Thesis (M.S.)--University of Michigan, 1980.

Thesis (M.S.)--University of Michigan, 1980. / Running title: CHN's referral activity.

Thesis (M.S.)--University of Michigan, 1980.

Thesis (M.N.)--Memorial University of Newfoundland, School of Nursing, 2002. / Typescript. Bibliography: leaves 180-188.

THESIS (D.N.P. (Doctor of Nursing Practice))--School of Nursing, University of San Francisco, 2010. / Bibliography: leaves 59-73.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Abstract: Qualitative study having as subject, the communication between mothers and adolescent daughters in the family context. Objectives 1. Know, based on experience with mothers of adolescents, their views and experiences on issues related to gender, sexuality and reproduction, the dialogue between mothers and daughters. 2. Identify the mothers difficulties/ potentialities, with support in their lived experiences.3. Discover the processes of communication between mothers and daughters, made collectively through dialogue, negotiation and argumentation.4. Propose the practice of Health Education as a mediator of communication between mothers and daughters in the family context. Methodology: The social agents of the research were seven mothers of female adolescents, participants from non-governmental organization Acartes, residents in the District of Pirambu in Fortaleza-CE. The theoretical framework used was the Theory of Diversity and Universality of the Care of Madeleine Leininger. Data collection followed the model Observation-Participation Reflection, proposed by Leininger; semi-structured interviews and eleven meetings with the group, addressing the stages of development of the daughters: birth, childhood, puberty and adolescence. The project was submitted and approved by the Ethics Committee of the UFC under Protocol No 17/08. Results: social and cultural factors in the community contribute to the vision of sexuality of women and make difficult the dialogue with their daughters. The early pregnancy is a factor in their story of life, and when they project this fact to their daughters, the pregnancy has already occurred, or report that their daughters are likely to become pregnant early. That experience, the fruit of social development, creates barriers, which, alone, women can not overcome, and what happens is the continuation of a cycle in which the relationship of non-dialogue between mother and daughter are reproduced over the generations. In this reality, many times women, placed in a particular cultural background, have little or no degree of motivation of the family or community. When they remember their experiences of adolescence, feelings such as fear and shame are reported in adulthood and relate these feelings as still present in their lives. In relation to dialogue with their daughters, the argument is used by the pregnancy issue, linking it to the future of these barriers in life. For STD, are little discussed as an argument for prevention, not on explaining signs and symptoms, making the vision of adolescents at the preventive issue. The TV is seen as an area that provides the reasoning and negotiation. Conclusions: The study may prompt a renewed vision in the field of sexual and reproductive health in the family, which considers the relational dimension of sexuality, sex and reproduction, aiming to contribute to the promotion of the dialogue between mother and daughter. The intervention of the nurse as part of the team of Health of the Family through the Health Education helps to improve self-esteem and perception of the womenÂs world, encouraging them to a greater degree of autonomy and power to decide about questions related to sexuality. The reflection of the experiences through the memories of the life cycle can encourage them to think about new projects for their lives and shows that even with difficulties, the dialogue between mothers and daughters can occur, whereas it is never