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Caring for People with Dementia


Our current featured article is a report of a phenomenological, hermeneutic investigation titled “Former Work Life and People With Dementia” authored by Bente Nordtug, PhD, MA, RN; Karin Torvik, PhD, MA, RN; Hildfrid V. Brataas, PhD, MA, RN; Are Holen, PhD, MD (psychiatrist); and Birthe Loa Knizek, PhD, MA.   The research team was led by Dr. Bente Nordtug, a registered nurse, specializing

Bente Nordtug

in dementia care. She has a PhD in Health Science from Norwegian Science and Technology University (NTNU). Currently she works as an associate professor at the Department of Nursing and Health Sciences at Nord University (NU). Her research has mainly concerned issues such as the mental health of informal caregivers of patients, and how social support affects the caregivers’ caring burden.

This article is available to download at no cost while it is featured!  We invite all comments and ideas related to this work – leave you message below!

Emancipatory Policies for Environmental Health


Our current featured article addresses one of the most pressing issues of our time – environmental health.  The article is titled “Environmental Health: Advancing Emancipatory Policies for the Common Good,” authored by Sarah K. Valentine-Maher, MSN, RN,

Sarah Valentine-Maher

FNP; Patricia G. Butterfield, PhD, RN, FAAN; and Gary Laustsen, PhD, RN, FNP, FAANP, FAAN.  The article is available at no cost while it is featured on the ANS website.  Authors Valentine-Maher and Butterfield  talk about their work in this video we recorded for ANS blog followers; we welcome your comments below!

Message from Sarah Valentine-Maher:

Nurses hold a great potential to improve human wellbeing by addressing the environment that determines health.  Many of us will recognize this ethos within nursing. Yet, our potential to address one of the major determinants of health, the integrity of the natural environment, is not yet actualized.  In the article “Environmental Health: Advancing Emancipatory Policies for the Common Good” we point towards a way forward. Overviews of contextual issues and specific environmental concerns are paired with recommendations for nurses’ actions.

The discussion in the video posted here touches on an overview of the paper as well as the themes of; ‘why nursing and environmental health’ and the emancipatory implications of such work.

Healing Genocide Rape Trauma


Our current featured article is representative of a long ANS tradition – articles that address topics that are rarely brought to public attention.  The article is titled “Genocide Rape Trauma Management: An Integrated Framework for Supporting Survivors” authored by Donatilla Mukamana, PhD, RN; Petra Brysiewicz, PhD, RN; Anthony Collins, PhD; and William Rosa, MS, RN, LMT, AHN-BC, AGPCNP-BC, CCRN-CMC. The article is available for download here at no coast while it is featured. Dr. Mukamana shared this information about the background of this article:

The idea of writing about  genocide rape trauma came after a discussion I had with one of my patients in 2000. She had been gang

Donatilla Mukamana

raped and contaminated with HIV during the genocide against Tutsi in 1994,  At that time we met in 2000 she  was  dying.

She told me: “ Go and tell the world about the unspeakable cruelty of genocide rape which leaves the victim as living dead… then those who are in power should  prevent the occurrence of rape”

Rape used as a weapon of genocide affects all aspects of the survivor’s life. Therefore the healing process requires a holistic approach, one that I attempt to present in the current article.

I join the authors in welcoming your ideas, comments and questions about this work in the “comments” section below.

New – ANS Continuing Education!


With the current issue of ANS, we have launched Continuing Education for at least one article each issue!  When you visit the online Table of Contents of each issue, you will see a red “CE” symbol, indicating that you can visit the ANS page on Nursing Center CEConnection to proceed with the process to obtain continuing education credits. In the current issue, CE credit is available for the article titled End-of-Life Communication: Nurses Cocreating the Closing Composition With Patients and Families by Mary J. Isaacson and Minton, Mary E.

In addition we have provided CE credit for two other recently published articles, which you can see on the CEConnections ANS page:

A Qualitative Study of Difficult Nurse-Patient Encounters in Home Healthcare by Mary Kate Falkenstrom that appeared in ANS 40:2, April-June 2017.

Embedding a palliative approach in nursing care delivery: An integrated knowledge synthesis by Richard Sawatzky, Pat Porterfield, Della Roberts, Joyce Lee; Leah Liang, Sheryl Reimer-Kirkham, Barb Pesut, Tilly Schalkwyk, Kelli Stajduhar, Carolyn Tayler, Jennifer Baumbusch, and Sally Thorne that also appeared in ANS 40:2, April-June 2017.

These articles, and the future articles that will be available for continuing education, have implications for practice, education, policy and research. I trust that this new initiative will provide an important resource for our discipline!

