Mother and Baby Care Volume I: Your Maternity Guide
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Make Swaddle Bathing Easy in the NICU and Well-Baby Unit What Is Your Current Bathing Practice?
Make Swaddle Bathing Easy in the NICU and Well-Baby Unit What is your current bathing practice? • Does the infant enjoy the bath? • Does it cause stress to the baby in the form of crying or heat loss? • Is there consistency with your bathing process? • Is it easy for the nurses or parents to give a bath? • Do parents participate? • Could parents bathe the infant with the same technique at home? Immersion Bathing and Immersion Swaddle Bathing both minimize heat loss and decrease crying during bathing. Swaddle Bathing provides the additional comfort of swaddling that is necessary for preterm infants and beneficial for full term infants. How to Swaddle Bathe? Swaddle the infant in a blanket and then immerse him in warm water at 101F. The infant is bathed by exposing one limb at a time, keeping the infant swaddled throughout the bath. The bath is complete in 7-10 minutes. Why Swaddle Bathe Preterm Infants? Hint: they are not just small full term infants • Preemies have less fat to maintain body temperature. • Preemies are easily overwhelmed by sensory stimulation. • The brain develops rapidly in the last trimester of gestation. • Early experiences shape the developing brain. Minimizing stressful experiences is important. Why Immersion Bathe or Swaddle Bathe a Full-Term Well Baby? • Decreased crying • Decreased incidence of hypoglycemia • Evidenced based practice for developmentally supportive care • No difference in umbilical • Delayed bathing of 6-24 hours enables parents to bathe their cord healing or colonization baby • Decreased weight loss • Decreased risk of hypothermia • Improved bonding and parent satisfaction • Improved breast feeding Family Involvement • Swaddle bathing provides a “typical” parenting activity that carries to home care. -
Clinical, Pathologic and Pharmacologic Correlations 2004
HUMAN REPRODUCTION: CLINICAL, PATHOLOGIC AND PHARMACOLOGIC CORRELATIONS 2004 Course Co-Director Kirtly Parker Jones, M.D. Professor Vice Chair for Educational Affairs Department of Obstetrics and Gynecology Course Co-Director C. Matthew Peterson, M.D. Professor and Chief Division of Reproductive Endocrinology and Infertility Department of Obstetrics and Gynecology 1 Welcome to the course on Human Reproduction. This syllabus has been recently revised to incorporate the most recent information available and to insure success on national qualifying examinations. This course is designed to be used in conjunction with our website which has interactive materials, visual displays and practice tests to assist your endeavors to master the material. Group discussions are provided to allow in-depth coverage. We encourage you to attend these sessions. For those of you who are web learners, please visit our web site that has case studies, clinical/pathological correlations, and test questions. http://medstat.med.utah.edu/kw/human_reprod 2 TABLE OF CONTENTS Page Lectures/Examination................................................................................................................................... 4 Schedule........................................................................................................................................................ 5 Faculty .......................................................................................................................................................... 8 Groups ......................................................................................................................................................... -
Pregnancy Guide (PDF)
ɶɶYourɶPregnancyɶGuide ©ɶ2012ɶStartɶSmartɶforɶYourɶBaby.ɶAllɶrightsɶreserved. ɶ Start Smart Pregnancy Book Congratulations! You are going to have a tips to manage morning sickness from other baby! Having a baby is a special privilege. moms-to-be like you. Read about needed tests It is the beginning of the strongest of all and times you’ll want to visit the doctor. bonds—the bond between a parent and child. Some people read this booklet cover to cover. Both first-time moms and women who Others turn to the section they want to know already have children will want to read this more about. Glance at the What’s booklet. Learn how you can give your baby a Inside section to guide you to each topic. healthy start in life by taking care of yourself Also, be sure to share this booklet with while you are pregnant. See how your baby is your friends and family as you enter an growing each month. Find out tried and true exciting new journey—the birth of your baby. For more information on prenatal care, visit us at www.startsmartforyourbaby.com ❘ 4 ❘ Start Smart Pregnancy Book ɶ What’s Inside: Your First OB Visit .................................................2 Your Case Manager Can Help You Stay Healthy ...............................3 Prenatal Testing .....................................................4 Body Basics— Your Reproductive System .................................8 Taking Care of Your Emotions ...........................40 A Peek Inside Your Body .....................................9 Getting Ready for the Big Day ...........................41 -
(Newborn to Pre-Schooler) Nc Ii
