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Oncology nursing care standards  

Directory of Open Access Journals (Sweden)

Full Text Available Oncology nursing as a specialised nursing discipline has no published nursing care standards for South Africa. The purpose of this study was to formulate oncology nursing standards for a particular research hospital A specific approach was used and the oncology nursing experts in the research hospital compiled and formulated the standards. Group discussions and critical debating of the standards followed. The standards were ratified by means of verbal consensus between the experts and professional nurses in the oncology unit. These standards could serve as a guide to ensure quality oncology nursing care. National validation of the standards is recommended

A.M. de Kleijn

1991-09-01

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Oncology nursing care standards  

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Oncology nursing as a specialised nursing discipline has no published nursing care standards for South Africa. The purpose of this study was to formulate oncology nursing standards for a particular research hospital A specific approach was used and the oncology nursing experts in the research hospital compiled and formulated the standards. Group discussions and critical debating of the standards followed. The standards were ratified by means of verbal consensus between the experts and profess...

Kleijn, A. M.; Muller, M. E.

1991-01-01

3

Using a standardized patient learning activity to teach baccalaureate nursing students about dementia care.  

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This department profiles an effort by faculty to integrate geriatric content into the baccalaureate curriculum, as a standardized patient experience. This content was developed for use in the senior-level psychiatric/mental health clinical course to increase the awareness and competencies of students in dealing with this aging patients with dementia. PMID:24743170

Webster, Debra; Dibartolo, Mary C

2014-01-01

4

Nursing service management standards  

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The nursing service manager is responsible and accountable for quality nursing service management to facilitate optimal attainment of the goals/objectives and outcomes within the context and scope of health service delivery of the health care organisation.

Opsomming
Die verpleegdiensbestuur is verantwoordelik en aanspreeklik vir gehalte-verpleegdiensbestuur om optimale bereiking van doelwitte/doelstellings en uitkomste binne die konteks en omvang van geson...

Marie Muller

2000-01-01

5

Standards for Nursing Terminology  

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Terminology work in nursing has given rise to an increasing number of nursing terminologies. These generally take the form of controlled vocabularies. Because of the limitations of the controlled vocabulary approach, individual terminologies tend to be tuned to meet the specific needs of their intended users. Differences between terminologies are now a significant barrier to the comparison and interchange of health information. To agree on a single, multipurpose terminology would be problemat...

Hardiker, Nicholas R.; Hoy, Derek; Casey, Anne

2000-01-01

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Teaching caring in nursing: a needs assessment  

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Full Text Available Despite the fact that caring is the heart of nursing, there is growing evidence that nurses are not as effective as they ought to be in their caring role. This signifies that more attention needs to be given to the teaching of caring. The aim of this study was to pave the way to initiate the process of research on teaching caring, by suggesting priority areas. The needs assessment design was used for the study. Five steps were involved to achieve the aims. The first was to explore the nature and meaning of caring as presented in the literature. The second was to review completed research on aspects of caring within the nursing context. The third was to investigate the position of caring in the present nursing education system. The fourth was to investigate ways of promoting the teaching of caring as advocated in the literature and the final step based on inferences made from the first four steps was to suggest priority areas for research on teaching caring in nursing.

Hilla Brink

1990-09-01

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Teaching humanization in undergraduate nursing education programs  

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Full Text Available Objective: To study whether humanization is taught in college disciplines as part of the syllabus of nurse training courses in the city of São Paulo. Methods: The sample comprised 13 higher education institutions, totaling 588 disciplines. The education programs of nursing curricula from the institutions recognized by the Ministry of Education and Culture until May 2006 were used as reference. Rresults: Terms referring to humanization were encountered in 59%, indicating that it could be taught at these institutions. Only one institution, however, was able to offer any teaching on humanization in the subjects Philosophy (to define the dimensions for defining humanization and Philosophic Anthropology (applying these definitions to specific healthcare situations. The latter discusses social roles, suggesting that supremacy of social roles prevails over  inter-subjectivity, or inter-subjectivity operates notwithstanding social roles. Cconclusion: Nursing undergraduate programs in the present study tended to be ambiguous, most contained terms related to humanization, but few  presented this theme consistently.

Débora Vieira de Almeida

2009-09-01

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Training for teaching professional nurses in the view of teachers  

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Full Text Available A vast number of technical and professional nursing courses were introduced in Brazil in the last decade, motivated mainly by the PROFAE - Qualification Project for Nursing Area Workers, from the Brazilian Health Ministry. Therefore, a new work field was opened for recent graduated nursing bachelors, who became professors in these technical and professional courses. This study, aligned with Practical Pedagogic research and its relation with educational formation, focused on the Standard School in Campo Grande/ MS nursing teachers' performance, analyzing their pedagogic academic and practice background. This study has a qualitative and descriptive-explanatory approach, and focuses on a sixteen teachers group, graduated in different institutions, including bachelors and licensed nurses. The data was collected through a questionnaire organized in three stages, focusing on the formation, professional practice, and the teacher's perception regarding its teaching experience. By analyzing the content obtained, the information extracted suggested that almost all teachers had a very general formation, and that they did not consider enough the initial formation as a preparation for a satisfactory performance in teaching, mainly because of a lack of classes about teachers development. The professional and educational experience, along with the permanent education possibility were considered decisive elements to the teaching learning development. In addition, it was evident that teachers, specially the ones in the beginning of their careers, were usually influenced by a professor who had a significant impact along their formation. Although teaching is seen as a salary complement, part of the survey participants considered it as a source of professional satisfaction, more effective than the nursing practice, due to its autonomy. It is also noticeable the difficulty this group has in building a professional identity, due to the lack of an adequate professional teaching preparation. Few teachers express a more elaborate comprehension of the "competencies education", however it is possible to identify some change indicators, due to their interest in learning the constructivist method, the globalized education and the professional competencies development. These are continuous change factors, probably stimulated by the paradigm changes in the nursing education and in the advances this movement has promoted in the legislation area.

Marcos Antonio Ferreira Júnior,Josefa Aparecida Gonçalves Grígoli

2010-04-01

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Nursing care plan standardized breastfeeding  

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Full Text Available The superiority of human milk in feeding the human infant is incontestable. Breastmilk is a living food can´t be copied and is supported by numerous arguments in support of excellence, both biological and anthropometric or economic. Despite it, has been a significant decline in this practice. Scientific advances, sociological changes and the lack f health personnel have contributed to this expense. Currently, both the WHO and UNICEF cone try relaunching excusive breastfeeding as feeding the infant until 6 months of life. Initiatives whit the Baby Friendly Hospital or the Strategic Plan for the Protection, Promotion and Support of Breastfeeding trying to promote the recognition of breastfeeding as irrefutable cornerstone for optimal growth and development of our children.Goal: Unify care criteria and actions to promote breastfeeding initiation and maintenance of the same, improving communication between professionals and between them and patients.Methodology: Care Development Plan following the NANDA taxonomies, NOC, NIC.Conclusions: Standardized work promotes decision making and performance of nursing staff to develop a happy breastfeeding.

Susana de la Flor Picado

2013-01-01

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Standards to assure quality in nursing research  

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Full Text Available The focus of this article is quality assurance in nursing research. Due to well established problems regarding the education of nursing research and increasing pressure to take responsibility for the quality of all educational activities, departments of nursing are obliged to initiate action; to assure quality in nursing research. A nursing department functions within a well-defined external context. The external context comprises of various aspects such as rolplayer expectations and current educational and professional legislation. Standards are the basic components of any quality assurance system (Booyens, 1996:305. Standards give direction to the practitioner and must be compiled within the context of the country’s cultural, philosophical and ethical value systems, as well as its social economic and political development.

SCD Zeelie

2003-09-01

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Knowledge and Compliance of Standard Precautions among Student Nurses  

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Full Text Available Student nurses are often exposed to various infections during their clinical exposure. Knowledge and compliance with standard precautions is essential in the prevention of health care infections and protection of patients as well as medical workers from exposure to infectious agents. This investigation assessed the knowledge and degree of compliance regarding standard precautions among student nurses in a government university in Samar, Philippines. A cross-sectional study was adopted for this investigation and data were collected over a period of one month from April 8 to May 7, 2012. Fifty eight student nurses who were enrolled in the university were all asked to complete the self report questionnaires regarding standard precautions. Vast majority (89.65% of the student nurses have good knowledge (m = 14.45/19 and high compliance (m = 3.59 of standard precautions. The use of mask has the highest degree of compliance (m = 3.95 while the use of eye goggles has the lowest degree of compliance (m = 3.19. Findings suggest no significant association between knowledge and compliance with standard precautions. Teaching approaches must be geared towards intensifying further the compliances especially with the use of other protective equipments such eye goggles and gloves. Furthermore, environment that models and promotes standard precaution practices should be developed by the faculty.

Leodoro Jabien Labrague

2012-08-01

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Mobbing behaviors encountered by nurse teaching staff.  

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The term 'mobbing' is defined as antagonistic behaviors with unethical communication directed systematically at one individual by one or more individuals in the workplace. This cross-sectional and descriptive study was conducted for the purpose of determining the mobbing behaviors encountered by nursing school teaching staff in Turkey, its effect on them, and their responses to them. A large percentage (91%) of the nursing school employees who participated in this study reported that they had encountered mobbing behaviors in the institution where they work and 17% that they had been directly exposed to mobbing in the workplace. The academic staff who had been exposed to mobbing behaviors experienced various physiological, emotional and social reactions. They frequently 'worked harder and [were] more organized and worked very carefully to avoid criticism' to escape from mobbing. In addition, 9% of the participants stated that they 'thought about suicide occasionally'. PMID:17562724

Yildirim, Dilek; Yildirim, Aytolan; Timucin, Arzu

2007-07-01

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[Humanized care in the teaching of nursing].  

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This 'teaching experience' report addresses contents related to the humanized care given to children/adolescents and to their family. It was made in collaboration with students of the Undergraduate Course in Nursing. The Creativity and Awareness workshops proposed by Cabra I (1999) have been used as methodology because they proved adequate to approaching complex themes such as prevention of violence against children/adolescents and assistance to families that experience child sickness. During the workshops, the aim is to create an environment for reflection on humanized care on the basis of students' experiences. We found out that it is important to introduce alternative methodologies into the teaching/learning process of students, seeking the construction of knowledge and giving priority to their experiences. PMID:16047833

Motta, Maria da Graça

2004-01-01

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The Teaching Standards Movement and Current Teaching Practices  

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In contrast to curriculum standards initiatives, the teaching standards movement advocates a broad teaching approach that includes teaching for understanding, skills development in context, collaborative activities, and diversity of content and method. Using this conceptualization to analyze teachers' responses to a survey, we found that their…

Beck, Clive; Hart, Doug; Kosnik, Clare

2004-01-01

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Standards for nursing agencies in South Africa  

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The purpose with this research is to formulate standards for nursing agencies in South Africa. Opsomming Die doel met hierdie navorsing is om standaarde vir verpleegagentskappe in Suid-Afrika te formuleer *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Marie Muller

2001-01-01

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Orthopedic nursing practice guidelines. The NAON Standards Task Force.  

