Discussion: Newborn/Parental Bonding
Discussion: Newborn/Parental Bonding
Discussion: Newborn/Parental Bonding
Discussion: Newborn/Parental Bonding
Discussion: Newborn/Parental Bonding
Discussion: Newborn/Parental Bonding
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Question Description
Hi, please if you could reply to the following discussion questions with a 100-150 word response. Thank you
Margot,
My EBP project is to use early SSC (skin-to-skin contact) immediately following delivery of a term, healthy newborn to facilitate breastfeeding and newborn/parental bonding. There are numerous organizational barriers that could impact this proposed EBP change proposal from continuing to achieve the desired results long term. My main concern is that with our high Hispanic patient population in our unit, many don’t have the incentive to breastfeed for many reasons. These include socioeconomic, cultural, and educational reasons. For example, dual breast and bottle feeding in the Hispanic culture is very common, even when the infant is very young. Also,their fear of the newborn becoming cold if it isn’t swaddled in numerous layers could be a deterrent. Re-education will take time and patience and some nurse colleagues won’t bother to do this and just let them do things the way they want to. Another barrier is the volume of patients in our unit is expected to increase substantially in the next year and delaying routine nursing intervention post delivery to allow the SSC may not be feasible for every delivery. Re-education of patients and staff of the benefits of this intervention (starting at their clinic prenatal visits) and collaborating with our unit’s lactation consultants to promote this practice are some possible strategies to continue this proposed change. I think just empathizing how simple and effective it is to both staff and patients will be important and it will become routine in time. Time will tell!
Chiamaka,
The evidence-based practice (EBP) process starts with a clinical question and then proceeds to searching and critically appraising the evidence. The last step in EBP is to evaluate the outcomes and disseminate the results. Successful implementation and diffusion of any practice change requires careful strategic planning. My EBP change proposal is on wound care management. The overall aim of wound management is to promote wound healing. Both patients and health professionals, for different reasons, want wound closure to occur as quickly as possible.
There are many reasons or barriers why implementation of effective wound care practice might not continue to obtain the same desire from 6 months to a year from now. One barrier is, the personal experience and opinion of colleagues continues to be a dominant influence in wound care with many practitioners relying on a small range of treatment approaches with which they have received good results in the past. Another barrier is that expert opinion varies greatly in different countries and between discrete professional groups, resulting in conflicting advice and different practice recommendations. Contradictory findings from different sources present a challenge for the wound care practitioner who needs unambiguous solutions to practical problems.
Educational strategies need to be specifically targeted to meet the needs of different professional groups and levels of expertise to maximize effectiveness. An example of this would be the appropriate preparation of clinical leaders such as specialist nurses so that they are equipped with the skills, knowledge and attitudes to disseminate and implement evidence-based wound care locally. This also helps to create effective role models as health professionals are more likely to implement the good practice demonstrated by a colleague than good practice read about in a journal (Lucker and Kenrick, 1995; Boxter and Maynard, 1999).
References
Boxter E., Maynard C. (1999) The management of chronic wounds: factors that affect nurses’ decision-making. J Wound Care 8(8): 409–12
Lucker K.A., Kenrick M. (1995) Towards knowledge-based practice: an evaluation of a method of dissemination. Int J Nurs Stud 32(1): 59–67
Catherine,
Barriers to my EBP change proposal of turn teams and turn devices are compliance and budget. Barriers to turn teams is competing priorities. It’s difficult to stop what you are doing and help another person turn. Budget is an issue to. The turn device sensors are approximately $200 a piece and are not reusable. This is a barrier I may not be able to overcome. But using wedges and signoff sheets maybe another way to keep track of turns and ensure adequate turning unless contraindicated. To overcome compliance with turn teams, I plan to come up with variations. Such as other than signing up for time slots to turn, nurses use the buddy system and they turn their respective patients together. Of course, if there is a change in a patient’s condition, everyone else needs to step up and help each other which isn’t an issue.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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