TRAINING REGULATIONS CAREGIVING (NEWBORN TO PRE-SCHOOLER) NC II HUMAN HEALTH/HEALTH CARE SECTOR TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY East Service Road, South Luzon Expressway (SLEX), Taguig City, Metro Manila Technical Education and Skills Development Act of 1994 (Republic Act No. 7796) Section 22, “Establishment and Administration of the National Trade Skills Standards” of the RA 7796 known as the TESDA Act mandates TESDA to establish national occupational skills standards. The Authority shall develop and implement a certification and accreditation program in which private industry group and trade associations are accredited to conduct approved trade tests, and the local government units to promote such trade testing activities in their respective areas in accordance with the guidelines to be set by the Authority. The Training Regulations (TR) serve as basis for the: 1. Registration and delivery of training programs; 2. Development of curriculum and assessment instruments; and 3. Competency assessment and certification Each TR has four sections: Section 1 Definition of Qualification describes the qualification and defines the competencies that comprise the qualification. Section 2 Competency Standards gives the specifications of competencies required for effective work performance. Section 3 Training Arrangements contains information and requirements in designing training program for certain Qualification. It includes curriculum design; training delivery; trainee entry requirements; tools, equipment and materials; training facilities; trainer’s qualification; and institutional assessment. Section 4 Assessment and Certification Arrangements describes the policies governing assessment and certification procedures. TABLE OF CONTENTS HUMAN HEALTH/HEALTH CARE SECTOR CAREGIVING (NEWBORN TO PRE-SCHOOLER) NC II Page No. SECTION 1 DEFINITION OF QUALIFICATION ...................................... 1 – 2 SECTION 2 COMPETENCY STANDARDS …………………………....…. -
Make Swaddle Bathing Easy in the NICU and Well-Baby Unit What Is Your Current Bathing Practice?
Make Swaddle Bathing Easy in the NICU and Well-Baby Unit What is your current bathing practice? • Does the infant enjoy the bath? • Does it cause stress to the baby in the form of crying or heat loss? • Is there consistency with your bathing process? • Is it easy for the nurses or parents to give a bath? • Do parents participate? • Could parents bathe the infant with the same technique at home? Immersion Bathing and Immersion Swaddle Bathing Both types of bathing minimize heat loss and decrease crying during bathing. Swaddle Bathing provides the additional comfort of swaddling that is necessary for preterm infants and beneficial for full term infants. How to Swaddle Bathe? Swaddle the infant in a blanket and then immerse him in warm water at 101F. The infant is bathed by exposing one limb at a time, keeping the infant swaddled throughout the bath. The bath is complete in 7-10 minutes. Who can be swaddle bathed? * Infants in the NICU * Full-Term Well Babies * NAS - Infants with Neonatal Abstinence Syndrome Why Swaddle Bathe Preterm Infants? Hint: they are not just small full term infants • Preemies have less fat to maintain body temperature. • Preemies are easily overwhelmed by sensory stimulation. • The brain develops rapidly in the last trimester of gestation. • Early experiences shape the developing brain. Minimizing stressful experiences is important. Why Swaddle Bathe a Well-Baby? 1. Decreased risk of hypothermia 2. Decrease in motor stress cues *Decreased incidence of hypoglycemia * No need for recovery after bath *No difference in umbilical cord healing * Can go straight to breast feeding or colonization or Skin To- Skin holding *Delayed bathing of 6-24 hours enables * Great time for education parents to bathe their baby * Evidence- based Swaddle bathing and NAS • Swaddle bathing is another calming strategy • Family involvement • No need for cleanser as it can be drying on the skin Family Involvement • Swaddle bathing provides a “typical” parenting activity that carries to home care. -
Physiologic Changes During Sponge Bathing in Premature Infants
International Journal of Environmental Research and Public Health Article Physiologic Changes during Sponge Bathing in Premature Infants Jongcheul Lee 1 and Yaelim Lee 2,* 1 College of Nursing, The Dankook University of Korea, Chungnam 3116, Korea; [email protected] 2 College of Nursing, The Catholic University of Korea, Seoul 06591, Korea * Correspondence: [email protected]; Tel.: +82-22588148 Abstract: In this study, we observed physiological reactions of premature infants during sponge bathing in the neonatal intensive care unit (NICU). The infants’ body temperature, heart rate, and oxygen saturation were monitored to examine hypothermia risks during bathing. The participants of the study were 32 premature infants who were hospitalized right after their birth in the V hospital in Korea between December 2012 and August 2013. The informed consents of the study were received from the infants’ parents. The infants were randomly assigned into two-day and four-day bath cycle groups and their physiological reactions were monitored before bathing as well as 5 and 10 min after bathing. The collected data were analyzed using the SPSS statistical package through t-test. A significant drop in body temperature was noted in both groups; that is, 4-day bathing cycle and 2-day bathing cycle (p < 0.001). However, there were no significant changes in heart rate or transcutaneous oxygen levels. There was no significant change between groups at each measurement point. In order to minimize the physiological instability that may be caused during bathing, the care providers should try to complete bathing within the shortest possible time and to make bathing a pleasant and useful stimulus for infants. -
