Ann Faulkner

Links between nurses and cigarette smoking

Abstract The thoughts and feelings of nurses in training about cigarette smoking were studied by means of a survey of nurses in four schools of nursing in the north-west of England. Questionnaire data, together with material from in-depth interviews with a 10% sample from those nurses who were current smokers was the basis of an exploration of various issues concerned with nurses and smoking cessation. Analysis of the data suggested that the prevalence of cigarette smoking amongst nurses in training was similar to that amongst comparable members of the general population, and that nurses did not attribute increased cigarette consumption to specifically nursing situations. In comparison with their colleagues, nurses who were current smokers appeared to believe that cigarettes are less dangerous to health, and demonstrated some differences in their responses to a situation which had potential for health education. A considerable proportion of the current smokers both wanted to stop smoking and were prepared to give up time in order to do so; many others had made a previous attempt at smoking cessation. Interview data suggested that many felt guilty about their smoking, and considered their smoking to be linked with social activities, the management of difficult situations and (for female nurses) weight control. Encouragement, especially from other smokers trying to stop smoking, help with cessation techniques, regular opportunities to monitor progress and receive support were all features identified by current smokers and ex-smokers as being useful in the design of a support system which might help those nurses who wished to stop smoking.

Problems encountered in setting up support groups in nursing

Abstract There has been much discussion on the value of support groups as a means of enabling nurses to deal with the emotional costs of their daily work. This paper describes a range of problems encountered while setting up support groups. Some of the groups were specifically to help nurses give up smoking while others were planned to help with a wide range of problems. From the findings, suggestions are made which may be of value to nurses in all specialties.

Exploring relationships in joint-venture research

Abstract This paper is about everyday research relationships. It takes as a starting point the view that procedures and priorities in research are made more understandable where the relationships underpinning them are elucidated. As participants in a three-centre joint-venture curriculum development project called Communication in Nurse Education (CINE), the authors are interested in the opportunities and problems both explicit and implicit in two categories of relationships as they affect collaboration: first, the relationship between a research problem and nursing practice: second, relationships within the research team. Their consideration of aspects of these relationships illuminates an important but often shadowy dimension of research, namely the social context.

Antenatal classes: a selective review of the literature

ANTENATAL CLASSES are provided free by the National Health Service and run by midwives, health visitors and others to give expectant parents an opportunity to help prepare for parenthood. However, attendance has never been high, with only about half the parents going to classes (Burnett, 1956; Royal College of Midwives, 1966; Laughran, 1973; Craig, 1981). Questions need to be asked about the low uptake. Are there problems of content, time and place? Indeed, are the classes really necessary at all? Antenatal education is seen to be necessary, is encouraged and approved of at an official level. A paper published by the Department of Health and Social Security (DHSS, 1974a) reflected on the impact of the family on society and argued that the good functioning of the family unit was essential to the well-being of society. It went on to outline a cycle of deprivation in those families whose poor parenting was repeated through the generations. Education was seen as a means of affecting change in that parents would learn to understand their childs needs. Although it could be argued that eight twohour sessions would hardly change the approach of those who were themselves deprived of the role models, in parenting skills, the poor attendance rates at the classes may mean that those whose needs are greatest are those who do not attend. Parents may learn one pattern of child rearing from their own parents (DHSS, 1974a) but there are many circumstances where this experience may no longer apply. A deprived childhood, the changes brought about by the break-up of the extended family, the smaller number of children in families, poor social or economic conditions, the influence of a multicultural society where traditional patterns are questioned may all serve to confuse parents in their expected role. The changes enhance the need for support and education for parents, so that they can meet the needs of their child. Although all pregnancies produce changes in the family relationships, the first pregnancy marks a particular transition that makes it a suitable time for providing information and education (DHSS, 1974b). If the experience of childhood itself is not sufficient to teach all that is needed, then there has to be some other provision (Kellmer Pringle, 1975).