Patricia Dunphy Suplee

Fostering a Smooth Transition to the Faculty Role

Both new and experienced nursing faculty across the United States are struggling to meet the individual needs of an increasingly diverse and growing population of nursing students, while simultaneously attempting to balance the research, scholarship, and stewardship requirements of their institutions. Faculty development is part of the professional career journey, and involves mentorship, guidance, and more formal educational experiences. One universitys faculty development program is described and addresses the role of mentors and administrators in the faculty development process, the recognized need for continued development and partnering opportunities, and outcome data from two cohorts of new nursing faculty.

Using a Pedagogical Approach to Integrate Evidence-Based Teaching in an Undergraduate Women's Health Course

BACKGROUND Evidence-based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. PURPOSE AND GOALS: To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future womens health research. METHODS A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate womens health course in which students (n = 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry. RESULTS Students identified 1,808 clinical questions and 30.3% (n = 547) of these could not be answered or supported by evidence in the literature. CONCLUSIONS This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in-depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct womens health research.

Nursing faculty preparedness for clinical teaching.

Nursing faculty who teach in clinical settings face complex situations requiring evidence-based educational and evaluative strategies, yet many have had limited preparation for these tasks. A convenience sample of 74 nursing faculty participated in a survey about clinical teaching in prelicensure nursing programs. Most faculty developed teaching skills through conferences (57%), orientation at their educational institution (53%), or exposure in graduate school (38%). Thirty-one percent reported having no preparation for clinical teaching. Faculty felt least prepared to manage students with learning, physical, or emotional disabilities and incivility. Twenty-six percent had no preparation for evaluating students in the clinical setting, and only 17% had worked with a faculty mentor. Few evidence-based teaching strategies were used by the faculty. These findings indicate gaps exist in the preparation of clinical faculty. Graduate education, comprehensive orientation programs, and continuing professional development may help to ensure faculty are effective in managing and evaluating student learning.

Focusing on Maternal Health Beyond Breastfeeding and Depression during the First Year Postpartum

Nursing experts reviewed publications between 2003 and 2013 to identify practices for the care of women during the recovery year after childbirth. They focused on maternal transition, role and function, and psychosocial support. Findings indicated that clarification of the psychosocial meanings of childbirth and motherhood and family support systems that strengthen or hinder optimal wellness and functioning are needed. In addition, evidence is required to promote healthy transitions during this transition year.

Validation of the Spanish Version of the Mammography-Specific Self-Efficacy Scale

PURPOSE/OBJECTIVES To consider psychometric estimates of the validity and reliability of the Spanish translation of a mammography-specific self-efficacy scale. DESIGN A cross-sectional study. SETTING Three primarily Hispanic churches and a Hispanic community center in a low-income urban area of New Jersey. SAMPLE 153 low-income Hispanic women aged 40-85 years. METHODS The translated scale was administered to participants during a six-month period. Internal consistency, reliability, and construct and predictive validity were assessed. MAIN RESEARCH VARIABLES Demographic variables included income and insurance status. Outcome variables included total mammography-specific self-efficacy and having had a mammogram within the past two years. FINDINGS Preliminary evidence of reliability and validity were found, and predictive validity was demonstrated. CONCLUSIONS The health needs of specific populations can be addressed only when research instruments have been appropriately validated and all relevant factors are considered. Diverse groups of low-income women face similar challenges and barriers in their efforts to get screened. IMPLICATIONS FOR NURSING Nurses are in an ideal position to help women with preventive care decision making (e.g., screening for breast cancer). Understanding how a womans level of self-efficacy affects her decision making should be considered when counseling a client.

