Pregnant women's perspectives on screening for adverse childhood experiences and resilience during prenatal care.

OBJECTIVE: To examine the acceptability of routine screening for adverse childhood experiences (ACEs) and resilience during prenatal care. METHOD: This study examined pregnant women's perspectives (N = 119) on ACEs and resilience screening during prenatal care in two medical centers via postscreening telephone surveys. Chi-square tests and Fisher's Exact Tests examined whether responses varied with ACEs (0 [62.2%], 1-2 [21.0%], 3+ [16.8%]) or resilience (high [64.7%] vs. low [35.3%]). RESULTS: The sample (N = 119) was 36.1% non-Hispanic White, 26.1% Hispanic, 8.4% Black, 23.5% Asian/Pacific Islander, and 5.9% Other, with a median age of 31 (IQR: 28-34) and average neighborhood median household income of $100,734 (SD = $37,079). Most women thought prenatal care should include conversations about ACEs (82.2%) and resilience (94.0%) and very strongly believed that good coping skills can help reduce the harmful effects of childhood stress (79.0%). Nearly half (41.2%) used ≥1 mental health resource from the resource handout provided at screening. Some women thought conversations could be improved if they took place with a mental health professional (37.3%), with more provider empathy (40.7%), more education about ACEs and health (55.1%), and if the screening included additional stressors (53.4%). Notably, most women (73.5%) would like their partner to also receive the screening. Women with more ACEs were more likely to want a longer conversation, and those with low versus high resilience were more likely to prefer that a mental health professional conduct the screening. CONCLUSIONS: Results indicate that women value ACEs screening during prenatal care and provide actionable recommendations to improve future screenings and discussions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

'Show us you know us': using the Senses Framework to support the professional development of undergraduate nursing students.

As students, fledgling nurses need to feel they belong to a community of academics, peers and mentors who value their contribution to learning and knowledge. Creating a sense of community allows students to experience academic and practice integration at the beginning of their professional journey, recognising that positive learning experiences at an early stage of professional maturation can shape lifelong attitudes to learning and discovery. The Senses Framework has been used to develop supportive working in relation to older adults; it also has resonance for the development of undergraduate nurses. This article focuses on the student experience, exploring the potential for the Senses Framework to underpin a learning community, promoting collaboration and acknowledging the emotional, academic and professional work that is now essential for the preparation of registered nurse in the 21st Century.

Developing professional identity in nursing academics: the role of communities of practice.

This paper analyses the current standing of nursing within the wider United Kingdom (UK) higher education (HE) environment and considers the development of academic identity within the sector, introducing a technology mediated approach to professional learning and development. A community of practice (CoP) is a way of learning based on collaboration among peers. Individuals come together virtually or physically, with a common purpose, defined by knowledge rather than task [Wenger, E., 1998. Communities of Practice: Learning, Meaning and Identity, sixth ed. Cambridge University Press, Cambridge]. In 2008, a small team of academics at Glasgow Caledonian University, School of Nursing, Midwifery and Community Health created and implemented iCoP, a project undertaken to pilot an international CoP, where novices and expert academics collaborated to debate and discuss the complex transition from clinician to academic. Although not intended as a conventional research project, the developmental journey and emerging online discussion provide an insight into the collective thoughts and opinions of a multi-national group of novice academics. The article also highlights the key challenges, problems and limitations of working in an international online arena with professionals who traditionally work and thrive in a face to face, real time environment.

Promotion of a community culture in nursing research.

This article focuses on local practice-based research and development. It uses examples from both nursing practice and education to explore some factors that prevent, promote and influence the establishment of a research culture in clinical nursing. The article presents potential approaches for successful practitioner-led and clinical/academic research initiatives, explored through practice development and communities of practice. It also highlights the challenges of these approaches.

'Constructing communities for learning in nursing'.

Working in communities is increasingly a feature of UK (United Kingdom) higher education. Within the last decade communities of practice (CoPs) have migrated from organisational development departments and evolved to become tools for practice based learning in educational settings. More recently, in nursing, the literature reports that CoPs have the potential to blend the skills of both academics and clinicians to transform and create new knowledge that is both scholarly and applicable to practice.

Building on Wenger: communities of practice in nursing.

Communities of practice (CoPS) provide a potentially useful practice based framework for constructing work based collaborative learning and promoting engagement with local and professional groups and communities. In nursing, we have, increasingly, to manage and deploy new and existing knowledge, although CoPs are currently not widely used to do this. This paper debates the framework created by Wenger and reviews the role of the CoP as an innovative way for educators and practitioners to collaborate to develop and manage new knowledge and emerging practice.

Exploring nursing skill mix: a review.

AIMS: The overall aims of the paper are to provide an overview of the subject, illustrate the need for further research and to raise awareness of the ongoing limitations of existing knowledge and present these to those involved in skill mix decision making. BACKGROUND: Over the last 20 years health care organizations across the globe have seen an increase in the pace of change. The continuing drive towards cost-effectiveness, quality of care and the clinical governance agenda are causing more and more managers to examine closely the mix of staff skills. This paper demonstrates that, despite 20 years of research and skill mix management in practice, there continues to be a tension between the use of qualified and unqualified staff, particularly, the cost and quality dimensions. CONCLUSION: The evidence which currently exists offers some limited support for the suggestion that redistribution of certain tasks in nursing could be possible and could contribute to strategies for meeting the demands of changes within health care delivery. Any reallocation of task, and substitution of qualified by unqualified staff, should be based on sound evidence and not merely on staff availability, service demand or apparent costs.