Western Journal of Nursing Research

The purpose of this study was to test the extent to which a causal model developed from a theoretical formulation of postpartum depression was consistent with data collected from three groups of postpartum women. In this cross-sectional, correlational design, the samples consisted of primarily middle-class, Caucasian mothers of term infants and preterm infants, and low-income, African American mothers of term infants. Instruments included the CES-D Depression instrument, the Postpartum Support Questionnaire, Rosenberg’s Self-Esteem instrument, and a question regarding closeness to partner. The causal model was tested with structural equation modeling. Importance of support, support received, and closeness to partner were significant predictors of both self-esteem and depression. Predictors of postpartum depression are the same across diverse samples of women, as proposed in the causal model.

The recruitment of articulate, expressive participants is an essential part of methodology in qualitative research. This article presents the authors’ experience in the recruitment of immigrant women of Chinese and South Asian origin in an ethnographic study. The study included women caring for an adult or child family member who had a chronic health problem. Knowledge of women family caregivers’ health is restricted by the failure to include diverse groups of women in research. In this article, the authors discuss issues related to recruitment and participation of immigrant women in research, including establishing access to diverse groups of women, benefits for immigrant women, and placing the researcher and research process on the same level. Practical research strategies to address these issues and engage the women in research that portrays their perspectives are presented. The authors’ discussion concludes with reflection on their experience and that of other researchers.

This phenomenological study explored the perceptions of 20 patients who had undergone an autologous bone marrow transplantation (ABMT). Transcripts from interviews were analyzed for themes. Three themes emerged related to the experience of isolation during and after ABMT: physical isolation (protecting self and others), emotional isolation (protecting self and others), and physical and emotional isolation (supporting self and others). During physical isolation, participants were protected from infection and tried to protect family and friends from emotional burden. However, physical isolation often led to emotional isolation, which the physical presence of others ameliorated, particularly when an emotional presence was coexistent. Emotional presence was a main source of social support. Participants felt family and friends needed more guidance on ways to provide effective support. An important implication for health care professionals is that emotional support in the form of positive presencing should accompany providing information to both patients and family members.

The goal of nursing education is to help individuals become self-determining, independent thinkers. Cognitive development may be the outcome that best characterizes such a thinker. The purpose of this study was to test a model of cognitive development in which four independent variables—knowledge base, critical thinking skills, critical thinking dispositions, and experience—were used to predict cognitive development. Data were analyzed from 232 practicing registered nurses. Three hierarchical levels of cognitive development were examined: dualism, relativism, and commitment. Critical thinking skill was a significant contributor only to the dualistic level of cognitive development. Critical thinking dispositions contributed to all three levels of cognitive development. Experience contributed only to the commitment level. The results of this study suggest that the development of a critical thinker may require time and experience. These findings can be used to examine current policy regarding the criteria used to evaluate nursing education.

Evaluating conceptual and methodological issues are important considerations when developing a videotape for research intervention. The process of developing a videotape for research involves several critical steps to maintain scientific rigor during the project. Establishing content validity of the videotape script and maintaining scientific integrity while producing the videotape are key components. Issues such as copyright and intellectual property are important considerations. The use of videotape provides a consistent method of providing information to research subjects. Careful attention to the research process during each phase of development of the videotape will enhance the success of the project.