WATER BIRTH in a MATERNITY Hospital of the SUPPLEMENTARY HEALTH SECTOR in SANTA CATARINA, BRAZIL: a CROSS-SECTIONAL STUDY
1 Original Article http://dx.doi.org/10.1590/0104-07072016002180015 WATER BIRTH IN A MATERNITY HOSPITAL OF THE SUPPLEMENTARY HEALTH SECTOR IN SANTA CATARINA, BRAZIL: A CROSS-SECTIONAL STUDY Tânia Regina Scheidt1, Odaléa Maria Brüggemann2 1 M.Sc. in Nursing. Obstetric Nurse, Maternidade Carmela Dutra Hospital. Florianópolis, Santa Catarina, Brazil. E-mail: ainatrs@ gmail.com 2 Ph.D in Obstetrics. Professor, Departamento de Enfermagem, Programa de Pós-Graduação em Enfermagem, Universidade Federal de Santa Catarina. Researcher Brazilian National Council for Scientific and Technological Development (CNPq). Florianópolis, Santa Catarina, Brazil. E-mail: [email protected] ABSTRACT: The aim of this cross-sectional study was to identify the prevalence of water births in a maternity hospital of Santa Catarina, Brazil, and to investigate the association between sociodemographic and obstetric variables and water birth. The sample consisted of 973 women who had normal births between June 2007 and May 2013. Data was analyzed through descriptive and bivariate statistics, and estimated prevalence and tested associations through the use of the chi-square test; the unadjusted and adjusted odds ratio were calculated. The prevalence of water births was 13.7%. Of the 153 women who had water birth, most were aged between 20 to 34 years old (122), had a companion (112), a college degree (136), were primiparous (101), had a pregnancy without complications (129) and were admitted in active labor (94). There was no association between sociodemographic characteristics and obstetric outcomes in the bivariate and multivariate analyses and in the adjusted model. Only women with private sources for payment had the opportunity to give birth in water. -
Know the Signs of Labor
Know the Signs of Labor Learn the signs of labor so that you know when to call your doctor and go to the hospital for delivery. Mucus plug Some women have a release of cervical mucus that may have a slight pink color, or blood- tinged. This is called passing a mucus plug or a bloody show. This may be a sign that your body is preparing for delivery, but you do not need to call your health care provider. Rupture of membranes (water breaks) Rupture of membranes is the medical term for your water breaking. This is your amniotic fluid. It can be a gush or a slow trickle and should be a clear, slightly yellow color. Often, a woman will go into labor soon after her water breaks. If this doesn’t happen, your health care provider may talk with you about helping your labor along with medicine. If you think your water has broken, call your doctor and go to the hospital. Do not take a bath or put anything into your vagina. You may wear a pad. Contractions Contractions are the tightening and relaxing of muscles in the uterus. When labor starts, these muscles tighten and relax at a regular pace. They will get closer together and stronger, letting your body know that your baby is about to be born. Sometimes, these muscle contractions are not regular, and they start and stop. They do not seem to get stronger and closer together, but stay about the same intensity. Your health care provider may describe these contractions as Braxton-Hicks or signs of false labor. -
Giving Birth Like a Cavewoman the Uses of Anthropology in Childbirth Education Sallie Han, SUNY College at Oneonta, Department of Anthropology
Giving Birth Like a Cavewoman The Uses of Anthropology in Childbirth Education Sallie Han, SUNY College at Oneonta, Department of Anthropology ANTHROPOLOGY AND CHILDBIRTH EDUCATION NATURAL OR NORMAL? Advocates and activists of natural childbirth today regard as critical the preparation of pregnant women and their partners. From their “Natural” childbirth offers a perspective, raising awareness about ideas and practices of critique of ideas and practices pregnancy and parturition across cultures and societies and in that have come to define history will lead to better choices, experiences, and outcomes in “normal” birth in the United childbirth. States today: To this end, the natural childbirth movement has been based in books and birthing classes, whose authors and teachers incorporate insights that they credit to anthropology. “Unfortunately, we – especially in the United States – have become increasingly mechanized, so that today we feel very strongly that if we can take anything out of human hands and especially out of the human heart and “Isn‟t that like not having put it through a machine, we have made anesthesia during surgery?” progress” -- anthropologist Ashley a co-worker remarked to Montagu, in the 1981 “Foreword” to Kerri, a woman in my study Husband-Coached Childbirth. who planned not to use analgesia during labor and An important and meaningful use of anthropology in childbirth delivery. education has been to expose the “unnatural” conditions in which women in the United States give birth. Another important and meaningful use of anthropology in childbirth education has been to “reclaim” practices that have been tried and true in other times and in other places. -
