To understand and recognize a normal labor pattern.
To understand the mechanism of labor for a cephalic
presentation.
To understand the meaning of the following germs:
Presentation, position, lie, station, effacement, dilatation.
To understand the phases and stages of labor.
Physiology of Normal Labor and
Delivery
Normal labor
Emanuel Friedman in his elegant treatise on labor (1978) stated correctly
that "the clinical features of uterine contractions namely frequency,
intensity, and duration cannot be relied upon as measures of progression
in labor nor as indices of normality. Except for cervical dilatation and
fetal decent, none of the clinical features of the parturient patient
appears to be useful in assessing labor progression." Friedman sought
to select criteria that would limit normal labor and thus be able to
identify significant abnormalities of labor. These limits, admittedly
arbitrary, appear to be logical and clinically useful. The graphic
representation of labor plotting descent and dilatation against time has
become known as the Friedman curve. It, or a modification of it, is used
extensively to evaluate laboring patients.
Figure 2. Graphic portrayal of the
relationship between cervical dilatation and elapsed time in labor (heavy
line) and between fetal station and time (light line). Labor has been
divided functionally into a preparatory division (including latent and
acceleration phases of the dilatation curve), a dilatational division
comprising only the linear phase of maximum slope of dilatation, and a
pelvic division encompassing the linear phase of maximum descent.
Greetings to you all, this year will be an exciting year for all nurses and nursing students in the St. Benedict's school of Nursing in Wewak, located on the west part of the Island of Papua New Guinea in the Pacific Ocean. This is my first year of teaching and I am grateful for the opportunity given to teach the digital age nursing students to make use of the available technologies right at their finger-tips. The aim of this blogging with students is to create a community of inquiry in higher education level for effective adult teaching-learning process. By the end of this semester (one) in the year 2020, students should achieve a GPA of 2.6 or above, as a result of this blogging for participatory and includes self-directed learning which also capture application of theory to practice in nursing education. Especially, transitioning from Student to Graduate nurse.
Nurses in the past have not been recognized or acknowledged for the very important work (roles) they do to patients and the population health as a whole. However, the World is recognizing the nurses because they are the ones very close to the patients meaning they spent most of their times nursing the sick and the needy. Nurses roles range from being a care-giver, advocator, educator, etc. But not equal to that of other professionals because they are multi-skilled and multi-tasked.
2020 Year of the Nurse & Midwife: Celebrating our Impact
in Caring "Let’s
make 2020, not only the Year of the Nurse and Midwife, but the year that every
person on the planet can truly say, I am lucky to have had my life touched by a
nurse." Anne Dabrow Woods, DNP, RN, CRNP,
ANP-BC, AGACNP-BC, FAAN
Chief Nurse; Health Learning, Research & Practice, Wolters Kluwer
Anticipating a Banner Year for Nursing "...now more
than ever, nursing is in a position of influence." Shawn Kennedy MA, RN, FAAN
Editor-in-Chief, AJN, American Journal of Nursing
The increasing population health needs are some challenges that cannot be handled alone by any one health work. Team work and inter-professional approach is necessary to tackle the population health needs of a health system in each country. Therefore, nurses are seen as vehicles to drive the change for a better health outcome and this year is committed to acknowledge every nurses or nursing students to appreciate and be grateful for their profession and that the professionalism should be up to the standard required.
DISCUSSION FORUM: Please give your opinion relating to this year theme "2020 year of the nurse and midwife" and how we can improve the nursing profession in Papua New Guinea. Remember, you are required to discuss your opinions and also comment on other students discussion as well.
Gamified learning in higher institutions improve student
engagement, motivation, and performance (Subhash & Cudney, 2018). The universal presence of
technology in classrooms has inspired a shift from traditional classroom
lectures to integrated digital learning environments. These interactive
learning environments present the opportunity to evolve the teaching process
through the incorporation of game elements that have been shown to capture user
attention, motivate towards goals, and promote competition, effective teamwork,
and communication. Gamification and game-based learning systems aim to bring
these benefits into the learning and teaching process.
Gaming strategies in Nursing Education improves final exam
scores for nursing students who used it compared to others who did not use Kahoot.it game in the same required
course (Kinder & Kurz, 2018). The investigated effects of
implementing an online instant response system “Kahoot!” can enhance learning
motivation, facilitate better learning achievement, create incentives for the
students to do previews and reviews, and can create teachable moments (Lee, Hao, Lee, Sim, & Huang, 2019). Kahoot is a platform for
creating and playing learning games. Kahoot is a free, online quiz platform and
instant feedback system that helps teachers create a fun competitive-gaming
environment (Kuo & Chuang, 2018). Learners can access the
Kahoot platform (Kahoot.it) using a mobile phone or tablet to answer multiple
choice questions. Kahoot incorporates the community of inquiry framework;
teacher presence, cognitive presence and social presence. Kahoot brings all
together in a social environment to play, have fun and collaborate with the
learning in it (Bristol, 2019). The revised community of inquiry model includes
‘learner presence’ and how the use of technology can include all elements in
which Kahoot makes use of all; teacher presence, social presence, learner
presence and cognitive presence (Shea & Bidjerano, 2010).