Standards of Rigor in Literature Reviews in Nursing


We are currently featuring an article focused on methodology for literature reviews titled “Characteristics of Reviews Published in Nursing Literature: A Methodological Review” authored by Coleen E. Toronto, PhD, RN, CNE; Brenna L. Quinn, PhD, RN, NCSN; and Ruth Remington, PhD, AGPCNP-BC. The article is available for download at no cost while it is featured, and we welcome you to read the article and return here to share your comments and feedback!  Here is a message from each of the authors describing how they came to be part of this project:

Coleen:

            During my graduate and doctoral programs I had published two integrative reviews: one in my masters program and one in my doctoral program.   Since my first student experiences conducting integrative reviews, I have found methodological approaches for conducting integrative reviews to be unclear.

            For four years, Ruth and I had co-taught a master’s level nursing research course where students produced integrative reviews.  During that time, we had found that many of the nursing research textbooks did not cover the integrative review process. We would direct our students to look to the literature for published integrative reviews to help guide them when conducting their reviews, but many reviews did not follow a standard format and instead confused our students. These educational experiences were the impetus for our need to explore in depth the characteristics of published nurse led reviews.

            One goal in conducting our review was to gain a better understanding of what a well-done review should look like and help us guide our students. However, our review’s findings confirmed what we had been witnessing in the classroom with our students, in that there was much variation on how this type of review is conducted and published.  An important implication from our review is that there needs to be consensus among editors, peer reviewers, researchers, faculty and students alike of what an integrative review is and how it should be performed and reported.  In the future, we hope to continue on with our research and explore this issue more fully.

            I feel fortunate to have connected with Brenna at the NLN Writing Retreat in 2016 and have her join our research team.  At that point, Ruth and I had been working on the project for over two years and so it was extremely helpful to have Brenna’s energy and fresh perspective move our project to completion.  Our wish for this blog is that it will generate discussion among the ANS readership.  Have readers experienced similar confusion about reviews as an editor, peer reviewer, researcher, educator or graduate student?  We would love to hear your thoughts, ideas and suggestions related to our research.

Ruth:

            Having published several integrative reviews, as well as serving as a reviewer for several prestigious nursing journals, I felt comfortable in taking on the co-teaching of the integrative review process as part of a graduate nursing research course. I started this process with what I thought was a good understanding of the difference between integrative reviews, systematic reviews and literature reviews.

            It was not long before I realized how much inconsistency there was in methodologies in published reviews and contradictory instruction to be found in the few textbooks that addressed conducting these reviews. I found that, as Coleen mentioned, the available resources confused students, rather than help them to produce a rigorous review.

            My naive hope for this review was to clarify the characteristics of types of reviews. Well, having spent many hours reading and analyzing nurse-authored reviews, I became even more aware of the variation in rigor of the methods in published reviews. In an attempt to clarify some of this confusion, we contacted the editors of journals that published reviews in our sample, to identify the evaluation criteria that reviewers were expected to follow, similar to what was done by Jackson nearly 40 years ago (Jackson, 1980). Similar to Jackson, we found that many editors rely on the authors’ and reviewers’ expertise. Could this be why the inconsistencies persist?

            I would like to add a word about the value of working in writing teams. As nurses, many of us like to think that we can do it all alone. However, diversity among research team members can improve the quality of the science. Stronger scientific contributions are produced when combining experienced writers’ knowledge and skills with the enthusiasm and energy of nurses new to professional writing.

Jackson GB. Methods for Integrative Reviews. Rev Educ Res. 1980;50(3):438. doi:10.2307/1170440.

Brenna:

            I attended the 2016 Scholarly Writing Retreat sponsored by the National League for Nursing and Chamberlain College of Nursing, and was very happy to begin a friendship with Coleen. We, along with eight other nurse faculty attendees, enjoyed a productive weekend of mentored writing in Washington, DC.  After returning home, Coleen reached out to ask me to join a project she and Ruth were working on about nursing literature reviews. Coleen did not know this, but Ruth was my undergraduate pharmacology instructor! Coleen and Ruth had, at this point, reviewed all nurse-authored literature reviews published in the year 2013 and wanted to add 2014 and 2015. They were in search of another team member to help with data collection, analysis, and writing, as well as keeping the team moving along on a reasonable schedule. I had published a few literature reviews, and was interested to learn more about what methods nurses were really using and how we could use data about current review methods to make suggestions to strengthen the quality of reviews in nursing. We had a few phone and video chat conferences and two face-to-face meetings throughout the project, but relied mostly on Dropbox for communication and file sharing. We efficiently completed our study and put together a manuscript we hope ANS readers will find informative.

