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Biomedical subjects

M J Brock

Publications and source records attributed to M J Brock.

7 recordsLinked to original sources
PubMed1990

Prenatal diagnosis and congenital disease: role of the clinical nurse specialist.

Birth defects reflect the infant's genetic constitution and are generally divided into four major categories: multifactorial, single-gene, chromosomal, and environmental. The etiology of the specific disorder is directly related to its risk of occurrence/recurrence, which can be theoretically or specifically calculated. Suspicion of genetic disease in an unborn child is heightened by a history of disease in blood relatives and by the presence of multiple miscarriages and/or increased maternal age. Current prenatal screening tools include maternal/fetal sampling (tissue, cells, amniotic fluid) and fetal visualization. All these tests have specific complications and limitations. Families undergoing prenatal testing are likely to experience anxiety, which may continue throughout the pregnancy despite a diagnosis of an unaffected fetus. Such anxiety can interfere with attachment to the unborn child. The aware clinical nurse specialist is in a position to help all parents by providing clear and accurate information, sensitive emotional support, and by optimizing social support systems.

Female↗
PubMed1990

Uncertainty, information needs, and coping effectiveness of renal families.

The purposes of this exploratory descriptive study were to assess renal families' informational needs, uncertainty level, and perceived coping effectiveness in relation to living with chronic kidney failure and hemodialysis therapy. The significant findings were: (a) knowledge was negatively correlated to uncertainty; (b) level of education was positively correlated only with coping effectiveness; and (c) neither knowledge nor uncertainty were significantly correlated to coping effectiveness.

Adaptation, Psychological↗
PubMedDate not supplied

Teaching ethics to nurses.

Educating nurses about ethics is more complex, multidimensional, and time consuming than educating nurses about technical skills. Many factors, including the ability of the nurse to view situations holistically, the moral development of the nurse, and the institution's ethics, are involved. To illustrate how to teach nurses ethics, two examples of programs are detailed in this article.

Education, Nursing, Continuing↗
PubMedDate not supplied

Educating the ethics committee.

Ethics committees are being formed in all types of institutions. Education is the foundation of a functioning committee. The purpose of the education is to prepare the multidisciplinary committee members to deal with difficult ethical issues in a changing healthcare environment. In this article, the authors address different methodologies that can be used for educating ethics committees.

Curriculum↗