Background: Nurses working in COVID -19 units during the pandemic are more likely to be psychologically vulnerable. The present study aimed to investigate the relationship between psychological ...vulnerability and psychological capital and health anxiety through the mediating role of emotional processing in nurses working in the COVID- 19 units during the pandemic. Methods: This is a cross-sectional, correlational study using Structural Equation Modeling (SEM). The statistical population of the research was all nurses working in the COVID-19 units of Shiraz City, Iran in 2021. Five hospitals in Shiraz were randomly selected and then, 200 nurses were selected from their COVID-19 units through multistage random sampling. The data were collected by Symptom CheckList-90-Revised (SCL-90-R), the Psychological Capital Questionnaire (PCQ), the Health Anxiety Inventory (HAI), and the Emotional Processing Scale (EPS), and analyzed by AMOS-25 using SEM and Pearson correlation coefficient. The significance level of 0.05 was considered. Results: The results of the SEM suggested that the proposed model fits the data. The results showed a direct relationship between health anxiety and psychological vulnerability (β=0.49; P=0.011). Moreover, there was a negative relationship between psychological capital and psychological vulnerability (β=-0.53; P=0.002), emotional processing and psychological vulnerability (β=-0.67; P=0.031), and health anxiety and emotional processing (β=-0.48; P=0.001). The direct path of psychological capital and emotional processing was not confirmed and eliminated from the final model. According to the results, there was a significant indirect path from health anxiety to psychological vulnerability through the mediating role of emotional processing (P=0.001). Conclusion: Psychological capital and emotional processing could reduce the psychological disturbances caused by working in COVID-19 during the pandemic. Therefore, increasing nurses’ psychological capital and improving their emotional processing skills are suggested.
To describe the process of breastfeeding relationships among stay-at-home mother and infant dyads at 1, 3, 5 and 6 months.
A longitudinal qualitative online survey design was used.
Data were obtained ...at 1, 3, 5 and 6 months from 26 breastfeeding mothers who stayed home with their infants and directly breastfed at least once a day for the first 6 months between June 2022 and August 2023. Mothers' written responses to 3 open-ended questions were analysed to assess breastfeeding experiences at home, thoughts/comments while directly breastfeeding and breastfeeding concerns/problems and strategies they used. Based on grounded theory, inductive content analysis was used to analyse the data. Trustworthiness of results was established by coding to consensus, formal peer debriefing and maintaining an audit trail.
'Breastfeeding Relationships at Home,' the core construct, was identified and organized the process of breastfeeding relationships into 5 domains: (1) mothers' emotional well-being while breastfeeding, (2) infant-led feeding, (3) alternatives to breastfeeding, (4) evaluation of breastfeeding and (5) changes in breastfeeding as infants grow older.
Breastfeeding is not simply about feeding breast milk but also involves nurturing and developing a relationship between mother and infant. Across the domains, mutual responsiveness, a central element of the breastfeeding relationship was clear. Mothers who were committed to breastfeeding with embedded infant suckling reached emotional well-being in return for their engagement which has potential to reduce maternal stress and prevent postpartum depression.
Findings from the current study add to nurses' knowledge about the relationship building process between stay-at-home mothers and their infants in the first 6 months of breastfeeding during the COVID-19 pandemic. Nurses must remain sensitive to aid the development of breastfeeding relationships in the home environment to maximize mutual responsiveness.
No patients or public involved.
Aims and objectives
To explore nursing students’ subjective experience of emotions during first‐year clinical placements, strategies used to manage their emotions and socialisation to emotion ...management.
Background
Emotion regulation is a key source of stress for early career and student nurses. Clinical placement experiences can elicit strong emotions in nursing students; however, they may be unprepared for the challenge of regulating their emotions in real‐world practice. How nursing students learn to manage their emotions in the clinical setting, whether they receive support for this, and how they are socialised to manage their emotions during placements are not well known.
Design
An exploratory qualitative study.
Methods
Semi‐structured interviews (n = 19) were conducted with first‐year nursing students, exploring their experiences of emotion management during clinical placement. Interview transcripts were analysed using conventional qualitative content analysis. Reporting adheres to the COREQ Checklist.
Results
Interactions with patients and staff often elicited negative feelings. Structured guidance for emotion management by supervising staff was scarce. Students used informal self‐reflection and interpretation to guide emotion management.
Conclusions
In the absence of strategic socialisation and formal support for effective emotion management, students used emotional labour strategies that can negatively impact on well‐being. A focus on adequately preparing nursing students for emotion work is a necessary component of classroom and clinical learning environments. Structured debriefing during clinical placements may provide a relevant context to discuss emotions arising during clinical work and to learn emotion management strategies.
