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Lack of access to birth facilities and maternity care providers has contributed to rising US maternal mortality and morbidity rates, especially among women in rural areas. Evidence supports the increased use of midwives as a potential solution for access-to-care issues. This observational survey was conducted to identify the practice environment for Certified Nurse-Midwives® in Colorado for the purpose of informing future workforce expansion. Study results indicate that midwives provide services aligned with the midwifery model of care and have mostly autonomous practice in hospitals where midwifery practices are already established. However, there is limited use of midwives, as fewer than half of Colorado's 69 birthing hospitals have midwifery practices, and financial constraint created by low Medicaid reimbursement could be a limiting factor in establishing new midwifery practices. Policy recommendations based on survey results include (a) support for midwifery education and workforce development, (b) removal of hospital-level restrictions for privileges of midwives, and (c) consideration for public payment models that promote expansion of midwifery practices. [ABSTRACT FROM AUTHOR]

Introduction: Advanced practice nurses are needed to fill the primary healthcare gap in the United States. Advanced practice/graduate nursing students were profoundly affected by the coronavirus pandemic in ways that may impact their educational experience. Objective: The objective of this study was to explore the influence of the coronavirus pandemic on the educational experience of graduate nursing students. Methods: An exploratory descriptive qualitative study using semistructured video conferencing interviews of 11 graduate nursing students at one university in the United States was conducted during July 2020. Data were explored using theme analysis. Results: Four themes expressing the pandemic's impact on graduate student experience were identified: Alteration in human connections; Agility in action; Collaborative construction of change; and Metamorphosis emerging from disruption. The pandemic brought an alteration in how students connected with faculty, other students, and family. Many faculty and students responded with agility to the new mandates for social distancing. The students and faculty worked together to construct changes needed to provide the students with the required components of graduate education. These factors together created a metamorphosis in the functioning of the institution, breaking through hierarchical barriers in academia. Conclusion: The disruption in graduate nursing education due to the pandemic led to opportunities, including swift faculty innovation, a collaborative spirit between faculty and students, and new appreciation for connections with faculty and fellow students. Continuing intentional implementation of these opportunities would benefit students' experiences moving forward. [ABSTRACT FROM AUTHOR]

This study reports data from teachers in regular classrooms about their experiences of inclusion for 143 young children with disabilities. Children were recruited from early intervention programs and their experiences were tracked across 3 years, from a Preparatory year to Year 2 of school. Children's teachers rated the appropriateness of the child's placement in their classroom as high to very high. However, most teachers rated the resources and supports available to support inclusion as only adequate. Teachers perceived a range of benefits for the child, peers, and themselves from inclusion but also identified significant challenges, including time pressures and increased responsibilities, as well as various behavioural and developmental concerns that had an impact on all children's learning. Challenges identified deserve continued attention for successful inclusive practice. [ABSTRACT FROM PUBLISHER]

This article reports on the first stage of a study that uses Young People as Researchers methodology to investigate the phenomenon of middle-year student disengagement. The study obtains student perspectives on the meanings of engagement and disengagement using a variety of innovative research methods. The first stage of the study focused on a two-day workshop giving students and teachers an overview of the project and providing training and experience in conducting research in their schools. The process employed by the study provides spaces and resources for critical thinking and encourages imaginative responses to the real life problems confronting the students and their peers and affecting their educational engagement. This article describes ways in which engagement is viewed both theoretically and through the empirical work of the student researchers, and how various applications of ‘disciplined imagination’ connect with methods of investigating and understanding engagement. [ABSTRACT FROM PUBLISHER]

This qualitative study aimed to develop an understanding of the challenges faced by teenage boys with Asperger syndrome and their mothers. A case study approach was used to collect data from two 13-year-old boys who have Asperger syndrome and their mothers in Queensland, Australia. Data were collected through the use of semi-structured interviews. The words of the boys and their mothers provide a valuable insight into the personal experiences and feelings of the par-ticipants. An inductive approach to data analysis identified four themes: (1) developmental differences; (2) problems associated with the general characteristics of Asperger syndrome (i.e. communication and social difficulties, restricted range of interests, a need for routine); (3) stress; and (4) masquerading'.The first three themes relate strongly to the current literature, but the emergence of masquerading is of par-ticular interest in developing a fuller understanding of the experiences of individuals with Asperger syndrome at school. [ABSTRACT FROM AUTHOR]

THE TRANSITION FROM EARLY INTERVENTION programs to inclusive school settings presents a range of social challenges for children with developmental disabilities. In Queensland, in the year of transition to school, many children with developmental disabilities attend an Early Childhood Development Program for two to three days each week and also begin attendance in a mainstream program, with the latter increasing to full-time attendance during the year. Quantitative and qualitative data was collected by questionnaires regarding 62 children participating in the Transition to School Project. Their parents and teachers were asked for their perceptions of the success of the transition process and the benefits and challenges of inclusion. Both parents and teachers saw a range of benefits to children from their inclusion in 'regular' classrooms, with parents noting the helpfulness of teachers and their support for inclusion. Challenges noted by parents included the school's lack of preparation for their child's particular developmental needs, especially in terms of the physical environment, while teachers reported challenges in meeting the needs of these children within the context and resources of the classroom. Parents were more likely than teachers to view the transition as easy. Correlational analyses indicated that teachers were more likely to view the transition as easy when they felt the child was appropriately placed in a 'regular' classroom. Findings from this project can inform the development of effective transition-to-school programs in the early school years for children with developmental disabilities. [ABSTRACT FROM AUTHOR]