RESUMO
Faculty of a post-basic registered nurse preparation neonatal intensive care nursing education program in Canada questioned how well students' knowledge equipped them to handle the demands of the clinical setting. The response to their inquiry prompted the abandonment of traditional teaching approaches and laid the foundation for a modification of the curriculum. The faculty developed a novel way of looking at the program's content, so that it centered on the needs of the neonate. The article introduces a unique neonatal nursing framework and explains how this framework fits with neonatal nursing education and neonatal nursing. This framework has potential usefulness for inservice, orientation, and outreach programs.
Assuntos
Competência Clínica , Currículo , Educação Continuada em Enfermagem/métodos , Modelos Educacionais , Modelos de Enfermagem , Enfermagem Neonatal/educação , Humanos , Recém-Nascido , Enfermagem Neonatal/organização & administração , Inovação OrganizacionalRESUMO
This study explored one woman's experience in becoming a mother to her premature son during his prolonged hospitalization. This paradigm case is an exemplar selected from a larger phenomenological study that examined the high-risk perinatal experience. Hermeneutic analysis led to the discovery of the phenomenon of maternal work embedded in the experience of this mother. Dimensions of her maternal work included working for love, working for meaningful moments, working amid uncertainty, working against the odds, and working overtime. Understanding the experience of maternal work can assist nurses to acknowledge and support the work inherent in becoming a mother within the neonatal intensive care unit.
