Patient preference for self-collected cultures for group B streptococcus in pregnancy.

To determine pregnant women's preference for self-culture technique, 251 women between 24 and 42 weeks' gestation were interviewed after performing self-collected cultures (vaginal and rectal) for group B streptococcus. Patient receptiveness to self-culture, the ability to perform self-culture, and the desire for choice in the future were derived using the Patient Preference Tool. The majority of women (77%, n = 194) gave positive descriptions of self-culture technique, and the majority of women preferred self-culture technique over nurse-collected sampling (57%, n = 142). Seventy-nine percent (n = 197) stated their desire to have a choice about self-culture in the future when similar testing was needed, and 89% (n = 224) believed that other women would also like this choice. Additionally, patient samples were highly correlated with nurse-collected samples for accuracy of culture results. This study provides data supporting that women desire active participation in their care.

Infant age, context, and family system influences on the interactive behavior of mothers of infants with mental delay.

Interactive behavior of 30 mothers of infants with mental delay and 30 comparison mothers and infants was examined in relation to child age (first and second year), context (feeding versus teaching), maternal characteristics (family stress, coping resources), and family social system (maternal education). Groups were compared from two perspectives: with infants matched on mental age (9 and 19 months MA), and on chronological age (8 and 18 months CA). Study mothers scored lower than comparison mothers during teaching but not during feeding in year 1 with both MA and CA match, but only with the CA match in year 2. Study infants scored lower than comparison infants in both contexts in year 1, but not in year 2. Groups did not differ on maternal or family measures. In year 1, group status, coping, and maternal education were predictive of mother interaction. In year 2, only maternal education was predictive. Results confirm the importance of type of match, context, and family system variables in understanding effects of child mental delay on maternal interactive behavior.