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[PMID]:28449389
[Au] Autor:Petcharat M; Liehr P
[Ad] Endereço:Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL, USA.
[Ti] Título:Mindfulness training for parents of children with special needs: Guidance for nurses in mental health practice.
[So] Source:J Child Adolesc Psychiatr Nurs;30(1):35-46, 2017 Feb.
[Is] ISSN:1744-6171
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:PROBLEM: Parents of children with special needs encounter specific challenges in carrying out their caregiving roles. They experience difficulty accepting their children due to unrealistically high expectations. Mindfulness training (MT) may increase parental psychological well-being and acceptance. OBJECTIVE: The purpose of this article is to examine the evidence-base for the effectiveness of MT in enhancing psychological well-being for parents of children with special needs as a foundation for guidance for nurses in mental health practice. METHODS: A literature review of relevant research studies was undertaken using specific inclusion criteria. The literature was derived from three databases that identified 56 articles narrowed to 5, which met inclusion criteria. FINDINGS: The studies indicated that cultivating a more mindful way of parenting is associated with reduced stress, anxiety, and depression. Parents experienced increased mindful awareness and improved psychological well-being, and they were more accepting of their children. Their children also had fewer behavior problems and enhanced positive interaction with their parents. Because mindfulness interventions fall within the scope of independent nursing practice, nurses can play a significant role in applying mindfulness to promote psychological well-being in parents who have children with special needs.
[Mh] Termos MeSH primário: Crianças com Deficiência
Educação não Profissionalizante/métodos
Atenção Plena/educação
Pais/educação
Enfermagem Psiquiátrica/métodos
[Mh] Termos MeSH secundário: Adulto
Criança
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180307
[Lr] Data última revisão:
180307
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170428
[St] Status:MEDLINE
[do] DOI:10.1111/jcap.12169


  2 / 5061 MEDLINE  
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[PMID]:29406647
[Au] Autor:Stokes D
[Ti] Título:Empowering Children with Autism Spectrum Disorder and Their Families within the Healthcare Environment.
[So] Source:Pediatr Nurs;42(5):254-5, 2016 Sep-Oct.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Patient and family education is a critical element of diabetes management. Many children with new onset type 1 diabetes present with symptoms of diabetic ketoacidosis (DKA) and are hospitalized at diagnosis. These children and their families receive their initial education in the hospital setting. As soon as blood glucose levels are stabilized and the acidosis is corrected. The patient is discharged home, usually within three days (Nettles, 2005). There is little time to provide the skills and education, as well as emotional support, for a smooth transition to home. It is a challenge to achieve these goals if the only resource person for diabetes education is the clinical nurse specialist (CNS). The CNS for a 14-bed pediatric unit sought to expand the role of the bedside nurse to being the primary educator of patients with diabetes through education and support. All nurses attended an eight-hour workshop on diabetes. A DKA protocol was developed through multidisciplinary collaboration, and nurses were educated on this protocol. Additionally, the CNS organized a diabetes resource cart that contains the tools for diabetes education. The protocol and education materials were uploaded in the Pediatric Share Point site to make them accessible to nurses. Most importantly, the CNS developed a structured patient education plan that is outcome-oriented, and based on review of current literature and practices in the unit. This initiative resulted in an increase in nursing confidence and expertise related to diabetes care as demonstrated by competencies met by nurses and anecdotal evidence from nurses and patients' caregivers.
[Mh] Termos MeSH primário: Transtorno do Espectro Autista/psicologia
Crianças com Deficiência/psicologia
Família/psicologia
Pessoal de Saúde/psicologia
Relações Interprofissionais
Poder (Psicologia)
[Mh] Termos MeSH secundário: Adolescente
Adulto
Atitude Frente à Saúde
Criança
Pré-Escolar
Feminino
Seres Humanos
Masculino
Meia-Idade
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180207
[St] Status:MEDLINE