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The NAON Standards Task Force has revised Orthopaedic Nursing: Process and Outcome Criteria for Selected Nursing Diagnoses published jointly by the American Nurses' Association (ANA) and NAON in 1986. The new document is entitled Orthopaedic Nursing Practice Guidelines. It contains guidelines for the care of orthopaedic patients with 11 selected nursing diagnoses and is an important decision-making tool for orthopaedic nurses. This article contains excerpts from the new guidelines with suggestions for its use. PMID:1501917

Gunta, K; Jauernig, P R; Weidman, J; Weinel, D; Whittington, C; Salmond, S; Dean-Baar, S

1992-01-01

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Transitioning From Nursing Practice to a Teaching Role  

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Full Text Available The national dialogue about the expanding nurse faculty shortage has piqued the interest of many nurses in practice and motivated them to pursue a teaching role. Thought eager to share their clinical expertise as nurse educators, many of them have questions about what is required to transition from the clinical practice setting to the academic environment, even on a part-time basis. This article provides practical advice on how to find teaching opportunities in higher education and make the role transition successfully. The authors address types of faculty appointments, educational qualifications needed for teaching, considerations in taking a faculty position, beginning a faculty position and learning about the academic work environment, and faculty development opportunities. They conclude by paying special attention to the essential skills needed to become a nurse educator and flourish in a teaching role.

Robert Rosseter

2008-09-01

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Implementation of a teaching assistant program in graduate nursing education.  

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Identifying and educating students who have an interest and talent to be future educators is a challenge throughout academia, including nursing. The ideal scenario is to identify students early in their education and construct or scaffold a unique relationship between professor and student. The authors discuss a teaching assistant model, implemented in a nursing graduate program, which augments the education process while developing potential future nursing educators. PMID:23969745

Goode, Victoria M; Horvath, Catherine; Jasinski, Donna

2013-01-01

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Teaching strategies: a microteaching project for nurses in Virginia.  

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A microteaching project, designed to increase the teaching effectiveness of nurses in Virginia, is described. The vehicle for the project is Teaching Strategies, a graduate credit course offered at the University of Virginia School of Nursing and in other state locations through the university's regional centers. The course uses microteaching techniques and videotape recordings of student teaching performances. The teaching behavior of 57 students who attended the course was rated using the project's rating scales. All students showed significant positive increases in teaching behavior on pre-, mid-, and postcourse measures in lecture discussion and group discussion teaching modes. Additional measures of students' teaching indicate retention of the learned behaviors six months after course completion. PMID:584379

Crosby, M H

1977-01-01

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Teaching strategies to incorporate genomics education into academic nursing curricula.  

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The translation of genomic science into health care has expanded our ability to understand the effects of genomics on human health and disease. As genomic advances continue, nurses are expected to have the knowledge and skills to translate genomic information into improved patient care. This integrative review describes strategies used to teach genomics in academic nursing programs and their facilitators and barriers to inclusion in nursing curricula. The Learning Engagement Model and the Diffusion of Innovations Theory guided the interpretation of findings. CINAHL, Medline, and Web of Science were resources for articles published during the past decade that included strategies for teaching genomics in academic nursing programs. Of 135 articles, 13 met criteria for review. Examples of effective genomics teaching strategies included clinical application through case studies, storytelling, online genomics resources, student self-assessment, guest lecturers, and a genetics focus group. Most strategies were not evaluated for effectiveness. PMID:21751761

Quevedo Garcia, Sylvia P; Greco, Karen E; Loescher, Lois J

2011-11-01

 
 
 
 
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Teaching experiences of second degree accelerated baccalaureate nursing faculty.  

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Despite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes this study and the implications of this theme for faculty recruitment and retention in accelerated second degree baccalaureate nursing programs. PMID:24317788

Cangelosi, Pamela R

2013-01-01

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Improving access to quality clinical nurse teaching--a partnership between Australia and Vietnam.  

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Until recently, standards to guide nursing education and practice in Vietnam were nonexistent. This paper describes the development and implementation of a clinical teaching capacity building project piloted in Hanoi, Vietnam. The project was part of a multi-component capacity building program designed to improve nurse education in Vietnam. Objectives of the project were to develop a collaborative clinically-based teaching model that encourages evidence-based, student-centred clinical learning. The model incorporated strategies to promote development of nursing practice to meet national competency standards. Thirty nurse teachers from two organisations in Hanoi participated in the program. These participants attended three workshops, and completed applied assessments, where participants implemented concepts from each workshop. The assessment tasks were planning, implementing and evaluating clinical teaching. On completion of the workshops, twenty participants undertook a study tour in Australia to refine the teaching model and develop an action plan for model implementation in both organisations, with an aim to disseminate the model across Vietnam. Significant changes accredited to this project have been noted on an individual and organisational level. Dissemination of this clinical teaching model has commenced in Ho Chi Minh, with further plans for more in-depth dissemination to occur throughout the country. PMID:22381381

Harvey, T; Calleja, P; Thi, D Phan

2013-06-01

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Teaching the Spiritual Dimension of Nursing Care: A Survey of U.S. Baccalaureate Nursing Programs.  

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Responses from 132 baccalaureate nursing programs indicated that the majority include spiritual dimensions in program philosophy and curriculum, but few had definitions of spirituality and nursing care. Content typically addressed patients' spiritual needs, dying, and holism. Respondents were uncertain about faculty preparation to teach about…

Lemmer, Corinne

2002-01-01

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Practical tuberculosis teaching in nursing schools. A survey.  

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Objective: To analyze practical tuberculosis (TB) teaching in Nursing Schools (NS) in Brazil in 2004. Methodology: We surveyed all NS in Brazil in 2004, and sent questionnaires by mail to faculty TB teaching. Data were compiled in a database with a view to descriptive analysis. In a universe of 347 NS, 111 answered the questionnaire, which constituted the study population. Results: 75,2% of the NS are concentrated in the Southeast and South. The hour load (HL) for practical TB teaching ranges...

2006-01-01

25

Teaching Gerontological Nursing in Southern States.  

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A survey of associate degree and baccalaureate nursing programs in 15 southern states (n=211) determined the current status of gerontological nursing programs. Findings indicate that, although there are areas of improvement, the status of gerontological nursing education and practice in the undergraduate curriculum is not equal to that of other…

Brower, H. Terri; Yurchuck, E. Ruth

1993-01-01

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Terminology Standards for Nursing: Collaboration at the Summit  

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Objective: The objective of the 1999 Nursing Vocabulary Summit Conference was to seek consensus on and a common approach to the development of nursing terminology standards for use in information systems.

Ozbolt, Judy

2000-01-01

27

Practice standards for quality clinical decision-making in nursing  

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The purpose of this study is to formulate practice standards for quality clinical decision making in nursing. Clinical decision-making is a critical component of nursing practice, as the life of the patient is at stake. The quality of clinical decision-making is, therefore, essential in delivering quality nursing care. The facilitation of quality clinical decision-making in nursing requires the development of standards to monitor, evaluate and implement remedial actions that improve on ...

Arries, E.

2006-01-01

28

Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods  

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Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.

Delahoyde, Theresa

29

A conceptual framework for teaching research in nursing  

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Full Text Available Though research is often referred to the lifeblood, hallmark or cornerstone in the development of a profession (Brink, 1996:2, teaching research in Nursing is a challenge. The challenge does not just lie in teaching the subject, but in resistance and unwillingness of students to engage in the subject. In the experience of the researcher, registered nurses identify themselves with being a nurse and a caregiver; the role of researcher has never been internalised. The challenge is to achieve the outcome envisaged, namely, nurses who are knowledgeable consumers of research as well as continuous productive scholars in their application of nursing. Research generates knowledge and knowledge is the basis of caring with excellence. Nursing is an art and a science and the science must produce the knowledge upon which the art is based. The purpose of this article is to propose a conceptual framework of how to teach research in order to achieve such a successful outcome. The conceptual framework proposed in this article is based on four pillars, theoretical knowledge of research, scientific writing, psychological support and experiential learning. The importance of the research facilitator, not just as a teacher but also as a positive role model, is also described.

SCD Wright

2005-09-01

30

[Nursing care time in a teaching hospital].  

Science.gov (United States)

This is a quantitative exploratory, descriptive study performed with the objective to identify and analyze the performance of the average time of nursing care delivered to patients of the Inpatient Units of the University Hospital at University of São Paulo (UH-USP), from 2001 to 2005. The average nursing care time delivered to patients of the referred units was identified by applying of a mathematical equation proposed in the literature, after surveying data from the Medical and Statistical Service and based on the monthly working shifts of the nursing professionals. Data analysis was performed using descriptive statistics. The average nursing care time observed in most units, despite some variations, remained stable during the analyzed period. Based on this observed stability, it is concluded that the nursing staff in the referred HU-USP units has been continuously evaluated with the purposes of maintaining the average time of assistance and, thus, the quality of the care being delivered. PMID:21445512

Rogenski, Karin Emília; Fugulin, Fernanda Maria Togeiro; Gaidzinski, Raquel Rapone; Rogenski, Noemi Marisa Brunet

2011-03-01

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Standards to assure quality in nursing research  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The focus of this article is quality assurance in nursing research. Due to well established problems regarding the education of nursing research and increasing pressure to take responsibility for the quality of all educational activities, departments of nursing are obliged to initiate action; to assure quality in nursing research. A nursing department functions within a well-defined external context. The external context comprises of various aspects such as rolplayer expectations and current ...

Scd, Zeelie

2003-01-01

32

Development and use of digital educative objects in nursing teaching.  

Science.gov (United States)

This paper describes a development project of digital learning objects in nursing, and the evaluation of their use by teachers and undergraduate nursing students. The strategies for their development were composed of the following stages: conceptual modeling, development of instructional materials, implementation in a virtual learning environment, and evaluation. This is an ongoing study and preliminary results demonstrate that teachers and students evaluated the design and the content of the nursing digital learning objects satisfactorily, but demonstrate difficulties in using them. The results point to the impact of innovation through the consolidation of the use of educational technologies integrated to the teaching of nursing, as well as a support program for teachers. PMID:17923991

Cogo, Ana Luísa Petersen; Pedro, Eva Néri Rubim; Silveira, Denise Tolfo; da Silva, Ana Paula Scheffer Schell; Alves, Rosa Helena Kreutz; Catalan, Vanessa Menezes

2007-01-01

33

Standards for the nursing care of the frail aged  

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In this project standards for the nursing care of the institutional care of the frail aged were formulated and then validated by groups of nurses. An instrument was then designed to measure to what extent these standards are reached. The instrument was then tested for reliability and validity in a sample o f 12 institutions in the Eastern Cape and Natal.

Uys, L. R.; Hunt, B. N.

1990-01-01

34

Standards for the nursing care of the frail aged  

Directory of Open Access Journals (Sweden)

Full Text Available In this project standards for the nursing care of the institutional care of the frail aged were formulated and then validated by groups of nurses. An instrument was then designed to measure to what extent these standards are reached. The instrument was then tested for reliability and validity in a sample o f 12 institutions in the Eastern Cape and Natal.

