Mercer Ramona T, Walker Lorraine O
Department of Family Health Nursing in the University of California, San Francisco, Burlingame, USA.
J Obstet Gynecol Neonatal Nurs. 2006 Sep-Oct;35(5):568-82. doi: 10.1111/j.1552-6909.2006.00080.x.
To determine the current state of knowledge of nursing interventions that foster the process of becoming a mother.
A literature search was conducted using CINAHL and PubMed electronic databases and other key references.
Reports on nursing intervention research published in English that focused on a facet of maternal behavior in the process of becoming a mother during pregnancy or during the first 4 months following birth, or both, were included. Twenty eight reports were found.
Studies were reviewed, categorized, and analyzed and interventions synthesized to determine the current knowledge base for fostering becoming a mother. Categories included instructions for infant caregiving, building awareness of and responsiveness to infant interactive capabilities, promoting maternal-infant attachment, maternal/social role preparation, and interactive therapeutic nurse-client relationships.
Interactive therapeutic nurse-client relationships and maternal/social role preparation had greater impact on variables indicating progress in becoming a mother than formal teaching. Instructions without nurse input were ineffective.
Interactive reciprocal nursing interventions are the most effective in enhancing mother-infant interactions and maternal knowledge about infant care. Evidence is limited on how to foster the mother's feelings about herself in becoming a mother and attachment to her infant.
确定促进成为母亲这一过程的护理干预措施的当前知识状况。
使用CINAHL和PubMed电子数据库以及其他关键参考文献进行文献检索。
纳入以英文发表的关于护理干预研究的报告，这些研究聚焦于孕期或产后前4个月成为母亲过程中母亲行为的某一方面，或两者皆有。共找到28份报告。
对研究进行审查、分类和分析，并综合干预措施以确定促进成为母亲的当前知识库。类别包括婴儿护理指导、培养对婴儿互动能力的意识和反应能力、促进母婴依恋、母亲/社会角色准备以及护士与患者的互动治疗关系。
与正式教学相比，护士与患者的互动治疗关系以及母亲/社会角色准备对表明成为母亲过程进展的变量有更大影响。没有护士参与的指导无效。
互动性的护理干预措施在增强母婴互动以及母亲关于婴儿护理的知识方面最为有效。关于如何培养母亲在成为母亲过程中的自我感受以及对婴儿的依恋，证据有限。
