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Biomedical subjects

V Pidgeon

Publications and source records attributed to V Pidgeon.

8 recordsLinked to original sources
PubMed1991

Documentation of discharge teaching before and after use of a discharge teaching tool.

Newly diagnosed Type 1 diabetic patients and their parents have a great deal of complex teaching needs before discharge. Documenting the discharge teaching and planning is an important nursing responsibility. The documentation of discharge teaching ensures the highest quality of patient care. With pressures from insurance companies and diagnostic-related groups, nurses must perform extensive discharge teaching in an abbreviated time frame. A Diabetic Discharge Teaching Tool (DDTT) is an instrument that can facilitate concise documentation and assist in developing the plan of care over the ensuing hours or days.

Adolescent↗
PubMed1989

Compliance with chronic illness regimens: school-aged children and adolescents.

More chronically ill school-aged children and adolescents are surviving into adulthood due to recent medical advances and modern technology. However, noncompliance rates are higher among adolescents than adults. Noncompliance is costly, can lead to complications, and may be life-threatening. Several models of compliance are discussed. Variables described in recent research as related to noncompliance (personal, family, and illness factors) are discussed. Those factors that emerged as most important in adolescent compliance were self-esteem, social functioning, and perceived autonomy. It appears that psychological needs may compete and conflict with the need for adherence to illness regimens in adolescence.

Adolescent↗
PubMed1985

Children's concepts of illness: implications for health teaching.

Children's concepts develop through different stages from global and undifferentiated to concrete and abstract. In the concrete stage perceptual and physical attributes of a concept are dominant. In the abstract stage the essential mental and nonperceptual attributes of a concept are grasped. In general, children's concepts of illness shift with age from definitions based largely on feeling states to broader, more precise definitions that include specific diagnoses and psychosocial indicators of illness. The basis for determining if one is ill also shifts with age from reliance on external cues to reliance on internal body cues. Children's knowledge of specific illnesses increases markedly during the school-age years. It appears that their concepts of specific illnesses are a synthesis of real knowledge and imaginative distortions. Children's concepts of illness causation also develop through different stages from global and undifferentiated to concrete and abstract. School-age children tend to attribute illness causation to their own actions but with age illness is increasingly attributed to external causes. There is in the school-age years increasing differentiation between external and internal in explanations of illness causation with inclusion of means of internalization of the causal agent and intermediary steps between cause and effect. This trend continues in adolescence with description of the illness mechanism in terms of physiologic processes, internal organ, and malfunctions.

Adolescent↗
PubMed1982

Nurses' perceptions of pediatric nursing functions.

The purpose of this study was to describe nurses' perceptions of the importance of pediatric nursing functions and to determine if there were differences in perceptions of nurses in managerial, clinical, and teaching positions. Subjects were 125 pediatric nurses in managerial, clinical, and teaching positions. Respondents were asked to rate the importance of 43 nursing functions on a 9-point scale ranging from highly important to not at all important. Mean ratings of pediatric nursing functions were determined and one-way analyses of variance performed. The five nursing functions perceived to be most important were, in order of ranking: (a) providing emotional support of children, (b) recognizing significant physical deviations, (c) implementing nursing interventions, (d) preparing children psychologically for procedures and surgery, and (e) identifying nursing problems. Significant differences were found between groups in perceptions of the importance of 23 nursing functions, mainly in the areas of psychosocial care, teaching, and nursing process. Most differences were between the teaching and managerial groups or between teaching and the managerial and clinical groups combined. Differences in perceptions of the importance of a number of nursing functions, though not great, suggest a need for more dialogue between managers, teachers, and clinicians.

Analysis of Variance↗
PubMed1981

Functions of preschool children's questions in coping with hospitalization.

This study was designed to determine the functions of hospitalized preschool children's questions. Subjects were 24 hospitalzied preschool children ranging in age from 3 years to 5 years, 11 months. Subjects' spontaneous questions, addressed to adults in a hospital setting, were recorded and categorized using Piaget's functional classification. The categories were: (a) causal explanation, (b) reality and history, (c) actions and intentions, (d) classification and evaluation, (e) rules, and (f) calculation. The frequency distribution of questions was determined by categories. The largest perentage of questions (53%) was about actions and intentions of persons, primarily hospital personnel. Small percentages dealt with classification and evaluation (13%) and reality and history (12%) Causal explanation questions (8%) were uncommon. A larger percentage of actions and intentions questions was found in the hospital than in nonstressful school settings. The findings suggest that hospitalized preschool children need orientation to the actions and intentions of personnel in regard to therapeutic activities, routine care, and play and social activity.

Adaptation, Psychological↗