Relevance to clinical practice
Emotional competence, a fundamental ability for registered nurses and students, supports personal health maintenance and strengthens professional practice. Students are exposed to clinical environments and interpersonal encounters that evoke strong emotions. They need situated learning strategies and formal support to develop knowledge and strengthen capability for emotion management, as this is essential for promoting professional development and patient care.
To explore young adults' experiences of living with type 1 diabetes in the transition to adulthood, including experiences of the transfer from paediatric to adult care.
A qualitative approach was ...used.
Ten young adults, six women and four men, aged 19-29 years, participated. Participants were recruited at their regular diabetes clinic from spring 2021 to spring 2022. Semi-structured interviews were transcribed and analysed using qualitative content analysis.
Dreaming of being nurtured towards self-reliance was the overarching theme. Personal experiences of the transition to adulthood, including the transfer from paediatric to adult care, were described in terms of struggling to find balance in daily life, dealing with feelings of being different, being gradually supported to achieve independence, and wishing to be approached as a unique person in healthcare.
In healthcare, it is important to emphasize not only diabetes-related factors but also emotional and psychosocial aspects of life connected to the transition to adulthood, including the transfer to adult care. The young adults wished to be seen as unique persons in healthcare during their emerging adulthood and should therefore be supported to achieve self-reliance through personal preparations for new challenges and for the consequences of transitioning to adulthood. Specialist nurses can provide appropriate knowledge and leadership.
These findings can guide nurse specialists in support for emerging adults to achieve self-reliance and indicate the importance of person-centred care when experiencing transition and transfer.
The study adhered to EQUATOR guidelines, and the COREQ checklist for qualitative studies was used as the reporting method.
Cultural Affordances and Emotional Experience Kitayama, Shinobu; Mesquita, Batja; Karasawa, Mayumi
Journal of personality and social psychology,
11/2006, Letnik:
91, Številka:
5
Journal Article
Recenzirano
The authors hypothesized that whereas Japanese culture encourages socially engaging emotions (e.g., friendly feelings and guilt), North American culture fosters socially disengaging emotions (e.g., ...pride and anger). In two cross-cultural studies, the authors measured engaging and disengaging emotions repeatedly over different social situations and found support for this hypothesis. As predicted, Japanese showed a pervasive tendency to reportedly experience engaging emotions more strongly than they experienced disengaging emotions, but Americans showed a reversed tendency. Moreover, as also predicted, Japanese subjective well-being (i.e., the experience of general positive feelings) was more closely associated with the experience of engaging positive emotions than with that of disengaging emotions. Americans tended to show the reversed pattern. The established cultural differences in the patterns of emotion suggest the consistent and systematic cultural shaping of emotion over time.
Nostalgia Wildschut, Tim; Sedikides, Constantine; Arndt, Jamie ...
Journal of personality and social psychology,
11/2006, Letnik:
91, Številka:
5
Journal Article
Recenzirano
Odprti dostop
Seven methodologically diverse studies addressed 3 fundamental questions about nostalgia. Studies 1 and 2 examined the content of nostalgic experiences. Descriptions of nostalgic experiences ...typically featured the self as a protagonist in interactions with close others (e.g., friends) or in momentous events (e.g., weddings). Also, the descriptions contained more expressions of positive than negative affect and often depicted the redemption of negative life scenes by subsequent triumphs. Studies 3 and 4 examined triggers of nostalgia and revealed that nostalgia occurs in response to negative mood and the discrete affective state of loneliness. Studies 5, 6, and 7 investigated the functional utility of nostalgia and established that nostalgia bolsters social bonds, increases positive self-regard, and generates positive affect. These findings demarcate key landmarks in the hitherto uncharted research domain of nostalgia.
Ever since William James, psychologists of emotion have tended to view affective states as intrinsically conscious. We argue that nonconscious affect also exists, and focus specifically on the ...possibility of unconscious "liking". We present evidence that positive and negative affective reactions can be elicited subliminally, while a person is completely unaware of any affective reaction at all (in addition to being unaware of the causal stimulus). Despite the absence of any detectable subjective experience of emotion, subliminally induced unconscious "liking" can influence later consumption behaviour. We suggest that unconscious "liking" is mediated by specific subcortical brain systems, such as the nucleus accumbens and its connections. Ordinarily, conscious liking (feelings of pleasure) results from the interaction of separate brain systems of conscious awareness with those core processes of unconscious affect. But under some conditions, activity in brain systems mediating unconscious core "liking" may become decoupled from conscious awareness. The result is a genuinely unconscious emotion.
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