too late to learn / IntroduÃÃo: A saÃde sexual e reprodutiva à fundamental na formaÃÃo de um adulto saudÃvel e, nesta trajetÃria, a famÃlia deve promover a comunicaÃÃo/diÃlogo entre seus integrantes sobre essa temÃtica; no entanto a responsabilidade à concentrada na mÃe que, somada Ãs especificidades do ciclo vital, pode desenvolver processos comunicativos fortalecidos ou conturbados. AlÃm das vulnerabilidades sociais vivenciadas pelas mulheres, as estatÃsticas na Ãrea da saÃde evidenciam a crescente feminizaÃÃo do HIV/aids e aumento dos casos de gravidez precoce, sobretudo nas mulheres mais pobres, jovens e com menor acesso a medidas assistenciais e de PromoÃÃo à SaÃde. A ambigÃidade das mÃes quanto ao seu papel na orientaÃÃo dos filhos, aliada Ãs caracterÃsticas da adolescÃncia, pode dificultar a comunicaÃÃo efetiva sobre sexo, sexualidade e contracepÃÃo. Objetivo: conhecer, com base na vivÃncia com mÃes de adolescentes, suas opiniÃes e experiÃncias acerca de temas ligados a sexo, sexualidade e reproduÃÃo, dialogados entre mÃes e filhas no contexto familiar. Metodologia: Estudo qualitativo, fundamentado na Teoria da Diversidade e Universalidade do Cuidado, de autoria de Madeleine Leininger. Realizou-se o estudo com um grupo de sete mulheres, moradoras do Bairro Pirambu em Fortaleza-CE. A populaÃÃo foi definida por mÃes com filhas adolescentes; integrantes da ONG ACARTES. A coleta de informaÃÃes seguiu o Modelo O-P-R (ObservaÃÃo-ParticipaÃÃo-ReflexÃo) proposto por Leininger, entrevista semi-estruturada e encontros com o grupo, abordando as fases de desenvolvimento das filhas: nascimento, infÃncia, puberdade e adolescÃncia. O projeto foi submetido e aprovado pelo Comità de Ãtica em Pesquisa da Universidade Federal do Cearà âUFC, sob protocolo n 17/08. Resultados: A faixa etÃria das mÃes variou entre 30 e 46 anos. Ao observar o contexto situacional das informantes, percebe-se que as questÃes ligadas aos fatores sociais e culturais contribuem para a visÃo da sexualidade que as mulheres possuem e dificultam o diÃlogo com suas filhas. Quando recordam as experiÃncias das mÃes na puberdade e adolescÃncia, sentimentos como medo e vergonha sÃo relatados. Sobre a argumentaÃÃo com suas filhas, utilizam o tema gravidez, relacionando a futuras barreiras no desenvolvimento social e profissional destas. Em relaÃÃo Ãs DST, essas sÃo pouco discutidas como argumento de prevenÃÃo, e apontadas numa perspectiva de risco à vida, porÃm nÃo esclarecendo muito sobre sinais e sintomas, o que dificulta a visÃo dos adolescentes ante a questÃo preventiva. A TV à vista como espaÃo que propicia a argumentaÃÃo e negociaÃÃo. Nas falas, percebe-se a reproduÃÃo das relaÃÃes de gÃnero: para trÃs informantes, as filhas irÃo aprender sobre sexo e sexualidade quando tiverem um companheiro, principalmente por meio do matrimÃnio. Dentre os discursos, a questÃo religiosa foi citada como um meio de influenciar no modo de viver a sexualidade e retardar o inicio da vida sexual. Outro fator à relativo à falta de motivaÃÃo da famÃlia ou da comunidade. ConclusÃo: Assim, a intervenÃÃo da enfermeira como integrante da equipe de saÃde da famÃlia pode contribuir para a melhoria da auto-estima e percepÃÃo do mundo de mulheres; ou seja, mediante a sistematizaÃÃo de um cuidado sensÃvel Ãs reais necessidades de mÃes e filhas, pode-se fomentar estratÃgias que contribuam para o âempoderamentoâ, incentivando as mulheres a um maior grau de autonomia e poder de decisÃo perante as questÃes sexuais e reprodutivas. Mesmo que muitas vezes todas as vulnerabilidades nÃo possam ser de todo eliminadas e as necessidades superadas na comunidade, as participantes reconhecem a necessidade de aprimorar ou iniciar o diÃlogo junto Ãs filhas adolescentes. Esse sentimento à importante, visto que o reconhecimento e a compreensÃo sobre o contexto no qual estÃo inseridas podem nortear e dar mais resolubilidade Ãs aÃÃes de promoÃÃo à saÃde neste contexto