L.R. Uys

1990-09-01

35

[Planning nursing teaching: educational purposes and clinical competence].  

Science.gov (United States)

Thinking about nursing education implies articulating this issue with the expressions of theoretical frameworks, from the perspective of a pedagogical aspect that includes both constructivism and competencies. The objective was to characterize, from a longitudinal view, the construction of care competencies that exist in the teaching plans of nursing undergraduate programs. This exploratory-descriptive study used a qualitative approach. Documentary analysis was performed on the nine teaching plans of undergraduate care subjects. The ethical-legal aspects were guaranteed, so that data was collected only after the study had been approved by the Research Ethics Committee. The data evidenced a curriculum organization centered on subjects, maintaining internal rationales that seem to resist summative organizations. Signs emerge of hardly substantial links between any previous knowledge and the strengthening of critical judgment and clinical reasoning. As proposed, the study contributed with reconsiderations for the teaching-learning process and showed the influence of constructivism on the proposal of clinical competencies. PMID:19655664

Dell'Acqua, Magda Cristina Queiroz; Miyadahira, Ana Maria Kazue; Ide, Cilene Aparecida Costardi

2009-06-01

36

Teaching-learning in community: the metaphor of nurse as guest.  

Science.gov (United States)

Metaphors are creative learning devices that may illustrate novel and different meanings in teaching-learning situations. In this column, the author discusses possible meanings of the metaphor of nurse as guest in nurse-community relationships from a humanbecoming theoretical lens. Humanbecoming teaching-learning essences, paradoxes, and processes are used to illustrate potential ethical meanings and implications for nurse practice. PMID:22451627

Milton, Constance L

2012-04-01

37

Teaching pharmacology to advanced practice nursing students: issues and strategies.  

Science.gov (United States)

A pharmacology course should prepare the advanced practice nursing student to understand the cellular mechanisms of drug action and physiologic outcomes (pharmacodynamics); mechanisms of absorption, distribution, metabolism, and excretion of drugs (pharmacokinetics); and the clinical use of drugs in the diagnosis, prevention, and treatment of disease (pharmacotherapeutics). The goal of a pharmacology course for advance nursing practice is to provide practitioners with knowledge that provides a rational basis for pharmacologic management of patients with complex health problems. A pharmacology course should teach the student the principles of pharmacology along with the process of pharmacologic reasoning. PMID:9086927

Schwertz, D W; Piano, M R; Kleinpell, R; Johnson, J

1997-02-01

38

Teaching Strategies and Practices that Promote a Culturally Sensitive Nursing Education: A Delphi Study  

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The purpose of this study was to explore teaching strategies that promote a culturally sensitive nursing education and culturally sensitive nursing. The diversity of Americans has increased. Thus, the nursing student population and patient population have both become more diverse. Nursing education programs, therefore, need to know the best…

Dewald, Robin J.

2010-01-01

39

Standard for clinical/nursing unit management in South Africa  

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The nursing unit manager is responsible and accountable for quality management of a clinical unit to facilitate quality nursing/midwifery care and education. The unit manager requires practice guidelines on nursing unit management, reflecting excellence and presented in the form of standards and criteria in the form of a user-friendly instrument. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Marie Muller

2000-01-01

40

Practice standards for quality clinical decision-making in nursing  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is to formulate practice standards for quality clinical decision making in nursing. Clinical decision-making is a critical component of nursing practice, as the life of the patient is at stake. The quality of clinical decision-making is, therefore, essential in delivering quality nursing care. The facilitation of quality clinical decision-making in nursing requires the development of standards to monitor, evaluate and implement remedial actions that improve on the quality of clinical decision-making (Muller, 2002:203; Beyea & Nicoll, 1999:495. However, there are no such practice standards against which the quality of clinical decision-making by nurses can be evaluated and assessed. A qualitative, explorative, descriptive and standard formulation research design (Mouton & Marais, 1990:45-46; Muller, 1990:49-55 has been followed to develop standards for quality clinical decision-making in nursing. Standard development was based on the principles described by Muller (in Booyens, 1998:607-608; 636-637, and consists of development and quantification phases that are modified to meet the requirements for instrument development, as described by Lynn (1986:382-385. The formulation of these practice-standards was derived deductively from a conceptual framework. The conceptual framework was constructed based on an exploration and description of the expectations of the stakeholders about quality clinical decisionmaking in nursing and a literature study on clinical decision-making. To ensure the credibility of the standards for clinical decision-making in nursing, principles of logic, prolonged engagement, triangulation, peer-group discussion, dense description, stepwise repetition and an investigative audit (Lincoln & Guba, 1985:289-331 were adhered to. Two experts were consulted to validate the standards for quality clinical decisionmaking in nursing.

E Arries

2006-09-01

 
 
 
 
41

Methodology of the problematization to teach care in pediatric nursing  

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Full Text Available Objective: reflecting on the possible contributions of the Problematization Methodology to teach care in pediatric nursing. Methods: it started by the referential exposure which subsidizes this methodological proposal as well as the five phases pertaining to it: reality observation (the problem, key-points, theorization, hypotheses of solution and application to reality. Results: there was an attempt to contextualize and to problematize the pediatric scenario regarding the teaching of care in nursing, and also to reflect upon the contributions of the Problematization Methodology for the area. Conclusion: it was concluded that this method may be an important pedagogical strategy to provide educators and students, as well with a critical and creative observation of reality lived by sick children and their family in the hospital world and, therefore, to try to change it aiming at a better quality of life.

Hilda Maria Medeiros, Neila Santini de Souza, Diego Schaurich, Maria do Horto Fontoura Cartana

2008-10-01

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Exposure to Psychological Violence Among the Nursing Staff in a Large Teaching Hospital in Tehran  

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Full Text Available Background and Aim: By providing the greatest amount of direct service to patients, nurses play an extremely valuable and unmatched role in the quality and efficiency of care and curative services. Workplace violence is regarded as one of the factors which can reduce job satisfaction and the quality of working life of nurses and their interaction with patients, as well as the work efficiency of nurses and hospitals. In this study, after translating and validating tools of violence measurement in the health sector, the exposure of nurses to psychological violence was measured in a large teaching hospital in Tehran Methods and Materials: A descriptive-cross sectional design was used in this study in summer of 2009 (1387. The study population included all the nurses (n=413 working in a large teaching hospital in Tehran. The questionnaire used for collecting data was adopted from a standardized questionnaire designed jointly in 2003 by the International Labor Office, the World Health Organization, the International Council of Nurses, and the Public Services International. Analysis of the data was made using the descriptive statistical methods and the Chi square- and t-tests. Results: Sixty-nine percent of the nurses had experienced workplace violence. The most common forms of violence were verbal abuse (%64 and bullying-mobbing (%29. On the whole, 26% of the nurses had experienced both forms of violence in the previous year, while 335 had not faced any form of violence in their workplace. Nurses working in outpatient clinics and emergency wards experienced the highest number of encounters with verbal abuse. Encounters with bullying and mobbing were more common among female nurses than the male ones. Overall most of the violent behaviors were committed by patients and their relatives.Conclusion: Exposure of nurses to psychological violence is considerable and comparable to that reported by previous investigators in other countries. Thus it is highly crucial to adopt appropriate management policies aiming, particularly, at educating the medical personnel in ways of preventing and reporting violent behaviors.

M Arab

2009-07-01

43

Teaching/learning strategies for the essentials of baccalaureate nursing education for entry-level community/public health nursing.  

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The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing (ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations. PMID:24579713

Callen, Bonnie; Smith, Claudia M; Joyce, Barbara; Lutz, Jayne; Brown-Schott, Nancy; Block, Derryl

2013-01-01

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The nurse’s academic formation for SUS in the perception of learning and teaching of the faculty of nursing/UERN  

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Full Text Available The model of attention to health in Single Health System (Sistema Único de Saúde ? SUS presupposes a human-resources policy which prepares professionals of health to guide the services and sanitary practices. The nurse, a member of health staff, takes over an important role in implementation of principles and standards of SUS, being its professional formation necessary to labor organization in this purpose. In this way this study objectifies to analyse the process of formation of the male nurse in the Politic-Pedagogical Project (Projeto Político-Pedagógico ? PPP in the perception of learning and teaching of the Faculty of nursing – FAEN of the University of The Rio Grande do Norte State – UERN. It treats about a descriptive-exploratory study with qualitative and quantitative approach carried out with learning and teaching of the graduation nursing course. In the field research carried out between the months of november, 2006 and february, 2007, were used like instruments the documental research below PPP´s, structured interview directed to the learning and the closed questionnaire applied to the students of eighth and ninth semesters of graduation course. The results of data about the questionnaires elaborated according to National Curricular Patters (Diretrizes Curriculares Nacionais ? DCN and the Instrument of Evaluation Course of Graduation ? MEC were organized according to six lists about the profile of the learning and teaching that participate of the research; of the didactical-pedagogical organization and PPP´s objectives to the just-graduates person to the didactical-pedagogical curriculum organization. For considering the interviews it was adopted thematic analysis of content discribed in lexical analysis by informatical program ALCESTE which provided the organization of the material in five categories: daily problems of SUS consolidation versus nurse formation, dichotomies about FAEN´s nursing course of curriculum versus principles of integralization of graduating process, the just-graduated one from FAEN and its professional insertion united to SUS politic-pedagogical project and the concern about the overcoming of dichotomies of graduation process abilities and necessary competences to the SUS performing nurse. The analysis of informations deriving from documental performance and field research resulted on the verification that, in spite of good intentions, the implementation strategies showed themselves fragile to cope with the rendering of expressed ideal on PPP. There is still a great gap between what´s thought as innovating graduating process and what´s being really implemented.

Roberta Kaliny de Souza Costa

2010-01-01

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Performance Standards for Teachers supporting Nursing Students’ Reflection Skills Development  

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Full Text Available How can nursing teachers improve students’ reflection skills? In the study performance standards for teachers were developed and validated. A ten-step procedure was followed to ensure procedural and internal validity. National competences and specific content standards for supporting nursing reflection skills development formed the foundation of a preliminary rubric framework which was piloted. Forty participants from six nursing institutes judged the developed rubric framework of eight competences covering thirty rubric attributes. They also discussed the prerequisite minimum performance level and judgmental models. These judgments and discussions resulted in consensus on the rubric framework, a cut-off score, and a conjunctive judgmental model that is convenient for assessing nursing teachers’ competences. The rubrics can be used in a teacher training program. Also institutes of nursing education can employ the rubrics as a tool for preparing and formatively assessing reflection skills.

Agaath Dekker- Groen

2012-01-01

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Reflective Practice in Clinical Teaching: The Experience of Two Nurse Academics.  

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Two beginning nurse educators used reflective practice to shape ideas about clinical teaching. Techniques such as journal writing, audiotaped debriefing, and a "critical friend" helped support and inform their reflection and improve teaching and learning. (SK)

Stockhausen, Lynette

1995-01-01

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Nurse training with simulation: an innovative approach to teach complex microsurgery patient care.  

