Comprehensive child and adolescent nursing最新文献

Work-related stress in nursing is widely acknowledged. This integrative review was undertaken to systematically identify and appraise the causes of work-related stress experienced by registered nurses working with children at home. Ten studies were included, eight of which focused solely on the experiences of nurses providing palliative and end of life care at home for children. One study focused on the experiences of newly qualified nurses and one on the experiences of nurses caring for sick children at home at different stages within their care trajectory. Stress was experienced by nurses caring for children at home and identified and acknowledged within all included studies. Recurrent themes reported in the literature that contributed to work-related stress were, provision of out of hours care, challenge of developing and maintaining skills (clinical and non-clinical), ambiguity of roles and relationships (professional team and child and family), lack of resources, emotional toll, and lack of staff support. The causes of work-related stress highlighted in this review need to be proactively addressed; thus, providing an opportunity to improve the working experiences of nurses improve job satisfaction and overall wellbeing. A recommendation from this integrative review is for workplaces to identify and invest in effective strategies to prevent or reduce work-related stress.

Emeritus Professor Alan Glasper from the University of Southampton discusses strategies to enhance Covid-19 and other vaccine uptake among some families and groups in society who are adversely influenced by so called anti-vaxxers.

The family of an adolescent assists in shaping the adolescent's behavior and psychological well-being throughout life. In order for the adolescents to maintain an identity, they require security and affection from their parents. To assess the psychological well-being, perceived parenting style of adolescents and to determine the relationship between psychological well-being and perceived parenting style among the adolescents, a correlational survey was conducted in five randomly selected schools in Southern India with 554 adolescents studying in 8th grade to 9th grade. A self-administered perceived parenting scale and a standardized Ryff scale for the assessment of psychological well-being were adopted to collect data, which were analyzed using SPSS. Without gender differences, majority (51%) had a high psychological well-being; 49% revealed low psychological well-being. Majority (95.5%) had a purpose in life and positive relation with others. Most (93.2%) of the adolescents perceived their parents as authoritative. A moderately positive relationship was found between psychological well-being and authoritarian and permissive parenting styles and a negative correlation between psychological well-being and neglectful parenting style. The study concluded that parenting styles will have an influence on adolescents' psychological well-being. Among the four parenting styles, authoritative parenting is warm and steady and hence will contribute to the psychological development of adolescents. They also had maintained a positive relation with others and have a purpose in life. Adolescents who perceived their parents as authoritarian had a decreased autonomy and those who perceived their parents as permissive had a diminished personal growth.

Primary health care facilities offer an entry point to the health care system in Malawi. Challenges experienced by these facilities include limited resources (both material and human), poor or inadequate knowledge, skills and attitudes of health care workers in emergency management, and delay in referral from primary care level to other levels of care. These contribute to poor outcomes including children dying within the first 24 hours of hospital admission. Training of health care workers and support staff in Emergency Triage Assessment and Treatment (ETAT) at primary care levels can help improve care of children with acute and severe illnesses. Health care workers and support staff in the primary care settings were trained in pediatric ETAT. The training package for health care workers was adapted from the Ministry of Health ETAT training for district and tertiary health care. Content for support staff focused on non-technical responsibility for lifesaving in emergency situations. The primary health care facilities were provided with a minimum treatment package comprising emergency equipment, supplies and drugs. Supportive supervisory visits were conducted quarterly. The training manual for health care workers was adapted from the Ministry of Health package and the support staff training manual was developed from the adapted package. Eight hundred and seventy-seven participants were trained (336 health care workers and 541 support staff). Following the training, triaging of patients improved and patients were managed as emergency, priority or non-urgent. This reduced the number of referral cases and children were stabilized before referral. Capacity building of health care workers and support staff in pediatric ETAT and the provision of a basic health center package improved practice at the primary care level. The practice was sustained through institutional mentorship and pre-service and in-service training. The practice of triage and treatment including stabilization of children with dangerous signs at the primary health care facility improves emergency care of patients, reduces the burden of patients on referral hospitals and increases the number of successful referrals.

