Concerns of Prelicensure Nursing Students Before a Maternal-Newborn Clinical Rotation.

OBJECTIVE: To describe the concerns of prelicensure nursing students before their clinical rotation in the maternal-newborn setting. DESIGN: Qualitative descriptive design with one open-ended survey question. SETTING/PROBLEM: A private U.S. Midwest master's entry prelicensure nursing program. Students' concerns before beginning a maternal-newborn clinical rotation have not been fully explored in the literature and may differ from those reported by students in other clinical rotations. If not addressed, these concerns could negatively affect the clinical learning experience and hinder student success. PARTICIPANTS: Prelicensure nursing students enrolled in the Nursing Care of Women and Newborns course at an urban graduate college of nursing. INTERVENTION/MEASUREMENTS: On the first day of the course, students were asked to write on an index card their most pressing concern related to their upcoming maternal-newborn rotation. Participation was voluntary and anonymous. Course directors analyzed the responses for themes and further divided them by setting: labor and birth, newborn, postpartum, generalized (concerns across maternal-newborn clinical areas), and miscellaneous (nonclinical concerns). RESULTS: A total of 130 concerns were reported by 125 students. Of these concerns, 47% (n = 62) were related to labor and birth, and 4.6% (n = 6) were related to caring for newborns; 40% (n = 51) were general clinical concerns, and 8.5% (n = 11) were of a nonclinical nature. No students in this study expressed concern about being assigned to care for individuals on the postpartum unit. Although some concerns were similar to those reported previously in the literature, others were unique to the maternal-newborn setting. CONCLUSION: Prelicensure nursing students have concerns that are unique to the maternal-newborn setting. When student concerns are known before clinical rotations, course faculty, clinical instructors, and staff nurses can adapt strategies to reduce stress and improve the clinical learning environment for students so that they can be successful.

Providing a Safe Haven: Staff Response to a Simulated Infant Relinquishment in the Emergency Department.

Every state in the United States has established laws that allow an unharmed newborn to be relinquished to personnel in a safe haven, such as hospital emergency departments, without legal penalty to the parents. These Safe Haven, Baby Moses, or Safe Surrender laws are in place so that mothers in crisis can safely and legally relinquish their babies at a designated location where they can be protected and given medical care until a permanent home can be found. It is important for health care professionals to know about and understand their state's law and how to respond should an infant be surrendered at their facility. No articles were found in the peer-reviewed literature that describe a method to evaluate nurse competency during infant relinquishment at a Safe Haven location. This article will describe commonalities and differences among these Safe Haven Laws, responsibilities of the hospital and staff receiving a relinquished infant, and 1 hospital's experience when running an infant relinquishment drill in their emergency department.

Meeting the needs of the postpartum woman with epilepsy.

Although pregnancy and postpartum are times of emotional and physical change for all women, women with epilepsy have additional concerns and face special challenges. This article describes the nursing care for this special population to help the clinical nurse provide for the safety of these women and their infants. A multidisciplinary approach is essential, and families need to be included in the care planning. Special considerations for medication management, additional rest, seizure precautions, and discharge instructions are described.