  3 / 5061 MEDLINE  
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[PMID]:29406633
[Au] Autor:Coleman CL
[Ti] Título:Empowered by Nurses.
[So] Source:Pediatr Nurs;42(4):193-6, 2016 Jul-Aug.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Before Justice Hope Coleman was born, nurses in an antenatal testing center provided her parents with support and encouragement, the first steps in empowering them in their roles as parents of a child with multiple disabilities and complex medical needs. Over time, other nurses supported Justice's parents as they learned to communicate clearly and collaboratively with professionals; to provide a high level of care for their daughter in a loving, family-oriented way; and to advocate not only for Justice and their family as a whole, but also for other children and families in the healthcare system. This article describes the important role nurses played in empowering Justice's parents.
[Mh] Termos MeSH primário: Comunicação
Crianças com Deficiência/psicologia
Papel do Profissional de Enfermagem/psicologia
Recursos Humanos de Enfermagem/psicologia
Enfermagem Pediátrica/organização & administração
Poder (Psicologia)
Relações Profissional-Família
[Mh] Termos MeSH secundário: Adolescente
Adulto
Criança
Pré-Escolar
Feminino
Seres Humanos
Lactente
Recém-Nascido
Masculino
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180207
[St] Status:MEDLINE


  4 / 5061 MEDLINE  
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[PMID]:29194162
[Au] Autor:Hensel D; Malinowski C; Watts PA
[Ti] Título:Implementing a Pediatric Camp Clinical for Pre-Licensure Education.
[So] Source:Nurs Educ Perspect;36(1):60-61, 2015 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:: This article describes the implementation and outcomes of a pediatric clinical education pilot project at a weekend overnight camp for children with special needs. Nine junior-level baccalaureate students participated in the immersion experience. The course skill inventory, an instructor-led postconference, a focus group session, and online forum entries were used to evaluate the experience. The evidence suggests that students gained a wide variety of psychomotor skills and patient-centered care attitudes. Although scheduling was challenging, we concluded the camp clinical was an enlightening and positive experience that offered opportunities not readily available in the hospital setting.
[Mh] Termos MeSH primário: Competência Clínica/normas
Crianças com Deficiência/reabilitação
Bacharelado em Enfermagem/normas
Avaliação Educacional/métodos
Assistência Centrada no Paciente/normas
Preceptoria/normas
[Mh] Termos MeSH secundário: Adolescente
Criança
Feminino
Seres Humanos
Masculino
Pesquisa em Educação de Enfermagem
Projetos Piloto
Estudantes de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.5480/12-871.1


  5 / 5061 MEDLINE  
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[PMID]:27772560
[Au] Autor:de la Vega R; Racine M; Sánchez-Rodríguez E; Solé E; Castarlenas E; Jensen MP; Engel J; Miró J
[Ad] Endereço:Unit for the Study and Treatment of Pain - ALGOS, Universitat Rovira i Virgili, Catalonia, Spain; Department of Rehabilitation Medicine, University of Washington, Seattle, WA, USA.
[Ti] Título:Psychometric properties of the short form of the Children's Depression Inventory (CDI-S) in young people with physical disabilities.
[So] Source:J Psychosom Res;90:57-61, 2016 11.
[Is] ISSN:1879-1360
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: Depression is a significant issue for young people with physical disabilities. Efficient and reliable questionnaires are needed to evaluate and monitor the efficacy of depression treatments in this population. The aim of this study was to evaluate the reliability and validity of the 10-item version of the Children's Depression Inventory (CDI-S) in a sample of young people with physical disabilities. METHODS: A convenience sample of young people with physical disabilities (N=97) was recruited and interviewed. Reliability was evaluated using the Cronbach's α and examining the item-total correlations. Validity was evaluated by computing Pearson correlations between scores on the CDI-S and measures of pain and psychological functioning (anxiety and depression). RESULTS: The CDS-I items loaded on a single factor. The internal consistency of the scale was good (Cronbach's α=0.84) and the CDI-S showed moderate significant correlations with pain intensity (r=0.29), pain interference (r=0.46) and psychological functioning (r=-0.57). Two of the items, however, did not perform well (i.e., item-total correlations <0.3, and Cronbach's α improved when they were deleted). CONCLUSION: The findings support the reliability and validity of the CDI-S scores for use in young people with physical disabilities. The measure's psychometric properties should be studied in larger samples. In addition, there is a new brief version of the CDI (CDI-S 2) that needs to be evaluated in order to determine which of the two scales is better for assessing depression in young people with physical disabilities.
[Mh] Termos MeSH primário: Depressão/diagnóstico
Depressão/psicologia
Crianças com Deficiência/psicologia
Inquéritos e Questionários/normas
[Mh] Termos MeSH secundário: Adolescente
Ansiedade/diagnóstico
Ansiedade/epidemiologia
Ansiedade/psicologia
Criança
Depressão/epidemiologia
Feminino
Seres Humanos
Estudos Longitudinais
Masculino
Psicometria
Reprodutibilidade dos Testes
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, N.I.H., EXTRAMURAL; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1709
[Cu] Atualização por classe:171229
[Lr] Data última revisão:
171229
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161025
[St] Status:MEDLINE


