Objective： To understand the effect of humanistic nursing care model wards in Children Caring Ward School （CCWS） on the nurses＇ caring ability. Methods： Questionnaire 25 nurses of humanistic nursing care model wa...Objective： To understand the effect of humanistic nursing care model wards in Children Caring Ward School （CCWS） on the nurses＇ caring ability. Methods： Questionnaire 25 nurses of humanistic nursing care model wards in CCWS using the Nkongho Caring Ability Inventory （CAI） before and after implement the humanistic nursing care model, including reform the systems of nursing care, introduce humanistic care model, implement the humanistic care, to measure the nurses＇ caring ability. Results： The nurses＇ caring ability had significantly developed on total, cognition dimension, courage dimension and patience dimension after all measures considered （p 〈 0.05）. Conclusions： The humanistic nursing care model wards in CCWS has a positive effect on the nurses＇ caring ability, not only to help build great relationships between nurses and patients but also to enhance the patients＇ satisfaction.展开更多
Objectives: The purpose of this study is to analyse the practical implementation of regional and na-tional policies through the Protocol of Care of Children and Adolescents in School (2010) in Extremadura Region (Spai...Objectives: The purpose of this study is to analyse the practical implementation of regional and na-tional policies through the Protocol of Care of Children and Adolescents in School (2010) in Extremadura Region (Spain), and to compare its contents with the international standards of diabetes care at school defined by American Diabetes Association and International Diabetes Federation. The measures not only affect the security and diabetes care, but also inclusion and the right to health. Methods: A documental comparative analysis between the local and international standards about diabetes care in school setting is carried out. This analysis is framed in a larger project focused on the study of health promoting school and diabetes education, in which perceptions of children and adolescents with diabetes, their parents and school staff were studied. Results: The Protocol of Care of Children and Adolescents in School (2010) contains some international recommendations about the care of T1DM at school, but in other cases the measures are non-specific. The distribution of responsibilities for care at school is unclear and no monitoring and evaluation indicators are defined. Some elements are identified to be implemented in the tool to favour the security, management of T1DM care and wellbeing. In general, these elements refer to school plan for diabetes care, school organization and teachers, and school community training. Conclusion: It is required to develop specific policies and decisive action to ensure the right to health of children with diabetes and the full application of international standards for diabetes care at school.展开更多
On October 12, 2008, a train- ing school for orphans was inaugurated at Nanshanggang Village, Fangshan District,Beijing Municipality. ＂Ours is not an ordinary orphanage,＂ said school official Zhang Mei. ＂It aims to...On October 12, 2008, a train- ing school for orphans was inaugurated at Nanshanggang Village, Fangshan District,Beijing Municipality. ＂Ours is not an ordinary orphanage,＂ said school official Zhang Mei. ＂It aims to produce members of the social elite by letting orphans grow in love and warmth characteristic of wholesome families.＂展开更多
Background: Optimal glycaemic control is essential in preventing diabetes related complications in children with diabetes. The school is an important component of care and support to achieve good outcome as children s...Background: Optimal glycaemic control is essential in preventing diabetes related complications in children with diabetes. The school is an important component of care and support to achieve good outcome as children spend a considerable time in school. In some developed countries, there are guidelines and regulations on support and care of children with chronic diseases such as Type 1 Diabetes Mellitus (Type 1 DM). In most developing countries where these regulations are not in place, parents have an important role to play in encouraging optimal care for their wards while at school, which include informing school authority, submission of care plan in collaboration with the healthcare team and providing equipment necessary for care task at school. Aim and Objectives: The aim of this study was to review the attitudes of parents in a developing country towards management of their children with Type 1 Diabetes Mellitus (DM) at School. Methods: Parents of all children with Type 1 DM seen at the endocrine unit of the University of Port Harcourt Teaching Hospital were invited to participate. Data were collected using a questionnaire. Information on bio data, details of care in school and challenges experienced were documented and HbA1c was done for all children. Results: The Parents of eighteen children and adolescents with Type 1 DM participated in the study. The age range of the children was between 5 and 17.3 years, mean age of 12.37 ±4.2 years. Mean duration of DM 3.37 ±2.6 years and mean HbA1c was 10.02% ±2.5%. All children except one attended school as day students. Two parents (11.1%) did not inform the school of child’s diabetes. No parent gave a written plan of diabetes care/treatment of hypoglycaemia in school and 4 parents (22.2%) did not make contact with school when child was in school. No child had a glucometers or took insulin to school. Five parents (27.8%) adjusted or omitted morning insulin dose to prevent hypoglycaemias in school. Fifteen (83.3%) children were on twice daily insulin injections. Six children (33.3%) are from high socioeconomic class. All responses were from mothers and 15 (83.3%) of responders had at least secondary education. Conclusion: This study demonstrates poor attitude and deficiencies in care of children living with Type 1 DM in school. There is need for education of parents and presentation of written plans for care of every child with Type 1 DM in school.展开更多
