2.50
Hdl Handle:
http://hdl.handle.net/10755/304539
Category:
Full-text
Type:
Presentation
Title:
Personal Birth Accounts as a Teaching Tool in Maternal Newborn Nursing
Author(s):
Corbett, Cheryl Ann; Reed, Shelly J.
Lead Author STTI Affiliation:
Iota Iota
Author Details:
Cheryl Ann Corbett, APRN, MSN, NP-C, cheryl-corbett@byu.edu; Shelly J. Reed, DNP, APRN;
Abstract:

Session presented on: Tuesday, July 23, 2013

Purpose:

To describe utilizing personal birth accounts as groundwork for studying maternal newborn nursing in undergraduate nursing curriculum.'Birth stories are personal narratives grounded in the meaningful experience of giving birth.' Sharing birth stories empowers women as they recall a significant life event and are allowed an opportunity to talk about and understand the experience. Sharing birth stories fosters critical thinking skills and provides an effective method of opportunity for analytic inquiry (Callister, 2004).'

Methods:

Students from a maternal newborn nursing course (n=60) were given an assignment to learn the story of their birth through interviewing their mothers and adding their personal response. Following IRB approval and informed consent, birth stories were chosen at random and analyzed for themes until saturation of themes was reached.'Focus groups were held with students to discuss the impact of the assignment on their learning. Input was also obtained from course faculty concerning the contribution to student learning.

Results:

Hearing their own birth stories personalized the maternal/newborn topics discussed in the course for students. The accounts raised questions concerning evidence-based practices as they tried to resolve questions concerning their own births.' Faculty felt birth stories contributed to student critical thinking and knowledge through discussion of the topics in clinical conferences and for evidence-based course assignments.

Conclusion:

The use of a birth story assignment provides many positive outcomes for both faculty and students, including personalizing course content and stimulating student interest in analytic inquiry.

Keywords:
Teaching strategies; Birth stories; Undergraduate nursing education
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013 ; 22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titlePersonal Birth Accounts as a Teaching Tool in Maternal Newborn Nursingen
dc.contributor.authorCorbett, Cheryl Annen
dc.contributor.authorReed, Shelly J.en
dc.contributor.departmentIota Iotaen
dc.author.detailsCheryl Ann Corbett, APRN, MSN, NP-C, cheryl-corbett@byu.edu; Shelly J. Reed, DNP, APRN;en
dc.identifier.urihttp://hdl.handle.net/10755/304539-
dc.description.abstract<p>Session presented on: Tuesday, July 23, 2013</p><b>Purpose: </b> <p>To describe utilizing personal birth accounts as groundwork for studying maternal newborn nursing in undergraduate nursing curriculum.'Birth stories are personal narratives grounded in the meaningful experience of giving birth.' Sharing birth stories empowers women as they recall a significant life event and are allowed an opportunity to talk about and understand the experience. Sharing birth stories fosters critical thinking skills and provides an effective method of opportunity for analytic inquiry (Callister, 2004).' <p><b>Methods: </b> <p>Students from a maternal newborn nursing course (n=60) were given an assignment to learn the story of their birth through interviewing their mothers and adding their personal response. Following IRB approval and informed consent, birth stories were chosen at random and analyzed for themes until saturation of themes was reached.'Focus groups were held with students to discuss the impact of the assignment on their learning. Input was also obtained from course faculty concerning the contribution to student learning. <p><b>Results: </b> <p>Hearing their own birth stories personalized the maternal/newborn topics discussed in the course for students. The accounts raised questions concerning evidence-based practices as they tried to resolve questions concerning their own births.' Faculty felt birth stories contributed to student critical thinking and knowledge through discussion of the topics in clinical conferences and for evidence-based course assignments. <p><b>Conclusion: </b> <p>The use of a birth story assignment provides many positive outcomes for both faculty and students, including personalizing course content and stimulating student interest in analytic inquiry.en
dc.subjectTeaching strategiesen
dc.subjectBirth storiesen
dc.subjectUndergraduate nursing educationen
dc.date.available2013-10-22T20:38:19Z-
dc.date.issued2013-10-22-
dc.date.issued2013-10-22en
dc.date.accessioned2013-10-22T20:38:19Z-
dc.conference.date2013en
dc.conference.name24th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationPrague, Czech Republicen
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en
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