19 minute read
Sexual Behaviors: A Quantitative Retrospective Study
Thank you for your participation in “Breastfeeding Disparities Among Communities Lacking Access to Lactation Consultants During the COVID19 Pandemic: A Theory-Guided Paper” a new continuing education (CE) activity offered by NYSNA. NYSNA members and nonmembers are invited to take part in this activity, and you do not need to be a resident of New York State.
INSTRUCTIONS
In order to receive contact hours for this educational activity, participants are to read the article presented in this issue of The Journal, complete and return the post-test, evaluation form, and earn 80% or better on the post-test.
This activity is free to NYSNA members and $10 for nonmembers. Participants can pay by check (made payable to NYSNA) or credit card. The completed answer sheet and evaluation form may be mailed or faxed back to NYSNA; see the evaluation form for more information.
The New York State Nurses Association is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.
This program has been awarded 1 CH through the New York State Nurses Association Accredited Provider Unit.
The New York State Nurses Association is accredited by the International Accreditors for Continuing Education and Training “IACET” and is authorized to issue the IACET CEU.
The New York State Nurses Association is authorized by IACET to offer 0.1 CEUs for this program.
Declaration of Vested Interest: None
NYSNA wishes to disclose that no commercial support or sponsorship was received.
NYSNA Program Planners, Presenters, and Content Experts declare that they have no financial relationship with an ineligible company.
In order to receive Contact Hours and CEUs, participants must read the entire article, fill out the evaluation, and get 80% or higher on the post-test.
INTRODUCTION
Breastfeeding during infancy is associated with lower rates of obesity, diabetes, and certain kinds of cancers later in life. Racial minority and economically marginalized Black infants are at a disproportionately higher risk for several preventable health problems than white infants. According to the Centers for Disease Control and Preventions (CDC), 73.7% of Black infants are breastfed in comparison to 86.7% of white infants. This disparity stems from healthcare system inequities and non-supportive maternal social networks. COVID-19 disrupted healthcare delivery and social networks, leaving mothers and infants in an even more vulnerable position. Disparities in breastfeeding knowledge, inadequate access to lactation care, limited or inadequate staff training, unsupportive hospital policies and procedures, lack of social network support, and COVID-19-related challenges are all significant barriers to breastfeeding. Currently, nurses and advanced practice nurses lack knowledge about how or why they may promote breastfeeding for underserved Black communities. Nurse practitioners are in the position to lead a comprehensive support structure aimed to promote breastfeeding. This theory-guided paper proposed breastfeeding sponsorship program and links outpatient with inpatient services, as well as social support. This would be a plausible way to increase infant access to breastfeeding.
LEARNING OUTCOME
Participants will identify some of the benefits of a professional lactation assistance program.
OBJECTIVES
By completion of the article, the reader will be able to: 1. Identify barriers to infant breastfeeding in economically disadvantaged Black communities. 2. Recognize components of a breastfeeding sponsorship program.
Please answer either True or False to the questions below. Remember to complete the answer sheet by putting the letter of your corresponding answer next to the question number. Each question has only one correct answer.
The 1.0 contact hour and 0.1 CEU for this program will be offered until June 1, 2025.
1) A mother’s social support network has minimal impact on successful breastfeeding. a. True b. False
2) Hospitals that serve high-income Black communities have lower rates of breastfeeding initiation occur during a new mother’s hospital stay. a. True b. False
3) Disparities in access to professional lactation assistance negatively affects impoverished Black communities’ ability to breastfeed. a. True b. False
4) The employment rate for Black mothers is the highest for women of all races. a. True b. False
5) A support structure that includes increased access to professional lactation consultants can help improve breastfeeding outcomes. a. True b. False
6) Peer-based breastfeeding sponsorship has been successfully applied to increase a mother’s chance for successful breastfeeding.. a. True b. False
7) Commercial baby formula campaigns during the 1800s adversely influenced people’s perceptions of infant feeding, stigmatizing breastfeeding as a choice for women who could not afford baby formula. a. True b. False 8) A breastfeeding sponsor, serving as a contemporary companion, can provide critical support during early motherhood for those who lack social support when breastfeeding. a. True b. False
9) Communication among mothers and members of their support team is not necessary for successful breastfeeding. a. True b. False
10) Breastfeeding protects infants against infections and childhood obesity, while reducing postpartum depression for mothers. a. True b. False
Please print legibly and verify that all information is correct.
