Examines the motivation for achievement as a psychological factor that shapes economic development. Refuting arguments based on race, climate, or population growth, the book instead argues for cultural customs and motivations - especially the motivation for achievement - as the major catalysts of economic growth. Considering the Protestant Reformation, the rise of capitalism, parents' influences on sons, and folklore and children's stories as shaping cultural motivations for achievement, the book hypothesizes that a high level of achievement motivation precedes economic growth. This is supported through qualitative analysis of the achievement motive, as well as of other psychological factors - including entrepreneurial behavior and characteristics, and available sources of achievement in past and present highly achieving societies. It is the achievement motive - and not merely the profit motive or the desire for material gain - that has advanced societies economically. Consequently, individuals are not merely products of their environment, as many social scientists have asserted, but also creators of the environment, as they manipulate it in various ways in the search for achievement. Finally, a plan is hypothesized to accelerate economic growth in developing countries, by encouraging and supplementing their achievement motives through mobilizing the greater achievement resources of developed countries. The conclusion is not just that motivations shape economic progress, but that current influences on future people's motivations and values will determine economic growth in the long run. Thus, it is most beneficial for a society to concentrate its resources on creating an environment conducive to entrepreneurship and a strong ideological base for achievement. (CJC)

The Achieving Society

Women's experience of the encounter with the midwife during childbirth.

Emotion work and boundary maintenance in hospital-based midwifery.

Aims and objectives.  This aim of this study was designed to investigate how a select cohort of nursing students experienced their first practice placement in a large Irish teaching hospital. The objectives of this study were to investigate whom do students learn from, what skills they learnt during their first practice placement and to identify if the use of clinical skills laboratories before their first practice placement helped students relate theory to practice during their first practice placement. The aim of this paper is to discuss if the sessions taught in the clinical skills laboratory prior to the first placement helped students integrate theory to practice during their first practice placement.

Background.  The debate regarding theory–practice integration has been ongoing in nursing for decades. Many studies across Europe have consistently demonstrated that the use of clinical skills laboratories have helped students integrate theory to practice during practice placements. Others have identified the difficulty students have relating theory to practice. However, as there appears to be a gap in current literature, from an Irish perspective, it is essential to highlight if Irish students can integrate theory to practice during their first practice placement.

Design.  A qualitative method incorporating the Heideggarian approach of phenomenology was utilized.

Methods.  A purposeful sampling technique was used to select six participants from all first year students. Interviews were conducted using a semi-structured interview schedule. Data were analysed using the Giorgi method of analysing phenomenological data.

Results.  The participants identified that sessions taught in the clinical skills laboratory before the first practice placement, which they identified as ‘basic nursing skills such as taking and recording vital signs and hygiene needs of patients were useful and helped them to integrate theory to practice during their first practice placement. These results are relevant to this paper as they identify the use of teaching sessions in the clinical skills laboratories, enabling students to link theory to practice during practice placements.

Conclusions.  Nursing students must be adequately prepared to carry out clinical skills competently and efficiently. Educators and practitioners must display the knowledge and skills required to promote theory–practice integration, to enhance nursing students education, which in turn will optimize high standards of patient care.

Relevance to clinical practice.  Clinical skills laboratories are essential to help students develop the collaborative skills required for a profession like nursing. It is essential that students are adequately prepared to carry out clinical skills during their first practice placement, and have the ability to link theory to practice.

Using clinical skills laboratories to promote theory–practice integration during first practice placement: an Irish perspective

Purpose: The purpose of this study was to describe patients' experiences, with a focus on body image, 6 to 12 weeks after a stoma operation Method: Nine patients (8 of whom received preoperative teaching) and who were expected to have their colostomy, ileostomy, or urostomy for at least 6 months were interviewed about their feelings, attitudes, and life experiences after undergoing ostomy surgery Main outcome: Seven themes were identified: alienation from the body, altered body image, influences on sexual life, uncertainty, influences on social life, influences on sports and leisure activities, and physical problems Conclusion: Despite the fact that 8 of the 9 subjects were given comprehensive preoperative teaching, all of the interviewees reported that the stoma influenced their daily life in many unexpected ways, and some expressed severe difficulty in coming to terms with the stoma With a deeper understanding of patients' experiences, the WOC nurse and other health care staff can more effectively prepare and support patients in adapting to their new situation (J WOCN 2002;29:103-8)

Experiences of Swedish men and women 6 to 12 weeks after ostomy surgery.

Midwife/client relationship: midwives' perspectives.

This was a qualitative study, the design of which was based on ideas from the grounded theory approach to data collection and analysis The study examined the concept of human needs from the perspectives of individuals who have an ileostomy or a colostomy and attempted to ascertain their evaluation of the way in which their needs were fulfilled during the time they spent in hospital Respondents consisted of a convenience sample of six individuals who had recent expenence of surgery involving the formation of a stoma Data were collected through unstructured, non-directive interviews Analysis of data involved identification of themes and categones that emerged from the transcripts of the interviews Findings indicated that while individuals' physical needs were met, their psychological and sociocultural needs were not identified This seems to imply that nurses may not be aware of the relevance of these needs to individuals who have an ileostomy or a colostomy Since respondents identified the existence of a good relationship with nurses as being conducive to the fulfilment of these needs, it could be inferred that nurses may lack the skills that are necessary to develop a good relationship with those who are m their care

Stoma care: the patient's perspective.

Motivation for continuing education in midwifery.

Summary

•
The unique role of the midwife is to care for childbearing women through help and assistance. This study set out to identify those factors which influence the midwife/client relationship.

•
A qualitative approach using in-depth interviews with 16 mid wives was adopted for the study to generate explanations of midwives' understanding of the factors which affected the midwife/client relationship.

•
Dilemma analysis of the interview data identified two key factors which affected how the midwives related to clients and which centred on different aspects of the midwife's role. They include:





—
the nature and value of the midwife's role,

—
the recognition of authority/autonomy in practising this role.





•
The findings are discussed and a number of recommendations made for changes relating to midwifery education, practice and organizational issues.

•
It is concluded that these changes are crucial if the midwife/client relationship is to be of therapeutic value to clients.

Valuing the midwife's role in the midwife/client relationship

Summary

•
This paper is based on an investigation into the learning experiences of student midwives in the clinical setting in one maternity unit in the Republic of Ireland.

•
A questionnaire approach was adopted for the data collection and 42 student midwives participated in the study.

•
A number of factors were identified which appear to influence students' experiences of ‘learning on the job’. The quality of their clinical teaching and their observations of the way in which trained staff practise midwifery may influence their decision to continue practising midwifery following registration.

•
These findings clearly point to the importance for midwives to reassert their true role as ‘independent practitioners’ of normal maternity care.

Hally McCrea

Papers

Midwife/client relationship: midwives' perspectives.

Stoma care: the patient's perspective.

Motivation for continuing education in midwifery.

Valuing the midwife's role in the midwife/client relationship

Student midwives' learning experience on the wards