  6 / 5061 MEDLINE  
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[PMID]:29040333
[Au] Autor:He P; Chen G; Wang Z; Guo C; Zheng X
[Ad] Endereço:Institute of Population Research, Peking University, Beijing, China.
[Ti] Título:The role of parental education in child disability in China from 1987 to 2006.
[So] Source:PLoS One;12(10):e0186623, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This paper aimed to investigate the role of parental education in child disability in China. We used nationally representative data from China's National Sample Survey on Disability, iterated twice, in 1987 and 2006, with data of 764,718 children aged 0-14 years. Logit models were used for statistical analysis. Results showed that the prevalence of child disability was significantly associated with each parent's education. Maternal education was more important than paternal education in child disability in both surveys. The analysis of marginal effect indicated a one-year increase in maternal and paternal schooling led to an average decrease of 0.121% and 0.091% in the probability of child disability in 1987, and 19 years later, these figures had dwindled to 0.091% and 0.072%, respectively.
[Mh] Termos MeSH primário: Crianças com Deficiência/estatística & dados numéricos
Conhecimentos, Atitudes e Prática em Saúde
Pais/educação
Educação de Pacientes como Assunto
[Mh] Termos MeSH secundário: Adolescente
Criança
Pré-Escolar
China
Feminino
Seres Humanos
Lactente
Recém-Nascido
Modelos Logísticos
Masculino
Pais/psicologia
Fatores de Risco
Fatores Socioeconômicos
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171031
[Lr] Data última revisão:
171031
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171018
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0186623


  7 / 5061 MEDLINE  
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[PMID]:29040041
[Au] Autor:Maughan ED; Yonkaitis CF
[Ad] Endereço:Director of Research, Silver Spring, MD.
[Ti] Título:Coordinating Care for Students With Chronic Conditions: CLUE #1.
[So] Source:NASN Sch Nurse;32(6):346-349, 2017 Nov.
[Is] ISSN:1942-6038
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Care coordination is an important part of school nurses' responsibilities, but coordinating that care for students in schools with chronic conditions is more complex than what we learned in nursing school. This article is the second in a series of articles for NASN School Nurse that will delve into how to apply evidence-based practice (EBP) to school nursing. The article focuses on the first step of EBP: asking the question. As the series progresses, we encourage you to apply the steps to a situation in your setting or even use the series to increase discussions at nursing staff meetings so all can benefit.
[Mh] Termos MeSH primário: Doença Crônica/enfermagem
Crianças com Deficiência
Estudantes
[Mh] Termos MeSH secundário: Criança
Enfermagem Baseada em Evidências
Seres Humanos
Planejamento de Assistência ao Paciente
Serviços de Saúde Escolar
Serviços de Enfermagem Escolar
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171107
[Lr] Data última revisão:
171107
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171018
[St] Status:MEDLINE
[do] DOI:10.1177/1942602X17733513