First Name: MI: Last Name:
Street Address:
City:
Daytime Phone Number (Include area code):
Email: State: ZIP Code:
Profession:
NYSNA Member # (if applicable): License #: Currently Licensed in NY State? Y / N (Circle one)
License State:
PAYMENT METHOD
Check—payable to New York State Nurses Association (please include “Journal CE” on your check). Credit Card: Mastercard Visa Discover American Express
Card Number: Expiration Date: / CVV#
Name: Signature: Date: / /
Please print your answers in the spaces provided below. There is only one answer for each question.
1._________ 6._________ 2._________ 7._________ 3._________ 8._________ 4._________ 9._________ 5. _________ 10._________
Please complete the answer sheet above and course evaluation form on reverse. Submit both the answer sheet and course evaluation form along with the activity fee for processing. Mail to: NYSNA, attn. Nursing Education and Practice Dept. 131 West 33rd Street, 4th Floor, New York, NY 10001 Or fax to: 212-785-0429
The Journal of the New York State Nurses Association, Vol. 49, No. 1 Learning Activity Evaluation Breastfeeding Disparities Among Communities Lacking Access to Lactation Consultants During the COVID-19 Pandemic: A Theory-Guided Paper
Please use the following scale to rate statements 1–7 below: Poor Fair Good Very Good Excellent
1. The content fulfills the overall purpose of the CE Activity. 2. The content fulfills each of the CE Activity objectives. 3. The CE Activity subject matter is current and accurate. 4. The material presented is clear and understandable. 5. The teaching/learning method is effective. 6. The test is clear and the answers are appropriately covered in the CE Activity. 7. How would you rate this CE Activity overall?
8. Time to complete the entire CE Activity and the test? ____ Hours (enter 0–99) _____ Minutes (enter 0–59)
9. Was this course fair, balanced, and free of commercial bias? Yes / No (Circle one)
10. Comments:
11. Do you have any suggestions about how we can improve this CE Activity?
Thank you for your participation in “Venting the Truth About COVID19: A Report on the Struggles of NYSNA Nurses During the COVID-19 Pandemic,” a new continuing education (CE) activity offered by NYSNA. NYSNA members and nonmembers are invited to take part in this activity, and you do not need to be a resident of New York State.
LEARNING OUTCOME
Participants will identify and compare areas of similarity between nursing during the Crimean War as observed by Florence Nightingale and the COVID-19 pandemic, representing non-conformity with Florence Nightingale’s visions for healthcare reform.
INSTRUCTIONS
In order to receive contact hours for this educational activity, participants are to read the article presented in this issue of The Journal, complete and return the post-test and evaluation form, and earn 80% or better on the post-test.
This activity is free to NYSNA members and $10 for nonmembers. Participants can pay by check (made payable to NYSNA) or credit card. The completed answer sheet and evaluation form may be mailed or faxed back to NYSNA; see the evaluation form for more information.
The New York State Nurses Association is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.
This program has been awarded 1 CH through the New York State Nurses Association Accredited Provider Unit.
The New York State Nurses Association is accredited by the International Accreditors for Continuing Education and Training “IACET” and is authorized to issue the IACET CEU.
The New York State Nurses Association is authorized by IACET to offer 0.1 CEUs for this program.
Declaration of Vested Interest: None
NYSNA wishes to disclose that no commercial support or sponsorship was received.
NYSNA Program Planners, Presenters, and Content Experts declare that they have no financial relationship with an ineligible company.
In order to receive Contact Hours and CEUs, participants must read the entire article, fill out the evaluation, and get 80% or higher on the post-test.