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Simulation has become an integral part of education at all levels within the medical field. The ability to allow personnel to practice and learn in a safe and controlled environment makes it a valuable tool for initial training and continued competence verification. An area of specific interest to the reconstructive microsurgeon is assurance that the nursing staff has adequate training and experience to provide optimum care for microsurgery patients. Plastic surgeons in institutions where few microsurgeries are performed face challenges teaching nurses how to care for these complex patients. Because no standard exists to educate microsurgery nurses, learning often happens by chance on-the-job encounters. Outcomes, therefore, may be affected by poor handoffs between inexperienced personnel. Our objective is to create a course that augments such random clinical experience and teaches the knowledge and skills necessary for successful microsurgery through simulated patient scenarios. Quality care reviews at our institution served as the foundation to develop an accredited nursing course providing clinical training for the care of microsurgery patients. The course combined lectures on microsurgery, pharmacology, and flap monitoring as well as simulated operating room, surgical intensive care unit, postanesthesia care unit, Trauma Bay, and Floor scenarios. Evaluation of participants included precourse examination, postcourse examination, and a 6-month follow-up. Average test scores were 72% precourse and 92% postcourse. Educational value, effectiveness of lectures and simulation, and overall course quality was rated very high or high by 86% of respondents; 0% respondents rated it as low. Six-month follow-up test score average was 88%. Learning to care for microsurgery patients should not be left to chance patient encounters on the job. Simulation provides a safe, reproducible, and controlled clinical experience. Our results show that simulation is a highly rated and effective way to teach nurses microsurgery patient care. Simulated patient care training should be considered to augment the clinical experience in hospitals where microsurgery is performed. PMID:22972552

Flurry, Mitchell; Brooke, Sebastian; Micholetti, Brett; Natoli, Noel; Moyer, Kurtis; Mnich, Stephanie; Potochny, John

2012-10-01

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Self-Efficacy and Postpartum Depression Teaching Behaviors of Hospital-Based Perinatal Nurses  

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Based upon the Self-Efficacy Theory, this study examined the relationship between self-efficacy, self-efficacy-related variables, and postpartum depression teaching behaviors of hospital-based perinatal nurses. Findings revealed that teaching new mothers about postpartum depression is related to a perinatal nurse's self-efficacy in postpartum-depression teaching, self-esteem, and the following self-efficacy-related variables: social persuasion (supervisor's expectations for teaching); mastery...

Logsdon, M. Cynthia; Foltz, Melissa Pinto; Scheetz, James; Myers, John A.

2010-01-01

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Effect of Clinical Teaching Partner Model (CTP) on Nursing Students’ Clinical Training Outcomes  

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Background & Aim: The Clinical Teaching Partner model (CTP) integrates theoretical knowledge with professional skills and brings the reality to workplaces. Closing educational and practical aspects in nursing discipline has been a challenging goal for nursing which requires cooperation between faculty instructors with nurse practitioners; such collaboration will led to development and promotion of nursing discipline. Therefore selecting an effective and efficient approach in order to inte...

Rahnavard, Z.; Ahmadnejad, S.; Mehran, A.

2009-01-01

50

How to teach human caring: nurse educator role in transformational learning for a large healthcare system.  

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Nurse educators assisted the director of professional nursing practice in a large healthcare system to implement a human caring program across 108 nursing units. These educators used transformational learning principles to reunite bedside nurses with the art of caring. Implementation included core content in a 30-minute training session, large-scale leadership conferences, and consistent educator support. Affective growth occurred for both clinicians and educators. The authors provide practical ideas, content, and tools to teach human caring. PMID:20683295

Herbst, Anna M; Swengros, Diane I; Kinney, Gwen

2010-01-01

51

Learning Style Differences between Nursing and Teaching Students in Sweden: A Comparative Study  

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The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and maybe knowledge of learning styles can improve the quality of these programs. The purpose of this research was to examine the learning style prefer...

Lena Boström; Karin Hallin

2012-01-01

52

Meaningful and engaging teaching techniques for student nurses: a literature review.  

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Helping undergraduate nursing students to contextualise theory learnt in the classroom to their professional practice can be challenging for nurse educators. This article provides a critical review of contemporary literature that explores strategies and techniques that nurse educators within university settings have adopted to address this challenge. This review was conducted as part of a broader research project that involved interviewing nurse educators to explore how they attempt to make their teaching meaningful and engaging for student nurses. The data was analysed using thematic analysis and the intention is to share the wealth of ideas gleaned with other nurse educators, including in the form of an evidence-based inventory of teaching approaches found to be effective in enhancing the meaningfulness and engagement of content to nursing learners. PMID:23683818

Crookes, Kay; Crookes, Patrick A; Walsh, Kenneth

2013-07-01

53

The attitudes and experiences of registered nurses who teach and mentor nursing students in the acute care setting  

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Full Text Available Background: The pedagogy of clinical learning for nursing students in acute care settings has transitioned from an apprentice model to one necessitating more dynamic interactions between clinical staff nurses and learners. Clinical nurses must provide theoretical knowledge, share clinical expertise, and model professional behavior to nursing students in an increasingly complex medical system. Our clinical learning environments encompass significant technological advances, shortened length of patient stay, and institutional climates which are often dominated by financial constraints, all which have the potential to impact the teaching and learning environment, and consequently, patient outcomes. Therefore, the purpose of this study was to examine the attitudes and experiences of registered nurses in acute care settings who clinically teach and mentor nursing students in order to understand pedagogical strengths, weaknesses, and opportunities. Methods: A qualitative study was undertaken to explore the attitudes and experiences of registered nurses who participate in the clinical teaching and mentoring of nursing students in an acute care setting. Semi- structured interviews were carried out using a focus group format. Three models of clinical education were represented within the sample. The first model consisted of a faculty member affiliated with an institution of higher learning overseeing the clinical experiences of six to eight students on one clinical unit for approximately 14 weeks. The second model was the preceptor-based model wherein an experienced nurse is paired with a student for approximately 240 hours during a ten-week period. The third model was the “Dedicated Education Unit” (DEU. The DEU leverages unit-based clinical staff nurses in a dual role as a clinical faculty member affiliated with a university-based nursing program and utilized a one-to-one or one-to-two teacher to learner ratio. Results: Thematic content analysis was carried out between and within the focus groups.  The findings suggest that: unit-specific philosophical pedagogies highly impact the overall experiences of teacher and learner; commonly shared, clearly articulated goals are imperative; and a firmly established and refined partnership between the student’s academic institution and the health care facility may be critical to the successful outcome of the experience. Moreover, the participants articulated a perceived link between teaching students and enhanced communication on the unit, utilization of evidenced-based practice, and improved patient outcomes. Conclusion: The results presented here are based on focus group interviews with three groups of participants who are involved in the clinical education of nursing students. The six themes that emerged serve as a framework for understanding the comprehensive, time-intensive, patient-focused, and role-developmental approaches in which clinical nurses engage to support excellent clinical learning experiences for student nurses.

Linda Evans

2012-10-01

54

Using Standardized Patients in Advanced Practice Nursing Education.  

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Graduating nurse practitioners (n=26) completed simulated clinical encounters with standardized patients. Their performance did not reflect their results on other clinical evaluations and national certifying examinations, suggesting that simulated encounters lack validity and reliability. They may be useful for formative learning. (Contains 38…

Vessey, Judith A.; Huss, Karen

2002-01-01

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Compliance of state registered nurses to nursing standards during practice in tertiary facilities in Malawi  

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Full Text Available The aim of this study was to describe the quality of practice offered by nurses to patients who underwent surgical incision into the abdomen (post-laparotomy at tertiary hospitals (Kamuzu, Mzuzu, Queen Elizabeth and Zomba in Malawi. The study design was descriptively cross sectional and utilized a quantitative data collection and analysis method. All available 48 registered nurses in the surgical ward of four central hospitals and 100 patients that were admitted in the ward during the time of study were recruited. A 3-point scale rating consisting of compliance (C = 1, partial compliance (C 1.0-0.5 and non compliance (C 0.5-0.0 was used to describe the nurse midwives compliance with the process standards of care. Results show that nurses in all the 4 central hospitals partially complied with assessment and planning standards. During assessment, the nurses assessed the physical aspects of care but did not assess the psychological, spiritual and cultural aspects of care. At planning the nurses assigned and delegated tasks based on the knowledge and skills of the provider selected but did not comply with factors related to safety, effectiveness and cost of care. All the facilities fully complied with implementation standard because they implemented care in a safe and appropriate manner and communicated with patients/ significant others and other health care providers. However, regarding systematic and ongoing evaluation of patients’ condition only Mzuzu Central hospital partially complied while the rest of the facilities were not compliant. All the facilities did not comply with documentation standard of care because the patient records were not legible and did not precisely depict comprehensiveness of care nor bore signatures of the implementers of the care. Results are discussed by relating the level of compliance to standards and the quality of patient care. 

Edoly Shirley Lengu

2013-08-01

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A survey of physical examination skills taught in undergraduate nursing programs: are we teaching too much?  

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Because content saturation is a growing concern, as reflected in the nursing literature, the content taught in undergraduate nursing curricula should be critically examined. The purpose of this descriptive cross-sectional research was to determine and analyze the physical assessment content currently taught in undergraduate nursing programs. A total of 198 individuals teaching in undergraduate nursing programs completed a Web-based survey. Of the 122 skills included on the survey, 81% were reportedly being taught in most of the nursing programs. Total scores for 18 systems-based assessment categories were significantly different among associate and baccalaureate nursing programs in all but three categories: assessment of integument, breast, and female genitals. Previous research has shown that nurses use less than 25% of these same skills regularly in clinical practice, regardless of their educational preparation. Findings from this research raise questions about the breadth to which physical examination content should be taught in undergraduate nursing education. PMID:19227752

Giddens, Jean Foret; Eddy, Linda

2009-01-01

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Nursing theory and the clinical gaze: discovery in teaching theory across a cultural divide.  

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The purpose of this column is to describe the experience of teaching nursing theory in Uganda, Africa. The author is a nurse educator from the United States, who with support of a Fulbright grant was a visiting lecturer at Uganda Christian University in Mukono, Uganda. The students were two cohorts of Ugandan graduate nursing students. The account is presented as a case study in exploring the nature, justification, and utility of theory for nurses internationally. Teaching and discussion strategies are described as well as the philosophical and theoretical frameworks for analyzing and defending the building and use of theory in nursing. A convergence of evidence leads to a recognition of implicit theory as constituting the nurse's clinical gaze. PMID:23575496

Dunlap, Ruby K

2013-04-01

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Barriers and facilitators of research utilization among nurses working in teaching hospitals in Tabriz  

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This research is a descriptive study in order to assess barriers and facilitators of research utilization among nurses working in teaching hospitals in Tabriz, year 2001. The aim is to identify causes of low extent of utilization and also to assess barriers and facilitators of researches. This study was conducted upon 304 nurses working in 12 teaching hospitals of Tabriz, which were selected by random sampling. Instrument used for study was questionnaire. Data were analyzed using SPSS (10). T...

