Grand Multips Perceptions of Professional Labor Support: A Word from the Experts

2.50
Hdl Handle:
http://hdl.handle.net/10755/157731
Type:
Presentation
Title:
Grand Multips Perceptions of Professional Labor Support: A Word from the Experts
Abstract:
Grand Multips Perceptions of Professional Labor Support: A Word from the Experts
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Fleming, Susan E., MN, Perinatal, CNS
P.I. Institution Name:Washington State University College of Nursing
Title:Grand Multips Perceptions of Professional Labor Support: a Word from the Experts
Contact Address:P.O. Box 1313, Chewelah, WA, 99109, USA
Contact Telephone:509-936-1541
Aims: The specific aims of this study are: 1) to describe the perceptions of Grand Multips (women who had given birth to 6 or more babies, > 20 weeks gestation) regarding professional labor support (PLS) by nurses as described by Sauls' six dimensions (2006), and 2) to describe the women's perceptions of technology use in labor and how this affects nurses' interactions with laboring women providing labor support. Background: Labor support is essentially "mothering the mother" and has been described as the supportive care given by others (doulas, husbands, nurses, partners, etc.) to pregnant women during the birthing process.  When specifically speaking of nurses the term professional labor support has been used. Sauls describes Professional Labor Support as "the intentional human interaction between intrapartum nurses (labor and delivery nurse) and the laboring client (mother in labor) that assists her to cope in a positive manner during the process of giving birth." (Sauls, 2006) Purpose: The overarching theme for the University of Utah health sciences cultural competence program was mutual respect and cultural competence in health care. Cultural competence was recognized in interactions with patients, regardless of cultural background or ethnicity. It also crossed all relationships and interactions that occurred in health care settings. Background: In Spring 2002, the University of Utah Health Sciences initiated a planning process to create an interdisciplinary Cultural Competence course for all students, faculty, staff, and hospital employees. Early in the planning stages, it became evident that an interdisciplinary approach went beyond diversity training by adopting a set of critical skills for working with diverse individuals, groups, and managing relationships. Implementation: The Cultural Competence and Mutual Respect program is comprised of four modules covering the following areas: (1) Relationships and Cross Cultural Conflict, (2) Beliefs and Attitudes: Disparity of Care, (3) Systems Diversity: Solutions to Cultural Clashes, and (4) Cross Cultural Communication. The course addresses fundamental issues of creating accountability for understanding cultural and behavioral aspects of health care and ultimately building effective communication strategies. The complexities of relationships are consistently reinforced throughout the program. In Fall 2003, the four modules were implemented for all health science students and facilitated by interdisciplinary teams of faculty. Group activities include group discussions, video vignettes, case studies, integrated learning strategies, and homework assignments. Facilitators and students share real life stories, enhancing meaningful dialogue within each session. Outcomes Achieved: Interdisciplinary evaluative focus groups were implemented to collect data about the program as one evaluative outcome. Over time, faculty and facilitators are provided guidance and support in improving the interdisciplinary modules as well as integrating content into didactic and clinical courses across the curriculum. Formative and summative evaluations are also collected for program enhancement. The course has easily transitioned to include faculty new to the program and has developed into an online course to meet distance student participation. Conclusions: The modules introduce many of the newly identified AACN Cultural Competencies. There is an initial self awareness tool for students (Competency 1). Faculty invite and support open interdisciplinary dialogue (Competency 3). Other nursing courses, including courses with an international or diversity designation, address safety and quality, social justice, and other aspects of cultural competence. Sauls describes PLS using six dimensions identified by intrapartum nurses. These dimensions are: tangible support; advocacy; emotional support assurance; emotional support creating control, security and comfort; emotional support nurse caring behavior; and informational support. In recent years there has been an increase in technology application in healthcare. Technology can enhance labor outcomes; however, it can also be a distraction for nurses regarding supportive care. Some research suggests that this has dehumanized the birthing experience and removed nurses from providing supportive care. Methods: This study will utilize a qualitative descriptive method in which Grand Multips will be interviewed for their expertise on their perceptions of professional labor support and the use of technology by nurses during their childbirth experiences. Rural women residing in Eastern Washington will be selected and interviewed individually regarding their childbirth history and questions about PLS and the use of technology. The interviews will be audio taped and transcribed.  A target sample of 12 -14 women will be recruited using a convenience sampling method that may include snowball recruitment. Inclusion criteria: English speaking women who have given birth to 6 or more babies, delivering at least 4 of their babies in a hospital, did not deliver in the last 12 months, and delivered at least one baby after 1980 (Electronic Fetal Monitoring was widely introduced in the late 1970's). Results: Thematic analysis of the interviews will be conducted and the results will be compared to Sauls' six dimensions of PLS. Thematic analysis of the interviews will be presented. Implications: This study will identify the intersection between increasing technological applications in intrapartum periods and the support offered to the laboring woman. The information gathered in this study has potential to educate intrapartum nurses and influence their nursing practice with laboring women giving birth in hospital settings.