An adequate approach to reducing school absenteeism should focus on medical absenteeism as this is the most prevalent form of school absenteeism. The objective of this study is to explore the health condition of pre-v...An adequate approach to reducing school absenteeism should focus on medical absenteeism as this is the most prevalent form of school absenteeism. The objective of this study is to explore the health condition of pre-vocational secondary students with extensive medical absenteeism from a biopsychosocial perspective. Data were obtained from medical assessments and Strengths and Difficulties Questionnaires (SDQs) of students with medical absence above threshold criteria (i.e. reported sick four times in 12 school weeks or more than six consecutive school days) who were referred to a youth health care physician. The results showed that the students had a mean absence rate of 14% in 12 school weeks. Of all students, 43.5% had a diagnosed disease and 81.5% had problems such as physical complaints not yet diagnosed, psychosocial problems, lifestyle problems and sleeping difficulties. Four groups could be distinguished: 13.4% with a diagnosed disease and no problem, 30.1% with a diagnosed disease and a problem, 51.5% with a problem and no diagnosed disease and 5.1% without a diagnosed disease or problem. Significantly higher scores of the Total difficulties-scale on the SDQ were found (mean 10.5;SD 5.8) in the study group, compared to a reference group (mean 9.1;SD 4.9). In conclusion, this study shows that when using the aforementioned criteria for extensive medical absenteeism to intervene with the absence, students with a mean absence rate of 14% in 12 school weeks are identified. If there was a diagnosed disease, it was accompanied by problems about twice as often. More than half of the students’ absence was caused by problems rather than a disease. The great diversity of these problems calls for a personalized approach. A broad perspective, including medical expertise, is needed to distinguish between emerging mental and physical diseases, psychosocial and lifestyle problems.展开更多
基金supported by the Fundamental Research Funds for the Central Universities,Huazhong University of Science and Technology(No.2014LC028)
文摘Objective： To understand the effect of humanistic nursing care model wards in Children Caring Ward School （CCWS） on the nurses＇ caring ability. Methods： Questionnaire 25 nurses of humanistic nursing care model wards in CCWS using the Nkongho Caring Ability Inventory （CAI） before and after implement the humanistic nursing care model, including reform the systems of nursing care, introduce humanistic care model, implement the humanistic care, to measure the nurses＇ caring ability. Results： The nurses＇ caring ability had significantly developed on total, cognition dimension, courage dimension and patience dimension after all measures considered （p 〈 0.05）. Conclusions： The humanistic nursing care model wards in CCWS has a positive effect on the nurses＇ caring ability, not only to help build great relationships between nurses and patients but also to enhance the patients＇ satisfaction.
文摘Objectives: The purpose of this study is to analyse the practical implementation of regional and na-tional policies through the Protocol of Care of Children and Adolescents in School (2010) in Extremadura Region (Spain), and to compare its contents with the international standards of diabetes care at school defined by American Diabetes Association and International Diabetes Federation. The measures not only affect the security and diabetes care, but also inclusion and the right to health. Methods: A documental comparative analysis between the local and international standards about diabetes care in school setting is carried out. This analysis is framed in a larger project focused on the study of health promoting school and diabetes education, in which perceptions of children and adolescents with diabetes, their parents and school staff were studied. Results: The Protocol of Care of Children and Adolescents in School (2010) contains some international recommendations about the care of T1DM at school, but in other cases the measures are non-specific. The distribution of responsibilities for care at school is unclear and no monitoring and evaluation indicators are defined. Some elements are identified to be implemented in the tool to favour the security, management of T1DM care and wellbeing. In general, these elements refer to school plan for diabetes care, school organization and teachers, and school community training. Conclusion: It is required to develop specific policies and decisive action to ensure the right to health of children with diabetes and the full application of international standards for diabetes care at school.
