ABSTRACT
Expectant mothers/couples often report planning for early parenting is overwhelming. Lack of anticipatory planning makes evident the need for providers, like childbirth educators, to assist expectant parents in minimizing or eliminating the problems associated with the transition to the fourth trimester, early parenthood. Planning for birth should extend beyond labor and birth to include the weeks following. The author's purpose is to explore the problems associated with the fourth trimester, to review the current health-related literature, and to propose an integrated behavioral action plan as an effective strategy. Self-efficacy constructs support a wellness plan approach to enable expectant mothers/couples to be proactive in preparing for their physical and emotional needs after the arrival of their newborn.
ABSTRACT
Ethical dilemmas in clinical nursing practice and areas of nursing research have been reported, but a paucity of current nursing research exists pertaining to ethical concerns between undergraduate nursing students and nurse educators. The study examined students' perceptions of ethical behavior in faculty of undergraduate nursing. Using an exploratory, mixed-methods approach, 101 members of a student nursing organization in the southeastern region of the United States participated in the study by completing the 16-item, anonymous questionnaire. Thirteen participants also submitted narratives describing their personal experiences with nursing faculty as it related to ethical interactions in the learning environment. The majority reported their experiences with nursing instructors to be ethical with no reports of sexual involvement with students. Instructor expectations of gifts from their students were almost non-existent. The narrative analysis yielded the following themes: bias: racial, gender, and other; humiliation, confidentiality, grading, uncaring, and cheating. Faculty-student interactions in nursing education are extremely complex. Instructors' increased awareness of their interaction with students and the adoption of ethical guidelines by schools of nursing are suggested.
ABSTRACT
This review concerns women's heterosexual aggression. Social context considers prevalence and incidence, gender roles and social norms, reactions to receiving aggression, and alcohol and drugs. Legal context focuses on state law and institutional context focuses on college and university codes of conduct. Primary findings: women engage in the full range of sexually aggressive behaviors attributed to men; the language of many legal codes place women's heterosexually aggressive behaviors below the threshold for rape even when it involves physical force or the use of a weapon; many men, similar to many women, do not report receiving sexual aggression and may not define themselves as victims; regardless of reporting status or self-perception, some men do suffer physical and psychological symptoms as a result of receiving sexual aggression from women; and women's heterosexual aggression may be more socially acceptable than men's.
