Nursing care of families continues to be a challenge within complex and demanding health-care systems. Educational strategies to bridge the theory-practice gap, connecting classroom learning with clinical experiences in undergraduate nursing education, enable students to develop the skills required to form meaningful partnerships with families. This article describes how undergraduate nursing students complete a 15-Minute Family Interview in a clinical practice setting, and document the interview process in a reflective major paper. Students integrate research and theory and identify ways to improve the care of families in the clinical setting while building communication skills and confidence in interacting with families in everyday practice. The implementation of the assignment and the evaluation of the process, including quotes from 10 student papers and 2 clinical faculty members, are discussed. Implications for education and ongoing research are offered.
This study describes the theoretical assumptions and the application for health-promoting conversations, as a communication tool for nurses when talking to patients and their families. The conversations can be used on a promotional, preventive and healing level when working with family-focused nursing. They are based on a multiverse, salutogenetic, relational and reflecting approach, and acknowledge each person's experience as equally valid, and focus on families' resources, and the relationship between the family and its environment. By posing reflective questions, reflection is made possible for both the family and the nurses. Family members are invited to tell their story, and they can listen to and learn from each other. Nurses are challenged to build a co-creating partnership with families in order to acknowledge them as experts on how to lead their lives and to use their own expert knowledge in order to facilitate new meanings to surface. In this way, family health can be enhanced.
This study set out to explore, from the family's point of view, ways in which nursing staff can promote family health during the child's hospital stay.
Having a child in hospital is a major source of stress and anxiety for the whole family. Earlier studies have described parental coping strategies, ways to strengthen those strategies and to support parental participation in child care, but no one has studied the promotion of family health during the child's hospitalization from the family's point of view.
Interviews were conducted in 2002 with 29 families who had a child with a chronic illness which were receiving or had received treatment on the paediatric wards of two Finnish hospitals.
Data analysis was based on the grounded theory method, proceeding to the stage of axial coding. Data collection and analysis phases proceeded simultaneously.
Five domains were distinguished in the promotion of family health: (1) reinforcing parenthood, (2) looking after the child's welfare, (3) sharing the emotional burden, (4) supporting everyday coping and (5) creating a confidential care relationship.
The results strengthen the knowledge base of family nursing by showing how nursing staff can promote family health during the child's hospital stay.
The results have a number of practical applications for nursing, both for clinical practice and research. The results can be used in paediatric hospital wards caring for chronically ill children and their families. The five domains of family health promotion described here should be tested in other paediatric wards and in other geographical locations.
In clinical work using the Illness Beliefs Model, therapeutic leverage is focused on challenging constraining beliefs of family members that are contributing to their suffering. This challenge occurs in many ways, including offering alternative facilitating beliefs that may lead to healing rather than suffering. This article describes an exemplar of clinical work with a family who sought services in the Family Nursing Unit at the University of Calgary, with the presenting concern of unresolved grief. This analysis describes the therapeutic conversation that occurred between the family and a team of nurse clinicians, where the young woman's beliefs about grief and mothering were distinguished as beliefs that were contributing to her emotional pain and her belief in her mothering capabilities. The nursing team offered alternative beliefs of which the family rapidly embraced and, subsequently, experienced diminishment of the suffering previously experienced.
The purpose of this article is to describe the application of the 15-minute family interview to family-centered nursing practice on a postpartum unit. Guided by the five key components of the 15-minute family interview (manners, therapeutic conversation, genogram or ecomap, therapeutic questions, and commendations), clinical excerpts of interviews with families illustrate application to practice. The 15-minute family interview is not a strategic, decontextual nursing tool; rather, it is a flexible interview guide that is embedded in family nursing practice, in the relationship between the nurse and family and in the nurse's philosophical assumptions and obligations to do well by families.
This article embeds a piece of reflective writing and analysis from an undergraduate nursing student about the integration of course content to practice in the nursing of families. Surrounding the reflection of the student, the course professor discusses the content, intent, history, and delivery of the family nursing course and examines how the theory taught is necessarily mirrored in the way it is taught and the ways that students are invited into experiencing and "practicing" the skills, philosophies, theories, and beliefs of nursing families well.
This study describes a comparison of the values and beliefs foundational to community nursing practice in Norway with the Cornerstones of Public Health Nursing based on public health nursing practice in the United States.
Methods included a review of the literature and focus groups to determine primary beliefs and values foundational to nursing practice in family, school, and home care settings in Norway.
Authors reviewed documents written in English and Norwegian for content on values and beliefs represented in public health nursing. Data were gathered from two focus group meetings each with school, home care, and family health nurses in Norway (n = 19; n = 11).
Focus group questions addressed aspects of the values and beliefs of public health that are foundational to public health nursing. The researchers synthesized content themes of literature and focus groups.
Nine Norwegian cornerstones emerged from literature and focus groups. Six of the cornerstones were the same as the cornerstones from the United States, two were modified, and one new cornerstone emerged from the data.
The values and beliefs represented in the different modified cornerstones based on Norwegian community nursing practice capture the essence of public health nursing in Norway. The similarities between the two countries show that nurses have much in common, despite different health and governmental systems and laws.
The Child Health Network (CHN) for the Greater Toronto Area (GTA) is a partnership of hospital, rehabilitation and community providers committed to developing a regional system to deliver high quality, accessible, family-centred care for mothers, newborns, children and youth. This article reviews the history and model of the CHN, assesses its achievements, and provides insights into the challenges and lessons learned by the network. Stemming from the CHN's commitment to quality, accessibility and efficiency, regionalization of maternal, newborn and children's services is emerging as a success story.