https://aurora.auburn.edu/handle/11200/3984 Sat, 04 Apr 2026 05:51:33 GMT 2026-04-04T05:51:33Z https://aurora.auburn.edu/handle/11200/50694 Shaken Baby Syndrome Education for Mothers Awaiting Appointments in Rural OB/GYN Office A partnership between a nursing program and a rural obstetric office provided education to pregnant and postpartum women about coping with infant crying and the dangers of shaking a baby. Undergraduate nursing students delivered the Period of PURPLE Crying (PURPLE) educational program to 148 mothers. Change in knowledge about infant crying and the community clinical experience was evaluated. Pre and post intervention data were collected. Descriptive statistics indicated higher scores on mothers’ posttest for knowledge about normal newborn crying behaviors and coping strategies. Students further developed the role of educator and researcher. These findings suggest the intervention contributed to mothers’ improved knowledge about infant crying. Results of the pilot study are encouraging because the intervention had a significant effect on mothers’ knowledge about infant crying and Shaken Baby Syndrome (SBS). https://doi.org/10.1080/24694193.2022.2151665 https://aurora.auburn.edu/handle/11200/50694 https://aurora.auburn.edu/handle/11200/50564 The Influence of Journaling on Nursing Students: A Systematic Review Background: Nursing students often experience anxiety and stress from the expectations to develop clinical reasoning skills, internalize new knowledge, and learn to care for patients. Previous research has proposed reflective thinking as a tool to lessen anxiety and promote metacognition. This article examines the role of journaling in promoting reflection among undergraduate nursing students. Method: The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were used to conduct the review. Concepts for journaling and nursing students were searched in four databases. Data were extracted from 19 sources to identify study type, participants, descriptions of journaling, and findings. Results: Studies took place in a variety of clinical and classroom settings; the majority used a guided format. Various frameworks and tools were used to provide conceptual support. Conclusion: Most studies found journaling to be effective in promoting reflection and the development of clinical judgment and emotional competency. However, more studies are needed to develop appropriate rubrics for assessment. https://aurora.auburn.edu/handle/11200/50564