文摘On October 12, 2008, a train- ing school for orphans was inaugurated at Nanshanggang Village, Fangshan District,Beijing Municipality. ＂Ours is not an ordinary orphanage,＂ said school official Zhang Mei. ＂It aims to produce members of the social elite by letting orphans grow in love and warmth characteristic of wholesome families.＂
文摘Background: Optimal glycaemic control is essential in preventing diabetes related complications in children with diabetes. The school is an important component of care and support to achieve good outcome as children spend a considerable time in school. In some developed countries, there are guidelines and regulations on support and care of children with chronic diseases such as Type 1 Diabetes Mellitus (Type 1 DM). In most developing countries where these regulations are not in place, parents have an important role to play in encouraging optimal care for their wards while at school, which include informing school authority, submission of care plan in collaboration with the healthcare team and providing equipment necessary for care task at school. Aim and Objectives: The aim of this study was to review the attitudes of parents in a developing country towards management of their children with Type 1 Diabetes Mellitus (DM) at School. Methods: Parents of all children with Type 1 DM seen at the endocrine unit of the University of Port Harcourt Teaching Hospital were invited to participate. Data were collected using a questionnaire. Information on bio data, details of care in school and challenges experienced were documented and HbA1c was done for all children. Results: The Parents of eighteen children and adolescents with Type 1 DM participated in the study. The age range of the children was between 5 and 17.3 years, mean age of 12.37 ±4.2 years. Mean duration of DM 3.37 ±2.6 years and mean HbA1c was 10.02% ±2.5%. All children except one attended school as day students. Two parents (11.1%) did not inform the school of child’s diabetes. No parent gave a written plan of diabetes care/treatment of hypoglycaemia in school and 4 parents (22.2%) did not make contact with school when child was in school. No child had a glucometers or took insulin to school. Five parents (27.8%) adjusted or omitted morning insulin dose to prevent hypoglycaemias in school. Fifteen (83.3%) children were on twice daily insulin injections. Six children (33.3%) are from high socioeconomic class. All responses were from mothers and 15 (83.3%) of responders had at least secondary education. Conclusion: This study demonstrates poor attitude and deficiencies in care of children living with Type 1 DM in school. There is need for education of parents and presentation of written plans for care of every child with Type 1 DM in school.
文摘An adequate approach to reducing school absenteeism should focus on medical absenteeism as this is the most prevalent form of school absenteeism. The objective of this study is to explore the health condition of pre-vocational secondary students with extensive medical absenteeism from a biopsychosocial perspective. Data were obtained from medical assessments and Strengths and Difficulties Questionnaires (SDQs) of students with medical absence above threshold criteria (i.e. reported sick four times in 12 school weeks or more than six consecutive school days) who were referred to a youth health care physician. The results showed that the students had a mean absence rate of 14% in 12 school weeks. Of all students, 43.5% had a diagnosed disease and 81.5% had problems such as physical complaints not yet diagnosed, psychosocial problems, lifestyle problems and sleeping difficulties. Four groups could be distinguished: 13.4% with a diagnosed disease and no problem, 30.1% with a diagnosed disease and a problem, 51.5% with a problem and no diagnosed disease and 5.1% without a diagnosed disease or problem. Significantly higher scores of the Total difficulties-scale on the SDQ were found (mean 10.5;SD 5.8) in the study group, compared to a reference group (mean 9.1;SD 4.9). In conclusion, this study shows that when using the aforementioned criteria for extensive medical absenteeism to intervene with the absence, students with a mean absence rate of 14% in 12 school weeks are identified. If there was a diagnosed disease, it was accompanied by problems about twice as often. More than half of the students’ absence was caused by problems rather than a disease. The great diversity of these problems calls for a personalized approach. A broad perspective, including medical expertise, is needed to distinguish between emerging mental and physical diseases, psychosocial and lifestyle problems.
