Gauging knowledge of developmental milestones among Albertan adults: a cross-sectional survey

<p>Abstract</p> <p>Background</p> <p>Parental knowledge of child development has been associated with more effective parenting strategies and better child outcomes. However, little is known about what adults who interact with children under the age of 14 years know about child development.</p> <p>Methods</p> <p>Between September 2007 and March 2008, computer assisted telephone interviews were completed with 1443 randomly selected adults. Adults were eligible if they had interacted with a child less than 14 years of age in the past six months and lived in Alberta, Canada.</p> <p>Results</p> <p>Sixty three percent of respondents answered two (or more) out of four questions on physical development correctly. Fifteen percent of respondents answered two (or more) out of three questions on cognitive development correctly. Seven percent of respondents answered three (or more) out of five questions on social development correctly. Two percent of respondents answered three (or more) out of five questions on emotional development correctly. Parents and females were better able to identify physical developmental milestones compared to non-parents and males. 81% of adults correctly responded that a child's experience in the first year of life has an important impact on later school performance, 70% correctly responded that a child's ability to learn is not set from birth, 50% of adults correctly responded that children learn more from hearing someone speak than from television, and 45% recognized that parents' emotional closeness with a baby influences later achievement. Parents were most likely to use doctors/paediatricians, books, and nurses as resources. Among parents, there was no relationship between knowledge and parenting morale.</p> <p>Conclusions</p> <p>The majority of adults were unable to correctly answer questions related to when children under six years of age typically achieve developmental milestones. Knowledge of physical development exceeded knowledge about cognitive, emotional and social development. Adults were aware of the importance of positive experiences in influencing children's development. Strategies to improve awareness of developmental milestones combined with information on how to support optimal development may improve child development outcomes. Given that parents seek information about child development from health care providers there is an opportunity to ensure that providers are well informed about child development.</p

Attitudes towards Interprofessional Education among Medical and Nursing Students: the Role of Professional Identification and Intergroup Contact

This research analyses the effect of professional identification and intergroup contact on attitudes towards interprofessional education (IPE) among medical and nursing students. Three hundred fifty-eight nursing and medical students were surveyed measuring attitudes towards IPE and professional identification. Moreover, students were asked to report the hours of practical training that they had already done, as measure of intergroup contact. Results indicated that ingroup identification increased attitude towards IPE among nursing students, while it decreased attitude among medical students. Intergroup contact, instead, had not significant effect. Results are discussed on the basis of social identity theory and status differences between professional groups

Health Messaging and African–American Infant Sleep Location: A Randomized Controlled Trial

BACKGROUND: Infant-parent bedsharing increases the risk of SIDS and other sleep-related deaths. Despite AAP recommendations to avoid bedsharing, public health efforts have been unsuccessful in changing behaviors. African-American infants are more than twice as likely to die from SIDS and other sleep-related deaths, and are also twice as likely to bedshare with their parents. Further, African-American parents have a high degree of self-efficacy with regards to preventing infant suffocation, but low self-efficacy with regards to SIDS risk reduction. It is unclear whether messages emphasizing suffocation prevention will decrease bedsharing. OBJECTIVES: To evaluate the impact of specific health messages on African-American parental decisions regarding infant sleep location. METHODS: We conducted a randomized, controlled trial of African-American mothers of infants. The control group received standard messaging emphasizing AAP-recommended safe sleep practices, including avoidance of bedsharing, for the purposes of SIDS risk reduction. The intervention group received enhanced messaging emphasizing safe sleep practices, including avoidance of bedsharing, for both SIDS risk reduction and suffocation prevention. Participants completed interviews at 2–3 weeks, 2–3 months, and 5–6 months after the infant’s birth. RESULTS: 1194 mothers were enrolled in the study, and 637 completed all interviews. Bedsharing, both usually (aOR 1.005 [95% CI 1.003, 1.006]) and last night (aOR 1.004 [95% CI 1.002, 1.007]) increased slightly but statistically significantly with infant age (p<0.001). Receipt of the enhanced message did not impact on sleep location. Maternal belief that bedsharing increased the risk of SIDS or suffocation declined over 6 months (p<0.001) and did not differ by group assignment. CONCLUSION: African-American mothers who received an enhanced message about SIDS risk reduction and suffocation prevention were no less likely to bedshare with their infants

Why Am I Still Here? The Impact of Survivor Guilt on the Mental Health and Settlement Process of Refugee Youth

People who survive traumatic events, such as war or serious illness, may experience guilt because they survived. This is called ‘survivor guilt’, a complex phenomenon that is not given much attention by mental health professionals. In the case of refugees, this guilt can lead to issues that inhibit settlement in the new society, such as idealization of the past, a desire to return home and resistance to claim their place in the new society.https://source.sheridancollege.ca/fahcs_books/1011/thumbnail.jp