2002-01-01

59

Clinical teaching of student nurses by unit managers of selected hospitals in Limpopo Province  

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Full Text Available The comprehensive nature of nurse training needs the involvement of almost all health team personnel, including unit managers to gain practical experience and learn to correlate theory and practice. The overall aim of the study was to explore and describe the experiences of unit managers regarding teaching of student nurses in the clinical area and to develop recommendations that will enhance clinical teaching, for the production of competent future nurse practitioners who will render quality care to patients. A qualitative design, which is explorative, descriptive and contextual in nature, was employed, utilizing a phenomenological approach to capture the experiences of unit managers regarding teaching of student nurses at selected hospitals, where students are allocated for their clinical exposure. Ethical measures as well as measures to ensure trustworthiness were adhered to. In-depth phenomenological interviews were conducted with unit managers who shared their experiences regarding clinical teaching of student nurses. Data analysis was done according to Tesch’s (1990 open coding method. One major theme emerged, namely that unit managers experienced problems when doing clinical teaching of student nurses. Based on the findings the following recommendations were made: Colleges should open a two-way communication with unit managers, involvement of unit managers in the activities that take place at the college like courses, seminars and workshops on clinical teaching, learning contracts should be developed for the students and issues of clinical learning should be addressed and unit managers should be included in both summative and formative evaluations.

LA Murathi

2005-09-01

60

The teaching-learning process of the nursing diagnosis - literary analysis  

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Full Text Available The nursing diagnosis is a complex intellectual activity demanding teaching strategies that stimulate the clinical reasoning from the professional formation. This study aims to discuss the teaching-learning process of the nursing diagnosis through results of studies that emphasized the nursing diagnosis and its implications in the teaching. To analyze the researches, it was done an attentive reading  and another one in full to identify similar themes in them. As a result of this analysis, two themes were revealed: the clinical reasoning in the identification of the nursing diagnosis and the teaching-learning process of the nursing diagnosis. The researches emphasize the importance of the clinical reasoning in the identification of the nursing diagnosis and they show the relevance of the critical thought in the  teaching of it. It is evidenced that this teaching should extrapolate technical dimension and be based on strategies that stimulate critical and logical thought and clinical reasoning. 

 

Greicy Kelly Gouveia Dias Bittencourt1

2009-04-01

 
 
 
 
61

The design, development and evaluation of a self-instructional module for nursing practice standards  

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Full Text Available The purpose of this research was to improve nursing professionals’ understanding of the important link to safe, competent, and ethical practices that Nursing Practice Standards (NPS serve. This research on NPS may improve the scope and comprehensiveness by which the Standards are integrated with clinical, educational, administrative, and research-based nursing practices. This research was unique in that it includes nurses in developing NPS. The method by which this study was done involved sixteen practicing nurses and seven instructional design experts from Alberta, Canada participating in designing, developing, and evaluating a NPS module. Nursing practice standards are a vital aspect of performing safe, efficient and effective patient care. The manner in which Nursing Standard Practices are presented and taught will directly influence a nurse’s ability to understand the value of NPS and successfully incorporate NPS into practice.

June Anonson

2013-12-01

62

Nursing students' attitudes to health promotion to: implications for teaching practice.  

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For several decades now the World Health Organization has indicated the need for a reorientation of the health services away from focusing solely on illness and disease to one that considers both disease prevention and health promotion. Successive publications that guide public health policy both nationally and internationally reiterate the need for health promotion and the principles of health for all to become integral to the fabric of health care delivery. The role of the nurse as health promoters is well recognized. However despite acknowledgement by professional nursing bodies and nurse educators that health promotion forms a central tenet of undergraduate nurse education curricula, there are varied approaches to teaching and learning and little formal evaluation of the consequences of approaches taken. The aims of this study are to identify current health promotion curricular content within the Irish undergraduate nursing programme context; to measure nursing students' attitudes towards health promotion and to examine nursing students' reported lifestyle behaviours. PMID:21215497

Mooney, Bróna; Timmins, Fiona; Byrne, Gobnait; Corroon, Ann Marie

2011-11-01

63

Generational diversity in associate degree nursing students: Teaching styles and preferences in Pennsylvania  

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Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods. Most importantly, faculty must facilitate an effective multi-generational learning environment. Research has shown that the generation to which a person belongs is likely to affect the ways in which he/she learns (Hammill, 2005). Characterized by its own attitudes, behaviors, beliefs, and motivational needs, each generation also has distinct educational expectations. It is imperative, therefore, that nurse educators be aware of these differences and develop skills through which to communicate with the different generations, thereby reducing teaching/learning problems in the classroom. This is a quantitative, descriptive study that compared the teaching methods preferred by different generations of associate degree nursing students with the teaching methods that the instructors actually use. The research study included 289 participants; 244 nursing student participants and 45 nursing faculty participants from four nursing departments in colleges in Pennsylvania. Overall, the results of the study found many statistically significant findings. The results of the ANOVA test revealed eight statistically significant findings among Generation Y, Generation X and Baby boomers. The preferred teaching methods included: lecture, self-directed learning, web-based course with no class meetings, important for faculty to know my name, classroom structure, know why I am learning what I am learning, learning for the sake of learning and grade is all that matters. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching methods by students. Overall, the support for a variety of teaching methods was also found in the analysis of the data.

Kitko, Jennifer V.

64

A model for preparing faculty to teach model C clinical nurse leader students.  

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Model C clinical nurse leader (CNL) programs are complex because they must meet the The Essentials of Baccalaureate Education for Professional Nursing Practice and The Essentials of Master's Education in Nursing, as well as the graduate level competencies outlined in the white paper Competencies and Curricular Expectations for Clinical Nurse Leader Education and Practice. Faculty assigned to teach in these programs may be experts in education or areas of clinical specialty, but they may not have a clear understanding of the CNL role to teach and mentor CNL students. This article describes a faculty development model that includes an introduction to the CNL role, course mapping of the essentials, integration of CNL professional values into clinical evaluation, consultation with practicing model C graduates, and participation in a comprehensive CNL certification review course. The model was effective in preparing faculty to teach and mentor students in a model C CNL program. [J Nurs Educ. 2014;53(7):421-425.]. PMID:24971734

Webb, Sherry; McKeon, Leslie

2014-07-01

65

[Teaching of nursing in Rio Grande do Sul in the 1950].  

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The purpose of this research was to analyze how the undergraduate teaching of nursing in Rio Grande do Sul has constructed its knowledge, since the first course, as of the decade of 1950s. The survey has involved teaching nurses who have lived such period of our history, and the discourse analysis has been utilized for the documental analysis. The information data indicate, among them, the most integrated curriculum that seeks articulating theory/practice without fragmenting the knowledge and the teaching-learning relationship, wherein professors and students are subjects of such procedure. PMID:20835671

Corbellini, Valéria Lamb; Ojeda, Beatriz Sebben; Santos, Beatriz Regina Lara Dos; Creutzberg, Marion

2010-01-01

66

Being at peace as an important factor in acquiring teaching competency by Iranian nurse teachers: a qualitative study.  

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It is imperative to understand the factor that influence teaching competency. Therefore, it is necessary to study those that have an impact on the process of acquiring teaching competency. Competent nurse teachers have an important role in the achievement of nursing students and improving the quality of nursing education. However, few researches have focused specifically on the process of acquiring teaching competency in nurse teachers and its related factors. This study as a part of more extensive research aims to explore the factors influencing acquisition of teaching competency by Iranian nurse teachers. Grounded theory was chosen as the method. Eleven teachers from three nursing schools in Tehran were recruited. Data was generated by semi structured interviews during May 2011 to March 2013 and was analyzed through using constant comparison. Three main categories were emerged including "individual characteristics" (spirituality, professional interest, ethical conducts, knowledge expansion and reflective practice), "organizational factors" (management of educational systems, solidarity culture, student characteristics) and "socio-cultural factors" (social situations, and public definition of nursing). Nurse teachers who deal peacefully with the nursing profession and colleagues are responsible and committed to acquiring teaching competency. A suitable organization in nursing educational systems that is structured and ordered also encourages a peaceful approach by nurse teachers. PMID:24762353

Emamzadeh Ghasemi, Hormat Sadat; Rafii, Forough; Farahani, Mansoureh A; Mohammadi, Nooreddin

2014-05-01

67

Being at Peace as an Important Factor in Acquiring Teaching Competency by Iranian Nurse Teachers: A Qualitative Study  

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Full Text Available It is imperative to understand the factor that influence teaching competency. Therefore, it is necessary to study those that have an impact on the process of acquiring teaching competency. Competent nurse teachers have an important role in the achievement of nursing students and improving the quality of nursing education. However, few researches have focused specifically on the process of acquiring teaching competency in nurse teachers and its related factors. This study as a part of more extensive research aims to explore the factors influencing acquisition of teaching competency by Iranian nurse teachers. Grounded theory was chosen as the method. Eleven teachers from three nursing schools in Tehran were recruited. Data was generated by semi structured interviews during May 2011 to March 2013 and was analyzed through using constant comparison. Three main categories were emerged including “individual characteristics” (spirituality, professional interest, ethical conducts, knowledge expansion and reflective practice, “organizational factors” (management of educational systems, solidarity culture, student characteristics and “socio-cultural factors” (social situations, and public definition of nursing. Nurse teachers who deal peacefully with the nursing profession and colleagues are responsible and committed to acquiring teaching competency. A suitable organization in nursing educational systems that is structured and ordered also encourages a peaceful approach by nurse teachers.

Hormat Sadat Emamzadeh Ghasemi

2014-01-01

68

Nursing students' perceptions of clinical teachers' use of empowering teaching behaviours: instrument psychometrics and application.  

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The authors present findings of 2nd year nursing students' (N = 352) perceptions of their clinical teachers' use of empowering teaching behaviours (ETB) and to highlight steps undertaken to establish psychometric properties of the Empowering Teaching Behaviours Questionnaire-Student (ETBQ-S). The authors identify a) the process involved in the adoption of the ETBQ-S, b) ETBQ-S validity procedures completed prior to instrument implementation, c) results of nursing students' responses to the ETBQ-S, d) criterion validity, and e) ETBQ-S confirmatory factor analysis findings conducted after study completion. The ETBQ-S reliably measures five facets of empowering actions that clinical teachers can employ with nursing students in practice to enhance their confidence, involve them in decision-making and goal setting, make learning meaningful, and help them to become more autonomous nurses. PMID:22499715

Babenko-Mould, Yolanda; Iwasiw, Carroll L; Andrusyszyn, Mary-Anne; Laschinger, Heather K Spence; Weston, Wayne

2012-01-01

69

Barriers and facilitators of research utilization among nurses working in teaching hospitals in Tabriz  

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Full Text Available This research is a descriptive study in order to assess barriers and facilitators of research utilization among nurses working in teaching hospitals in Tabriz, year 2001. The aim is to identify causes of low extent of utilization and also to assess barriers and facilitators of researches. This study was conducted upon 304 nurses working in 12 teaching hospitals of Tabriz, which were selected by random sampling. Instrument used for study was questionnaire. Data were analyzed using SPSS (10. The results of this study showed that three major barriers for research utilization included: 1 inadequate facilities for implementation, 2 Physicians will not cooperate with implementation and 3 the nurses do not have sufficient time to read researches. Facilitators which nurses suggested, emphasized on the role of education in enhancing their knowledge and skills of research evaluation.