Other benefits or advantages of using Kahoot (web-based) is
that the review games are fun tools to review course content and can serve as
an effective method to determine student understanding, progression, and
knowledge (Dell & Chudow, 2019). It can also be used to
introduce new concept or review a lesson topic. It can also be used as a
formative assessment tool because gamification affected academic achievement
and student engagement in learning environments(Orhan Göksün & Gürsoy, 2019). Students will come to class
prepared since they knew pre-quizzes motivated for course. Kahoot helps the
teacher identify where students need support within a large multidisciplinary
clinical therapeutics unit (Gardiner, McCourt, Porter, & Santos, 2019).
Kahoot has user feedback ratings and teachers can save time
on correcting tests but it is mainly for online users or blended learning.
Other limitations include competition in time and learners have to work fast to
answer the question within a given time frame. An educator is challenged to
master the skill of using this platform to interact with this generation of
digital users. Otherwise, this platform is much easier to use compare to other
platforms. But teachers need to project a larger screen so students can follow
using their mobile phones or laptops or desktops like a remote control to
answer the questions projected on larger screen in the classroom. It would be
easier for online learners to use mobile phones to answer the multiple-choice questions
or quizz while the Blackboard Collaboration session is displaying the teacher’s
large screen of displayed questions. It would be better to use a computer lab
for this type of session if students do not have mobile devices. The competitive
nature of Kahoot keeps the students motivated and engaged in the teaching
learning process (Wang, 2015).
A video about Kahoot demo for teachers. Hope it will guide you on getting started to using it!
References
Bristol, T. J. (2019).
Building Community in the Online Course. Teaching and Learning in Nursing,
14(1), 72–74. https://doi.org/10.1016/J.TELN.2018.11.004
Dell, K. A., &
Chudow, M. B. (2019). A web-based review game as a measure of overall course
knowledge in pharmacotherapeutics. Currents in Pharmacy Teaching and
Learning, 11(8), 838–842. https://doi.org/10.1016/J.CPTL.2019.04.012
Gardiner, K. M.,
McCourt, L., Porter, K., & Santos, M. S. (2019). Kahoot! Identifying where
students need support within a large multidisciplinary clinical therapeutics
unit. Research in Social and Administrative Pharmacy, 15(5), e25.
https://doi.org/10.1016/J.SAPHARM.2019.03.143
Kinder, F. D., &
Kurz, J. M. (2018). Gaming Strategies in Nursing Education. Teaching and
Learning in Nursing, 13(4), 212–214.
https://doi.org/10.1016/J.TELN.2018.05.001
Kuo, C.-L., &
Chuang, Y.-H. (2018). [Kahoot: Applications and Effects in Education]. Hu Li
Za Zhi The Journal of Nursing, 65(6), 13–19.
https://doi.org/10.6224/JN.201812_65(6).03
Lee, C.-C., Hao, Y.,
Lee, K. S., Sim, S. C., & Huang, C.-C. (2019). Investigation of the effects
of an online instant response system on students in a middle school of a rural
area. Computers in Human Behavior, 95, 217–223.
https://doi.org/10.1016/J.CHB.2018.11.034
Orhan Göksün, D., &
Gürsoy, G. (2019). Comparing success and engagement in gamified learning
experiences via Kahoot and Quizizz. Computers & Education, 135,
15–29. https://doi.org/10.1016/J.COMPEDU.2019.02.015
Shea, P., &
Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy,
self-regulation, and the development of a communities of inquiry in online and
blended learning environments. Computers & Education, 55(4),
1721–1731. https://doi.org/10.1016/J.COMPEDU.2010.07.017
Subhash, S., &
Cudney, E. A. (2018). Gamified learning in higher education: A systematic
review of the literature. Computers in Human Behavior, 87,
192–206. https://doi.org/10.1016/J.CHB.2018.05.028
Wang, A. I. (2015). The
wear out effect of a game-based student response system. Computers &
Education, 82, 217–227.
https://doi.org/10.1016/J.COMPEDU.2014.11.004
Greetings to you all, this year will be an exciting year for all nurses and nursing students in the St. Benedict's school of Nursing in Wewak, located on the west part of the Island of Papua New Guinea in the Pacific Ocean. This is my first year of teaching and I am grateful for the opportunity given to teach the digital age nursing students to make use of the available technologies right at their finger-tips. The aim of this blogging with students is to create a community of inquiry in higher education level for effective adult teaching-learning process. By the end of this semester (one) in the year 2020, students should achieve a GPA of 2.6 or above, as a result of this blogging for participatory and includes self-directed learning which also capture application of theory to practice in nursing education. Especially, transitioning from Student to Graduate nurse. 