L to R: Coleen Toronto, Ruth Remington and Brenna Quinn

Deliberative Dialogue and Knowledge-to-Action


The currently featured ANS article is titled “Toward Relational Practices for Enabling Knowledge-to-Action in Health Systems: The Example of Deliberative Dialogue” by Katrina Plamondon, MSc, RN; Susana Caxaj, PhD, RN (available at no coast while featured). In this article the authors raise critical questions that deserve our consideration, and offer promising approaches for addressing these questions.  Here is the authors’ account of how this work evolved, and vision for the future:

The idea for this article was sparked over several coffee dates with Katrina, with us both reflecting on different health inequities in the world, and genuinely wondering, what tools do we need to affect change? We shared several of our own experiences and

Susana Caxaj (L) and Katrina Plamondon (R)

noticed the common thread of relational practices and intentional collaboration. Katrina has spent a lot of time exploring the potential of deliberative dialogue to provide a framework for such initiatives in her doctoral work, and she proposed that writing about our past projects through this lens could encourage others to create collaborative spaces to tackle the complex health issues of our time.

 
We look forward to contributing further to the necessary discussion about the best ways to bring about change. Ultimately, we hope that readers take away the importance of process and incremental outcomes to envision the most transformative, bold and radical changes that are needed in our world.

End-of-Life Communication


The current ANS featured article is titled “End-of-Life Communication: Nurses Cocreating the Closing Composition With Patients and Families” by Mary J. Isaacson, PhD, RN, CHPN and Mary E. Minton, PhD, RN, CNS, CHPN.  This article also is the first ANS continuing education offering, and the article is available to download at no cost while it is featured.  Here is Dr. Isaacson’s message about this work, which includes the authors’ own stories of end-of-life relationships:

Professionally both authors promote the importance of early and frequent communication with patients and families about their wishes or healthcare goals. Our personal lives have enriched and informed our passion. We’ll take this opportunity to give you a brief snapshot of two contrasting personal experiences. It is our hope that these experiences will inspire you to read our article on end-of-life communication. We will begin with Mary Isaacson’s personal account of an experience, where she tells of the challenges of honoring the patient’s wishes, while at the same time preparing the family. We conclude with Mary Minton’s personal story of being with her father and siblings during their father’s final weeks.

Mary Isaacson:

As a former rural hospice nurse, I was privileged to provide end-of-life care to patients and families in my home community. Through this experience, I learned that simply because of my rural location and staffing, I might be related to or know very

Mary Isaacson

well many of the patients and families entrusted into my care. Though no longer actively providing hospice care, this unique skill-set, (e.g., presence and communication) became pivotal as I worked with my husband’s Uncle Don in March 2017. Uncle Don, a retired Air Force Master Sergeant, Vietnam and Korean War Veteran, was diagnosed with recurrence of his lung cancer from 6 years ago. He was not tolerating the oral chemotherapy and had decided to enter into hospice care. My husband and I traveled from South Dakota to Idaho to say our “final good-byes.” Upon our arrival, Uncle Don promptly informed us that his oncologist felt that there was one more treatment that he should try. As Uncle Don stated, “She’s my oncologist. She knows what’s best and I really like her. So, I am going to do it.”

Our Aunt Donna, however, was less than enthusiastic about the prospect of more chemo. She shared how weak Don had become over the past 4 months. She feared that she would awaken to him “dead” beside her. Her words, “He’s dying. I don’t want to lose him, and I don’t want him to have the chemo either. But, I’m not going to tell him that.”

Over the 4 days that we spent with Uncle Don, Aunt Donna, and their cherished grandson’s family, I knew I had to help them begin to communicate their wishes to each other. One way I engaged Uncle Don in one-on-one conversation was while performing head and hand massage. We reminisced and talked about his future. In these conversations, he remained deeply

with Uncle Don

committed to trying another round of chemotherapy. On the other side, Aunt Donna remained fearful of their future. She could see, along with her grandson and his wife, the physical deterioration of Uncle Don and asked for guidance as to what to do. I prepped them in the questions (e.g., prognosis, likelihood of remission with the chemotherapy, quality of life, palliative care consult) to ask the oncologist at their next visit. When we returned home to South Dakota, I left with a heavy heart knowing that I wasn’t able to help them speak to one another. However, I was somewhat comforted knowing that I had prepared Aunt Donna and her grandson in what to do when Uncle Don’s condition deteriorated.