Vali Zadeh

2002-11-01

70

IPMA STANDARD ELEMENTS AND FEEDBACK IN PROJECT MANAGEMENT TEACHING  

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Full Text Available The paper proposes the concept of project management teaching including the International Project Management Association (IPMA standard. The concept of teaching is theoretical and derives from the notion of competence, which the IPMA standard is based on. The paper presents a brief description of the IPMA standard and endeavours to define the notion of competence. The competence is worked with in respect to hierarchical recognition. The proposed teaching concept works with the concepts of information, knowledge and skills. The teaching proposal stems from the structure and contents of the IPMA standard elements. Furthermore, the paper elaborates the issue of embedding the elements of the IPMA standard competences into training courses. In the article, the eye of the IPMA competences is further enhanced with possible training courses and specialist areas in which the standard elements can thematically be included. The paper states that the competence elements and training courses cross one another and overlap in a manifold way. The authors also propose a way which could verify into what extent the students have actually acquired taught IPMA competence elements. The paper contains the proposal of feedback quantification for the IPMA standard and project management teaching. The results of the paper can be used as a starting premise for future research. Both the verification proposal and the embedding of the elements into teaching are derived from on-going academic experience of the authors of the article.

BARTOŠKA, Jan

2011-09-01

71

Formation of healthcare professionals: a look at the previous experiences of nursing teaching diploma students  

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Full Text Available This study focused on the analysis of past experience of nursing teaching diploma students in their formation. This article is part of a larger longitudinal survey which followed a group of students throughout the five years of their formation. The students had to write essays, the first being about previous schooling and the others on the contribution of each year at university toward their formation. This was a qualitative study, which adopted the theoretical framework of Vygotski, in order to grasp the different meanings and feelings which are evident in the narratives. Forty-six subjects participated in the survey. They wrote the essays and filled out a questionnaire to characterize their profile. For this study seven narratives were detached from the sample and analyzed. They were written by students at the beginning of the first academic year using the proposed title: "My school history to reach the Nursing Teaching Diploma". The analysis of the essays along with the student profiles pointed out misunderstandings, difficulties and reasons why students chose the Nursing Teaching Diploma Course. The meanings given by students to the course and the actual practice of the nurse teacher indicates the basis of how the course proposals contradict each other in the process of formation. Awareness of these contradictions, considering them in the training of new nurses, is fundamental. Nursing teaching means teaching care for others. That also implies taking care of undergraduate students of nursing. To have students who are critical, active, and aware of the reality of the clients they will look after, has implications in how these factors are considered in their own training process.

Marlene Fagundes Carvalho Gonçalve

2010-09-01

72

Teaching spiritual care to nursing students:an integrated model.  

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Graduating nurses are required to know how to support patient spiritual well-being, yet there is scant literature about how spiritual care is taught in undergraduate programs. Typically spiritual content only is sporadically included; the authors recommend intergrating spiritual can thoughout the nursing curriculum. This article describes how one Christian nursing school integrates spiritual care content, supports student spiritual well-being throughout the program, and evaluates spiritual care instruction at graduation. PMID:24693611

Taylor, Elizabeth Johnston; Testerman, Nancy; Hart, Dynnette

2014-01-01

73

Developing standards using the language of teaching and learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

A recent paper by the author argued that educational standards inhered at least partly in the competence levels of learners, and that these competences mirrored those of their teachers. In the paper, the development of standards through quality teaching and learning were addressed, attempting to show that certain teaching-and-learning features have been linked to learner success across a range of contexts, including secondary school arts and science classrooms and a vocational course a...

Heidi Bolton

2013-01-01

74

Indicadores de evaluación en la enseñanza-aprendizaje de enfermería / Evaluation indicators in the nursing teaching  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: Spanish Abstract in spanish El objetivo del presente trabajo es realizar un análisis crítico y reflexivo sobre los indicadores de evaluación en la enseñanza-aprendizaje de enfermería, a partir del supuesto que se considera, mayor persistencia del modelo pedagógico tradicional, métodos repetitivos de aprendizaje y brecha teóric [...] o-práctica desde el diseño curricular hasta el proceso de evaluación. Se presentan los problemas percibidos y observados y se proponen alternativas, con indicadores para los mismos. Primero, están los aspectos conceptuales de evaluación, indicador y estándar. Segundo, la finalidad, contexto pedagógico y evaluación. Para finalizar se presenta el proceso de evaluación en enfermería y funciones sustantivas, con propuesta de indicadores para las mismas desde el programa. Subyace a través del artículo, el empleo de algunos indicadores de evaluación, que guíen la productividad del programa y resalten puntos fuertes y débiles. Abstract in english The objective of this work is to carry out a critical and reflexive analysis about the evaluation indicators in the nursing learning-teaching, starting from the supposition that is considered, greater persistence of the pedagogical traditional model, repetitive methods of learning and a gap theoreti [...] cal-practical, from the curriculum design to the process of evaluation. The problems perceived and observed are presented and some alternatives are proposed with indicators for them. First, the conceptual aspects of evaluation are, indicator and standard. Second, the purpose, pedagogical context and evaluation as well as the evaluation process in nursing and substantive functions are shown, with a proposal of indicators for the same, from the nursing program. What underlies through the article is the use of some indicators, to guide the productivity of the program and to indicate weak and strong points.

Zaider, Triviño; Jasna, Stiepovich.

75

Teaching epidemiology: the role of the public health nurse.  

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With the baccalaureate as the desired entry level to practice for community health nurses, schools of nursing must ensure their content and methods are robust and current to the fields of both nursing and public health. A foundation in such diverse areas as population biology and population genetics is now desirable for practice. Combining principles of adult learning and case study methodology, this article describes the development of a central case study with extensive related components. Students explored the principles of population biology, epidemiology, community health nursing, and public health sciences and policy in multiple media using several learning strategies. PMID:18522155

Sistrom, Maria Gilson

2008-05-01

76

A clinical teaching technique for nurse preceptors: the five minute preceptor.  

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Although preceptorship is the leading approach to the clinical education of senior undergraduate nursing students in the westernized world, few specific nursing preceptor-focused clinical teaching techniques are reported in the literature. One promising preceptor-specific teaching strategy is the Five Step "Microskills" Model of Clinical Teaching (J.O. Neher, K.C. Gordon, B. Meyer, & N. Stevens, 1992). This technique, also known as the One Minute Preceptor (OMP; J.O. Neher & N. Stevens, 2003), has been used for more than 15 years in clinical medical education. In this article, we trace the origins of the OMP and describe an adaptation to nursing education, referred to as the Five Minute Preceptor (5MP). The 5MP steps are the following: (1) get the student to take a stand, (2) probe for supporting evidence, (3) teach general rules, (4) reinforce the positives, and (5) correct errors or misinterpretations. In addition, we explore the relationship between the 5MP and experiential learning and provide a detailed example of the 5MP's use in undergraduate clinical nursing education. Recommendations are provided for the development of a 5MP educational package and the evaluation of the 5MP's use in baccalaureate nursing programs. PMID:21272834

Bott, Gloria; Mohide, E Ann; Lawlor, Yvonne

2011-01-01

77

Moodle and nursing teaching – a brief experience report  

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Full Text Available Distance-learning based on the web am Technology Information (TI have  been important in recent health policy initiatives, but still a challenge for nursing. This article points out an experience with Moodle to support Nurse Education.

Isabel CF da Cruz

2009-04-01

78

Developing an educational framework for the teaching of simulation within nurse education  

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The use of simulations as a teaching and learning tool within health care has increasing importance; simulations are seen as the major teaching method for practicing and assessing developing skills, knowledge, attitudes and meaningful decision-making within the field of nursing. Certainly the utilisations of simulations feature widely within many aspects of health care; a greater understanding of the key conceptual notions will serve to be...

Melanie Humphreys

2013-01-01

79

NURSING PROCESS: A PROPOSAL OF TEACHING THROUGH THE PROBLEM-BASED LEARNING.  

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Full Text Available The way that teaching has been organized at the schools can represent na obstacle for the acquisition of theabilities to think, to reflect and to make decisions, influencing the coping with practical problems during the NursingProcess. The goal of the present study is to analyze the implementation of a proposal of teaching Nursing Processthrough the Problematical method, particularly through the Arch Method. This is an action-research project,developed at the Nursing School of the Federal University of Goiás, during 1998 and 1999. The subjects weresecond year students of Nursing, attending the course ?Methodology of Nursing Assistence?. To collect the data weuse activity and self-evaluation reports from students, field data and instruments of cognitive, affective andpsychomotor evaluation. The evaluation of the reports was done following the established guidelines for teaching ineach phase, and most of the scores obtained were medium to high (3 to 5, with the exception of the nursingassistance phase evaluation, with scores between 1 and 2. In the affective evaluation the majority of the studentsmentioned that the implementation of the nursing process phases, does not happen as the literature suggests, andmanifested the importance of the Nursing Process to improve the quality of assistance and the desire of use itduring the professional practical. The psychomotor evaluation was performed through physical lunge exam and theimplementation of technical procedures. More than 50% of the students had scores between 4 and 5 in the items ofinspection and auscultation, presenting difficulties to perform the abilities of palpation and percussion. The scoreobtained in the evaluation of procedures implementation ranged from 4 to 5. The cognitive evaluation of theNursing Process phases was realized through a write test with mean grades between 33,4 and 51,4, with amaximum of 100 points. The differences between written evaluation and reports may be due to the type of domainmeasured and/or the strategy of the evaluation. The guidelines made for teaching, the strategies for teaching andfor evaluation, the facilities and difficulties and perceptions pointed out by the research participants in relation to thethematic may be useful to trigger discussions about teaching the Nursing Process. Although we cannot extend theresults of these experiences to others groups, we expect this investigation to be a contribution for professionalsand professors that want to adopt the Problem-based Learning, triggering discussions about the pedagogic project.

Adélia Yaeko Kiosen Nakatani

2002-12-01

80

Standards of practice for forensic mental health nurses--identifying contemporary practice.  

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Forensic mental health nursing is a recognized field of nursing in most countries. Despite a growing body of literature describing aspects of practice, no publication has been found that captures the core knowledge, skills, and attitudes of forensic mental health nurses. One group of nurses in Australia have pooled their knowledge of relevant literature and their own clinical experience and have written standards of practice for forensic mental health nursing. This paper identifies the need for standards, provides a summary of the standards of practice for forensic mental health nurses, and concludes with how these standards can be used and can articulate to others the desired and achievable level of performance in the specialty area. PMID:24158155

Martin, Trish; Maguire, Tessa; Quinn, Chris; Ryan, Jo; Bawden, Louise; Summers, Monica

2013-01-01

 
 
 
 
81

Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa  

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Full Text Available Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via acase-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking.Objectives: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method.Method: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age,working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years.Results: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.Conclusion: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.

