i-manager Publications

i-manager's Journal on Nursing (JNUR)

Current Issue Vol. 14 Issue 2

The Key to Confidence is Simulation-Based Learning
Knowledge of Workplace Violence against Nurses in the Emergency Department of Public Sector Tertiary Care Hospitals in Peshawar, Pakistan
Initiation of Nursing Education Services (NES) at Khalifa Gul Nawaz Teaching Hospital MTI Bannu, Khyber Pakhtunkhwa
Unleashing the Power of Transformational Leadership: Revolutionizing the Nursing Profession in Pakistan
Addressing the Issue of Nurses Leaving Bedside Jobs with Reasons
Cognitive Stacking: A Concept Analysis

Most Cited

Volume 3 Issue 2 May - July 2013

Article

Model of Preceptorship: An Effective Clinical Approach for Nurses

Mehtab Qutbuddin Jaffer*

*MScN (Final Year Student), BScN, RN, Aga Khan University School of Nursing and Midwifery, Karachi.

Jaffer, M.Q. (2013). Model of Preceptorship: An Effective Clinical Approach for Nurses . i-manager’s Journal on Nursing, 3(2), 1-6. https://doi.org/10.26634/jnur.3.2.2337

Abstract

It is always challenging for nursing faculties to prepare nursing students for successful transition from student life to the real world of nursing practice. Preceptorship is considered as an essential support for final year nursing students and newly graduate nurses in their first year of clinical practice. There is significant need to introduce and enhance nurse preceptor role in nursing education so that nursing student learn to deal with real life scenarios related to patient care. This article designed to provide overview about preceptors and preceptorship model that will result in creating positive learning environment not only for preceptee but for preceptor as well. Through literature review and authors own experience as a preceptor and student, this article will suggest possible strategies for human resource, nursing services department, unit managers and faculty level so that preceptorship can be implementing in a better manner.

References

[1]. Barnes, A., Boden, R., Broad, P., & Walker, J. (2011). Developing a 'model of transition' prior to preceptorship. Bristish Journal of Nursing, 20(20), 1298-1301.

[2]. Billay, D., & Myrick, F. (2008). Preceptorship: An integrative review of the literature. Nurse Education in Practice, 8, 258-266.

[3]. Boubonnais, F. F., & Kerr, E. (2007). Preceptoring a student in the final clinical placement: reflections from nurses in a Canadian hospital. Journal of Clinical Nursing, 1543-1549.

[4]. Burns, C., Beauchesne, M., Krause, P. R., & Sawin, K. (2006). Preceptor Role: Challenges of Clinical Teaching. 20(3), pp. 172-183.

[5]. Canadian Nurses Association (2004). Achieving Excellence in Professional Practice: A Guide to Preceptorship and Mentorship. Anthor, Ottawa. Retrieved from http://www.cnaaiic.ca/CNA/nursing/education/ mentorship/default_e.aspx

[6]. Caldwell, C. (2010). Preceptorship Framework for Newly Registered Nurses, Midwives and Allied Health Professionals. London: Department of Health, CNO Directorate.

[7]. Coates, V., & Gormley, E. (1997). Learning the practice of nursing: views about preceptorship. Nursing Education Today, 17, 91-98.

[8]. Diagle, J. (2001). Preceptors in nursing education: Facilitating student learning. Kansas Nurse, 76, 3-4.

[9]. Dilbert, C., & Goldenberg, D. (1995). Preceptors' perceptions of benefits, rewards, supports, and commitment to the preceptor role. Journal of Advanced Nursing, 21, 1144-1151.

[10]. DeWolfe, J., Laschinger, S., & Perkin, C. (2010). Preceptors' perspective on recruitment, support, and retention of preceptors. The Journal of Nursing Education, 49(4), 198-206. doi:10.3928/01484834-20091217-06.

[11]. Elisabeth, C., Christine, W., & Ewa, P. (2009). Teaching during clinical practice: Strategies and techniques used by preceptors in nursing education. Nursing Education Today, 29, (5), 522-526.

[12]. Elizabeth, B., & Pittman, O. (2010). Becoming a super preceptor: A practical guide to preceptorship in today's clinical climate. Journal of American Academy of Nurse Practitioners, 22, 144-149. doi:10.1111/j.1745-7599.2009. 00487.x

[13]. Hagerty C., Holloway K.,& Wilson, D. (2012). How to grow our own: Evaluation of Preceptorship in New Zealand Graduate Nurse Programmes. Contemporary Nurse. 43(2): 162-71. Retrieved from http://www.ncbi.nlm.nih.gov/ pubmed/23485218.

