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Biomedical subjects

M K Shannahan

Publications and source records attributed to M K Shannahan.

4 recordsLinked to original sources
PubMed1987

A comparison of fetal outcome in birth chair and delivery table births.

This study was conducted to determine the effect of the birth chair on fetal outcome in primigravid subjects with a normal pregnancy and labor. A quasi-experimental design was used to compare 33 birth-chair deliveries with 22 delivery-table deliveries. No difference between groups was found in the mean pH and pO2 of arterial and venous cord blood samples. The mean arterial pCO2 was lower in the chair group (49.25 and 44.50, p = 0.023), but there was no difference in venous pCO2. In the chair group, the mean vein pO2 was higher when the angle of the chair was more than 45 degrees upright (22.3 and 28.4, p = 0.007). Means for chair and table groups were similar for maternal hemoglobin, breathholding while pushing, duration of second stage, time of first cry, time of cord clamping, and Apgar scores. Incidence of cord around the neck was identical. The mean one-minute Apgar scores were significantly higher when chair or table was more than 30 degrees upright (8.0 and 8.59, p = 0.037). Results suggest that the birth chair is a safe alternative to the delivery table in terms of fetal outcome. The findings of lower arterial pCO2 with unchanged pO2 and pH in the chair group, support earlier findings of less transient cord compression in upright positions.

Adolescent↗
PubMed1986

A clinical evaluation tool for nursing students based on the nursing process.

An integrated curriculum was implemented in an upper division baccalaureate nursing program which required letter grades for clinical courses. The second semester clinical course involved student evaluation in four different settings. The original evaluation tool lacked both the discrimination needed for letter grades and the competencies common to all the settings. A computerized evaluation tool was developed to identify behaviors which could be evaluated and assigned a letter grade in all four clinical settings, and to provide formative and summative evaluation of performance for students throughout the semester. The tool focuses on the four areas of the nursing process, each of which is weighted according to the conceptual framework of the curriculum and the ability of a student at this level. In each of these four areas, entry level behaviors were identified and then built upon by progression from fundamental skills to more complex and independent behaviors. Students are rated on a criterion-referenced rating scale. A statistician verified that the tool was mathematically sound. Once developed, the tool was placed on computer where both students and faculty evaluate student clinical performance every two to four weeks. Because the tool was placed on computer, students receive immediate feedback, which facilitates formative evaluations. Trends in student performance can be identified easily, and faculty paperwork is decreased. The tool also promotes objectivity in evaluation and student awareness of expected behaviors. Finally, faculty and students have become more familiar and more comfortable with computers.

Clinical Competence↗
PubMedDate not supplied

The effects of birth chair delivery on maternal perceptions.

A prospective quasi-experimental study was conducted to determine women's perceptions of their childbirth experiences using a birth chair. The sample consisted of 55 primiparas, from 37 to 41 gestational weeks, with normal pregnancy and labor; 22 women delivered on a traditional delivery table (DT), and 33 women used a birth chair (BC). A questionnaire consisting of 21 items on a five-point scale (the higher the score, the more positive the perception) was self-administered by subjects during postpartum hospitalization. No significant differences were found between groups on overall score. However, women using the birth chair had a significantly higher score on the comfort subscale, as did women who had attended prepared childbirth classes.

Adult↗