Zethu Nkosi

2013-01-01

82

Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english BACKGROUND: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In m [...] edical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking. OBJECTIVES: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method. METHOD: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years. RESULTS: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services. CONCLUSION: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.

Zethu, Nkosi; Padmini, Pillay; Kathleen M., Nokes.

83

Implementing case-based teaching strategies in a decentralised nursing management programme in South Africa  

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Full Text Available Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking.Objectives: The objectives of the study was to describe a decentralised nursing management education programme located in Durban, South Africa and describe the perceptions of nursing faculty facilitators regarding implementation of this teaching method.Method: Data was collected through the use of one-on-one interviews and also focus groups amongst the fifteen facilitators who were using a case-based curriculum to teach the programme content. The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse for between 11 and 20 years; slightly more than half had worked as a facilitator for three or more years.Results: The facilitators identified themes related to the student learners, the learning environment, and strengths and challenges of using facilitation to teach the content through cases. Decentralised nursing management educational programmes can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.Conclusion: Nursing faculty facilitators need knowledgeable and accessible contact with centrally based full-time nursing faculty in order to promote high quality educational programmes.

Zethu Nkosi

2013-11-01

84

The benefits of standardized nursing languages in complex adaptive systems such as hospitals.  

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Paperwork is a major source of frustration for hospital nurses and takes valuable time away from patient care. Studies indicate that nurses spend an estimated 13% to 28% of total shift time documenting. The growth in documentation requirements for nurses can, in part, be attributed to an exponential rise in health system complexity. Authors explore the documentation of nursing care plans from a complex adaptive system perspective and then analyze the utility of adopting a standardized nursing language. An actual case history of a nursing unit's attempt to reduce complexity, improve completion time, and increase staff satisfaction in care planning by adopting a standardized nursing language is provided to emphasize a practical application. PMID:16969254

Clancy, Thomas R; Delaney, Connie White; Morrison, Bernice; Gunn, Jody K

2006-09-01

85

Psychological empowerment and use of empowering teaching behaviors among baccalaureate nursing faculty.  

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This descriptive correlational study surveyed baccalaureate nursing faculty members about their use of empowering teaching behaviors, their psychological empowerment (i.e., perception of self in relation to one's work role), and the relationships among their use of empowering teaching behaviors, their psychological empowerment, and selected demographic characteristics. The random national sample consisted of 531 full-time faculty members (response rate = 75%) who taught in baccalaureate nursing programs accredited by the National League for Nursing Accrediting Commission. Empowering teaching behaviors were measured using Part II of the Status and Promotion of Professional Nursing Practice Questionnaire. The average number of empowering teaching behaviors was 19.5 (of a possible 40), indicating limited use. Psychological empowerment was measured using the Psychological Empowerment Instrument. The mean score was 92.38 (of a possible 112), indicating that faculty perceived psychological empowerment in regard to their work role. However, nearly 25% of the faculty surveyed reported they had little influence over decision making processes within their department. PMID:18196837

Brancato, Vera C

2007-12-01

86

Teaching Emotional Intelligence to Intensive Care Unit Nurses and their General Health: A Randomized Clinical Trial  

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Background: Emotion and how people manage it is an important part of personality that would immensely affect their health. Investigations showed that emotional intelligence is significantly related to and can predict psychological health.Objective: To determine the effect of teaching emotional intelligence to intensive care unit nurses on their general health.Methods: This randomized clinical trial (registered as IRCT20120802...

Sharif, F.; Rezaie, S.; Keshavarzi, S.; Mansoori, P.; Ghadakpoor, S.

2013-01-01

87

Communication Skills for End-of-Life Nursing Care: Teaching Strategies from the ELNEC Curriculum.  

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Presents a key module in a 3-day train-the-trainer course in end-of-life nursing--competence in communicating with patients and families. Factors affecting communication, coping strategies for families, strategies for classroom and clinical teaching, and resources are described. (SK)

Matzo, Marianne LaPorte; Sherman, Deborah Witt; Sheehan, Denice C.; Ferrell, Betty Rolling; Penn, Barbara

2003-01-01

88

Brief history of the teaching of nursing in portugal, from century xix to xxi  

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Full Text Available Objective: to analyse and understand the history of the nursing´s education over the past two centuries. Method: this was an exploratory research study. There were searches in 12 written texts (books, articles and theses and 4 on-line texts (or revised pages online, recently, researchers in the history of teaching and assessment documents. Results: it was found that Portuguese was not nursing an easy path over the past two centuries. In 1860, the nursing was seen as an undifferentiated group, however, in the last three decades, the progress of science and the socio-economic changes that are occurring in Portugal contributed to a growing appreciation of nursing, both technical skills and / or science, of skills as political, economic, social, moral and ethical. Conclusion: there are many studies and a significant dispersion in them, so that they can make some valid results of analysis and historical research focused mainly on the life stories of people, institutions or ideas that have contributed in one way or another, for the evolution of the history of the teaching of Portuguese nursing.

Maria Rosa dos Santos Pereira Silvestre

2009-07-01

89

The humanbecoming connection: nursing students find meaning in the teaching-learning processes.  

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Students are building a foundation to help them move fluidly and naturally while making human to human connections. Parse's theory of humanbecoming and the associated teaching-learning processes were used as underpinnings to guide students as they come to know more about themselves and others. The teaching-learning processes help nursing students understand that being present and bearing witness are an important part of honoring quality of life and respecting value choices. The purpose of this column is to highlight the humanbecoming teaching-learning processes as students explore their experiences of learning to be with others in true presence. PMID:23575487

De Natale, Mary Lou; Klevay, Anne M

2013-04-01

90

Standards for Holistic Nursing Practice: A Way to Think About Our Care That Includes Complementary and Alternative Modalities  

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Full Text Available The Standards of Holistic Nursing Practice were developed by the American Holistic Nurses Association (AHNA as a public statement regarding the practice of holistic nursing as a specialty. This article reviews the development of the practice standards, and presents the philosophies and values which underpin holistic nursing. Certification in the speciality is awarded through the American's Holistic Nurses' Certification Corporation (AHNCC to nurses able to demonstrate knowledge and skills described in the Standards. The relationship between holistic nursing practice and complementary and alternative modalities is discussed.

Frisch, N

2001-05-01

91

Effective classroom teaching methods: a critical incident technique from millennial nursing students' perspective.  

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Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students' perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed. PMID:24429374

Robb, Meigan

2013-01-01

92

Teaching undergraduate students community nursing: using action research to increase engagement and learning.  

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Nurses play a pivotal role in responding to the changing needs of community health care. Therefore, nursing education must be relevant, responsive, and evidence based. We report a case study of curriculum development in a community nursing unit embedded within an undergraduate nursing degree. We used action research to develop, deliver, evaluate, and redesign the curriculum. Feedback was obtained through self-reflection, expert opinion from community stakeholders, formal student evaluation, and critical review. Changes made, especially in curriculum delivery, led to improved learner focus and more clearly linked theory and practice. The redesigned unit improved performance, measured with the university's student evaluation of feedback instrument (increased from 0.3 to 0.5 points below to 0.1 to 0.5 points above faculty mean in all domains), and was well received by teaching staff. The process confirmed that improved pedagogy can increase student engagement with content and perception of a unit as relevant to future practice. PMID:21627051

Seib, Charrlotte; English, Rebecca; Barnard, Alan

2011-09-01

93

Effect of Clinical Teaching Partner Model (CTP on Nursing Students’ Clinical Training Outcomes  

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Full Text Available Background & Aim: The Clinical Teaching Partner model (CTP integrates theoretical knowledge with professional skills and brings the reality to workplaces. Closing educational and practical aspects in nursing discipline has been a challenging goal for nursing which requires cooperation between faculty instructors with nurse practitioners; such collaboration will led to development and promotion of nursing discipline. Therefore selecting an effective and efficient approach in order to integrate theoretical knowledge with practical experiences would be crucial for nursing profession. This study was conducted in order to investigate the effect of CTP on nursing students' clinical skills outcome. Methods & Materials: A quasi experimental, only post test design was applied. Study sample consisted of 1 three faculty instructors, 2 seven registered nurse practitioners who were staff nurses in three pediatric wards and voluntarily participated in the study and 3 fifty two nursing students which were in the 5th semester of nursing BSc. program and had eligible criteria to enter the study. Students were allocated randomly to the intervention (n=28 and control (n=24 groups. Participants in the control group, initially started their internship period in 3 pediatric wards and were evaluated by faculty instructors regarding their clinical skills at the end; students in the intervention group, then started their clinical training course in the same ward as control group, but their clinical education was conducted by the nurse practitioners who voluntarily participated in the study and trained initially in the nursing faculties' skill lab. Students' clinical skills were evaluated by nursing mentors via some instruments at the end of the educational period; in addition, clinical education outcomes and nursing students' satisfaction of achievement to apprenticeship goals were assessed at the end of the training period. Data were analyzed using the statistical tests including Chi square, Fisher exact test, Mann-Whiney U, and t-test in SPSS. Results: Considering students demographic characteristics, both groups were homogenous. There was a significant difference in the students' clinical skills between two groups (P<0.001. A significant difference was shown in the nursing mentors and faculty instructors' satisfaction of application of cooperative education method between both groups (P=0.004. No significant differences were found between students' satisfaction of reaching to educational outcomes between both groups (P=0.058. There were also no statistical differences between nursing mentors and faculty instructors' satisfaction of achieving to clinical education outcomes (P=0.109. Conclusion: According to this study, CTP is an effective approach in clinical education and development of clinical skills for nursing students; therefore, application of this method is recommended in clinical nursing education.   Key words: Clinical Teaching Partner model (CTP, clinical training, clinical skills, nursing students, clinical education outcomes

Z Rahnavard(Ph.D

2009-08-01

94

Experiences described by novice teaching academic staff in baccalaureate nursing education: a focus on mentoring.  

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As the nursing faculty shortage grows, teaching academic staff (TAS) increasingly fill vacant faculty positions. The TAS have limited employment contracts and are usually master's prepared; although they are well grounded in nursing practice, they often are inadequately prepared and minimally supported in an academic teaching position. No study could be found in which the experiences and mentorship of novice TAS in baccalaureate nursing programs were explored. Understanding these issues is essential to guiding approaches that would enhance retention and strengthen the quality of nursing education. The purpose of this study was to describe the experiences of novice TAS in baccalaureate nursing programs and how those experiences compare to their expectations and needs, with a focus on mentoring experiences. A descriptive qualitative design with focus group interviews was used with 10 participants from three settings participating in the study. Five categories emerged from the data: feelings, preparation for role and expectations, resources, challenges, and mentorship. Implications, a comparison with existing literature, and suggestions for further research are identified. PMID:19616189

Anibas, Melissa; Brenner, Gail Hanson; Zorn, Cecelia R

2009-01-01

95

Teaching Culture within the Nursing Curriculum Using the Giger-Davidhizar Model of Transcultural Nursing Assessment.  