INTRODUCTION
During Florence Nightingale’s service in the Crimean War, she determined that problems such as high mortality could be reduced when the causes were determined and specifically addressed. She advocated for real-time monitoring of mortality incidence rates and holding healthcare entities accountable for patient outcomes. Aware of how inferior hospital conditions impacted nurses and patients, she called for reforms such as better hospital ventilation and reducing overcrowding. The COVID19 pandemic brought to light the many fractures in the United States’ healthcare system, including lack of emergency preparedness, inadequate critical supplies, limited capacity within various patient care settings, inequities in health determinants for minority populations, and mistrust among healthcare staff, the public, and the government. The article bears witness to the events of the COVID-19 pandemic through the lens of Florence Nightingale’s call for healthcare reform.
OBJECTIVES
By completion of the article, the reader will be able to: 1. Identify New York State healthcare facilities’ organizational responses and failures in emergency preparedness and the COVID-19 pandemic. 2. Identify critical thinking and problem analyses needed in emergencies and public health crises such as pandemics and times of conflict. 3. Identify interventions that can create positive outcomes related to emergency preparedness and the ongoing COVID-19 pandemic. 4. Identify common deficiencies in documentation, the collection of data, and the use of statistical analysis to make improvements in patient care and worker safety through the ongoing phases of the COVID-19 pandemic and the Crimean War. 5.Identify existing deficiencies in the NY Healthcare system that can lead to further negative outcomes for the nursing workforce. 6. Identify the methods of political advocacy needed for the survival of nursing and healthcare reform.
Please answer either True or False to the questions below. Remember to complete the answer sheet by putting the letter of your corresponding answer next to the question number. Each question has only one correct answer.
The 1.5 contact hours and 0.2 CEU for this program will be offered until June 1, 2025.
1) The article highlights that the prevailing work culture of medical institutions currently prevent nurses’ participation in system-level problem-solving and forces them to create work arounds in collaboration with close work friends to deliver timely, needed patient care. a. True b. False
2) The application of administrative controls, such as standardization and enforcement of procedures for triaging and cohorting patients, could reduce employee workplace acquired COVID-19 infection. a. True b. False
3) Worker occupational illness and injury were recorded accurately by employers during the Crimean War and COVID-19 pandemic. a. True b. False
4) Instituting state-mandated safe nurse-to-patient ratios would reduce nurse infection rates and improve patient outcomes. a. True b. False 8) The majority of nurses who experienced long COVID were pressured to return to work before their symptoms were gone. a. True b. False
9) Early COVID-19 viral transmission classification as airborne vs. droplet was clearly communicated and did not create confusion. a. True b. False
5) Nurse unions helped members overcome fear during the pandemic, enabling them to advocate for patients and themselves. a. True b. False
6) Nurse unions amplified nurses’ voices and obtained needed support through advocacy for federal law and filing lawsuits. a. True b. False
7) Facility infection rates of nurses at examined healthcare facilities in New
York State were higher in rural areas than in urban areas. a. True b. False 10) Creation of 90-day stockpiles for personal protection equipment and vital equipment would ensure supply availability during times of supply chain disruption or surge in demand for supplies. a. True b. False
Please print legibly and verify that all information is correct.
First Name: MI: Last Name:
Street Address:
City:
Daytime Phone Number (Include area code):
Email: State: ZIP Code:
Profession:
NYSNA Member # (if applicable): License #: Currently Licensed in NY State? Y / N (Circle one)
License State:
PAYMENT METHOD
Check—payable to New York State Nurses Association (please include “Journal CE” on your check). Credit Card: Mastercard Visa Discover American Express
Card Number: Expiration Date: / CVV#
Name: Signature: Date: / /
Please print your answers in the spaces provided below. There is only one answer for each question.
