing schools in Korea. METHOD: Analyzed subjects were 43 schools out of 53 four year course nursing schools in Korea. RESULT: Credits in theory and clinical practice are on the decline. The relationship between goals and areas of clinical practice was not sufficient. The department was not efficient in meeting the demands between theory and practice. The number of students in a group according to clinical areas were thoughtfully assigned, and clinical practice was performed based on real situations. Instructors for clinical practice used practice lecturers, part-time lecturers, preceptors, and assistant instructors including faculty. Methods of practice education and evaluation were varied. CONCLUSION: A suitable philosophy and goals of clinical practice education maternity nursing should be established at this point in time. Furthermore, a study should be performed to analyze the relationship between goals and contents of clinical practice for maternity nursing. In addition, a standardized tool should be developed to evaluate clinical practice.
Education* ; Humans ; Infant, Newborn ; Korea* ; Maternal-Child Nursing* ; Nursing* ; Philosophy ; Pregnancy ; Schools, Nursing*

PURPOSE: This study was done to apply a PBL module for students' practice in maternity nursing. METHOD: Two PBL module scenarios were made for clinical cases in antepartum, intrapartum, and postpartum nursing care. A total of 70 senior nursing students of S university were enrolled in this module for their scheduled 3 weeks of practice. A structured questionnaire and subjective statements were collected for evaluation. RESULT: The students' perceptions of PBL were found to be effective in encouraging motivation and interest in studying, absorbing practical knowledge better, and learning through interaction with tutors. They became more confident, active, and positive throughout the PBL experiences while a lack of time for learning was a limitation. CONCLUSION: PBL is considered a method that can strengthen nursing students' abilities to adjust to clinical situations in maternity areas. It is recommended to expand PBL in nursing practice courses and develop various scenarios and qualified tutors.
Humans ; Infant, Newborn ; Learning ; Maternal-Child Nursing* ; Motivation ; Nursing ; Nursing Care ; Postpartum Period ; Pregnancy ; Surveys and Questionnaires ; Students, Nursing

PURPOSE: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. METHODS: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. RESULTS: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). CONCLUSION: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.
Clinical Competence ; Humans ; Infant, Newborn ; Maternal-Child Nursing ; Orientation ; Patient Simulation ; Pregnancy ; Surveys and Questionnaires ; Students, Nursing

PURPOSE: This study was carried out to provide the theoretical understanding of mothers' child-rearing attitude and the eventual purpose was to contribute to the development of nursing interventions to help mothers have love-automous childrearing attitudes which will foster child development and enhance harmonious child-mother relationship. METHOD: The data were collected from April to september, 2002 by questionnaires with 130 married child-rearing mothers. Mothers' child-rearing attitudes were rated on the 5-point sclae of Schaefer's Maternal Behavior Research Instrument(MBRI). RESULT: 1) In love vs hostility and autonomy vs control, the score of love(3.79) is higher than hostility(2.64) and the score of autonomy(3.54) is higher than control(2.58). 2) In love-autonomous child-rearing attitude(3.69) is highest than hostility-control(2.75), love-control(2.70), hostility-autonomous (2.54) child-rearing attitude and the direction is autonomy-->love. CONCLUSION: Nurses assess mothers' child-rearing attitude and provide teaching and counselling to help mothers to form love-autonomous child-rearing attitude.
Child ; Child Development ; Hostility ; Humans ; Love ; Maternal Behavior ; Mothers ; Nursing ; Child Health ; Surveys and Questionnaires

This quasi-experimental study was conducted to explore what kind of impact a Web-based educational program can have on nursing students and how nursing students react to this educational program. A Web-based computer assisted instruction for maternity nursing practice was developed by researchers using Instruction System Design model and serviced far nursing students on the WWW. To study educational effect of this program on nursing students 30 senior students at a school of nursing were selected. They were assigned into experimental and control groups based on their maternity nursing practice schedule. The effect of the Web-based CAI was measured and compared between two groups using Achievement score, attitude toward learning experience and attitude toward computer and internet. There were significant differences between two groups in achievement and attitude scores. And students in the experimental group showed positive response to the Web-based CAI program. These results suggest that Web-based CAI can be used as a new teaching tool for maternity nursing practice as well as other nursing courses. Comments on program improvement and operational issues were collected from students. These will be used for program improvement in future.
Appointments and Schedules ; Computer-Assisted Instruction ; Humans ; Infant, Newborn ; Internet ; Learning ; Maternal-Child Nursing* ; Nursing* ; Pregnancy ; Students, Nursing