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleGrand Multips Perceptions of Professional Labor Support: A Word from the Expertsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157731-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Grand Multips Perceptions of Professional Labor Support: A Word from the Experts</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Fleming, Susan E., MN, Perinatal, CNS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Washington State University College of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Grand Multips Perceptions of Professional Labor Support: a Word from the Experts</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">P.O. Box 1313, Chewelah, WA, 99109, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">509-936-1541</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">edsusanfleming@gmail.com, sefleming@wsu.edu</td></tr><tr><td colspan="2" class="item-abstract">Aims: The specific aims of this study are: 1) to describe the perceptions of Grand Multips (women who had given birth to 6 or more babies, &gt; 20 weeks gestation) regarding professional labor support (PLS) by nurses as described by Sauls' six dimensions (2006), and 2) to describe the women's perceptions of technology use in labor and how this affects nurses' interactions with laboring women providing labor support. Background: Labor support is essentially &quot;mothering the mother&quot; and has been described as the supportive care given by others (doulas, husbands, nurses, partners, etc.) to pregnant women during the birthing process.&nbsp; When specifically speaking of nurses the term professional labor support has been used. Sauls describes Professional Labor Support as &quot;the intentional human interaction between intrapartum nurses (labor and delivery nurse) and the laboring client (mother in labor) that assists her to cope in a positive manner during the process of giving birth.&quot; (Sauls, 2006) Purpose: The overarching theme for the University of Utah health sciences cultural competence program was mutual respect and cultural competence in health care. Cultural competence was recognized in interactions with patients, regardless of cultural background or ethnicity. It also crossed all relationships and interactions that occurred in health care settings. Background: In Spring 2002, the University of Utah Health Sciences initiated a planning process to create an interdisciplinary Cultural Competence course for all students, faculty, staff, and hospital employees. Early in the planning stages, it became evident that an interdisciplinary approach went beyond diversity training by adopting a set of critical skills for working with diverse individuals, groups, and managing relationships. Implementation: The Cultural Competence and Mutual Respect program is comprised of four modules covering the following areas: (1) Relationships and Cross Cultural Conflict, (2) Beliefs and Attitudes: Disparity of Care, (3) Systems Diversity: Solutions to Cultural Clashes, and (4) Cross Cultural Communication. The course addresses fundamental issues of creating accountability for understanding cultural and behavioral aspects of health care and ultimately building effective communication strategies. The complexities of relationships are consistently reinforced throughout the program. In Fall 2003, the four modules were implemented for all health science students and facilitated by interdisciplinary teams of faculty. Group activities include group discussions, video vignettes, case studies, integrated learning strategies, and homework assignments. Facilitators and students share real life stories, enhancing meaningful dialogue within each session. Outcomes Achieved: Interdisciplinary evaluative focus groups were implemented to collect data about the program as one evaluative outcome. Over time, faculty and facilitators are provided guidance and support in improving the interdisciplinary modules as well as integrating content into didactic and clinical courses across the curriculum. Formative and summative evaluations are also collected for program enhancement. The course has easily transitioned to include faculty new to the program and has developed into an online course to meet distance student participation. Conclusions: The modules introduce many of the newly identified AACN Cultural Competencies. There is an initial self awareness tool for students (Competency 1). Faculty invite and support open interdisciplinary dialogue (Competency 3). Other nursing courses, including courses with an international or diversity designation, address safety and quality, social justice, and other aspects of cultural competence. Sauls describes PLS using six dimensions identified by intrapartum nurses. These dimensions are: tangible support; advocacy; emotional support assurance; emotional support creating control, security and comfort; emotional support nurse caring behavior; and informational support. In recent years there has been an increase in technology application in healthcare. Technology can enhance labor outcomes; however, it can also be a distraction for nurses regarding supportive care. Some research suggests that this has dehumanized the birthing experience and removed nurses from providing supportive care. Methods: This study will utilize a qualitative descriptive method in which Grand Multips will be interviewed for their expertise on their perceptions of professional labor support and the use of technology by nurses during their childbirth experiences. Rural women residing in Eastern Washington will be selected and interviewed individually regarding their childbirth history and questions about PLS and the use of technology. The interviews will be audio taped and transcribed. &nbsp;A target sample of 12 -14 women will be recruited using a convenience sampling method that may include snowball recruitment. Inclusion criteria: English speaking women who have given birth to 6 or more babies, delivering at least 4 of their babies in a hospital, did not deliver in the last 12 months, and delivered at least one baby after 1980 (Electronic Fetal Monitoring was widely introduced in the late 1970's). Results: Thematic analysis of the interviews will be conducted and the results will be compared to Sauls' six dimensions of PLS. Thematic analysis of the interviews will be presented. Implications: This study will identify the intersection between increasing technological applications in intrapartum periods and the support offered to the laboring woman. The information gathered in this study has potential to educate intrapartum nurses and influence their nursing practice with laboring women giving birth in hospital settings.</td></tr></table>en_GB
dc.date.available2011-10-26T20:09:02Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:09:02Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.