[14]. Hallin, K., & Danielson, E. (2008). Being a personal preceptor for nursing students: Registered Nurses' experiences before and after introduction of a preceptor model. Journal of Advanced Nursing, 65(1), 161-174.

[15]. Jiang, R., Chou, C., & Tsai, P. (2012). Preceptor-guided clinical practica and the learning experiences of nursing students. The Journal of Nurisng Research, 20(2), 152-7. doi:10.1097/jnr.0b013e318256091d.

[16]. Kaviani, N., & Stillwell, Y. (2000). An evaluative study of clinical preceptorship. Nurse Education Today, 20(3), 218- 226.

[17]. Letizia, M., & Jennrich, J. (1998). A review of preceptorship in undergraduate nursing education: Implications for staff development. The Journal of Continuing Education in Nursing. 29, (5), 211-216.

[18]. Lockwood-R, S. (2003). Preceptor Leadership Style and the Nursing Practicum. Journal of Professional Nursing, 19(1), 32-37.

[19]. Louise, B. (1996). Preceptorship: a review of the literature. Journal of Advanced Nursing, 24, 104-107.

[20]. Myrick, F., & Yonge, O. (2005). Nursing Preceptorship Connecting Practice and Education. Philedelphia: Lippincott Williams & Wilkins.

[21]. Myrick, F., Luhanga, F., Billay, D., Foley, V., & Yonge, O. (2012). Putting the evidence into preceptor preparation. Nursing Research and Practice, 1-7. doi:10.1155/2012/ 948593.

[22]. Ohrling, K., & Hallberg, I. (2001). The meaning of preceptorship: nurses' lived experience of being a preceptor. Journal of Advanced Nursing, 33(4), 530-540.

[23]. Ownby, K., Schumann, R., Dune, L., & Kohne, D. (2012). A comparison of a traditional clinical experience to a precepted clinical experience for baccalaureateseeking experience for baccalaureate-seeking nursing students in their second semester. Nursing Research and Practice, 1-6. doi:10.1155/2012/276506.

[24]. Paterniti, T. (2006). The successful nurse preceptor. Pulse, 25-29.

[25]. Smedley, A. M. (2008). Becoming and being a preceptor: a phenomenological study. The Journal of Continuing Education in Nursing, 39 (4), 185-191.

[26]. Thomas, C., Bertram, E., & Allen, R. (2012). The transition from student to new registered nurse in professional practice. Journal for nurses in staff d e v e l o p m e n t , 2 8 ( 5 ) , 2 4 3 - 9 . R e t r i e v e d f r o m https://vpn.aku.edu/pubmed/,DanaInfo=www.ncbi.nlm.ni h.gov+22992640.

[27]. Zilembo, M., & Monterosso, L. (2008). Towards a conceptual framework for preceptorship in the clinical education of undergraduate nursing students. Contemporary Nurse: A Journal for the Australian Nursing Profession, 30(1), 89-94.

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Article

Preterm Birth and Infant Mortality Rate: A Global Issue

Kiran Shaikh* , Samin Sulaiman**

* MScN, BScN, Senior Instructor, Aga Khan University School of Nursing and Midwifery, Pakistan.

** Senior Instructor, Aga Khan University School of Nursing and Midwifery, Pakistan.

Kiranshaikh and Sulaiman, S. (2013). Preterm Birth and Infant Mortality Rate: A Global Issue. i-manager’s Journal on Nursing, 3(2), 7-9. https://doi.org/10.26634/jnur.3.2.2338

Abstract

Preterm birth is one of the most common adverse pregnancy outcomes and it is associated with infant mortality.Preterm birth is a global issue, irrespective of region or the level of resources. The rate of preterm delivery ranges from 5% in developed countries to 25% in developing countries. Prematurity and its complications account for almost 30 percent of neonatal deaths. Preterm infants are also at a greater risk of serious health problems, such as cerebral palsy, blindness, breathing problems, and cognitive learning disabilities. Various socioeconomic and psychological factors contribute towards preterm birth therefore early intervention could prevent preterm birth. Nurses can play an important role in educated mothers about the sign and symptoms of preterm birth labor

References

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[2]. Beck, S., Wojdyla, D., Say, L., Betran, A.P., Merialdi, M., Requejo, J.H., et al. (2010). The worldwide incidence of preterm birth: a systematic review on maternal mortality and morbidity. The Bulletin of the World Health Organization, 88(1), 31–38.