1._________ 6._________ 2._________ 7._________ 3._________ 8._________ 4._________ 9._________ 5. _________ 10._________
Please complete the answer sheet above and course evaluation form on reverse. Submit both the answer sheet and course evaluation form along with the activity fee for processing. Mail to: NYSNA, attn. Nursing Education and Practice Dept. 131 West 33rd Street, 4th Floor, New York, NY 10001 Or fax to: 212-785-0429
Please use the following scale to rate statements 1–7 below: Poor Fair Good Very Good Excellent
1. The content fulfills the overall purpose of the CE Activity. 2. The content fulfills each of the CE Activity objectives. 3. The CE Activity subject matter is current and accurate. 4. The material presented is clear and understandable. 5. The teaching/learning method is effective. 6. The test is clear and the answers are appropriately covered in the CE Activity. 7. How would you rate this CE Activity overall?
8. Time to complete the entire CE Activity and the test? ____ Hours (enter 0–99) _____ Minutes (enter 0–59)
9. Was this course fair, balanced, and free of commercial bias? Yes / No (Circle one)
10. Comments:
11. Do you have any suggestions about how we can improve this CE Activity?
Behaviors: A Quantitative Retrospective Study
Thank you for your participation in “Sexual Well-Being and Screening for Risky Sexual Behaviors: A Quantitative Retrospective Study,” a new continuing education (CE) activity offered by NYSNA. NYSNA members and nonmembers are invited to take part in this activity, and you do not need to be a resident of New York State.
.
INSTRUCTIONS
In order to receive contact hours for this educational activity, participants are to read the article presented in this issue of The Journal, complete and return the post-test and evaluation form, and earn 80% or better on the post-test.
This activity is free to NYSNA members and $10 for nonmembers. Participants can pay by check (made payable to NYSNA) or credit card. The completed answer sheet and evaluation form may be mailed or faxed back to NYSNA; see the evaluation form for more information.
The New York State Nurses Association is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.
This program has been awarded 1 CH through the New York State Nurses Association Accredited Provider Unit.
The New York State Nurses Association is accredited by the International Accreditors for Continuing Education and Training “IACET” and is authorized to issue the IACET CEU.
The New York State Nurses Association is authorized by IACET to offer 0.1 CEUs for this program.
Declaration of Vested Interest: None
NYSNA wishes to disclose that no commercial support or sponsorship was received.
NYSNA Program Planners, Presenters, and Content Experts declare that they have no financial relationship with an ineligible company.
In order to receive Contact Hours and CEUs, participants must read the entire article, fill out the evaluation, and get 80% or higher on the post-test.
INTRODUCTION
In a 2018 report, the Centers for Disease Control and Prevention (CDC) indicated that 1 in 5 people in the United States had a sexually transmitted infection (STI). College-aged students or young adults are disproportionately affected by STIs, resulting in preventable illnesses, unplanned pregnancies, and billions of dollars in medical costs. This age group seeks health information from peers and social media if they feel disconnected from their healthcare providers. Misinformed young adults may have a false perception of low risk regarding sexually transmitted infection and unplanned pregnancy, rendering them vulnerable to otherwise preventable consequences. Sexual health resources that are readily available and accessible to young adults can result in reduction of STIs and unplanned pregnancies. Nurse practitioners and nurses are well positioned to provide educational resources and programs that target risk misperceptions and address ways to empower young adults to make safe sexual health decisions. Characteristics of students who practice high-risk sexual behaviors is explored by the authors in this article. The use of brief action planning (BAP) as a method to modify risky sexual health behaviors among college-age students is studied in this article.
LEARNING OUTCOME
Participants will identify characteristics of college-age students with risky sexual behavior with regard to efficacy of brief action planning as a tool for changing risky behaviors.
OBJECTIVES
By completion of the article, the reader will be able to: 1. Identify risky sexual behaviors among college-age students. 2. Identify characteristics of students engaging in risky sexual behaviors. 3. Identify a method for changing risky behaviors. 4. Identify efficacy of BAP in reducing risky sexual behavior among college-age students.
Please answer either True or False to the questions below. Remember to complete the answer sheet by putting the letter of your corresponding answer next to the question number. Each question has only one correct answer.
The 1.0 contact hour and 0.1 CEU for this program will be offered until June 1, 2025.
