18th Annual Nursing and Midwifery Research Conference Docume

School of Nursing and Midwifery Scoil an Altranais agus an Chnáimhseachais

necessary to understand particular approaches and policy decisions relating to expectations for nursing competencies Results : There is an inconsistency of approaches to preparing nurses to practice with cultural safety. Additionally, there is no consistent global understanding surrounding the role for nurses in social justice activities. A critical relational pedagogy is proposed as an approach that enables an acknowledgement of relevant sensitivities and equips nurses globally to consider critically their role in countering health inequalities and addressing social justice matters. Conclusion : There is an urgent need to ensure that policies are developed that enable nurses to be prepared and required to practice cultural safety. The lack of clarity of the nurse’s responsibilities in social justice activities requires policy consistency across global nursing authorities and regulatory bodies. A Process Evaluation of the Young Knocknaheeny Area-based Childhood Programme 2015-2017 Author(s) Dr. Margaret Curtin, Lynn Buckley, Affiliation(s) College Lecturer, School of Nursing and Midwifery, UCC Abstract Background: Intergenerational poverty in established low-income communities has significant negative consequences for child health and development. Tailored programmes of targeted and universal interventions to support early childhood development can mitigate the effects for children and families. A number of evidence-based approaches may be utilised. However, local contextual complexity must be considered if the most vulnerable families are to be included. Young Knocknaheeny (YK) is an interagency collaboration aiming to reduce child poverty and enhance child development through a whole community prevention and early intervention approach. The programme is underpinned by an innovative Infant Mental Health (IMH) framework. Aim: To evaluate the processes and approach to implementing the YK programme and identify enablers and barriers to effective adaptation of evidence-based approaches. Methods: Using the CDC ‘Framework for Evaluation in Public Health’ a mixed- methods approach was adopted. Administrative programme data were analysed to assess reach and determine levels of engagement. Qualitative methods were used to understand the implementation processes. Early Childhood Environment Rating Scale (ECERS) was used to assess childcare quality. Results: Stakeholders, practitioners and parents report positive experiences of engaging with the YK programme, resulting in improved inter-agency working and greater co-ordination and planning around family’s/children’s needs. The IMH framework provided a common language for practitioners, a mechanism for inter-disciplinary working and an effective support for engaging vulnerable families. The mentoring, coaching and quality improvement programme resulted in very significant improvement in childcare quality. Conclusion: YK in an effective, innovative, replicable approach to supporting early childhood development and health in a low-income community.

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