[3]. Erickson, K., Thorsen, P., Chrousos, G., Grigoriadis, D. E., Khongsaly, O. N., McGregor, J., et al. (2001). Preterm birth: Associated neuroendocrine, medical, and behavioral risk factors. Journal of Clinical Endocrinology and Metabolism, 86, 2544-2552.

[4]. Giurgescu, C. (2009). Are maternal cortisol levels related to preterm birth? Journal of Obstetric, Gynecologic, & Neonatal Nursing, 38(4), 377-390.

[5]. Green, N. S., Damus, K., Simpson, J. L., Iams, J., Reece, E. A., Hobel, C. J., et al. (2005). Research agenda for preterm birth: Recommendations from the march of dimes. American Journal of Obstetrics and Gynecology, 19(3), 626-635.

[6]. Goldenberg, R. L., Culhane, J. F., Iams, J. D., & Romero, R. (2008). Epidemiology and causes of preterm birth. The Lancet, 37(9606), 75-84.

[7]. Ickovics, J. R., Kershaw, T. S., Westdahl, C., Magriples, U., Massey, Z., Reynolds, H., et al. (2007). Group prenatal care and perinatal outcomes: A randomized controlled trial. Obstetrics and Gynecology, 110(2), 330-339.

[8]. Latendresse, G. (2009). The interaction between chronic stress and pregnancy: Preterm birth from a biobehavioral perspective. Journal of Midwifery and Women's Health, 54(1), 8-17.

[9]. Lawn, J.E., Gravett, M.G., Nunes, T.N., Rubens, C., & Stanton, C. (2010). Global report on preterm birth and still birth (1 of 7): definitions, description of the burden and opportunities ti improve data. Biomedcentral Pregnancy and Childbirth, 10 (Suppl 1), 1471-2393.

[10]. Mathews, T.J., &MacDorman, M. F. (2007). Infant mortality statistics from the 2004 period linked birth/infant death data set. National vital statistics reports, 55(14). Retrieved October 10, 2009, from http://www.cdc.gov/ nchs/data/nvsr/nvsr57/nvsr57_02.pdf.

[11]. Rafati, S., Borna, H., Akhavirad, M. B., &Fallah, N. (2005). Maternal determinants of giving birth to low-birth-weight neonates. Archives of Iranian Medicine, 8(4), 277- 281.

[12]. Steer, P. (2005). The epidemiology of preterm labor. International Journal of Obstetrics and Gynecology- Supplements, 112(1), 1-3.

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Research Paper

A quasi experimental study to assess the effectiveness of computer assisted instructions to improve knowledge and attitude of MPHWs regarding Kangaroo Mother Care

Paramjit Kaur* , Jogindra Vati**

* Principal, Adarsh CON, Patiala, Punjab.

** Professor cum Principal, SGHS, CON, Mohali, Punjab.

Kaur, P., and Vati, J. (2013). A quasi experimental study to assess the effectiveness of computer assisted instructions to improve knowledge and attitude of MPHWs regarding Kangaroo Mother Care. i-manager’s Journal on Nursing, 3(2), 10-18. https://doi.org/10.26634/jnur.3.2.2339

Abstract

In India one third of all newborn infants are preterm and low birth weights (LBW). Most of the newborn deaths are due to hypothermia and about 42 percent, 3.6 million develop moderate to severe hypothermia. Kangaroo Mother Care (KMC) is a special way of caring of new born infants to foster their health and well being by promoting effective thermal control, breastfeeding, infection prevention and bonding. Multipurpose health workers (MPHWs) have a significant role in care of mother and child during prenatal, perinatal and postnatal period. Therefore, they need to have a vast knowledge and good attitude to deliver care to them.

References

[1]. Bloomfield, J., Roberts, J., & While, A. (2010 March). The effect of computer-assisted learning versus conventional teaching methods on the acquisition and retention of hand washing theory and skills in prequalification nursing students: a randomised controlled trial. Int J Nurs Stud, 47(3,287-94.

[2]. Brothen, T., & Wambach, C. (2000). A research based approach to developing a computer-assisted course for developmental students. In J. L. Higbee and P. L. Dwinell (Eds.), The Many Faces of Developmental Education (pp.59-72).Warrensburg, MO: National Association for Developmental Education.