PURPOSE: The purpose of this study was to analyze the effectiveness of simulation-based maternity nursing practice by applying problem based learning (PBL) on the problem solving process, self-confidence in clinical performance and nursing competence of nursing students. METHODS: This study was one group pre-posttest design, with 123 third year nursing students. Data were collected from March 19 to May 29, 2013 as the students completed their simulation practice class. Students completed a survey about their problem solving process, self-confidence, and nursing competence at the beginning and the end of the class. RESULTS: Students' problem solving process, self-confidence, and nursing competence showed significant improvements after the simulation-based maternity nursing practice. CONCLUSION: Therefore, it is recommended that current maternity nursing curriculum should be reviewed and improved, and the students should be provided variety of simulation-based education and maternity nursing skills.
Curriculum ; Education ; Humans ; Infant, Newborn ; Maternal-Child Nursing ; Mental Competency* ; Nursing* ; Pregnancy ; Problem Solving* ; Problem-Based Learning* ; Students, Nursing

OBJECTIVE: To determine the type and frequency of medication taken by breast-feeding women and to evaluate the effects of maternal anxiety related to medication during lactation on the breast-feeding rate. METHODS: From April 15 to May 15 2003, we conducted a survey with a prepared questionnaire on ninety-one mothers who visited the obstetric clinics of Samsung Cheil hospital at eight weeks after delivery. The questionnaire contained information about parity, mode of delivery, whether to feed breast-milk, and the type and frequency of medicinal exposure. We also asked the degree of perceived adverse effects on her baby associated with maternal medication using 10cm visual analogue scale. RESULTS: The mean age of respondents was thirty-one years and the mean number of children born to the respondents was 1.3. At the eighth week after delivery the breast-feeding rate was 65.9%. The breast-feeding rate was not related to maternal age or the number of children but rather, the mode of delivery, which was 76.9% in NSVD, 70.0% in vaginal delivery with labor induction and 50% in cesarean delivery(P<0.05). The frequency of maternal medication intake during lactation was 50%. The most frequent type of medicine was herb medicine (36.7%). The average score of perceived adverse effect on a respondent's baby during breast-feeding was about 49% in total, which was 46.5% in NSVD, 48.9% in vaginal delivery with labor induction, and 51.2% in cesarean delivery. CONCLUSION: Most nursing mothers think that their medications during lactation affect adversely their babies, who, in turn, may be associated with the decrease of breast-feeding rate.
Anxiety* ; Breast Feeding* ; Breast* ; Child ; Surveys and Questionnaires ; Female ; Humans ; Lactation* ; Maternal Age ; Mothers ; Nursing ; Parity

PURPOSE: There are no interventional study results directed at maternal identity development education, including all stages of maternity role attainment, for expectant mothers with healthy babies. This research was conducted to assess the effect of maternal identity development education on the maternity role attainment and my baby perception of primigravidas. METHODS: The research was carried out by using pretest-posttest quasi-experimental model with control group. A total of 120 mothers and their babies participated in this study. In the collection of the data, Personal Information Form, Semantic Differentation Scale-Myself as Mother and My Baby and the Pharis Self-Confidence Scale were used. RESULTS: It was detected that the training of identification development given for the mothers increased score averages taken from the scales of Myself as Mother, My Baby and the Pharis Self-Confidence Scale; this increase was statistically significant. There was a significant positive correlation between the Pharis Self-Confidence Scale post-test score averages and scales of Myself as Mother and My Baby. CONCLUSIONS: Nurses should offer maternal identity development education, support the baby perception process in the early postnatal stages, and help develop the self-confidence of the mother in order for mothers to develop successful motherhood behaviors. Maternal identity development education should be routinely offered to all expectant mothers by specialized nurses, not just to primigravidas. There is a requirement for similar studies to be conducted on broader populations related to the subject.
Humans ; Infant, Newborn ; Maternal-Child Nursing ; Mothers ; Pregnancy ; Semantics ; Turkey ; Weights and Measures