The utilization and efficiency of the informal caregivers' coping strategies.

This study highlights the coping strategies used by informal caregivers whose husbands live with cancer. It also aims at measuring the efficiency of the selected strategies. The convenience sample was composed of 30 informal caregivers. The results indicate that informal caregivers primarily use support, optimism, independence, and facing of the situation. In general, the categories of coping strategies most often used by informal caregivers are considered by them to be the most efficient. The results of the study encourage nurses to identify more regularly the coping strategies used by informal caregivers; to recognize their efficiency and implement interventions likely to improve the informal caregivers' stress management.

Description of the caregiver's educational needs and the degree of her dissatisfaction.

This study emphasized the learning needs of caregivers whose husbands have cancer and describes their level of dissatisfaction concerning these needs. A convenience sample of 30 women caregivers was used. The results demonstrate that caregivers possess initial acquired knowledge as learners and have 26 specific learning needs. The existence of a learning need produces a level of dissatisfaction among the female caregivers. Among these learning needs, the most likely to generate the greatest dissatisfaction are the learning needs associated with personal concerns. The results encourage nurses to play a more active role in learning by assessing whether the information the caregivers are receiving is understood well enough to meet their learning needs.

Translation, adaptation and validation process for the DINA instrument. Derdiarian Information Needs Assessment.

This article presents an adapted and validated version of the Derdiarian Information Needs Assessment (DINA) instrument. This French adaptation of the DINA instrument helps to determine the learning needs of the caregiver whose spouse is a cancer patient. The design of the original DINA instrument is explained. The accuracy of the statements comprising the adapted instrument was established by agreement by two language experts about the phrasing of each question. Using a conceptual analysis of the term "learning need" and a perceptual approach, modifications were made to the DINA instrument. Measuring attributes appropriate for this instrument are indicated. The article puts forward the validity and reliability of the French adaptation of the instrument. It concludes with stressing the usefulness of this instrument for the nursing practice.

[Idiopathic scoliosis and the stooping position test]. / La scoliose idiopathique et le test en position penchée vers l'avant.

Idiopathic scoliosis, or scoliosis with no recognizable cause, is the most common form of scoliosis. According to Burrows and Young (1991), the stooped position test (where the child is asked to bend forward) has been used by nurses to test school age children since 1947 and is still the most widely used test for early identification of this condition. To provide an accurate reading of this test, nurses need extensive knowledge of the characteristics of this deformity. They must also be able to note with precision the objective, subjective and evolving signs of idiopathic scoliosis. Statistical information relating to the intrinsic and predictive validity of the test are also important for early detection and referral to a physician. This article describes the symptoms of idiopathic scoliosis, the testing methodology and its validity. The authors also suggest using a scoliometer as a supplementary tool because it measures the degree of spinal deformity and specifies the degree of rotation of the spinal cord.

[The learning needs of the cancer patient: a conceptual analysis]. / Les besoins d'apprentissage de la personne atteinte de cancer: une analyse conceptuelle.

This paper offers a conceptual analysis of the term "learning need" of a cancer population. This analysis was made according to the steps recommended by Wilson (1969). In order to properly understand the essential features of the learning need concept, it is defined by focusing on its characteristics: cognitive knowledge, affective knowledge, psychomotor knowledge and the notion of learning. For the sake of clarity, the expression "learning need" was analyzed by examining a group of closely related concepts: information need, desire to learn and search for information. Although it is often used, the boundary between these concepts is not clearly identified. Some of these concepts may even be confused for each other. The paper concludes by explaining the nature of the cancer patient's learning needs.

[Learning to provide home care]. / Apprendre à soigner à domicile.

More and more social policies are directed at community-based care. As a result, a family member, usually a woman, is called upon to become the caregiver of the sick person at home. In the case of a female caregiver who finds herself providing home care to a recently diagnosed cancer patient, major existential problems must be resolved. Without professional training, this woman must assume major responsibilities for the daily needs of her family member. To maintain a certain degree of control, she must learn to deal with her new situation. Facilitating the learning process becomes an important part of the nurse educator's role. By applying the Knowles theory of adult learning, the nurse educator is better able to understand the learning patterns of adults faced with such problems. This model helps develop a better perception of the adult learner, a clearer vision of the learning involved, and a better understanding of the nurse's role as educator. Before providing information, the nurse takes into account the perceptions of the caregiver and focuses on the person herself--thus recognizing her uniqueness. She helps the learner to become aware of her learning needs, to explore her motivations and to share her experiences. Through her attitude, the nurse communicates her intellectual and emotional availability, and encourages the caregiver to rely on and use her expertise. While providing necessary assistance, the nurse educator is instrumental in allowing the caregiver to take control of her own learning.

[Adult apprenticeship using the Knowles model]. / L'apprentissage de l'adulte selon le modele de Knowles.

In her doctoral studies in adult learning, the author perceived that the application of Knowles' theory to the learning abilities of sick and healthy adults allowed a better understanding than most other theories. In this model, adults develop their knowledge, sense of control, and coping skills as they apply to situations of daily living. The reason for this is that adults' learning patterns are oriented towards their specific life skills. In fact, individuals have a desire to learn what is useful and necessary for their progress. In a learning situation, the adults' self-concept and acquired experiences are taken into account. The adult becomes the centre of the learning process. Knowles teaches educators such as nurses to particularly look at the learning needs of adults with existential problems. He insists that these needs be acknowledged and satisfied in the "here and now," with emphasis on learning rather than teaching. Knowles theory is based on four assumptions relating to the adult learner. These assumptions are concerned with self-concept, acquired experience, learning ability and benefits achieved by the immediate application of learning. The six elements that constitute the thinker's concept are explained in detail. They include: the need to know; the learner's self-concept; the role of previous experience, the willingness to learn; the motivation to learn; and a teaching orientation. Knowles differentiates between the learning patterns of adults and youths. Helping adults to learn and helping youths to learn are presented as a continuum that takes into account the holistic attributes of adults at any moment in their learning pattern.(ABSTRACT TRUNCATED AT 250 WORDS)

[The theory of caring by Watson]. / Lathéorie du caring de Watson.

The phenomenon of caring has been the object of much interest among researchers. This article explores the ten "carative" factors that form the core of Jean Watson's theoretical model and relates them to nursing practice. When incorporated into a treatment plan, the factors can help clients and their families develop a sense of responsibility and control over illness-induced stress. For nurses, the model can be a source of motivation and job satisfaction.