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Nursing Practice and the Criminal Justice System


The current issue of ANS features two articles focused on Crime, Justice and Health.  The first of these two articles is titled “In a Spirit of Restoration: A Phenomenology of NursingPractice and the Criminal Justice System” by Geraldine Gorman, PhD; Rebecca M. Singer, ND; Erin Christmas, MS; Catherine Herbstritt, MS; Layne Miller, MS; Mary Murphy, MS; Cailan Shannon, MS; and Katrina Wyss, MS.  We invite ANS readers to download this article while it is featured (no cost), and share your reflections in the comments section below.  Dr. Gorman shared this summary of her work, and how she became dedicated to addressing this timely and important social justice issue, followed by a message from co-author and faculty colleague Rebecca Singer:

From Geraldine Gorman:

Tragedy and crisis divert our attention from other tragedy and crisis. I became interested in prison reform back in the 90’s when I attended a forum focused on the impact of Buddhism on healthcare.  A Religious Studies professor from DePaul University in Chicago talked about  the

Geraldine Gorman

sangha he initiated for the men imprisoned in the maximum security facility in Michigan City, IN. I was intrigued and Ron invited me to attend one of their Zen Buddhist sittings. For the next 15 years I went into the prison as a volunteer with the Buddhist group, sitting and chanting in Korean– not a word of which I understood– and getting to know the men, some of whom had spent time on death row. During those years  3 executions took place, one which took the life of one of the members of the sangha. A peaceful protest accompanied each state-sanctioned murder with black robed Buddhists  sitting silently in the parking lot, from dusk till dawn. The reverberations from each death ran deeply.

But then 9/11 shook the world and my nursing conscience turned from the injustices of the prison industrial complex to the horrors of war. I continued going into the prison but war dominated my thoughts and words and  outrage.  This is what happens when the dike starts springing too many leaks. We have only so many hands, so much time.  It goes without saying that our current political dike has become a sieve.

Ten years ago as part of our public health nursing class, I began bringing students to the Indiana prison. They were able to walk through the cell blocks, observe what passes for healthcare, listen to men describe their journey to and through incarceration. Chicago’s own Cook County Jail had remained an impenetrable fortress until very recently when our reform-minded Sheriff reached out to the College of Nursing and we began providing health education to the men and women detained in the cavernous jail. Our article describes the initiation of this project, along with the gratifications and challenges faculty and students encountered.

We appreciate the opportunity to share this with the ANS audience. While we must pay close attention to the ever present rumors of war and more war, we cannot allow our attention to be diverted from the injustices in our own communities.  And we need to expose our students to what is done in our names without paralyzing them. Such is the challenge for nursing practice, education and scholarship: to witness and confront insurmountable suffering and to move forward.

From Rebecca Singer:

My primary area of practice is within humanitarian response work which takes me to conflict or post-conflict zones where I try to provide services with few resources to displaced peoples who have lost nearly everything but their lives. In my work with students, they express interest in this work and often ask what they should do to prepare for a job in humanitarian response. After

Rebecca Singer

several weeks in the jail, I realized that Cook County Jail was the closest I had ever come to a refugee camp in Tanzania or a displaced persons’ settlement in South Sudan while never traveling beyond my own city’s limits. The students and I needed to travel no further than 26th and California, just over 2.5 miles from our own College of Nursing, to be surrounded by displaced peoples who have lost nearly everything but their lives and to provide health education with few resources but our wits, several pieces of paper and a poster board.

As the weeks passed and we struggled to understand the rules, to navigate the bleak halls, and to be heard over the din, I came to see how much like a foreign country the jail was. Each time we enter the jail, we repeatedly are asked to show our ID and permission letter, which serve as our passport to this foreign land. We pass through metal detectors and check-points which remind me of the international borders and military check-points I cross to get to my other work. They check our bags and confiscate anything that might pass as contraband; this week a permanent marker and next week a roll of tape. We must pack our bags with care.

The people who get caught up in our criminal justice system live in the same city that we do, yet their lived reality is essentially foreign to me and to most of the students.  They often speak a different language, using slang that I have never heard.  Coming from parts of the city with higher rates of unemployment and lower rates levels of education, they function in an economy far removed from the Loop that I can see from our campus. The exchange of illegal items, including illicit drugs and the firearms that drive up the rates of violence in their communities, render the currency they use different from ours. And while our city is diverse, the range of brown and black people I meet in the jail do not look like the faculty I call my colleagues at our university.

Yet, it is only like a foreign country, because, in fact, this jail is in our city. It houses fellow citizens of our Midwestern city–polite, friendly sports’ fans who love to complain about the weather. They are fellow citizens whose current conditions serve as a stark and vivid reminder that the social determinants of health are at play right here. Now when students ask me about my humanitarian response work and express interest in doing it, I can encourage them to come with us to do that very work without traveling more than 2.5 miles—no passport necessary—just pack with care.

Ethnic Diversity and Advanced Health-related Decisions


Our latest featured article it titles “Health-Related Decisions for Serious Illness Among Ethnically Diverse Older Adults” by Zahra Rahemi, PhD, RN; Christine Lisa Williams, DNSc, RN, PMHCNS; Ruth Marchand Tappen, EdD, RN, FAAN and Gabriella Anna Engstrom, PhD. The article is available for free download while it is featured, and we welcome your comments here! In this article, the authors discuss the evidence from their study that supports the great variability in individual situations at the end of life, and the importance of nursing care that remains responsive to each particular situation.  Dr. Rahemi provided this background for ANS reviewers:

Universally, the population of older adults is dramatically growing. In the United States, culturally and ethnically diverse older adults are one of the fastest growing population. Cultural factors, including ethnicity, acculturation, and spirituality, have significant influence on diverse older adults and how and what they plan for their healthcare. Therefore, there is a need for multiple care options to avoid predetermined clinical practice guidelines for ethnically diverse older adults.

Cultural beliefs and value systems frequently prevent people from healthcare service use and healthcare decision making, which contribute to healthcare disparities for ethnically diverse older adults. In my current studies, I am interested in investigating factors that are pivotal for communication of decisions in advance. Innovative strategies to help individuals determine their goals of care are needed to clarify health-related decisions that ethnically diverse individuals may find challenging to articulate. Because ethnically diverse communities have strong family ties in general, the authors encourage informal and general discussions about goals of care among these communities. These conversations may ultimately inform significant others who are called upon to make decisions when older adults cannot. The new strategies recommended in this study may open new venues for professional development in nursing and ultimately promote culturally competent care.

In the field of ethnically diverse older adults and their healthcare decisions and preferences, the I started with a broad literature review and an integrative review that was published in ANS. Later, I continued my research in different ethnically diverse communities using different lenses, such as end-of-life preferences, health-related decisions for serious illness, and attitudes and behaviors regarding planning ahead for end-of-life care. I hope to introduce more innovative strategies to encourage ethnically diverse older adults to communicate their desired care choice when they are capable to communicate.

 

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.