  8 / 5061 MEDLINE  
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[PMID]:28926598
[Au] Autor:Banks LM; Kelly SA; Kyegombe N; Kuper H; Devries K
[Ad] Endereço:International Centre for Evidence in Disability, Department of Clinical Research, London School of Hygiene & Tropical Medicine, London, United Kingdom.
[Ti] Título:"If he could speak, he would be able to point out who does those things to him": Experiences of violence and access to child protection among children with disabilities in Uganda and Malawi.
[So] Source:PLoS One;12(9):e0183736, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:INTRODUCTION: There is growing evidence that children with disabilities face an increased risk of violence globally. While child protection mechanisms to prevent and respond to violence-including formal government systems and more informal programmes and activities run by local communities or NGOs-are slowly becoming operationalised in low- and- middle-income countries, little is known about whether existing mechanisms are disability-inclusive. The aim of this study is to provide a better understanding of children with disabilities' experiences of violence and their access to available child protection mechanisms in low resource settings. METHODS: This study was conducted in Kasungu and Mulanje districts in Malawi and Kamuli district in Uganda between October-December 2015. In-depth, semi-structured interviews were conducted with approximately 20 purposively selected child/caregiver pairs in each country (43 pairs total). Interviews with key informants involved in the provision of child protection and disability support were also conducted. All interviews were recorded, transcribed and coded in NVivo. Thematic Analysis, complemented by constant comparison as described in Grounded Theory, was used to analyse the data. RESULTS: Almost all children with disabilities reported experiencing violence, with verbal abuse and bullying the most common forms. Very few of these children sought recourse through available child protection mechanisms. Some of the key factors impeding access to child protection for children with disabilities included: lack of local government disability-inclusive planning and budgeting; centralization of limited disability and social protection services; financial barriers to seeking and receiving care; and stigma and negative attitudes toward disabilities. CONCLUSION: Children with disabilities face both high levels of violence and high barriers to accessing available child protection mechanisms. There is an urgent need to ensure that all efforts to prevent and respond to violence against children are more disability-inclusive. In addition, it may be appropriate to target child protection mechanisms specifically toward children with disabilities because of the different and intersecting vulnerabilities that they face.
[Mh] Termos MeSH primário: Cuidadores/psicologia
Crianças com Deficiência/psicologia
Acesso aos Serviços de Saúde
Violência
[Mh] Termos MeSH secundário: Adolescente
Bullying
Criança
Feminino
Seres Humanos
Entrevistas como Assunto
Malaui
Masculino
Discriminação Social
Estigma Social
Apoio Social
Uganda
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171020
[Lr] Data última revisão:
171020
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170920
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0183736