Two days later, Uncle Don was too weak to get out of bed. They transported him via ambulance to the hospital, where among the plethora of diagnostic tests and consults with specialists, his grandson successfully advocated for and they received a palliative care consult. His condition was stabilized enough for him to return home and with the help of hospice, he peacefully died 5 days later, in his home surrounded by his family.

This story, while difficult, portrays the importance of honoring the patient’s wishes, while also being realistic about the disease trajectory. Even though Uncle Don wasn’t ready to accept that cure was no longer possible, Aunt Donna was. Thus, my communication varied between the two. For Uncle Don, I provided a listening ear for him to share his legacy; for Aunt Donna and her grandson, we developed a plan to help them prepare for his death.

Mary Minton:

I was most fortunate. My parents were united in a pragmatic belief about advance care planning—although that term was never used. They routinely reviewed their advanced directives, asked me and my siblings to choose in advance sentimental items we might want, and they planned their memorial services.  Having survived the Depression Era, they saved wisely and

Mary Minton

lived sparsely. In their retirement years, Mom and Dad continually downsized. Following Mom’s death, my Dad kept this rhythm, sometimes to our chagrin when we still wanted something of Mom’s. However, his German preference for orderliness was such that my sister and I needed only a couple days for discarding or distributing my father’s belongings following his death.

My siblings and I supported our parent’s end of life wishes, as did their long time family practice doctor. My mother died of a chronic respiratory condition at the age of 87.  When I arrived for a weekend visit after not seeing her for nearly 6 months, I immediately sensed her struggle to stay alert. Her breathing was quite labored, yet she greeted me at their apartment door with her trademark smile and open arms.  As she and Dad watched TV that evening, I rubbed her feet and clipped her toenails (the home health nurse in me!).  She was coherent but her breathing was labored and she was flailing her arms occasionally. I queried Dad about this behavior—was this her norm lately, I asked?  He calmly replied yes.  He was her abiding caregiver and though we didn’t talk about her dying process, we both knew what was happening. A peaceful gratitude for simply being together prevailed.  The next morning Mom died in bed with Dad beside her. As her parting gift, she had waited for me to come home.

Following Mom’s death, Dad’s planning was once again in high gear as he enlisted my sister’s help in ensuring his estate and

with father and siblings

his will were updated and accurate.  I followed Dad’s health care needs during the next four years and my sister handled the financial details. Our brother offered moral support. At the age of 92. Dad’s health declined following a hip fracture. In the final six months of his life he transitioned from independent living to assisted living to skilled care. In that journey his cognitive ability declined and culminated in a hospitalization for delirium. His family doctor advised a palliative care consult and I remain forever grateful to the compassionate and skilled palliative care physician who guided the final steps of my Dad’s life which included a 2 week stay in hospice. I have poignantly beautiful memories of the nurses (who firmly but kindly encouraged me to be the daughter rather than the nurse), the social worker who acknowledged feelings I could not yet name, the music therapists who touched Dad’s soul with cherished hymns, the therapy dog, and pastoral care.

As both a recipient and observer of Dad’s skillfully orchestrated care, I had been given a ringside seat to experiencing the best of advance care planning, palliative and end-of-life care. Dad’s last days were marked by a peaceful acceptance of his dying process and cherished moments spent with my siblings. My parents’ legacy includes their example of how to live and how to die.

 

Delineating parenting competence concepts


We are currently featuring the article titled “Delineating Among Parenting Confidence, Parenting Self-Efficacy, and Competence” by Ashlee J. Vance, MA, RN, RNC-NIC and Debra H. Brandon, PhD, RN, CNS, FAAN (avaliable at no cost while it is featured!). Here is a message from Ms. Vance about her work:

“Always remember you are braver than you believe, stronger than you seem, and smarter than you think.” Christopher Robin

 This quote reminds me of how I felt as a new neonatal nurse, of the parents I’ve interacted with in a NICU, and those babies in our care that would surprise you day by day with their will to survive.

 Parent confidence is something all parents strive for; yet, often struggle with due to ongoing self-doubt. Then, if a parent

Ashlee Vance

experiences having a baby who requires hospitalization after birth due to prematurity or a life-threatening diagnosis; how in the world do they gain confidence in the hospital environment? This is my starting point. This question guides how I practiced at the bedside and how I interacted with parents, and how I develop my program of research. In the process of writing this manuscript, I discovered the language to help me describe why I was so passionate being a neonatal researcher. I wanted to understand parent confidence because I believe (and there is research to support) this could lead to happier, healthier parents and babies.