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[4]. Calderone, A.B. (1994 May-Jun). Computer assisted instruction: learning, attitude, and modes of instruction. Comput Nurs,12(3),164-70.

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[6]. Darmstadt, G.L., Kumar, V., & Yadev, R., et al. (2006). Introduction to community-based-skin-to-skin care in rural Uttar Pradesh, India, J Perinatol, 26(10), 597-604.

[7]. Evans, A.E., Edmundson-Drane, E.W., & Harris, K.K., (2000 Apr). Computer-assisted instructions: an effective instructional method for HIV prevention education? J Adolesc Health, 26(4), 244-51.

[8]. Fernandez Aleman, J.L., Carrillo de Gea, J.M., & Rodriguez Mondejar, J.J. (2011 Nov). Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students. Nurse Educ Today,31(8),866-71.

[9]. Gaston, S. (1988 Jan). Knowledge, retention, and attitude effects of computer-assisted instruction. J Nurs Educ, 27(1),30-4.

[10]. Gega, L., Norman, I.J., & Marks, I.M. (2007 Mar). Computer-aided vs. tutor-delivered teaching of exposure therapy for phobia/panic: randomized controlled trial with pre-registration nursing students. Int J Nurs Stud, 44(3),397- 405.

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[12]. Ketsman, O. (January 1, 2012). Technologyenhanced multimedia instruction in foreign language classrooms: A mixed methods study. ETD collection for U n i v e r s i t y o f N e b r a s k a - L i n c o l n . P a p e r http://digitalcommons.unl.edu/dissertations/AAI3543932

[13]. Kulik, C.L.C., Kulik, J.A. (1986). Effectiveness of computer-based education in colleges. AEDS Journal, 19, 81-108.

[14]. Kulik, J.A. (2002). School mathematics and science programs benefit from instructional technology. Arlington, VA: National Science Foundation, Division, (Cross reference)

[15]. Kumar, V., Shearer, J.C., Kumar, A., and Darmstadt, G.L. (2009). Neonatal hypothermia in low resource setting: a review. J Perinatol, 29, 401-12.

[16]. Liao, Y.K.C. (2007 February). The effects of computerassisted instruction on students' achievement in Taiwan: A meta-analysis. Computers and Education, 48(2), 216-33.

[17]. Ludwig, von Bertalanffy. (1968). General System Theory: Foundations, Development, Applications, New York: George Braziller

[18]. Murray, M.L., Higgins, P. (1996 Jan-Feb). Computer versus lecture: strategies for teaching fetal monitoring. J Perinatol,16(1),15-9.

[19]. Nagai, S., et al. (2010). Earlier versus continuous kangaroo mother care (KMC) for stable low birth weight infants: a randomized controlled trial. Acta Paediatrica, 99(6), 826-35.

[20]. Oermann, M.H. (1990 Jan). Research on teaching methods. NLN Publ, (15-2339),1-31.

[21]. Rachelle, N. (2009). Computer-assisted versus traditional classroom instruction to promote change in the nursing management of the second stage of labor, ProQuest Dissertations and Theses, Dissertation http://udini.proquest.com/view/computer-assisted-versuspqid: 1976583351/.

[22]. Rouse, D.P. (2000 Nov-Dec). The effectiveness of computer-assisted instruction in teaching nursing students about congenital heart disease. Comput Nurs,18(6),282-7.

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[27]. WHO/UNICEF. Improving newborn survival in India. www.unicef.org/india/Newborn_Fact_sheet_Final_21_june _2010.pdf

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Research Paper

The Effects of Large Class Format on Student’s Learning and Effective Teaching/Learning Strategies for Large Class Format Teaching from Student’s Perspectives

Muslim Shah* , Nausheen Salim**

*MScN Year I Student, Aga Khan University School of Nursing and Midwifery, Karachi, Pakistan.

**Senior Nursing Instructor, Aga Khan University School of Nursing and Midwifery, Karachi, Pakistan.

Shah, M., and Salim, N. (2013). The Effects of Large Class Format on Student’s Learning and Effective Teaching/Learning Strategies for Large Class Format Teaching from Student’s Perspectives . i-manager’s Journal on Nursing, 3(2), 19-23. https://doi.org/10.26634/jnur.3.2.2340

Abstract

There are certain challenges facing by the students and faculty members in large class format. Larger classes are noisier, and that pushing, crowding, and hitting occur more often in larger classes than smaller. Class size has many effects on students’ engagement, behaviour, and student retention. The purpose of this paper is to identify effective teaching/ learning strategies for large class room from student’s perspective. Focused group interview was conducted to explore the feelings of students in depth. Faculties’ views were understood through survey by asking the same questions. Nine students and six faculty members teaching to different programs were randomly selected. Themes were emerged from the data collected. In conclusion, small group activity, videos, and discussion should be used for effective teaching/ learning in large class format. So that the students may actively involved and participate in the class which will enhance their learning, critical thinking and problem solving abilities.