While successes in the prevention of mother-to-child transmission program are believed to lead to substantial reductions in new perinatal infections, new sexually acquired infections among the older adolescent group seem to fuel the HIV epidemic. That is why adolescents are the only age group in which an increase in new HIV infections was reported in the latest global HIV progress update. Increase in the number of perinatally HIV infected children growing to adolescence adds to this pool. However, there is limited evidence on the specific needs of adolescents in resource-limited settings. The objective of this study was to assess the experiences and suggestions of health-care providers regarding clinical services for adolescents living with HIV in Ethiopia. The study was conducted in two regions of Ethiopia. An inductive qualitative approach, including focus group interviews among health-care professionals working with adolescents living with HIV was conducted between November 2015 and March 2016. Fifteen health-care professionals participated in three focus group discussions. The interviews were analyzed using qualitative content analyses. The health-care professionals' experiences are described in three categories: Youth specific support needed; Manifold support from and within society; and Adults' fear of stigma. This led to the main theme: To see what is needed but not always being able to give. The main theme described that the health-care professionals were aware that the adolescents had specific health-care needs which they were not able to fulfill. They were also aware of the adolescents' need and support from the society and from their family, but they were not in control of it. Adolescents living with HIV have unique care needs which need to be met through evidence-guided introduction of adolescent-friendly services. This study further substantiates earlier findings that poor adherence to treatment and appointment schedules remains a critical challenge that needs interventions.

There has been an increased emphasis on the voice of the child since the ratification of the United Nations Convention on the Rights of the Child in 1991. Since that time, health and social care researchers have increasingly involved disabled children and young people in research, rather than relying on the views of adults as proxies, for example, parents and professionals. Drawing on doctoral research and the extensive experience of the authors, the aim of this article is to critically reflect on "what worked" along with the challenges of interviewing the children and young people who took part. Practical and methodological issues, such as the need for thorough preparation, the interview process, understanding the children and young people and managing the presence of others are discussed. Finally, recommendations are made for future researchers, including making participation fun, using a sensitive and individualized approach and conducting multiple visits. It is only by considering these factors that we can meaningfully involve disabled children and young people and facilitate their participation in research interviews. Emphasis here is on the practical issues rather than ethical issues that have been published elsewhere.

Globally the needs of children differ to those of adults; consequently, the "voice" of children in health care delivery is paramount to its effectiveness as a service. This qualitative study aims to present a contemporary "slice" of life in four children's wards in a typical United Kingdom children's hospital in the 21st century from the perspective of the service user (child) and significant service giver (Registered Children's Nurse). Phase one of the study involved the development of a child research advisory group (CRAG) with five local primary school children (aged 10-11 years) to assist in the co-production of research questions and data collection tool for child participants - two talking cartoon characters (Sprinkle Cupcake and Ronaldo Football) via an app/iPad. In phase two (main study), hospitalized children (n = 18) and Registered Children's Nurses (n = 8) were interviewed on one occasion within their ward setting using a semi-structured approach in July 2017. The emerging broad themes (using thematic analysis), were (1) children - the child's needs, relationships, fears, and concerns, alongside (2) nurses - children's nursing, job pressures, safe and effective care. Themes were then presented as tensions in that they represent the relationship between variables where the different elements in the relationship are held in tension, such that a change in one impacts upon the other. Similarities between the children and nurse participants include issues with the environment, lack of time to care (nurse), effects of nurse-led interventions, and valued role of play. Differences are largely around the role of the parent. The development and work of the CRAG and use of "tensions" to more effectively present the complexity of the findings are unique to this study. In conclusion, this study contributes to the development of a generalized knowledge base for policy, nursing education, and clinical practice by shedding light in how the complex hospital environment can be challenging for the child and children's nurse.

The prevalence of food allergies is on the rise; nearly 8% of children worldwide are affected. The most common allergens-milk, eggs, peanuts, tree nuts, shellfish, fish, and wheat-account for 90% of serious allergic reactions. A literature review of online databases in CINAHL, PubMed Central, Education Resources Information Center (ERIC), Google Scholar, Health Resource Center Academic, and archival searching was performed to identify evidenced-based practices for managing food allergies in schools. There is no cure for food allergies. The current management standard is to avoid the allergen, treat a mild reaction with antihistamine and observation, and treat anaphylaxis with an intramuscular injection of epinephrine. Due to COVID-19 social distancing recommendations, food consumption in schools has moved from cafeterias and lunchrooms into classrooms and other spaces. This in turn necessitates strict adherence to hand washing and disinfecting all surfaces that come in contact with food. Managing food allergies in schools requires cooperation among school administrators, nurses, teachers, staff, families, and health care providers. Resources for managing food allergies in schools are presented offering information for parents, school administrators, nurses, teachers, and staff for planning and implementing strategies for preventing and reducing allergic reactions and treating life-threatening food allergy reactions.