The role of district nursing: perspectives of cancer patients and their carers before and after hospital discharge.

The role of the district nurse (DN) is difficult to define. Knowledge about the perspectives of patients with cancer, and their informal carers, on the roles of DNs and community services is lacking. The aim of this study is to identify the roles of DNs and community services as perceived by patients with cancer and their carers before and after hospital discharge. Seventy-one pre- and post-discharge conversational interviews were conducted with cancer patients and carers, and analysed thematically. Some interviewees lacked knowledge about services, were confused about differential roles and/or held stereotypical views. Some failed to disclose needs to services, received insufficient support or experienced unnecessary and inconvenient visits. Patients with few or no physical care needs were surprised to receive DN visits. Those receiving personal care from agency carers expressed dissatisfaction. Cancer patients and carers may benefit from post-discharge/ongoing assessment by DNs. However, effectiveness could be inhibited by limited disclosure caused by confusion, stereotyping, negative experiences and ideas that other patients have greater needs. Information might diminish these factors but, first, services need to clarify their roles. Organization and delivery of personal care services varies locally and DNs provide personal care during terminal illness. Community services should perform intra- and interservice clarification before publicizing differential roles to cancer patients and carers. This might facilitate disclosure of need to DNs. Patient and carer needs for information on service roles, and patients' preferred roles in self-care are under-researched.

Peer review of classroom teaching: an interim report.

This paper provides interim findings from the implementation of peer review of classroom teaching in a large UK University School of Nursing, Midwifery and Health Visiting. A total of 258 classroom teaching sessions, involving 129 teaching staff (n=129) were included over a period of 7 months. Teachers had two teaching sessions reviewed by a colleague. One reviewer was self-nominated and the Dean of School allocated the other. The paper is in two parts. Part one includes a short literature review followed by a descriptive account of how peer review was implemented. Part two focuses upon individual experiences from a small scale study with data obtained from 14 teachers (n=14) who took part in qualitative interviews based on their experiences of being both reviewer and reviewee. The larger study gathered data from several sources. This paper presents the initial findings from interview data with nurse teachers. Their perceptions form the basis of a discussion, which raises issues related to the experience of both implementing and being involved in, peer review of classroom teaching. Four themes emerged from the interview transcriptions; peer review was initially perceived as a threat; the experience of peer review was a positive one; teachers felt that being a reviewer was an interesting and worthwhile experience and perceived peer review positively when good relations existed between them and their reviewer.

Feminist research or humanistic research? Experiences of studying prostatectomy.

This paper highlights issues related to men's health research arising from a small-scale study, carried out by a male researcher, to identify the experience of men following transuretheral resection of prostate (TURP) for benign prostatic hypertrophy (BPH). The intention of this paper is to stimulate methodological debate rather than to be a research report. For the study, an informal interview approach was used within a phenomenological framework, and interview experiences raised issues which have been previously discussed under the rubric of feminist research. The conclusion drawn is that a style of research which attempts to gain a holistic view of patients' experiences is better termed 'humanistic research' because the term 'feminist research' clearly cannot be applied to men studying men's health-related experiences.

Prevalence of health risk behaviors among Asian American/Pacific Islander high school students.

PURPOSE: [corrected] To compare the prevalence of selected risk behaviors among Asian American/Pacific Islander (AAPI) students and white, black, and Hispanic high school students in the United States. METHODS: The national Youth Risk Behavior Survey conducted in 1991, 1993, 1995, and 1997 by the Centers for Disease Control and Prevention produced nationally representative samples of students in grades 9 through 12 in all 50 states and the District of Columbia. To generate a sufficient sample of AAPI students, data from these four surveys were combined into one dataset yielding a total sample size of 55, 734 students. RESULTS: In the month preceding the survey, AAPI students were significantly less likely than black, Hispanic, or white students to have drunk alcohol or used marijuana. AAPI students also were significantly less likely than white, black, or Hispanic students to have had sexual intercourse; however, once sexually active, AAPI students were as likely as other racial or ethnic groups to have used alcohol or drugs at last intercourse or to have used a condom at last intercourse. AAPI students were significantly less likely than white, black, or Hispanic students to have carried a weapon or fought but were as likely as any of the other groups to have attempted suicide. CONCLUSIONS: A substantial percentage of AAPI students engage in risk behaviors that can affect their current and future health. Prevention programs should address the risks faced by AAPI students using culturally sensitive strategies and materials. More studies are needed to understand the comparative prevalence of various risk behaviors among AAPI subgroups.