References

[1]. Ahmad, F. (2008). Presage, Context, Process and Product: Influencing variables in Literature Instruction in An ESL Context. GEMA Journal of Language Studies, 8(1), 1-21.

[2]. Benbow, J., Mizrachi, A., Oliver, D., & Moshiro, L. S. (2007, October). Large Class Sizes in the Developing World: What Do We Know and What Can We Do? USAID From The American People. Retrieved from http://www.equip123. net/docs/E1-LargeClassrooms.pdf

[3]. Burruss, N., Billings, D., Brownrigg, V., Skiba, D. , & Connors, H. (2009). Class Size as Related to the Use of Technology, Educational Practices, And Outcomes in Web- Based Nursing Courses. Journal of Professional Nursing, 25(1), 33-41.

[4]. Carpenter, J. M. (2006). Effective Teaching Methods For Large Classes. Journal of Family & Consumer Sciences Education, 24(2), 13-23.

[5]. Casado, M. (2000). Teaching methods in higher education: A student perspective. Journal of Hospitality & Tourism Education, 12, 65-70.

[6]. Fortes, P. C., & Tchantchane, A. (2010). Dealing With Large Classes: A Real Challenge. Procedia Social and Behavioral Sciences, 8, 272-280.

[7]. Ives, S. M. (2000). A survival handbook for teaching large classes. Retrieved from http://www.fctel.uncc.edu/ pedagogy/focuslargeclasses/ASurvivalHandbook.html

[8]. Jecklin, K. S. (2007). The impact of active/ cooperative instruction on bebgining nursing student learning strategy preference. Nurse Education Today, 27, 474-480.

[9]. Lee, J.J. (2009). Size matters: an exploratory comparison of small- and large-class university lecture introductions. English for Specific Purposes, 28, 42-57.

[10]. Nakabugo, M. G., Opolot-Okurut. C.,Ssebbunga, C. M., Byamugisha, A., & Maani, J. S. (2008). Large Class Teaching in Resource-Constrained Contexts: Lessons from Reflective Research in Ugandan Primary Schools. Journal of International Cooperation in Education, 11(3), 85-102.

[11]. O'Sullivan, M. C. (2006). Teaching large classes: The international evidence and a discussion of some good practices in Ugandan primary schools. International Journal of Educational Development, 26, 24-37.

[12]. Patterson, B., Kilpatrick, J., & Woebkenberg, E. (2009). Evidence for teaching practice: The impact of clickers in a large classroom environment. Nurse Education Today.

[13]. Wilson, V. (2006). Does Small Really Make a Difference? An Update: A Review of the Literature on the Effects of Class Size on Teaching Practice and Pupils' Behaviour and Attainment (SCRE Research Report No. 123). Glasgow, Scotland: SCRE Centre, University of Glasgow.

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Case Study

An Ethical Dilemma: Do not Resuscitate

Neelam Saleem*

*The Aga Khan University School of Nursing and Midwifery, Pakistan.

Punjani, N.S. (2013). An Ethical Dilemma: Do not Resuscitate. i-manager’s Journal on Nursing, 3(2), 24-28. https://doi.org/10.26634/jnur.3.2.2341

Abstract

Ethical dilemmas can be well-thought-out by using various viewpoints, each with its own set of values and preference. Nurses face numerous challenges surrounding ethical dilemmas every day and these contrast among vital life and death decisions that have to be taken in a matter of seconds. In this paper to follow, I will discuss a reflective account of an ethical dilemma encountered while on a clinical placement. The dilemma is identified and analysed from a professional and ethical perspective. Also, best solution and recommendations are presented which are grounded on ethical principles and which are also informed by the professional code of conduct.

References

[1]. Baskett, P. J., Steen, P. A., & Bossaert, L. (2005). European Resuscitation Council Guidelines for Resuscitation 2005. Section 8. The ethics of resuscitation and end-of-life decisions. Resuscitation, 67(Suppl 1), S171- 80.

