Day 3

●What is the connection between resilience and transitions?
When you are having transitions in your life you must have resilience and also coping strategies. For example it is different becoming a mother when your child is in NICU or you are in a regular ward or at home.
You always have to help people to cope, help realize there is a transition. We have to be aware as nurses that the person is having a transition and help them deal with it.

●How can we get knowledge of - a person’s resilience or in a family ?
We have to take time to talk with them, also we have to talk with people separately (not whole family together). We shouldn't take relatives and family for granted - everybody don't have them? We as nurses can be the closest people as well. But if the closest person is the neighbour, is it ethical to ask them about our patient? Loneliness is a big problem within older people - can anybody even notice that they are missing or there is something wrong with them. (There is a case where relatives didn't realise the person was dead for 1,5 years.)

●In what way can you use the concept / the phenomenon in nursing ?
Services for the community - elderly get-togethers and aerobics classes, baking, singing, playing cards..
Voluntary work inside our curriculum and after.
We can go and motivate people to join our activities. We as nursing students and nurses can do more than just voluntary work. (In Sweden it is not so developed.)

●Is it possible to screen young peoples recilience ?

It can be more challenging. 

http://www.resiliencescale.com/en/rstest/rstest_14_en.html 

The factors and circumstances indicating the differences between our countries

1. history

2. economy

3. people's salaries

4. health promotion

5. people's interests, activities and hobbies

6. eating habits

7. traditions and religion

8. training differences = education

9. access to contraception is different

10. weather and environment

11. expectations in society

12. identity, cultural and individual

Day 2

Define nursing interventions and preventive efforts to strengthen vunerable children's resilence who have witnessed or experienced violence and emotional abuse.

1. You should get the child's testimony without external influences. At first you have to take time for you and the child to have a trusting relationship.
2. Remember the 4 P-s.
3. Ask open questions, use different method based on their age and level of understanding (drawing, playing, writing and so on) and level of trauma. Also you mustn't ask directly "what did (s)he do, how did it make you feel" but you just have to make a conversation - "what do you usually do together?"
4. Be neutral and make him/her understand that something is wrong if something is wrong - define normal!
5. Don't judge the person but the act or behaviour. - Analyze, explore, observe.
6. Don't make promises.
7. Secure the kid by seeing the same nurse (and others) all the time.
8. Cooperate with teachers and family and other specialists - be a team! (also it would be good to have a special place where all the helpers come - so it's a secure place and kid doesn't have to go from place-to-place)
9. It is not a childs fault.
10. Look for alarming signs and pay attention to them (observe skin, attitude etc.)
11. Examine situation from different aspects:  think where it happened, with whom, could it have happened to other kids as well? Ex. in kindergarten.
12. Be calm and do not force kid to talk if they don't want to.
13. Educate staff - ex. teachers.
14. Develop our confidence about talking about hard issues and putting them on the table.
15. Learn how to react when you suspect something.
16. We need better support at work for nurses who report suspicion of abuse, better protection for nurses.
17. Kids can be creative and imagine things, so we have to be careful - there is a thin line.

They were real cases from around the world. Most were about false memory syndrome and invented memories. The Hunt isn’t based on any individual case but it’s inspired by the ideas in them.

One of the kindergarten pupils, Klara, the daughter of Lucas's best friend Theo, wrongly accuses Lucas of showing his genitals to her. She gives unclear testimony against Lucas to the kindergarten staff, interpolating a separate incident in which she was shown pornography by her older brother. The adults in the community believe her story, dismissing her self-contradictions as denial. 

Day 1 of Nordman Networc IP

We are group two:

Åsa Wickgren, Sweden I am a midwifery student in Mälardalens University

Hanna Franzén, Sweden I am a public health nurse student i Mälardalens University

Nadege Ollagnier, Finland-France - I'm a nursing student in JAMK, Jyväskylä but I am originally from France 

Ingrida Žemaitaitytė, Lithuania I am a nursing student in Lithuanian University of Health Sciences.

Katerin Lohuväli, Estonia. I am learning midwifery in Tartu Helth Care College

Mari-Ann Valdre, Estonia - I am a midwifery student in Tartu Health Care College

We starded with a lecture in Human rights of Health, States of Women’s health and Ethical consequences preformed by Maja Söderbäck.

Protection
Prevention
Promotion
Participation

We reflected on the difference between prevention and promotion.
Prevention are the action taken and promotion are talk and educate the public (condome).

We as proffessionals can educate for example a young couple who doesn`t want to get pregnant by promote  the use of condoms as a prevention and protection. They have to participate and decide if they want to do so.  

Then we focused on determinants of health. We talked about the challenge making people responsible for their health represents. As health care professionals, we can advice people but patients themselves have to take responsability and act for changes as well. 

We should focus on patient and his/her own ressources, own situation. We should consider that conception of health might differ from individual to individual.