Relationship Among Stress of Labor, Support, and Childbirth Experience in Postpartum Mothers
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2009 Relationship Among Stress of Labor, Support, and Childbirth Experience in Postpartum Mothers Sasamon Srisuthisak Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Maternal, Child Health and Neonatal Nursing Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/1916 This Dissertation is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. RELATIONSHIPS AMONG STRESS OF LABOR, SUPPORT, AND EXPERIENCE OF CHILDBIRTH IN POSTPARTUM MOTHERS by SASAMON SRISUTHISAK Virginia Commonwealth University Richmond, Virginia ii © Sasamon Srisuthisak August, 2009 All Rights Reserved iii Acknowledgement This dissertation would not have been possible without support of several people. I would like to express deepest gratitude to my dissertation chair, Dr. Jacqueline M. McGrath, who provided not only academic guidance, but also emotional support during the trying time when I got lost with my dissertation. She was very kind and patient with me throughout the dissertation process. She always kept me updated about new literature related to my dissertation. Without her help and encouragement, I certainly would not have completed this project. I also would like to extend my deepest appreciation to the other members of my dissertation committee for their encouragement, support, and critiques of drafts of my manuscript. First, to Dr. Judith A. Lewis, who provided in-depth knowledge and expertise in the field of maternal and child nursing and directed me to the right path for finishing the doctoral study. -
Final Report the Social Construction.Pdf
SMALL GRANTS 2013/2014 FINAL REPORT »THE SOCIAL CONSTRUCTION OF MEDICALIZATION OF PREGNANCY AND CHILDBIRTH« Principal Investigator: Mirko Prosen, M.Sc., Senior Lecturer September 2015 TABLE OF CONTENTS 1. SUMMARY OF THE PROJECT’S AIMS ................................................................................... 3 2. THEORETICAL/CONCEPTUAL FRAMEWORK ........................................................................ 3 3. METHODS, PROCEDURES, AND SAMPLING ........................................................................ 5 4. SUMMARY OF THE FINDINGS ........................................................................................... 10 5. REFERENCES ...................................................................................................................... 23 1. SUMMARY OF THE PROJECT’S AIMS Pregnancy and childbirth in every society reflect societal values. During the last century (in Slovenia after World War II), medicine, medical interventions, and medical technology became indispensable elements of societal control over these otherwise natural phenomena. Based on Conrad and Schneiders’ (1992) sequential model of medicalization, we can confirm that in Slovenia both pregnancy and childbirth are fully medicalized. This raises three questions that need to be answered: How do women experience and accept medicalization through their own pregnancy and birth experiences and what is their relationship towards natural childbirth? How do medical staff working in obstetrics clinics perceive and experience the -
10Complications of Positive Pressure Ventilation
Acute Respiratory Care of the Neonate Complications of Positive 10 Pressure Ventilation Debbie Fraser, MN, RNC-NIC he adaptation of mechanical ventilators for cone-shaped thoracic skeleton is quite flexible because Tuse in the neonatal population brought about of the presence of cartilage. The major respiratory a dramatic breakthrough in the care of premature muscle, the diaphragm, stretches across the bottom of infants. Further refinements and the development the thorax, separating the thorax from the abdomen. of technologies such as high-frequency ventilation Within the thorax are three subdivisions: the two lungs combined with exogenous surfactant have further and the mediastinum. The mediastinum contains the pushed back the boundaries of survival. Despite these thymus gland, the great vessels, the thoracic duct and advances, mechanical ventilation is not without risk. small lymph nodes, the heart, a branch of the phrenic Barotrauma and volutrauma, resulting from the nerve, and parts of the trachea and esophagus. mechanical effects of positive pressure, and oxygen The lungs and the thoracic cavity are lined by a toxicity have harmful effects on many neonatal organs, double-layer membrane, or pleura: The parietal pleura including the lungs, heart, kidneys, eyes, and brain. Of lines the chest wall, diaphragm, and mediastinum; the special importance to all neonatal nurses is the risk for visceral pleura covers each lung. These membranes lie in infection and airway trauma resulting from placement continuous contact with each other and form a potential and use of the endotracheal tube. This chapter begins space, called the pleural space, that contains a thin layer with a general discussion of lung trauma associated of serous fluid for lubrication and cohesion.