[2]. Beauchamp, T. L., & Childress, J. F. (2001). Principles of biomedical ethics. Oxford University Press, USA.

[3]. Costello, J. (2002). Do Not Resuscitate orders and older patients: findings from an ethnographic study of hospital wards for older people. Journal of advanced nursing, 39(5), 491-499.

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[5]. Edwards, S. D. (1996). Nursing ethics: A principle-based approach.

[6]. Hek, G., Judd, M., & Moule, P. (2002). Making Sense of Research: An Introduction for Health and Social Care Practitioners. Second edition. Sage, London.

[7]. Hendrick, J. (2000). Law and ethics in nursing and health care. Nelson Thornes.

[8]. Hill, M., Glaser, K., & Harden, J. (1998). A feminist model for ethical decision making. Women & Therapy, 21(3), 101- 121.

[9]. Hutchinson, C. (2005). Addressing issues related to adult patients who lack the capacity to give consent. Nursing standard, 19(23), 47-53.

[10]. Jevon, P. (1999). Do not resuscitate orders: the issues. Nursing standard (Royal College of Nursing (Great Britain): 1987), 13(40), 45.

[11]. Jevon, P., & Raby, M. (2002). Resuscitation in primary care. Nursing standard,17(7), 33-35.

[12]. Jones, J. (2007). Do not resuscitate: reflections on an ethical dilemma. Nursing standard, 21(46), 35-39.

[13]. McDermott, A. (2002). Involving patients in discussions of do-not-resuscitate orders. Professional nurse (London, England), 17(8), 465.

[14]. Noble-Adams, R. (1999). Ethics and nursing research 1: development, theories and principles. British Journal of Nursing, 8(13), 888-892.

[15]. Nursing and Midwifery Council. (2004). The NMC code of professional conduct: Standards for conduct, performance and ethics. Nursing and Midwifery Council.

[16]. Oxtoby, K. (2005). Consent--obtaining permission to care. Nursing times,101(1), 22.

[17]. Pennels, C. (2001). Resuscitation: the legal and ethical implications. Professional Nurse. 16, 11, 1476-1477.

[18]. Polit, D. B., Beck, C., & Hungler, B. P. C (2006). Essentials of nursing research: Methods, Appraisal, and Utilization.

[19]. Resuscitation Council (UK) (2001). Decisions Relating to Cardiopulmonary Resuscitation: A Joint Statement from the British Medical Association, The Resuscitation Council (UK) and the Royal College of Nursing. RC (UK), London.

[20]. Thompson, I. Melia, K. Boyd, K. & Horsburgh. D, (2006). Nursing Ethics. Fifth edition. Churchill Livingstone, Edinburgh.

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Case Study

Under the Veil of Silence: Violence against Women

Saleema A. Gulzar* , Nishat Tabassum**

*Assistant Professor, Aga Khan University School of Nursing and Midwifery, Pakistan.

** Senior Instructor, Aga Khan University School of Nursing and Midwifery, Pakistan.

Gulzar, S.A., and Tabassum, N. (2013). Under the Veil of Silence: Violence against Women. i-manager’s Journal on Nursing, 3(2), 29-33. https://doi.org/10.26634/jnur.3.2.2342

Abstract

Violence can be defined as a pattern of behavior in any relationship that is used to gain or maintain power and control over an intimate partner. Violence against women takes many forms, including domestic Violence, sexual abuse, human trafficking and traditional practices like dowry-related violence and honour killings. Literature revealed that a total of 8,539 cases of violence against women were reported in Pakistan in 2011. Domestic violence is perhaps the most important element of the set of violence against women resulting in far-reaching implications on their health, including physical as well as psychological, and on overall gender status. This paper is going to highlight the dynamics and implications of domestic violence in local context through the case study approach.

References

[1]. Fikree, F.F., Bhatti, L.I. (1999). Domestic violence and health of Pakistani women. Vol: 65 (2). Retrieved on September 24, 2013 fromhttp://www.sciencedirect.com/ science/article/pii/S0020729299000351.

[2]. The state response to violence against women. Domestic Law. (1999). Report retrieved from September 24th 2013 from http://www.hrw.org/reports/1999/pakistan/ Pakhtml-06.htm.

