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Browsing by Author "Moorman, Meg"
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Item The Health Care Encounters of Pregnant and Postpartum Women With Substance Use Disorders(2020-06) Renbarger, Kalyn Marie; Draucker, Claire Burke; Shieh, Carol; Moorman, Meg; Latham-Mintus, KenziePregnant and postpartum women with substance use disorders (SUDs) are likely to experience adverse health care encounters that contribute to poor health outcomes for them and their infants. The purpose of this dissertation is to describe the health care encounters of pregnant and postpartum women with SUDs. This dissertation includes two studies. The first study is a metasynthesis of published qualitative studies using a metasummary approach to classify the types of health care encounters experienced by pregnant and postpartum women with SUDs. A taxonomy of health care encounters was developed. Five types of adverse encounters were identified and labeled as (a) judgmental, (b) disparaging, (c) scrutinizing, (d) disempowering, and (e) deficient care. Three types of beneficial encounters were identified and labeled as (a) recovery-based, (b) accepting, and (c) effective care. The second study was a qualitative descriptive study conducted to describe factors that influence the formation of trusting relationships between maternity nurses and pregnant and postpartum women with SUDs. Interviews with 15 maternity nurses and 10 pregnant and postpartum women with SUDs were conducted. Content analysis of the participant narratives revealed a number of characteristics of maternity nurses and pregnant and postpartum women with SUDs that helped or hindered trusting relationships. Six characteristics of maternity nurses were identified and labeled as (a) rapport-building with women, (b) demeanor toward women, (c) provision of care, (d) provision of information, (e) attitude toward substance use, and (f) addiction expertise. Five characteristics of the women were identified and labeled as (a) engagement with nurses, (b) demeanor toward nurses, (c) acceptance of care, (d) investment in recovery, and (e) bonding with infant. Adverse encounters were often associated with provider stigma related to substance use during pregnancy and limited provider knowledge related to addiction. The findings will contribute to the development of strategies to improve the health care encounters of this population by promoting stigma awareness and communication skills training.Item Preparing Nurse Practitioner Students to Recognize Health Inequities and Global Health Issues(2022-07-24) Oruche, Ukamaka M.; Moorman, Meg; deRose, Barbara; Berlanga King, Gloria; Antisdel, J'AndraThis is a quality improvement project to enhance the preparation of advanced practice or master's level nursing students training for workplace readiness to serve ALL patients and advance health equity locally and globally.Item Teaching Gun Violence Prevention in Undergraduate Nursing Programs(2023-12) Holmes, Sarah Margaret; Draucker, Claire; Moorman, Meg; Halverson, Paul; Otte, Julie; Reising, DeannaGun violence is an epidemic that kills over 40,000 persons in the United States annually. Despite that gun violence is a significant public health problem, the topic is not often included in undergraduate nursing curricula. To understand this gap, the purpose of this study was to describe the teaching behaviors and perceptions of undergraduate nursing faculty related to gun violence prevention (GVP) and to explore factors that are associated with their behaviors. A survey was developed to measure faculty behaviors and perceptions. A sample of 102 nursing faculty recruited via social media communications, professional organization electronic discussion boards, and an electronic listserv completed the survey. Descriptive and inferential statistics and content analysis were used to analyze their responses. Whereas most participants were favorable to including GVP topics in curriculum, only 31 had taught about GVP in an undergraduate nursing course. Participants most frequently indicated the following topics and skills should be taught: the role of guns in unintentional injuries, suicide, and intimate partner violence; assessing for gun access; counseling about safe gun storage; and counseling about lethal means restrictions to prevent suicide. Participants indicated that key barriers to teaching about GVP included having too many other topics to teach, lack of standardized educational materials, lack of guidance from accrediting bodies, lack of faculty expertise, and the current political atmosphere. Perceived level of knowledge, level of confidence, and beliefs about teaching GVP were significantly associated with teaching GVP. The findings highlight the need for faculty development programs to increase awareness of gun violence as a public health issue and assist faculty to integrate GVP education into curricula. The findings also indicate that national nursing organizations should develop guidelines, identify competencies, and provide resources related to the inclusion of GVP content in undergraduate nursing programs.