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Biomedical subjects

Jennifer Rowe

Publications and source records attributed to Jennifer Rowe.

9 recordsLinked to original sources
PubMed2006

Solution focused teaching: a transformative approach to teaching nursing.

Nurses work in complex health care systems, which today are based not only on medical treatment and cure, but also on enabling individuals and strengthening communities. This paper describes a curriculum approach to teaching nursing in an Australian university which seeks to prepare students for this environment. Underpinned by transformative education principles, and termed Solution Focused Nursing, specific teaching and learning strategies are discussed. A goal is to cultivate critical thinkers and knowledge workers, that is, nurses who are not only able to work skillfully, strategically, and respectfully with clients, but who also demonstrate discernment, optimism, and vision about nursing and health care.

Australia↗
PubMed2006

Domestic violence, health & health care: women's accounts of their experiences.

The current health service response to women's domestic violence related health issues seeks to categorise their presenting symptoms into physical and psychological ailments This gives a narrow and somewhat simplistic focus to what is a complex phenomenon and may obscure women's experiences and limit the opportunities to provide proactive health care. The purpose of this study was to expand knowledge about the health issues of women who are subjected to domestic violence, by affording primacy to women's accounts of health, in order to problematise current services and establish a more woman-centered underpinning for healthcare. The study involved narrative analysis of nine interviews with women who spoke about their health and health issues while they lived with domestic violence. Findings revealed that health was complex, and that health issues were not adequately addressed by health services, in fact health care responses were implicated in further adversely affecting the health of participants. These findings illuminate patterns that underlie individual realities of health and give a foundation from which current services can be evaluated and further developed in ways that may be more sensitive to women's realities and needs.

Adult↗
PubMed2004

Moving with the beat: changing fetal monitoring practices in low-risk labour.

In current practice electronic fetal monitoring is used extensively to assess fetal well-being in normal or low-risk labour. Within this clinical context there are a number of issues concerning the comparative benefits or problems of this practice when compared with intermittent auscultation. The purpose of this study was to explore factors influencing current practice by systematically investigating and describing changes in practice, encompassing the period of time prior to and following, the introduction of electronic fetal monitoring, and up to the present day. To do this text from the 13 editions of Margaret Myles's 'Text Book for Midwives', was subjected to a qualitative content analysis. The data revealed five distinct patterns of practice, each correlating loosely to a calendar decade and each reflecting different norms for childbirth and midwifery practice. The findings suggest that there is a significant shift in the skills and context associated with fetal monitoring, changes that require reflection and debate.

Attitude of Health Personnel↗
PubMed2004

Focus on the beat: current fetal monitoring practice in low risk labour.

Assessing fetal heart and thus fetal wellbeing during labour and childbirth is an important if contentious, clinical practice. There is debate and concern about optimal methods of fetal monitoring during low risk childbirth. This paper reports on the findings of a qualitative study that investigated current midwives' practices. Data from focus groups conducted with midwives practising in Queensland was subject to a qualitative content analysis. While the ideal method of monitoring the fetal heart in low-risk labour is intermittent auscultation this analysis highlights not only the range of methods but also the rationales, contexts and factors motivating and influencing midwives' practice choices. In the current complex care environment midwives face a range of challenges to practice that facilitate the provision of consistent woman-centered care.

Adult↗
PubMed2003

A room of their own: the social landscape of infant sleep.

This paper draws on findings of a study in which new and experienced mothers' caregiving practices were investigated, in order to examine social perspectives of infant sleep. Health professionals who work to support early parenting and promote child health and well-being provide guidance to their clients concerning infant sleep cares. Currently, advice is predominantly informed by understandings and strategies derived from Sudden Infant Death Syndrome (SIDS) risk reduction campaigns and behavioural training models. The social context of caregiving is a significant if somewhat neglected perspective. The analysis presented in this paper suggests that in sleep arrangements, a complex social locale is revealed, an elaboration of carers' values and understandings about infants as developing persons, juxtaposed with their own desires and needs. Tensions between child-centred nurturing and adult-focused concerns are expressed and reconciled in caregiving. These understandings may assist health professionals to develop proactive and responsive practices in the area of early childrearing support.

Adult↗
PubMed2003

Blackbirds singing in the dead of night?: Advancing the craft of teaching qualitative research.

Qualitative research education, which is overly concerned with teaching content, can reduce knowledge to the technical-rational domain, and in this process, opportunities for students to be inspired and passionately engaged with the art of qualitative research are lost. Although students may acquire the characteristics of qualitative researchers by observing role models, there is much skilled teachers can do to teach students not only how to conduct research, but also how to be committed qualitative researchers. The craft knowledge of skilled teachers in facilitating these understandings, techniques, and attributes in students must be shared and discussed in meaningful ways to advance quality education and, in turn, quality nursing research. If unshared, teachers' knowledge may go unheard, and they may be left isolated, like blackbirds singing in the dead of night. In this article, the skills of "doing and being" in qualitative research are emphasized by sharing strategies the authors have used in research education. The aim is to discuss creative aspects of teaching practice that are helpful in understanding and advancing rigorous qualitative research.

Attitude of Health Personnel↗
PubMed2002

The craft of teaching qualitative research: linking methodology to practice.

Qualitative inquiry provides a means of apprehending the personal and contextual experiences of health and health care as well as the complex social, cultural and political issues that influence services and professional practice. Despite its usefulness in informing clinical practice, it is undervalued and under-utilised in contemporary nursing research. A number of organisational, ideological and educational reasons exist for this situation. This paper addresses educational issues, specifically teaching practice. We discuss craft knowledge, an important but often obscured practice, and its use in qualitative research education, drawing on the findings of a project that investigated a group of nursing academics' experiences and perceptions about teaching qualitative research. We argue that craft knowledge offers teachers a means to inspire and engage clinician students to learn not only the content and research skills required to do good qualitative research but to learn more about the standpoint and sensibilities of being qualitative researchers. In this way craft knowledge does two things. First it helps to move beyond the content versus process polemic that often dominates educational debate. Second, by enhancing the quality of educational experience, it potentially helps clinicians to value qualitative inquiry and thus defend and use it to inform clinical practice.

Education, Nursing↗
PubMed2002

The effect of laboratory-induced depressed mood state on responses to pain.

Some researchers have suggested that a depressed mood state is associated with alterations in responses to pain. The authors examined cognitive, behavioral, and affective responses of 75 randomly assigned participants to depressed, neutral, or elated mood state induction conditions and subjected them to the cold-pressor task. Because they were unsuccessful in inducing elated moods, the authors used only the data for the depressed and neutral states as they measured pain threshold, tolerance, and unpleasantness during the test. After the task, the authors measured sensory, affective, and evaluative responses to the cold-pressor pain, as well as the participants' catastrophizing ideation about the painful procedure. The depressed mood state group, compared with the neutral group, had significantly lower cold-pressor tolerance times and higher pain catastrophizing scores. These results support previous findings that a depressed mood state may be associated with alterations in some pain responses.

Adult↗