Bakgrund: Diabetes mellitus typ 2 är en kronisk folksjukdom. Sjukdomen kan leda till flera komplikationer både långsiktig och kortsiktigt. För att undvika komplikationer utförs därför egenvård. Vid egenvård tar sjuksköterskan tillvara på patientens resurser och låter patienten vara så självständig som möjligt. För att minska kostnaderna för vården men även ge patienterna större frihet att leva sina liv.   Syfte: Att beskriva patienters erfarenheter av egenvård vid diabetes mellitus typ 2  Metod: En kvalitativ litteraturöversikt med induktiv ansats utifrån 12 artiklar, som analyserats med Fribergs femstegsmodell.    Resultat: Två teman presenterades i resultatet ” Social påverkan av egenvården” och ”kunskapens betydelse för egenvården”.    Slutsats: Patienters erfarenheter av egenvård visar att sociala grupper kan stötta men även skapa frustration. Kulturella och socioekonomiska tillhörigheter har en stor inverkan på egenvården. Kunskapen påverkar inställning till egenvård. Det är därför tydligt att det finns ett behov av individanpassad information. Egenvård är komplext men väldigt nödvändigt. Det finns många erfarenheter som påverkar egenvården. Dessa är baserade på patienternas och andras förståelse för egenvård och dess utmaningar.   Sökord: Diabetes mellitus typ 2, Self care, kvalitativ, patientperspektiv. / Background: Type 2 diabetes is a wide-spread chronic disease. Untreated diabetes leads to complications both long-term and short-term. Therefore, in order to avoid complications, self-care is performed, which means that the nurse takes advantage of the patients’ resources to let the patient be as independent as possible and therefore something that is desirable to maintain. This to reduce the cost of hospital care and give patients more freedom to live their lives.    Purpose: To describe patients' experiences of self-care with diabetes mellitus type 2. Method: A qualitative review of literature with inductive approach based on 12 articles, analyzed by means of using Friberg's five step model.   Result: Two repeated themes presented in the result "Social impact on selfcare" and "knowledge impact on self-care".   Conclusion: Patients experiences of selfcare are that social groups can both be supporting but also frustrating. Culture and socioeconomic status have a big impact on selfcare. Knowledge affects compliance to selfcare. There is a need for personalization of information. Self-care is a complex but highly necessary resource, there are many experience’s that affect self-care. These factors are based on others' and their own understanding of self-care and its challenges.   Keywords: Diabetes mellitus type 2, Self-care, qualitative, patients’ experience

Thesis (Ph. D.)--University of Missouri--Columbia, 1999. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 228-243). Also available on the Internet.

Not available / text

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

Thesis (M.S.)--University of Michigan, 1985.

Thesis (M.S.)--University of Michigan, 1985.

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

Studies have revealed that nursing students experience greater amounts of stress and anxiety than the average college student. Nursing students attribute increased stress levels to the twin demands of their classroom and clinical workloads. Higher stress levels frequently result in students reporting symptoms of poor health and lack of psychological well-being. It is important to note that some nursing students are also actively working in clinical settings and contending with the added stress of the recent COVID-19 pandemic. Mindfulness meditation is a natural measure that can help alleviate the feelings of perceived stress and anxiety and improve levels of mindfulness and self-compassion. An experimental two group pretest-posttest randomized controlled design was used to evaluate the effect of a virtual mindfulness meditation intervention on levels of perceived stress, anxiety, self-compassion, and mindfulness of nursing students. Study participants were randomly assigned to either an intervention or control group and received recordings prepared by the study authors. The intervention group received a 10-minute mindfulness meditation recording each week and the control group simultaneously received five 10-minute separate recordings on nursing news and information. Both groups were instructed to listen to the recordings at least three days per week for four weeks. The instruments used in this study were the Perceived Stress Scale (PSS), the Generalized Anxiety Disorder subscale (GAD-7), the Self-Compassion Scale (SCS), and the Mindfulness Attention Awareness Scale (MAAS). These surveys were provided at baseline and at a 4-week follow-up. The study presented in this dissertation is part of a larger study that was a collaboration between this author, Debra Heinrich, and Shohini Holden. Other instruments in the original study that are not discussed here are the Depression, Anxiety, and Stress Scale (DASS) and the Five Factor Mindfulness Questionnaire (FFMQ). This dissertation consists of three articles. The first article provides an analysis of the effect of a mindfulness meditation intervention on the stress and anxiety levels of nursing students. A two-way mixed ANOVA revealed a significant interaction between group assignment and timing of test on participants’ stress levels and on their anxiety levels. Follow-up simple main effects tests involving independent-samples t tests revealed that the intervention group, receiving the online mindfulness meditation recordings, experienced lower levels of stress and anxiety on the posttest surveys than the control group. The second article reports on a study of the effect of the intervention on mindfulness and self-compassion levels. The findings of a two-way mixed ANOVA and independent t tests demonstrated that mindfulness meditation can increase levels of mindfulness and self-compassion in nursing students. The third article compares two instruments used to self-report feelings of anxiety, reports on the demographic variables related to anxiety among nursing students, and explores the correlation between levels of mindfulness and levels of anxiety in this study. There were no significant relationships found between any demographic variable and anxiety scores. The GAD-7 instrument was found to be more sensitive to mild and moderate anxiety then the DASS instrument, and it is, therefore, the recommended instrument for use in nursing programs. There was a significant inverse relationship between levels of mindfulness and anxiety for students in this study. The findings of this study demonstrate that mindfulness meditation can reduce stress and anxiety, while increasing mindfulness and self-compassion levels in nursing students. This could be useful for nurse educators assisting students to manage the stress and anxiety often experienced in nursing education. Nursing programs could screen students to evaluate their levels of stress, anxiety, and mindfulness. Stress relief techniques, such as mindfulness meditation, could be incorporated into nursing programs as part of a wellness program or curricular offering. Mindfulness meditation could also be part of orientation programs in clinical sites for new nurses and offered to all nursing staff as part of continuing education. Further research, using rigorous scientific methods, will be needed to study the most effective methods to evaluate and manage stress and anxiety. This could ultimately decrease the stress and anxiety levels and improve well-being for student nurses and nurses, which could in turn positively impact patient care and outcomes.

The targeted transplant center's abdominal organ transplant unit had difficulty providing adequate education to patients prior to discharge, which had resulted in a 24% readmission rate within 30 days due to infections. Patients and caregivers were unavailable to receive education despite multiple attempts, which made it challenging for health care providers to complete this aspect of their job, resulting in a negative impact on patients' long-term outcomes. A more structured educational environment was needed to provide appropriate and effective patient and caregiver education to increase adherence and positive outcomes. The health promotion model served as a foundation for the development of the evidence-based educational process and materials. A panel of 6 experts was invited to review the evidence-based, theory-supported educational materials along with the staff and caregiver educational process developed for the unit. Five experts participated in the formative and summative evaluation of the educational process, materials, and the evaluation tool. Results of the evaluations demonstrated that a majority (83%) of the experts found the educational materials and process were essential, accurate, and provided a more structured environment that afforded health care providers the ability to maintain compliance with the targeted transplant center's education policy. The materials, process, and evaluation tool will be implemented at the site. Social change will result from increased patient engagement and confidence in self-care; improved caregiver ability to assist the patient; and reduced risk of noncompliance, readmissions, and poor outcomes.