6.6.08

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vale a pena dar uma vista de olhos a
estes resumos
Publicada por MARVI à(s) 21:51

1 comentário:

Lúcia Macedo disse...

Bom dia!
O artigo sobre as necessidades de aprendizagem na maternidade está a ser elaborado.

Enquanto isso, durante as pesquisas deparei-me com alguns artigos, em que só consigo aceder ao abstrato. São recentes e parece ter interesse.
No final apresento um abstrato de uma tese de doutoramento.

Aqui vão:

1: J Pediatr Nurs. 2007 Aug;22(4):261-71.
Learning the baby: an interpretive study of teen mothers.SmithBattle L.
School of Nursing, Doisy College of Health Sciences, Saint Louis University, St. Louis, MO 63104, USA. smithli@slu.edu

This study examined how parenting is learned by teenage mothers, and the challenges, resources, and constraints for learning and knowing the baby. A convenience sample of 18 families, consisting of teens and their parents, were interviewed once prenatally and at 1, 3, 6, 9, and 10 months postpartum. Interpretive analysis revealed four patterns in learning the baby as meaningful constellations of family and social worlds. The implications of the findings for strengthening nursing care for these families are described.

2: West J Nurs Res. 2005 Nov;27(7):831-50;

Teenage mothers at age 30.Smithbattle L.
School of Nursing, Saint Louis University.

This longitudinal, interpretive study explored how teen mothers experienced the self and future during a 12-year period. Sixteen families were first interviewed intensively in 1988-1989 once the teen's infant reached age 8 to 10 months; they were reinterviewed in 1993, 1997, and 2001 (Time 4). Twenty-seven family members were reinterviewed at Time 4. The metaphor of a narrative spine is used to describe how the mothers'lives unfolded during the 12-year period. The narrative spines of some mothers were large and supported well-developed, coherent "chapters" on mothering, adult love, and work. For others, mothering provided a "backbone" for a meaningful life; however, chapters on adult love and work were less fully developed. The lives of a third group of mothers lacked a coherent narrative structure. Each pattern is presented with a paradigm case.


3: J Pediatr Nurs. 1997 Feb;12(1):13-20.
African American teen mothers' perceptions of parenting.Wayland J, Rawlins R.
College of Nursing, University of Arkansas for Medical Sciences, Little Rock, USA.

The purpose of this study was to describe the childbearing African American teens' perceptions of parenting based on their own experiences. Focus group discussions were held with 17 teens in their school setting for 50 minutes each week. Group discussions were audiotaped, tapes were transcribed, and then analyzed for common themes. The unmarried teens ranged in age from 15 to 18 years. Findings indicated that the teens depended on grandmothers to provide child care and for information about parenting. The teens identified parenting problems including crying, discipline, and conflicts dealing with grandmothers and the child's father. Teens wanted more information about breastfeeding and minor childhood diseases. The researchers identified that teens lacked information about their children's growth and development and safety issues. Findings have implications for nurses who care for childbearing teens and their children; and those involved in planning and implementing parent education programs for African American teen mothers and their families. Further research is indicated with larger samples of African American teens; and to explore the context of family relationships in which teen mothers and grandmothers share parenting for the teens' children


4: MCN Am J Matern Child Nurs. 2006 Jul-Aug;31(4):243-9.
The voices of teen mothers: the experience of repeat pregnancy.Herrman JW.
School of Nursing, University of Delaware, Newark, DE, USA. jherrman@udel.edu

PURPOSE: To explore the insights of young mothers with regard to their life aspirations, the changes in their lives as a result of parenting, and their beliefs of the impact of repeat pregnancy on their aspirations and life course. STUDY DESIGN AND METHODS: Ethnographic, descriptive research with a purposive sample of key informants (n = 16), using semistructured interviews to solicit rich qualitative data. Iterative methods, recursive data sifting, and Ethnograph 5.0 were used in data analysis. RESULTS: Young mothers were asked questions about four domains of their lives: (a) their existing life context, including support and background characteristics, (b) their relationships, including family, friends, and intimate others, (c) their vocation, including education, work, and money, and (d) their personal characteristics and parenting. Young mothers' perceptions reflected costs, rewards, and neutral aspects associated with young mothering and repeat pregnancies. The three themes that emerged from the interview data included Looking for or finding a better life, Making a hard life harder, and No big difference in my life. CLINICAL IMPLICATIONS: Nurses may use these results to understand better the young mothers with whom they work, to develop intervention programs, and to support policies that attend to the needs of young mothers. By responding to young mothers' issues and challenges from their perspective, nurses may be more effective in preventing or delaying repeat pregnancy in the teen years.


Tese de doutoramento:

Título:Adjusting expectations: a theory of maternal thinking.
Autor:Sullivan JM
Fonte:LOUISIANA STATE UNIVERSITY MEDICAL CTR. IN NEW ORLEANS, S. OF NURSING, 1989; D.N.S. (130 p)

Resumo:This study investigated the process of maternal thinking for theory development from the mothers' perspective. This study examined mothers' thought processes, including problem solving and decision making, as they provided day-to-day infant care while developing a relationship with their particular babies. Focused individual interviews with 25 mothers of new babies were the primary data. Secondary data were: (a) interviews of general informants, (b) observation of two mothers' groups, and (c) written accounts of mothers' experiences. Data were collected, coded and analyzed simultaneously using the grounded theory method. Adjusting Expectations is the pervading process within the four subprocesses that emerged from the data. Mothers interpret babies' behaviors according to their past experiences and adjust their thinking within the framework of daily caring to rear their growing babies to be responsible adults. By "Letting Go," women, as they become mothers, relinquish their previous ideas of baby care, relationships, time and their life's work as soon as the baby becomes a reality in their lives. In "Being There," mothers accept the responsibility of caring for their babies as the new priority in their lives. "Being There" is a lifelong commitment. By "Learning the Baby," mothers talk to, question, listen to and observe their particular babies' needs, actions and responses to their environment. Mothers believe that they have no problems other than "Learning the Baby," because every situation and "every baby is different." The selfless giving of mothers to their babies is the process of Embracing Responsibility. Mothers supply the feelings that the baby cannot yet provide in their relationship until mutual sharing develops. The belief that mothers are responsible for their babies is the essence of maternal thinking. Mothers repeatedly voiced an overall competence in their caregiving abilities despite experiencing a feeling of uncertainty of what they should do. This substantive theory of maternal thinking has clinical implications for nursing. This new theory: (a) integrates previous reports of women's thinking and mothers' problem solving, (b) supports the development of theory based interventions to promote adaptive childrearing practices, and (c) suggests areas for additional research.


Beijinhos.
Boa pesquisa.

Ass Lúcia Macedo

8/6/08 05:48

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