Thesis (Ph. D.)--Georgia State University, 2008. / Title from title page (Digital Archive@GSU, viewed June 16, 2010) Anne Z. Murphy, committee chair; Timothy Bartness, Matthew Grober, Michael Gold, Charles Derby, committee members. Includes bibliographical references (p. 148-164).

Thesis (MTchLn)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (leaves 75-78). Also available via the World Wide Web.

Thesis (M.S.)--University of Michigan, 1991.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 15, 2010). Includes bibliographical references (p. 126-150).

Thesis (M.S.)--University of Michigan, 1991.

Thesis (doctoral)--Universität, Rostock, 2005/2006. / Description based on print version record. Includes bibliographical references (p. [327]-344).

M.Cur. / The parents of premature babies experience tremendous anxiety and uncertainty when the day of discharge eventually dawns. These feelings are often attributed to insufficient knowledge and skills with regard to care of the baby. Parents therefore, need clear guidelines, instructions and help from the neonatal nurse. The aim of this study is to identify and prioritize the specific discharge learning needs of parents with premature babies by means of the card sorting technique as assessment method. The aim of this study is executed in two phases. In phase one, the specific learning needs of parents are identified, explored and described according to a literature study. In phase two, the specific learning needs of parents with premature babies in private hospitals are identified and prioritized by means of the card sorting technique as assessment method, in order to make recommendations for appropriate discharge education. The most important learning needs identified in this study refer to cardiopulmonary resuscitation, long term health problems of the baby, signs and symptoms of infection, and feeding. The assessment of the specific learning needs of parents with premature babies in die neonatal unit, during the discharge period, should enable the nurse to perform the necessary knowledge transfer of information and thus ensure appropriate parent preparation. Knowledge of skills is essential to enable parents to care for their babies at home with confidence. In so doing, anxiety is diminished and a content parenthood is ensured.

Please read the abstract in the section 00front of this document / Dissertation (MA (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

A soft, light-weight, beige, stuffed toy was placed in direct body contact with stable, 30-34 wk gestation infants. Length of hospitalization, l activity level, length of time to return to birth weight, and parent visiting rate were recorded for the randomly assigned 10 experimental and 10 control infants. Contrary to predictions, significant differences were found in the length of hospitalization and weight gain, with the control group being discharged sooner and returning to birth weight faster. No significant differences occurred in the parent visiting rate, and only minimal positive results were seen in the activity level for the experimental group. The disproportionate number of younger, smaller, sicker infants in the experimental group was believed to be a reason for these unexpected results.

No description available.