1) Most students who reported risky sexual behaviors at their wellness screening were willing to modify health behaviors other than risky sexual health behaviors. a. True b. False
2) The authors suggest that having an open and nonjudgmental community allows students to feel safe enough to honestly disclose sexual activity a. True b. False
3) The riskiest sexual behaviors were found among 19-year-olds. a. True b. False
4) Young adults develop gender norms early in teenage years, which can predispose them to participate in risky sexual behaviors. a. True b. False
5) Young adults feel apprehensive toward healthcare providers if any type of discrimination occurs and can lead them to seek out sexual health information from peers or social media instead. a. True b. False
6) Use of brief action planning (BAP) decreases the likelihood of behavior change. a. True b. False
7) The Health Belief Model (HBM) attempts to predict and describe why individuals modify or maintain their health behaviors. a. True b. False 8) The HBM suggests that a person’s perception of a threat from disease and the belief in the effectiveness of the recommended behavior will predict the likelihood that the individual will adopt the new behavior. a. True b. False
9) The authors suggest that students may not value using protection because they feel safe knowing that free STI testing and Plan B contraception is available on campus. a. True b. False
10) The study found that females were more likely to have unprotected sex and that males were more likely to have multiple partners. a. True b. False
Please print legibly and verify that all information is correct.
First Name: MI: Last Name:
Street Address:
City:
Daytime Phone Number (Include area code):
Email: State: ZIP Code:
Profession:
NYSNA Member # (if applicable): License #: Currently Licensed in NY State? Y / N (Circle one)
License State:
PAYMENT METHOD
Check—payable to New York State Nurses Association (please include “Journal CE”on your check). Credit Card: Mastercard Visa Discover American Express
Card Number: Expiration Date: / CVV#
Name: Signature: Date: / /
Please print your answers in the spaces provided below. There is only one answer for each question.
1._________ 6._________ 2._________ 7._________ 3._________ 8._________ 4._________ 9._________ 5. _________ 10._________
Please complete the answer sheet above and course evaluation form on reverse. Submit both the answer sheet and course evaluation form along with the activity fee for processing. Mail to: NYSNA, attn. Nursing Education and Practice Dept. 131 West 33rd Street, 4th Floor, New York, NY 10001 Or fax to: 212-785-0429
Please use the following scale to rate statements 1–7 below: Poor Fair Good Very Good Excellent
1. The content fulfills the overall purpose of the CE Activity. 2. The content fulfills each of the CE Activity objectives. 3. The CE Activity subject matter is current and accurate. 4. The material presented is clear and understandable. 5. The teaching/learning method is effective. 6. The test is clear and the answers are appropriately covered in the CE Activity. 7. How would you rate this CE Activity overall?
8. Time to complete the entire CE Activity and the test? ____ Hours (enter 0–99) _____ Minutes (enter 0–59)
9. Was this course fair, balanced, and free of commercial bias? Yes / No (Circle one)
10. Comments:
11. Do you have any suggestions about how we can improve this CE Activity?
THE JOURNAL
of the New York State Nurses Association
Call for Papers
The Journal of the New York State Nurses Association is currently seeking papers.
Authors are invited to submit scholarly papers, research studies, brief reports on clinical or educational innovations, and articles of opinion on subjects important to registered nurses. Of particular interest are papers addressing direct care issues. New authors and student authors are encouraged to submit manuscripts for publication.
Information for Authors
For author’s guidelines and submission deadlines, go to the publications area of www.nysna.org or write to journal@nysna.org.
Call for Editorial Board Members
Help Promote Nursing Research
The Journal of the New York State Nurses Association is currently seeking candidates interested in becoming members of the publication’s Editorial Board.
Members of the Editorial Board are appointed by the NYSNA Board of Directors and serve one 6-year term. They are responsible for guiding the overall editorial direction of The Journal and assuring that the published manuscripts meet appropriate standards through blinded peer review.
Prospective Editorial Board members should be previously published and hold an advanced nursing degree; candidates must also be current members of NYSNA. For more information or to request a nomination form, write to journal@nysna.org.
131 West 33rd Street, 4th Fl., New York, NY 10001
1073 NON-PROFIT ORG. US POSTAGE PAID CENTURY DIRECT
