Creative Nursing最新文献

Background:The care of children with Profound Intellectual and Multiple Disabilities (PIMD) often relies heavily on parents, and their care practices can be difficult for professionals to fully understand or replicate. Purpose: This study aims to clarify the foundation of care practices among parents of children with PIMD. Methods: Five mothers were interviewed using unstructured interviews, and the data were analyzed using a phenomenological approach. Conclusions: Mothers emphasized the importance of fostering children's sense of self-determination through sincere and attentive care. They also expressed concerns that nurses' excessive focus on medical expertise could lead to losing sight of the child as a person and reducing care to the application of knowledge. This study highlights the lack of a universal definition of care for children with PIMD. Implications for Practice: Nurses need to take more account of the fact that care for children with PIMD is deeply personalized, and that based on mothers' experiences, care itself constitutes an important form of tacit knowledge. These insights should be applied to everyday practice and emphasized in the training process.

In this commentary, a recently graduated nursing student with a disability reflects on experiences with ableism and disability empowerment in nursing education, as well as what can be done in the future to encourage the inclusion and integration of disabled nursing students. In an effort to contextualize the disabled nursing student among structural, cultural, and interpersonal ableism, stories from a student disability group leader communicate the intricacies of disability, identity, nursing education, and school culture. Recommendations include increasing access to accommodations, ensuring accurate and respectful curriculum content related to disability, and encouraging student disability groups.

Some 29 million people in the United States have the neurological voice disorder spasmodic dysphonia (SD), a type of what is now more accurately called laryngeal dystonia (LD), characterized by an altered voice, the result of involuntary and intermittent contractions of the laryngeal muscles. This personal account details key facts about LD, as its etiology and treatment are still in research. It attests to how LD compromises communication and can threaten people's self-esteem, even their lives, and provides implications for nursing practice.

Aim: This study aimed to explore the experiences and perceptions of patients in a rehabilitation center who had experienced a stroke, regarding their concerns about discharge and life after stroke. Methods: A qualitative descriptive design was used and unstructured interviews were conducted with 100 patients with stroke. Reflexive thematic analysis was employed to identify recurring patterns and themes in the data, ensuring an in-depth understanding of the participants' experiences. Results: Three themes were generated from the analysis: (a) general post-hospitalization concerns, (b) concerns regarding the ability to handle activities of daily living, and (c) post-discharge aspirations and goals. Conclusions: This study sheds light on the diverse perspectives of patients with stroke regarding discharge from rehabilitation centers. A person-centered approach for patients with stroke is an important step for coordinating discharge planning. Developing a personalized care plan for meeting patients' needs is critical to address fundamental care issues.

Millions of Americans are affected by vision loss. Individuals diagnosed with Leber hereditary optic neuropathy face unique challenges due to the sudden and severe nature of vision loss. This genetic condition often results in difficulty obtaining a timely diagnosis and adjusting to blindness in a society primarily designed for sighted individuals. This study aimed to better understand the experiences of individuals who have severe central vision loss, particularly their interactions with the health-care system. Using a qualitative descriptive approach, we conducted interviews and focus groups with 27 severely visually impaired participants to explore shared themes in their narratives. Findings revealed that vision loss profoundly altered participants' lives; many experienced extended periods of psychological, emotional, and physical distress. Most reported inadequate guidance, diagnosis, and/or care coordination in the immediate aftermath of vision loss. Mental health impacts were significant, yet accessing mental health support was difficult. Participants emphasized the need for more inclusive, holistic health-care support. Recommendations from this study include the integration of the nurse case manager role into ophthalmology clinics to provide early intervention and emotional support, enhance the quality of life for individuals facing sudden vision loss, and promote more accessible and empathetic health care.

