University campus breastfeeding, knowledge, and perceptions of support: An exploratory study.

Breastfeeding is often considered principally a biological issue but success is impacted by the socio-ecological environment of the lactating parent. Identifying current attitudes towards breastfeeding is essential in the effort toward normalizing breastfeeding in communities, including university campuses. The study explored campus community knowledge, awareness, and attitudes about breastfeeding, including available resources and applicable laws on two university campuses in the southern United States. This cross-sectional, self-reporting study utilized the Iowa Infant Feeding Attitude Scale and an adaptation of the Breastfeeding Behavior Questionnaire to survey a convenience sample. Results revealed decreased awareness of protective laws, availability of private lactation space, and insufficient public appreciation of breastfeeding's unique advantages to both lactating parent and infant as barriers to breastfeeding. These findings will help develop additional breastfeeding strategies to improve university campus community breastfeeding initiatives.

Shaken Baby Syndrome Education for Mothers Awaiting Appointments in Rural OB/GYN Office.

A partnership between a nursing program and a rural obstetric office provided education to pregnant and postpartum women about coping with infant crying and the dangers of shaking a baby. Undergraduate nursing students delivered the Period of PURPLE Crying (PURPLE) educational program to 148 mothers. Change in knowledge about infant crying and the community clinical experience was evaluated. Pre and post intervention data were collected. Descriptive statistics indicated higher scores on mothers' posttest for knowledge about normal newborn crying behaviors and coping strategies. Students further developed the role of educator and researcher. These findings suggest the intervention contributed to mothers' improved knowledge about infant crying. Results of the pilot study are encouraging because the intervention had a significant effect on mothers' knowledge about infant crying and Shaken Baby Syndrome (SBS).

Exploring outcomes from an innovative, pediatric-focused intervention with undergraduate nursing students.

BACKGROUND: To adapt to COVID-19 restrictions, a virtual pediatric skills day was developed to provide nursing students with practical experience prior to entering the pediatric clinical setting. Student assessment before and after participation indicate a virtual skills day is helpful in building student confidence prior to pediatric clinicals. METHODS: This mixed-method study involved a cross-sectional approach with a six-item survey administered before and immediately after the virtual pediatric skills day intervention to undergraduate junior nursing students. Outcome measures included comfort and preparation for pediatrics and families of pediatric patients. FINDINGS: After exploring outcomes from 93 students complete pre and post intervention measures, we addressed comfort themes including excited, nervous, and readiness while preparedness themes highlighted concerns with parental interactions, upset children, and COVID-19 restrictions. DISCUSSION: It is beneficial for nursing students to have clinical experiences with children prior to visiting a pediatric clinical setting. Such experiences decrease student stress and anxiety and allow meaningful opportunities to occur.

Nursing students: Training and maintaining universal newborn hearing screening knowledge.

The purpose of the study was to obtain information concerning the effectiveness of a training program to equip nursing students in administering universal newborn hearing screening procedures, correctly recording results and clearly explaining outcomes to parent/guardians. First semester and third semester nursing students completed the National Center for Hearing Assessment and Management (NCHAM) Utah State University™ Universal Newborn Hearing Screening (UNHS) training as an in-class assignment. Students were surveyed and knowledge assessed prior to and post training. Overall results showed that all student benefited from the training.

Enhancing Community Education Through Innovative Teaching Strategies in a Baccalaureate Nursing Program.

BACKGROUND: Nurse educators are relentlessly in search of innovative measures that enhance student learning and offer opportunities that prepare them for clinical practice. Collaborative opportunities between schools of nursing and community settings are beneficial for students and the community. METHOD: One strategy was developed by a southeastern baccalaureate nursing program through the assistance of the National Institutes of Health mini-grants program, related to their Safe Sleep campaign. Safe Sleep subject matter was integrated into the curriculum, where students learned content, developed teaching strategies, and taught community members components of Safe Sleep. RESULTS: The project provided faculty and baccalaureate nursing students with an opportunity to implement a community outreach education project addressing Safe Sleep. Students learned cultural assessment, teaching, and communication skills, and community members benefited from learned knowledge of health promotion programs. CONCLUSION: Future educational outreach projects are recommended to further examine program effectiveness and the value of teaching-learning strategies. [J Nurs Educ. 2018;57(4):240-244.].

Community-Based Breastfeeding Support With the Tiger Babies Breastfeeding Support Tent.

The Tiger Babies Breastfeeding Support Tent was established by a baccalaureate nursing program in southeastern Alabama to increase community awareness of the importance of breastfeeding and to provide a clean, convenient, and private location for nursing mothers during community events. Local advertising was distributed before community events to promote awareness and support of the project. Survey results indicate that 80% of mothers who used the tent's services would recommend the tent to their friends and family members.