Rebecca Keating-Lefler

Needs, Concerns, and Social Support of Single, Low-Income Mothers

The purposes of this qualitative pilot study were to describe needs and concerns of single, low-income mothers and to evaluate social support mechanisms these mothers valued during the transition to parenthood. Qualitative analysis consisted of word and context interpretation from focus group data. The following themes resulted from the discussion: (a) transition: resilience, finding new direction, and an array of emotions and mixed feelings; (b) stress: loss, isolation, and barriers; and (c) social support: positive and negative social support, and the need for informational, appraisal, emotional, and tangible support. Nursing interventions are discussed.

New Mothers Network The Provision of Social Support to Single, Low-Income, African American Mothers Via E-Mail Messages

Electronic mail (e-mail) is being investigated as a health care intervention for mothers caring for their infants. The purpose of this study is to describe themes representing the content of e-mail messages written by 12 single, low-income, African American mothers to nurses participating in the New Mothers Network Study. Three themes that emerged were (a) lifes logistics: day-to-day concerns; (b) relationships of support; and (c) personal reflections about being a new mother. Reported themes support the social support theory based on works by House and Revenson, Schiaffano, Majerovitz, and Gibofski used to develop the nursing intervention. Nurses are in key positions to offer social support to African American mothers adjusting to single parenting. Nurses can provide social support to single, low-income African American mothers via e-mail messages to assist them with caring for themselves and their infants.

Advancing Interprofessional Education: A Qualitative Analysis of Student and Faculty Reflections

Interprofessional education (IPE) is imperative when training health professions students to practice in an environment requiring a team based approach. IPE has not been widely practiced in the United States (US) since its immergence in the 1970’s and waning in the 1980’s.Contemporary curricula, instruction, and IPE activities still need to be tested. This report focuses on the analysis of qualitative feedback collected from faculty and students participating in IPE activities, designed for first year health professions students in the Fall 2010 (n=542), and Fall 2011 (n=555). An interprofessional research team conducted analysis using an immersion/crystallization framework. Eight major themes emerged from comments provided through evaluations of the IPE activities. Students expressed a desire to learn more about roles, skills, and responsibilities of other professions and wanted additional IPE opportunities integrated throughout their education. Skill level of small IPE group facilitators emerged as an important component for successful IPE activities. Lessons learned through this analysis will guide future augmentation of interprofessional activities locally and can be applied at other medical campuses.