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- ItemThe safety of Canadian early discharge guidelines: effects of discharge timing on readmission in the first year post-discharge and exclusive breastfeeding to four months(Canadian Public Health Association, 2002) Yanicki, Sharon M.; Paul, Hasselback; Mark, Sandilands; Chris, Jensen-RossBackground: Few studies have examined earlier discharge in relation to Canadian guidelines for earlier discharge and infant feeding. We addressed differences in readmission (1 year post-discharge) and exclusive breastfeeding (4 months) for newborns and mothers discharged within 48 hours compared to those with a longer hospital stay. Method: A cohort of 1,357 vaginally delivered singleton normal newborns and their mothers (births between January 1, 1996 and March 31, 1997) were studied by linking five databases and a chart audit. Results: Overall there were no differences in infant and maternal readmission or rates of exclusive breastfeeding. Conclusion: Canadian guidelines for earlier discharge appear appropriate for vaginally delivered singleton normal newborns and their mothers with timely home visitation.
- ItemSocial support and family assets: the perceptions of low-income lone-mother families about support from home visitation(Canadian Public Health Association, 2005) Yanicki, Sharon M.Background: Research on lone-mother families has commonly focussed on psychosocial risk factors and deficits rather than family assets (strengths and resiliency characteristics). The negative impacts of poverty and social isolation have been well documented. Home visitation programs provide formal support to overburdened families, yet little research has focussed on the meaning of support (e.g., formal and informal) from the perspective of families. Methods: This qualitative exploratory descriptive study was completed in southwestern Alberta, with a purposeful sample of 13 families (mean annual income of $15,423 and 2.1 children) using mixed measurement (clinical tools and 2 semi-structured interviews). Results: Similarities and differences in support and three lone-mother family structures were identified. A few lone-mother families described transformative experiences related to affirmative support from the home visitor. Not all families reported having ‘enough support’ to meet their needs. Sources of change in family assets included: a) support from the home visitor, b) ‘other supports’, or c) personal growth. On balance, support from home visitation was most commonly described as supporting these changes. Summary: Support and assets were explored from a broad family and environmental context. Practice implications for home visitation and areas for future research were identified.
- ItemValue of a health behavior change reflection assignment for health promotion learning(Network: Towards Unity for Health, 2011-08) Lee, Bonnie K.; Yanicki, Sharon M.; Solowoniuk, JasonThis article reports on the value of a reflection assignment in an undergraduate health promotion course for Addictions Counseling students at the University of Lethbridge, a mid-sized university in Western Canada. The Addictions Counseling Program (ACP) was developed in the mid-1990s as a response to the widening crisis of addiction globally6. Currently, this program is the only Bachelor’s Degree program in Canada that prepares addictions counselors for front-line work in the areas of prevention, assessment and treatment of substance dependency, problem gambling, sex addiction and other addictive behaviors.
- ItemA scoping review of the integration of ethics education in undergraduate nursing high-fidelity human simulation-based learning(Wiley, 2020) Sedgwick, Monique G.; Yanicki, Sharon M.; Harder, Nicole; Scott, David R.Aims and objectives: To systematically assemble, examine and map the extant literature pertaining to the integration of ethics education in high-fidelity simulation-based learning experiences in nursing undergraduate programs. Background: The value of ethics education for undergraduate nursing students is well established in the literature. Whether high-fidelity human simulation (HFHS) supports the development of ethical reasoning, or positively impacts the acquisition of ethical knowledge and reasoning skills in undergraduate nursing students is inconsistently addressed. Design: A scoping review was conducted using the Arksey and O’Malley framework. Method: CINAHL, ProQuest Nursing & Allied Health Source, ProQuest Dissertations & Theses A&I, MEDLINE, Web of Science, ERIC, Scopus, PsycINFO, and the Joanna Briggs Institute EBP databases were searched for English language manuscripts published between 2012-2020. The PRISMA-ScR was used. Results: Eight papers that met the inclusion criteria were extracted for this review. Three broad categories were identified: the ‘what’ in ethics education, the ‘how’ of ethics education and, the ‘when’ of ethics education in high-fidelity human simulation. Conclusion: The integration of ethics education into simulation-based learning has the potential to positively promote nursing students’ ability to develop knowledge of and skills in ethical practice. However, the inclusion of ethics education scenarios in HFHS is a relative new teaching innovation in undergraduate nursing education. As such, there continues to be no consensus on the ‘what’, ‘how’ or ‘when’ of ethics education for best practice in ethics education for undergraduate nursing programs. Relevance to Clinical Practice: Quality improvement processes and research studies are needed to determine: the types of ethical dilemmas and debriefing sessions and optimal timing of HFHS ethics simulation in undergraduate nursing education, student support needed for running HFHS, and the learning needs of nurse educators seeking to incorporate ethics within HFHS.