D.Cur. / The higher education, nursing education and health care context has been shifting its focus into community development. This shift is being influenced by the constitutional framework of the country, South Africa, which is putting more emphasis in all sectors on addressing community needs. The focus is not only on community development, but on participatory development. On the one hand, the Nursing Education Institution (NEI) is faced with the challenge of addressing the education and the health care needs of the community. On the other hand, the community context is also undergoing a paradigm shift, that of striving for self-sufficiency. Purpose and objectives: To address the education, health and community development needs, the NEI and the community require a goal-oriented partnership. To date it is not clear in the literature, how a partnership should take place. The needs and expectations of stakeholders in the partnership have not yet been explored. What has been written about community academic partnerships indicates that partnerships that existed were not true partnerships. Academic-community partnerships that exist usually portray academic institutions as owners of knowledge from which the community may benefit. It was therefore necessary to explore and describe the nature and structure of what stakeholders would consider as quality partnerships. The aim of this study was to develop a model for partnership between the NEI and the community and to develop standards against which the partnership could be evaluated. The following objectives were set according to the phases of the study:

M.Cur. / Health Education is an important component of health promotion, which is concerned, with the health status of both the individual and the community. Health education takes place daily and is planned by the health worker and the patient in order to enable the latter to willingly make independent informed decisions about health and to practice these of her own choice. If the health workers provides the patient with information and knowledge concerning health and illness management and this information is not compatible with her cultural background, the health worker will not succeed in enabling the patient to make informed choices, as the information is not congruent with the prevailing cultural milieu. In order to provide culture-congruent health information, specific attention must be given to the planning of the patient's communicated needs. Both the health worker and the patient approach the education process from their own cultural context. The health worker's central focus must be the cultural context of the patient. The aim of this study is to determine to what extent health education given by final year B. Cur students on the Phelophepa train is culture-congruent. Health education sessions are evaluated. Health education is evaluated for culture congruence and as a result of the findings guidelines for culture congruent health education is described. For the purposes of this study, use was made of a exploratory, descriptive and contextual design. Health education was explored on videotapes and evaluated by means of naive sketches by expert evaluators. These results were compared with the literature and as a result of this, guidelines for culture-congruent health education in community nursing were developed.

M.Cur. / One of the most important qualities of the primary health care nurse is to possess the necessary psychomotor , cognitive, affective and specific managerial skills to enable her to perform her diagnostic, therapeutic and interpersonal activities. These skills enable the primary health care nurse to provide quality care through physical examination, prescribing and storing drugs and keeping the necessary written records and statistics. The White Paper on Transformation of Health Care Services recommends that . the Department of Health trains primary health care personnel according to the appropriate level of care. Primary health care nurses fall under the categories of health care providers that are regarded by the department of health as a training pnonty. This training also needs to be coordinated and, if necessary, rationalised. Particular emphasis should be placed on training personnel for rendering effective primary health care. If the curriculum for the training of primary health care nurses is to be reviewed successfully, it should reflect community needs more accurately and the teaching should place more emphasis on community-and outcome-based programmes. This research was undertaken to explore and describe the perceptions held about health assessment, treatment and care programmes by primary health care nurses ·to assist those involved in the provision of health care to render quality care. The aim of this study was to explore and describe whether primary health care nurses are equipped with the skills they require in health assessment, treatment and care. The researcher used an exploratory, descriptive and contextual, design to do this. The data was obtained through focus group interviews with community nurses in the first phase, and with patients in the second phase of data collection respectively. In the. third phase, guidelines were compiled from the data obtained in phases one and two to outline how primary health care nurses should function in health assessment, treatment and care of their patients. The results of this research show that the community nurses and patients perceive primary health care nurses to be skilful in psychomotor, cognitive and attitude aspects.

The substandard care noted and reported on in midwifery practice at level one midwifery care institutions in South Africa raises a concern about the effectiveness of the assessment strategies used at nursing institutions in enhancing midwifery programme outcomes. The concern is mainly directed particularly at the performance of the newly qualified professional nurses as they are the ones that practise at level one institutions, had just gone through training and been found to be competent practitioners. The success of any training programme and specifically midwifery practice as in the content of this study is dependent on the effectiveness of the assessment techniques or strategies used; hence assessment is considered integral to monitoring the quality of the midwifery care programme. The current study used a quantitative research design to explore and describe the role of assessments in enhancing midwifery programme outcomes at a public nursing education institution in the Eastern Cape Province. Recommendations to enhance the role of assessments for the benefit of midwifery programme outcomes at a public nursing education institution that were made were guided by the findings of the study. Participants were non-randomly selected and were personally provided with a self-developed questionnaire to complete. 134 participants returned fully completed questionnaires while approximately 25% of the selected sample did not return theirs. Data was captured on an excel spread sheet and analysed using Cronbach’s alpha programme under the guidance of the statistician and supervisor. Findings of the study were that: • the participants perceived the role of assessments as positively enhancing the midwifery programme outcomes, • though they also agreed and strongly agreed that there were major factors that prevented enhancement of midwifery programme outcomes. Ethical considerations were autonomy, beneficence, justice and non-maleficence. The validity and reliability of the data- collection instrument was ensured. Furthermore, recommendations were made for nursing education, clinical practice and future research. The study was conducted during the period of July 2014 to January 2016.