[3]. Fikree, F.F., Razzak, A.J., Durocher, J., (2005). Attitudes of Pakistani men to domestic violence: a study from Karachi, Pakistan. Vol: 2 (1).Retrieved onSeptember 24, 2013 from http://www.sciencedirect.com/science/article/ pii/S1571891305000051.

[4]. Glasier, A., Gülmezoglu, M.A., Schmid, P.G., Moreno, G.C., Look, F.P., (2006). Sexual and reproductive: health: matter of life and death. Vol:368 (9547). Retrieved on September 24, 2013 from http://www.sciencedirect.com/ science/article/pii/S0140673606694786.

[5]. Ali, T., Khan, N. (2007). Strategies and recommendation for prevention and control of domestic violence against women in Pakistan. Abstract retrieve on July 19, 2013 from http://www.ncbi.nlm.nih.gov/pubmed/17319416.

[6]. Ali, P.A., Gavino, M.I. (2008). Violence against Women in Pakistan: A Framework for Analysis. Vol: 58(4): p, 198-203. Retrived on spetember 24th 2013 from http://www.jpma.org.pk/full_article_text.php?article_id=13 72.

[7]. Babu, B., Kar, S. (2009). Domestic violence against women in Eastern India. BMC Public Health. Vol: 9 (129). Retrived on july 19th, 2013 from http://www.ncbi.nlm.nih. gov/pmc/articles/PMC2685379/

[8]. Nasrullah, M., Haqqi, S., Cummings, K.(2009). The epidemiological patterns of honor killing of women in Pakistan. Abstract retrieve on July 19, 2013 from http://www.ncbi.nlm.nih.gov/pubmed/19286837.

[9]. Webster, S., Pedrosa, C., Lopez, V. (2012). Domestic violence against women: Incidence and prevalence in an emergency department population. Vol: 19 (2): p: 193-7. Abstract retrieved on july 19th, 2013 from http://www.ncbi.nlm.nih.gov/pubmed/19286837.

[10]. Rahman, A. (2013). The Unspoken War: Breaking the Silence on Violence against Women. Retrieve on july 16th, 2013 from http://southasiajournal.net/2013/04/theunspoken- war-breaking-the-silence-on-violence-againstwomen/

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Case Study

You Stole my Moment: Does Family Presence makes Difference?

Sonia Momin*

*Alumni of The Aga Khan University School of Nursing and Midwifery, Pakistan.

Momin, S. (2013). You Stole my Moment: Does Family Presence makes Difference? i-manager’s Journal on Nursing, 3(2), 34-36. https://doi.org/10.26634/jnur.3.2.2343

Abstract

Family presence during CPR is a debatable issue in a healthcare system due to dichotomous ethical perspective associated with it. Family is a primary caregiver and it is their right to stay during last moment of their loved ones death. However, family presence can be possibly stressful for both the family and healthcare team. In this regard, pilot research studies need to be initiated in order to formulate relevant policies and suggest appropriate action. Thus, healthcare system needs to take a lead to bring a positive paradigm shift in our country.

References

[1].American Association of Critical-Care Nurses (2004). Family presence during CPR and Invasive procedures. Retrieved from http://www.aacn.org/AACN/practiceAlert. nsf/Files/FP/$file/Family%20Presence%20During%20CPR% 2011-2004.pdf.

[2].Halm, M. A. (2005). Family Presence During Resuscitation: A Critical Review of the Literature. American Journal of Critical Care, 14(6), 494-511.

[3].McClenathan, B.M., Torrington, K.G., & Uyehara, C. F. (2002). Family Member Presence During Cardiopulmonary resuscitation. Chest, 122, 2204-2211.

[4].Meyers, T.A., Eichhorn, D.J., Guzzetta, C.E., et al. (2000). Family presence during invasive procedures and resuscitation: the experience of family members, nurses and physicians. Am J Nurs, 100, 32-43.

[5]. Nibert, A. T. (2005). Teaching clinical ethics using a case study: Family presence during cardiopulmonar y resuscitation. Critical Care Nurse, 25(1), 38-44.

[6].Tsai, E. (2002). Should Family Members Be Present During Cardiopulmonary Resuscitation. N Engl J Med, 346 (13), 1019-1021.

[7].Zakaria, M., & Siddique, M. (2008). Presence of family members during cardio-pulmonary resuscitation after necessary amendments. J Pak Med Assoc, 58(11), 632- 635.

i-manager's Journal on Nursing (JNUR)

Current Issue Vol. 14 Issue 2

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Volume 3 Issue 2 May - July 2013

Model of Preceptorship: An Effective Clinical Approach for Nurses

Mehtab Qutbuddin Jaffer*

*MScN (Final Year Student), BScN, RN, Aga Khan University School of Nursing and Midwifery, Karachi.