Mammogram Use and Self‐Efficacy in an Urban Minority Population

OBJECTIVES (1) To compare a sample of low-income African American and Hispanic women in general and mammogram specific self-efficacy and other factors potentially associated with screening to identify any differences related to ethnicity and in the use of mammogram screening; and (2) to examine the association of general self-efficacy and mammography specific self-efficacy and mammogram screening in these two ethnically different groups of women. DESIGN AND SAMPLE Cross-sectional. A convenience sample of 139 women. MEASURES General and mammogram specific self-efficacy, having ever had a mammogram, acculturation, and demographics. RESULTS Mammogram specific self-efficacy was significantly associated with having had a mammogram (p < .001), as was insurance status (p = .027). Using logistic regression, older women (OR: 1.3) and those with insurance (OR: 4.8) were more likely to have been screened. When mammogram specific self-efficacy was added to the model, overlap between this construct and insurance prevented insurance from reaching significance. CONCLUSIONS An association between insurance status and mammogram specific self-efficacy was found. It is likely that mammogram specific self-efficacy will vary with mammogram adherence and insurance status, rather than predict screening. General self-efficacy, higher in screened women, may be an effective mediator through which to develop interventions to increase preventive health-seeking behaviors.

A Woman's Decision to Choose Bilateral Mastectomy.

Background: Rates of bilateral mastectomy as treatment for unilateral breast cancer have been rising. Quantitative analyses have resulted in assumptions about why women choose this procedure, without confirmation from the women. Objective: The objective of this study was to explore a woman’s decision making in the choice of bilateral mastectomy as a treatment for unilateral breast cancer, regardless of stage. Methods: A qualitative descriptive design was used. In-depth interviews were conducted by 2 researchers using a semistructured interview guide to elicit data, which were coded and analyzed using thematic analysis. Results: Twenty-three women were interviewed. Five themes were identified that address specific determinants of the decision-making process: finding something, collecting evidence, perceived level of risk, identifying priorities, and making the decision. Nine women reported that their physicians recommended bilateral mastectomy. Conclusions: Women who recalled being advised of their risk of recurrence reported overestimates of that risk. The reasons women chose bilateral mastectomy were to avoid a lifetime of follow-up screenings with the subsequent fear of hearing that the breast cancer had returned and wanting to stay alive and well for their children and families. Implications for Practice: Except for women carrying genetic susceptibility to breast cancer, bilateral mastectomy is not considered the standard of care. Yet women are being offered or choosing this procedure. Nurses can be advocates for women by speaking positively about how women have the right to choose their treatment based on best evidence and personal choice. This evidence should include benefits and risks of the treatment.

Improving Postpartum Education About Warning Signs Of Maternal Morbidity and Mortality

Maternal morbidity and mortality rates remain high in the United States compared with other developed countries. Of particular concern is the rise in postpartum deaths, because many of the risk factors for complications associated with maternal morbidity and mortality may not be clearly identified before a womans discharge after birth. Although nurses provide some form of postpartum discharge education to all women who give birth, the information women receive on common potential complications is not always consistent or evidence based. By improving postpartum education, nurses may be better poised to teach women how to recognize and respond to warning signs. This article describes a project intended to increase womens access to predischarge education about the risks for postbirth complications.

Exploratory Study of Childbearing Experiences of Women with Asperger Syndrome

Increasing numbers of girls have been diagnosed with Asperger syndrome and other autism spectrum disorders (ASDs) over the past two decades; therefore, more women with ASDs are entering the childbearing phase of their lives. Little is known about the childbearing experiences of women with ASDs. This qualitative study describes the childbearing experiences of eight women with Asperger syndrome. Four major themes emerged: Processing Sensations, Needing to Have Control, Walking in the Dark, and Motherhood on My Own Terms. Clinicians can provide sensitive, individualized care by asking women with Asperger syndrome about their specific sensory experiences, counseling them about coping strategies for sensory intrusions, providing targeted support, and modifying the clinical environment to decrease distressing stimuli.

Survey of Nursing Faculty Preparation for Teaching About Autism Spectrum Disorders.

The prevalence of autism spectrum disorders (ASDs) has increased significantly in children and adults. Nursing faculty’s ability to teach students about best practices in their care across the lifespan is important. This study explored nurse educators’ perceived knowledge of, and levels of comfort in, their abilities to teach nursing students about nursing care of people with ASD. Strategies are proposed to incorporate competencies for care of people with ASD into nursing curricula.