I want to improving what raising awareness of child care and supplementary meals and increase nurses skill to advice parents. Last 9 year of experience in research, evaluation, teaching and administration to The Nursing field and Health education to Public health nursing care. We hard working to change bad habit of patient and to develop Public health nursing. I participated The Global Nursing leadership training in 2014, International Council of Nursing, GNLI, In Geneva and Nursing management training of Pacific Asia in 2014, In Japan
Title: Study of parental knowledge related to early childhood \r\ndevelopment and complementary solid foods\r\nTs.Bolormaa1, Ch.Munguntsetseg, D.Myagmartseren2\r\n1,2Mongolia\r\nINTORDUCTION \r\nConsidering the result of the survey, although, there are many positive practices which should be encouraged, such as, family members paying special attention, caring and supporting women during pregnancy and after delivery, breastfeeding their child for a long period, women knowing well about the stages of child growth and development and, providing appropriate assistance and support in child growth etc., Children beginning proper feeding a decisive impact on children\'s health, both physical and mental development. So important what are the ingredients for child foods.3 \r\nMATERIAL AND METHODS: Sample selection with 300 mothers and fathers with children under 2 years and Sukhbaatar district. We analyzed of the questionnaire of 34 questions with cross-sectional survey. \r\nRESULTS: 54 percent of the women surveyed received training on supplementary feeding. 80.5 percent of mothers gives food to children every day, but 39 percent the survey also indicated give their child a separate type of food that like soup with flower and meat in the afternoon and yogurt.\r\nThe parents surveyed, 43 percent use a few types of food products as meat, milk, flour, carrots preparing for baby`s food. The survey, family doctor to advice about a supplement diet 46 percent of parents, 30.7 percent of from nurses, 15.7 percent of children\'s health book, and 7.3 percent of the media and the public website, and 0.3 percent from other. 0.5 percent 7-24 months are malnourished, and 4.2 percent of a thin, 2.8 percent have stunted growth.\r\nCONCLUSIONS: The survey is not to ensure that the parent-child sets specially prepared foods, but meal type, ingredient and processing required level. The baby is feeding a small number of frequencies per day. 76.7 percent listen to information about nutrition from doctors, nurses. The parent does not use mothers and child medical hand book reviews growth symbols and haven`t enough knowledge about it. \r\nKeywords: Parental knowledge, early childhood development, complementary solid foods\r\n
Dale M. Hilty, Associate Professor at the Mt. Carmel College of Nursing. He received his PhD in counseling psychology from the Department of Psychology at The Ohio State University. He has published studies in the areas of psychology, sociology, and religion. Between April 2017 and June 2018, his ten research teams published approximately100 posters at local, state, regional, national, and international nursing conferences.
The purpose of this educational intervention was to determine if the Nursing Attachment Styles Questionnaire (NASQ) would assess changes in learning across three timed measurements. NASQ measures the secure, anxious, and avoidant constructs. In previous studies by Hilty and colleagues, exploratory principle axis factor analysis reported findings supporting the three NASQ constructs as common factors. The participants were senior level students in a Bachelor of Science Nursing (BSN) program enrolled in an Acute Nursing Care course. \r\n\r\nThe purpose was to create a patient education intervention for senior level students in a BSN program based on faculty lectures, faculty laboratory demonstration, and student demonstration of skill in a simulation laboratory. Timed Measurements:\r\n\r\n1st Assessment: Pre-test\r\nIntervention 1: Faculty lectures, faculty laboratory demonstration, assignment of small group research paper and communication script.\r\n2nd Assessment: \r\nIntervention 2: Students assumed the role of a Registered Nurse in a simulation including the patient and family members. Faculty members spoke via a microphone as the voice for patient.\r\n3rd Assessment:\r\n\r\nA significant result (F(2,34) = 7.738, p=.001) was found on the NASQ-Anxious common factor. The data in the Pair-Wise Comparison tables revealed significant differences between Time 1 and Time 2 (p=.006), and Time 1 and Time 3 (p=.003). The means scores decreased during the three timed assessments. Coefficient alpha reliability estimates for NASQ-Secure and Time 1 was .845, for Time 2 was .960, and for Time 3 was .953. Reliability estimates for NASQ-Anxious and Time 1 was .904, for Time 2 was .929, for Time 1 was .950. Reliability estimates for NASQ-Avoidant and Time 1 was .927, for Time 2 was .946, and for Time 3 was .957.\r\n \r\nUsing SPSS 25 regression analysis, the ANOVA table reported a significant effect (F =20.773, p=.001). The overall regression was significant (r = .697, r-squared = .486). Competitive Greatness was the dependent variable, and the NASQ common factors were the predictor variables. \r\n