Jaffer, M.Q. (2013). Model of Preceptorship: An Effective Clinical Approach for Nurses . i-manager’s Journal on Nursing, 3(2), 1-6. https://doi.org/10.26634/jnur.3.2.2337

Abstract

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Preterm Birth and Infant Mortality Rate: A Global Issue

Kiran Shaikh* , Samin Sulaiman**

* MScN, BScN, Senior Instructor, Aga Khan University School of Nursing and Midwifery, Pakistan. ** Senior Instructor, Aga Khan University School of Nursing and Midwifery, Pakistan.

Kiranshaikh and Sulaiman, S. (2013). Preterm Birth and Infant Mortality Rate: A Global Issue. i-manager’s Journal on Nursing, 3(2), 7-9. https://doi.org/10.26634/jnur.3.2.2338

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A quasi experimental study to assess the effectiveness of computer assisted instructions to improve knowledge and attitude of MPHWs regarding Kangaroo Mother Care

Paramjit Kaur* , Jogindra Vati**

* Principal, Adarsh CON, Patiala, Punjab. ** Professor cum Principal, SGHS, CON, Mohali, Punjab.

Kaur, P., and Vati, J. (2013). A quasi experimental study to assess the effectiveness of computer assisted instructions to improve knowledge and attitude of MPHWs regarding Kangaroo Mother Care. i-manager’s Journal on Nursing, 3(2), 10-18. https://doi.org/10.26634/jnur.3.2.2339

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The Effects of Large Class Format on Student’s Learning and Effective Teaching/Learning Strategies for Large Class Format Teaching from Student’s Perspectives

Muslim Shah* , Nausheen Salim**

*MScN Year I Student, Aga Khan University School of Nursing and Midwifery, Karachi, Pakistan. **Senior Nursing Instructor, Aga Khan University School of Nursing and Midwifery, Karachi, Pakistan.

Shah, M., and Salim, N. (2013). The Effects of Large Class Format on Student’s Learning and Effective Teaching/Learning Strategies for Large Class Format Teaching from Student’s Perspectives . i-manager’s Journal on Nursing, 3(2), 19-23. https://doi.org/10.26634/jnur.3.2.2340

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An Ethical Dilemma: Do not Resuscitate

Neelam Saleem*

*The Aga Khan University School of Nursing and Midwifery, Pakistan.

Punjani, N.S. (2013). An Ethical Dilemma: Do not Resuscitate. i-manager’s Journal on Nursing, 3(2), 24-28. https://doi.org/10.26634/jnur.3.2.2341

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Under the Veil of Silence: Violence against Women

Saleema A. Gulzar* , Nishat Tabassum**

*Assistant Professor, Aga Khan University School of Nursing and Midwifery, Pakistan. ** Senior Instructor, Aga Khan University School of Nursing and Midwifery, Pakistan.

Gulzar, S.A., and Tabassum, N. (2013). Under the Veil of Silence: Violence against Women. i-manager’s Journal on Nursing, 3(2), 29-33. https://doi.org/10.26634/jnur.3.2.2342

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You Stole my Moment: Does Family Presence makes Difference?

Sonia Momin*

*Alumni of The Aga Khan University School of Nursing and Midwifery, Pakistan.

Momin, S. (2013). You Stole my Moment: Does Family Presence makes Difference? i-manager’s Journal on Nursing, 3(2), 34-36. https://doi.org/10.26634/jnur.3.2.2343

Abstract

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* MScN, BScN, Senior Instructor, Aga Khan University School of Nursing and Midwifery, Pakistan.

** Senior Instructor, Aga Khan University School of Nursing and Midwifery, Pakistan.

* Principal, Adarsh CON, Patiala, Punjab.

** Professor cum Principal, SGHS, CON, Mohali, Punjab.

*MScN Year I Student, Aga Khan University School of Nursing and Midwifery, Karachi, Pakistan.

**Senior Nursing Instructor, Aga Khan University School of Nursing and Midwifery, Karachi, Pakistan.

*Assistant Professor, Aga Khan University School of Nursing and Midwifery, Pakistan.

** Senior Instructor, Aga Khan University School of Nursing and Midwifery, Pakistan.