Got Health? The Hawaii Partnership for Standards-Based School Health Education.

The American Cancer Society (ACS), Hawaii Pacific, Inc., initiated the Hawaii Partnership for Standards-Based School Health Education in July 1999. The goal of the partnership is to implement standards-based school health education to promote child and adolescent health in Hawaii. The partnership includes representatives from the Hawaii Department of Education, the Hawaii Board of Education, the Hawaii Department of Health, the University of Hawaii College of Education, Meadow Gold Dairies, the Hawaiian Electric Companies, the Hawaii Medical Services Association, and local divisions of the American Cancer Society. During its first year, the partnership collaborated to sponsor 15 teacher workshops on the new Hawaii Health Content Standards. In addition, Meadow Gold Dairies initiated a Got Health? milk carton side-panel promotional campaign to publicize the standards. This article describes development of the Hawaii Health Content Standards, history of the partnership, activities to date, concurrent supporting efforts, future plans, and lessons learned during the first year.

Men's lived experiences following transurethral prostatectomy for benign prostatic hypertrophy.

The aim of this study was to illuminate the lived experience of prostatectomy recovery by means of semi-structured interviews. Despite the commonality of prostatic enlargement and the corrective transurethral procedure, surprisingly little is known of the impact upon the men's social and psychological well-being. The interviews have produced very rich data, which illustrate the extent to which the men are initially very reluctant to identify 'problems' either with their hospital experience or their subsequent recovery period. However, once respondents appeared to feel more comfortable, we began to learn of their very substantial difficulties both before and after the operation.

A study of district nurses' experiences of continuous ambulatory chemotherapy.

As a result of technical developments and policies that promote shorter hospital stays, patients are increasingly receiving high technology treatment in the community. The administration of ambulatory intravenous chemotherapy at home is an example of such treatment. Despite being generalist nurses, district nurses (DNs) are involved in what could be viewed as 'specialist' care - advising and supporting patients while they are receiving treatment. This article reports on a study of 20 DNs from one community trust and examines the sources of the knowledge and skills used in caring for these patients and the communication links with the regional cancer centre.

Voices from the field--a qualitative analysis of classroom, school, district, and state health education policies and programs.

This study provides a qualitative analysis of responses from classroom-, school-, district-, and state-level educators and administrators to open-ended questions about school health education. These questions were posed as part of the School Health Policies and Programs Study (SHPPS), conducted by the Centers for Disease Control and Prevention in 1994, and elicited a range of responses about the status of school health education programs and factors that facilitated and hindered the delivery of such programs. To improve school health education in the United States, respondents cited the need to increase the value and priority of health education in the school curriculum and advocated for 1) professional preparation in health education for persons teaching health-related courses, 2) health education course curricula to address important and timely issues, 3) student testing in health education, 4) improved resources and support for health education, and 5) increased communication and collaboration within their schools and communities related to health education.

'Stories' or 'snapshots'? A study directed at comparing qualitative and quantitative approaches to curriculum evaluation.

The focus of this paper is a study designed to explore the validity of quantitative approaches of student evaluation in a pre-registration degree programme. As managers of the students' education we were concerned that the quantitative method, which used lecturer criteria, may not fully represent students' views. The approach taken is that of a process-type strategy for curriculum evaluation as described by Parlett and Hamilton (1972). The aim of the study is to produce illuminative data, or students' 'stories' of their educational experiences through use of semi-structured interviews. The results are then compared to the current quantitative measurement tools designed to obtain 'snapshots' of the educational effectiveness of the curriculum. The quantitative measurement tools use Likert scale measurements of teacher-devised criterion statements. The results of the study give a rich source of qualitative data which can be used to inform future curriculum development. However, complete validation of the current quantitative instruments used was not achieved in this study. Student and teacher agendas in respect of important issues pertaining to the course programme were found to differ. Limitations of the study are given. There is discussion of the options open to the management team with regard to future development of curriculum evaluation systems.