 In this paper, it was important for me to clearly operationalize parent confidence to provide a foundation for the concept itself and identify is as separate from other commonly used terms. With this foundation, we can better understand the current literature to compare results and inform future research.  As I continue to understand this dynamic human process, I foresee future results guiding interventions and strategies to enhance the hospital environment, ultimately impacting infant health and developmental outcomes.

Video Games and Adolescent Health


The latest featured article in the current issue of ANS is titled “’It Feels More Real’ – An Interpretive Phenomenological Study of the Meaning of Video Games in Adolescent Lives” authored by Susan R. Forsyth, PhD, RN; Catherine A. Chesla, PhD, RN, FAAN; Roberta S. Rehm, PhD, RN, FAAN and Ruth E. Malone, PhD, RN, FAAN.  I join the authors in encouraging you to download and read this article (available at no cost while it is featured!), and share your ideas and comments here!  Dr. Forsyth shared this background about her work, and the emergence of this particular report:

Youth today are growing up with electronic media embedded in their lives, different from all previous generations.  In my master’s work (and as a mother of a preteen) I became interested in this phenomenon and how exposure to and engagement with various imagery types might mediate adolescent perceptions of health and risk-taking. I was also interested in why adolescents still use

Susan Forsyth

tobacco products, despite knowing the associated risks. Looking at the research, I found that one reason is the continued normalization of smoking as a choice, especially within communities that are heavily marketed to by the tobacco industry. Thinking about this led me to focus my dissertation work on how adolescents and young adults perceived tobacco imagery in video games.  In a systematic review, I found that little had been done in this area, and that there was a perception that tobacco content was minimal in video games. Guided by my dissertation committee, I designed a qualitative study that allowed me to interview gamers online and in-person to ask them about the games they played, the role gaming had in their lives and their experiences with tobacco content in games.  I also examined each of the mentioned games for tobacco content.  One of the initial findings was that tobacco content was indeed present in more than 40% of the games mentioned by adolescents and young adults, and they ascribed meaning and value to that content.

This paper grew out of that work, and is one of five papers from my dissertation. It is the only paper that does not explicitly deal with tobacco content in video games.  After interviewing twenty young people about their experiences game playing and the meaning that playing had for them, it was clear that the experience of electronic gaming was qualitatively different than playing, for example, board games.  We found that the adolescents were telling stories of identity development, of relationships and how they were “in” the game world.  We realized that for participants, gaming served as another space they could go to practice and develop possible versions of themselves, with the addition of being able to use a disembodied electronic proxy as a way of presenting to others in the gaming community.  As a nurse interested in how corporate, societal and cultural forces influence identity development and health choices in adolescents, this was a provocative finding, pointing to a need for our profession to consider how adolescents use their electronic media when designing both individual patient plans and larger policy positions to maximize health for all of people for which we care.

 

 

Concept Analysis of “Calling to Nursing”


The current featured article in ANS is titled “Calling to Nursing: Concept Analysis” by Christie Emerson, MSN, RN. The article is available at no cost while it is featured, and I join the author in inviting you to share your responses and thoughts about this concept, and the information provided in the article!  Here is Emerson’s message sharing background about her work:

Throughout my nursing career in the United States (US), my colleagues and I have had regular discussions about our belief that nursing is a calling. In 2009, I began working with nursing colleagues and students in the United Arab Emirates and the Sultanate of Oman, an area of the world where nursing is not a particularly well respected profession.  I found that the concept of a calling to

Christie Emerson

nursing was unfamiliar to them; however, they often described the same strong desire to enter nursing as my US colleagues, despite the poor image.

I am fascinated by this seemingly global phenomenon in our profession, and therefore, decided to explore the concept of a calling to nursing in my doctoral studies. I had many ideas for research topics, such as:

  • Can a calling to nursing develop after someone has been educated and is already engaged in nursing practice?
  • What is the relationship between a calling to nursing and the quality of nursing care?
  • What is the relationship between a calling to nursing and the character of nursing care?
  • Do patients perceive a difference between nurses with a calling to nursing versus without a calling?
  • Does a calling to nursing affect the length of a nursing career?
  • Is there a relationship between nurses with a calling and leadership?
  • How is a calling to nursing conceptualized across diverse cultures?
  • What is the difference between a calling to nursing and a calling to medicine?

I was ready to begin research regarding this concept, but I found that while considerable research on calling has been done in the social science disciplines, there is no consensus on how a calling is defined. There is very little nursing literature that addresses the concept, and no nursing studies that attempt to define it. My goal in this article was to analyze the concept of calling as it relates to nursing and develop a definition with the detail needed to guide reliable research.

I look forward to ideas and feedback from my nursing colleagues around the world about the concept of a calling to nursing.