  9 / 5061 MEDLINE  
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[PMID]:28892508
[Au] Autor:Winters N; Langer L; Geniets A
[Ad] Endereço:Department of Education, University of Oxford, Oxford, United, Kingdom.
[Ti] Título:Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa: Mapping the evidence.
[So] Source:PLoS One;12(9):e0184541, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Children with disabilities (CWDs) are at a higher risk of being maltreated than are typical children. The evidence base on the abuse of children with disabilities living in low- and middle-income countries is extremely limited but the problem is particularly acute in East Africa. We don't know the types of evidence that exist on this topic. This problem is compounded by the fact that key indicators of disability, such as reliable prevalence rates, are not available currently. This paper addresses this serious problem by mapping the existing evidence-base to document the coverage, patterns, and gaps in existing research on the abuse of children with disabilities in East Africa. An evidence map, following systematic review guidelines, was conducted and included a systematic search, transparent and structured data extraction, and critical appraisal. Health and social science databases (Medline, EMBASE, PsychInfo, Taylor&Francis, Web of Science, and SAGE) were systematically searched for relevant studies. A substantive grey literature search was also conducted. All empirical research on the abuse of CWDs in East Africa was eligible for inclusion: Data on abuse was systematically extracted and the research evidence, following critical appraisal, mapped according to the type of abuse and disability condition, highlighting gaps and patterns in the evidence-base. 6005 studies were identified and screened, of which 177 received a full-text assessment. Of these, 41 studies matched the inclusion criteria. By mapping the available data and reports and systematically assessing their trustworthiness and relevance, we highlight significant gaps in the available evidence base. Clear patterns emerge that show a major data gap and lack of research on sexual abuse of children with disabilities and an identifiable lack of methodological quality in many relevant studies. These make the development of a concerted and targeted research effort to tackle the abuse of children with disabilities in East Africa extremely difficult. This needs to be addressed urgently if the abuse of children with disabilities is to be prioritised by the global health community.
[Mh] Termos MeSH primário: Maus-Tratos Infantis/estatística & dados numéricos
Crianças com Deficiência/estatística & dados numéricos
Abuso Físico/estatística & dados numéricos
[Mh] Termos MeSH secundário: África Oriental/epidemiologia
Criança
Abuso Sexual na Infância/estatística & dados numéricos
Análise por Conglomerados
Geografia
Seres Humanos
Vigilância da População
[Pt] Tipo de publicação:JOURNAL ARTICLE; META-ANALYSIS
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171018
[Lr] Data última revisão:
171018
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170912
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0184541


  10 / 5061 MEDLINE  
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[PMID]:28877203
[Au] Autor:Bakhshi P; Babulal GM; Trani JF
[Ad] Endereço:Program in Occupational Therapy, Washington University in St. Louis, St. Louis, United States of America.
[Ti] Título:Education of children with disabilities in New Delhi: When does exclusion occur?
[So] Source:PLoS One;12(9):e0183885, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: In the new Sustainable Development Goal 4, quality of education defined as equity and inclusion alongside traditional learning outcomes, has replaced the narrow goal of access to primary education stipulated in the Millennium Development Goal 2. Since 2000, considerable progress has been made towards improving access to school for children in India, yet questions remain regarding not just children with disabilities' access and acquisition of basic learning skills, but also completion of learning cycles. METHODS AND FINDINGS: Between November, 2, 2011 and June 20th 2012, we interviewed 1294 households about activity limitations and functioning difficulties associated with a health problem among all family members using a validated screening instruments, as well as questions about access, retention and barriers to education. We found that vulnerable children, particularly children with disabilities are less likely to start school and more likely to drop out of school earlier and before completing their high school education than non-disabled children, showing that the learning process is not inclusive in practice. The gap is wider for girls, economically deprived children, or children from households where the head is uneducated. CONCLUSIONS: Firstly, in order to fill the existing knowledge gap on education of children with disabilities in line with SDG4, not only is there a necessity for relevant data with regards to learning outcomes, but also an urgent requirement for more innovative information pertaining to relational aspects of learning that reflect inclusion. Secondly, a stronger understanding of the implications of early assessment would further promote equity in education. Finally, research should tackle learning as a complex and dynamic phenomenon. Education needs to fulfil its instrumental value, but must also re-claim its intrinsic value that often gets watered down in the journey from policies to implementation.
[Mh] Termos MeSH primário: Crianças com Deficiência/educação
[Mh] Termos MeSH secundário: Adolescente
Estudos de Casos e Controles
Criança
Pré-Escolar
Educação Especial/métodos
Educação Especial/organização & administração
Feminino
Programas Gente Saudável
Hinduísmo
Seres Humanos
Índia
Islamismo
Masculino
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171003
[Lr] Data última revisão:
171003
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0183885



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