Section 504 of the Rehabilitation Act of 1973, a United States federal law, states that colleges and universities that receive federal and financial aid must make accommodations for students with disabilities. The Americans with Disabilities Act of 1990 defines disability as a mental or physical impairment that significantly limits one or more major life activities (include walking, seeing, hearing, speaking, learning, breathing, working, and caring for oneself). Disabilities can be multifarious; barriers to complete access can be physical, architectural, or attitudinal. Approximately 19% of U.S. college students have hearing loss. The types of accommodation provided by nursing programs for students who are d/Deaf and hard-of-hearing (DHH) vary based on the level of hearing loss, but often include notetakers, assistive devices such as amplified stethoscopes, transcripts and closed-captioned recording of classes, and interpreters. Providing resources is mandated; however, it is the way in which students are supported that provides a sense of inclusion and belonging that supports the academic success of students who are DHH. This article describes resources identified to support DHH students in an accelerated Bachelor of Science in Nursing program.

Mental health is a concern on college campuses across the United States, including at Gallaudet University, a university for deaf and hard of hearing students. In order to reduce the burden on counseling centers, college administrators need to consider cross-campus strategic efforts to provide mental health education and support. This qualitative case study explored whether reading the graphic novel Rock Steady: Brilliant Advice from My Bipolar Life by Ellen Forney and then engaging in a focus group discussion about the book would impact mental health awareness for deaf and hard of hearing students. Data included pre- and post-reflections from four focus groups and one individual interview (N = 20). Thematic analysis of the narrative data identified four themes: Reader Engagement, Connections, Deaf and Hard of Hearing Experience, and Coping Strategies. Findings suggest that using graphic novels can enhance accessibility, foster emotional connection, and promote coping strategies. While results are promising, larger-scale studies are needed to evaluate effectiveness as part of broader campus wellness initiatives. Campus health educators can use this book as a part of larger efforts to address mental health.

Nursing education must reflect the inclusive, patient-centered values of the profession it serves, yet support for learners with disabilities continues to be undermined by inaccessible standardized assessments, limited faculty training, and misconceptions about learner capabilities. Reasonable accommodations for learners with documented disabilities are required by law, but a sole reliance on mandated accommodations may delay needed support, stigmatize learners, and overlook the needs of those with undisclosed disabilities. Universal Design for Learning and Instruction (UDLI) offers a proactive framework that embeds accessibility into course design to benefit all learners. This article provides information about the responsibilities of nursing programs and of learners regarding accommodations and describes the use of UDLI to transform nursing education into a more inclusive, accessible, learner-centered environment. Nursing faculty can combine individualized accommodations with UDLI strategies to create learning environments that allow all nursing students to achieve academic success.

Qualitative descriptive studies are one of the most used methodologies across health and nursing research. This fourth editorial in the series titled "Focus on Qualitative Data Analysis" aims to provide researchers with guidance on how to choose appropriate methods of analysis when using qualitative descriptive studies. We provide an analytical choice tree that presents our perspective on the methods of analysis in qualitative descriptive. The previous article in this series addressed case study methodology, narrative inquiry, and phenomenology.

Introduction: This integrative review studies the psychological impact of body disfigurement on veterans who are injured in military service. More than 1.7 million veterans spanning different military service periods report having disfiguring scars related to their service. Methods: The analysis utilized studies published between 2014 and 2024 in the PubMed, Cumulative Index to Nursing and Allied Health Literature, ProQuest, Psychology and Behavioral Sciences Collection, and Scopus databases to identify common psychological impacts, coping strategies, and adaptations among military veterans. Nineteen studies were of moderate-to-high quality based on the Joanna Briggs Institute checklist. Results: Two themes were identified from the included studies: Situational Awareness, with subthemes of Rallying the Family, Dealing with Feelings, Working on Relationships, and Rediscovering Who You Are; and After-Review Actions, with subthemes of Soldiering On and Growing Stronger after Tough Times. Findings suggested that not only does body disfigurement contribute to psychological and relational issues, but resilience, family support, and post-traumatic growth are not just beneficial but essential to the healing of veterans. Conclusion: Nurses help veterans build resilience through support groups, family involvement, and emotional support. Future research should include longitudinal studies to understand the effects that apparent body injuries have on veterans over time.