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Presents a method for integrating cultural competence throughout the nursing curriculum. The model contains six cultural phenomena: communication, space, social organization, time, environmental control, and biological variation. Contains 17 references. (SK)

Davidhizar, Ruth; Giger, Joyce Newman

2001-01-01

96

Using Multiple Technologies to Teach Nursing Students about Adoption  

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Technology is becoming increasingly more important in the enhancement of educating university students. Very little research has been done regarding how the combination of educational technologies affects test scores, compared to the use of one technology alone. This research article examines whether the post-scores of nursing students increased…

Harrison, Sharonlyn; Henneman, Kris; Herrera, Maida Y.; Hockman, Elaine; Brooks, Evelyn; Darland, Nancy; Kulik, Noel; Sandy-Hanson, Anika E.

2013-01-01

97

Attitudes of Jordanian Nursing Students towards Mental Illness: The Effect of Teaching and Contact on Attitudes Change  

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Purposes: Attitudes toward mental illness and patients with mental illness influence the treatment they receive and decisions of policy makers. The purposes of this study were to assess Jordanian nursing students' attitudes towards mental illness, and to assess the effectiveness of teaching and contact on changing nursing students' attitudes about…

Hamaideh, Shaher H.; Mudallal, Rola

2009-01-01

98

Online learning versus simulation for teaching principles of mechanical ventilation to nurse practitioner students.  

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Patient simulation is increasingly used in the education of healthcare providers, yet few studies have compared simulation to other teaching modalities. The purpose of this study was to determine differences in knowledge acquisition and student satisfaction between two methods of teaching the principles of mechanical ventilation to advanced practice nursing (APN) students: high-fidelity patient simulation (including face-to-face instruction) versus an online, narrated PowerPoint presentation. Twenty APN students were randomized to either the simulation or online teaching method in this pre/posttest study. Measures included a 12-item knowledge questionnaire and a 5-item satisfaction survey. Both groups had significant improvement in knowledge scores from pretest to posttest, but knowledge scores were not significantly different at posttest between groups. Student satisfaction with their learning method was significantly higher in the simulation group. Students choosing to participate in the alternative teaching method after study completion preferred the simulation to the online method. PMID:20361860

Corbridge, Susan J; Robinson, F Patrick; Tiffen, Jennifer; Corbridge, Thomas C

2010-01-01

99

Evaluation of clinical teaching and professional development in a problem and community-based nursing module  

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Full Text Available In South Africa the main focus is on primary health care. This affects the education and training of nurses, and training schools must respond by developing appropriate teaching modules. A school of nursing developed, implemented and revised a problem- and community- based learning module over a period of three years (1996-1998. This student-centered module focuses on students’ needs, active participation, collaboration, accountability, self-assessment, self-study, life-long learning and appropriate skills. In the formal clinical teaching environment PBL was the main approach. However, this approach was also supported by a variety of strategies, for example group discussions and scenarios. The knowledge, attitudes and professional development skills acquired in the PBL approach were then applied informally in the community setting (CBE. The purpose of the study was to evaluate a first year clinical teaching module as part of an extensive programme. A quantitative research method, a descriptive design, and a variety of data collection techniques were used. Conclusions were that clinical teaching was effective within the problem- (PBL and community-based (CBE approaches; 78% of respondents were positive about the clinical learning environment; 61 % stated that expectations were met; 81% preferred group activities, and 67% indicated that they had developed professional skills. Facilitators agreed that clinical teaching met the requirements of PBL & CBE. The pass rate also improved.

J.C de Villiers

2004-09-01

100

Nurse as Educator: Principles of Teaching and Learning for Nursing Practice  

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Nursing as a profession continues to attract the best and the brightest students. With all of this interest, students may find themselves looking for high quality resources to supplement their classroom instruction. This site was designed to accompany the Nurse as Educator textbook but can be used without the accompanying volume, if so desired. A great place to start is the Student Resources area, which contains links to flashcards, interactive glossaries, crossword puzzles, and small group discussion questions. Teachers will definitely appreciate the Case Studies area as it presents a solid set of case studies related to real world nursing encounters. The site is rounded out by the Web Links area which includes germane resources related to each chapter from the book.

 
 
 
 
101

Using a student-faculty collaborative learning model to teach grant development in graduate nursing education.  

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Graduate nurses are employed in clinical, research, educational, and policy roles. As leaders, they are expected to develop and sustain projects that support translating research to practice and policy. Funding to support initiatives is tight and requires innovative solutions to cover salaries, benefits, equipment purchases, and other program expenses. In an effort to teach grant writing while developing skilled leaders who are effective and competitive in securing funds, the George Washington University School of Nursing offers a graduate-level grant writing course. In the summer of 2011, a collaborative learning model was developed within the course. The joint approach was foundational to securing an Agency for Healthcare Research and Quality grant to support development and implementation of a patient engagement project by the Nursing Alliance for Quality Care. This article describes the project and offers hints for those seeking to develop a collaborative educational experience that affords new leadership skills for RNs from all backgrounds. PMID:24766039

Falk, Nancy L; Phillips, Kathleen M; Hymer, Regina; Acquaviva, Kimberly D; Schumann, Mary Jean

2014-05-01

102

The development of nurse training in the Birmingham Teaching Hospitals, 1869-1957.  

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This paper is based upon research undertaken in the Birmingham City Archives in which the development of nurse training and education is traced from its beginnings in 1869 to the creation of a central school for the Teaching Hospitals in 1957. The results from this research are discussed in the context of national developments in training and as such developments in Birmingham can be seen as typical of many towns and cities in provincial England, during the period under study. PMID:12710383

Wildman, Stuart

2003-01-01

103

Relationship between Nursing Students' Preference for Types of Teaching Materials and Learning Effects of Self-Learning Tool.  

Science.gov (United States)

The purpose of this study was to investigate the relationship between learning effects of the self-learning tool for nursing students and types of teaching materials. Ten nursing students were asked to perform transfer a patient from bed to wheelchair after watching the demo video and practicing 20 minutes. The students' performance was evaluated before and after practicing. The students were also asked to choose teaching materials that would be developed in the future. Out of nine teaching materials, the students chose seven of them. Correspondence analysis was conducted between the results of the evaluation of students' transfer technique and their preference of teaching materials. The results indicated that there was no relationship between the preference of teaching materials and the scores of transfer techniques. The authors concluded that the self-learning was not affected by the preference of teaching materials. PMID:24943523

Kitajima, Yasuko; Yamashita, Masako; Nakamura, Mitsuhiro; Maeda, Jukai; Aida, Kyouko; Kanai-Pak, Masako; Huang, Zhifeng; Nagata, Ayanori; Ogata, Taiki; Kuwahara, Noriaki; Ota, Jun

2014-01-01

104

Teaching of Health Care-Related Infections within an Integrated Nursing Curriculum  

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Full Text Available Health care-related infections have become an issue of paramount importance in the health care field. Their rates are high in many parts of the world and the adherence of health care professionals to prevention and control measures still involves a minority of them. This study aims to analyze how the teaching on the theme health care-related infections takes place within an integrated Nursing curriculum. This is a qualitative research carried out through documentary analysis of the teaching plans adopted in interdisciplinary modules and interviews conducted with professors. Data collection took place in 2012. To deepen the analysis, we used Edgar Morin’s theoretical framework. We found out that the formal teaching on the theme was conducted in a theoretical and practical way, and there were some contradictions between what professors reported and what was recorded in the teaching plans. Given the complexity of health care-related infections, we hope that this study contributes so that professors dealing with Health Sciences think through their education practices, seeking to systematize this theme with a view to training professionals committed to prevention measures and infection control. We advocate for including the theme in a cross-sectional way into the curriculum to educate nurses and the other health care professionals.

Suellen Karina de Oliveira Giroti

2013-12-01

105

Great Expectations: The Impact of the National Board for Professional Teaching Standards  

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As the largest and most highly publicized initiative to improve teaching in American schools, the National Board for Professional Teaching Standards (NBPTS) has raised great expectations. It has created rigorous standards for teaching and a system to assess and certify teachers meeting these standards; it has promoted financial incentives to…

Boyd, William Lowe; Reese, Jillian P.

2006-01-01

106

Teaching Emotional Intelligence to Intensive Care Unit Nurses and their General Health: A Randomized Clinical Trial  

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Full Text Available Background: Emotion and how people manage it is an important part of personality that would immensely affect their health. Investigations showed that emotional intelligence is significantly related to and can predict psychological health.Objective: To determine the effect of teaching emotional intelligence to intensive care unit nurses on their general health.Methods: This randomized clinical trial (registered as IRCT201208022812N9 was conducted on 52 of 200 in intensive care unit nurses affiliated to Shiraz University of Medical Sciences. They were recruited through purposeful convenience sampling and then randomly categorized into two groups. The intervention group members were trained in emotional intelligence. Bar-on emotional intelligence and Goldberg's general health questionnaires were administered to each participant before, immediately after, and one month after the intervention.Results: While the mean score of general health for the intervention group decreased from 25.4 before the intervention, to 18.1 immediately after the intervention and to 14.6 one month later, for the control group, it increased from 22.0, to 24.2 and to 26.5, respectively (pConclusion: Teaching emotional intelligence improved the general health of intensive care unit nurses.

S Ghadakpoor

2013-07-01

107

[A research effort in the teaching-care dimension of nursing].  

Science.gov (United States)

The article seeks to demonstrate the importance of research in nursing by drawing attention to the resources available to the teacher, such as links to health services, the area of academic performance, the collaboration of students, financing, and others in the teaching-care framework. The new orientation of the curriculum of the Nursing School of the National University of Colombia (Bogotá) places more emphasis on aspects of care-cure and prevention, and seeks through learning experiences to foster changes in the attitudes of students. This shift in the curriculum generated the need for a study among the students in the school to detect attitudes toward the aspects of care-cure and prevention, and, consequently, a questionnaire was designed to elicit attitudes that tend to determine positive and negative affect toward these aspects. The results show that 73.97% of nursing students are satisfied with the career they have chosen and have positive attitudes toward the aspects of care-cure and prevention. Nevertheless, there are some differences in relation to prevention, and it was found that third-year students have more positive attitudes than students at other levels. The results of the study are being used in an attempt to better adjust the curriculum to these circumstances and thus produce nursing personnel who are more in keeping with the country's health needs. PMID:6667654

De Monterrosa, E

1983-01-01

108

Patient satisfaction: evaluating nursing care for patients hospitalized with cancer in Tehran teaching hospitals, Iran  

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Full Text Available Background: Patient satisfaction is used as an important indicator of quality care and is frequently included in healthcare planning and evaluation. A cross sectional study was conducted to examine the relationship between cancer patients’ satisfaction with nursing care in order to assist nurses in defining more clearly their roles in 10 government teaching hospitals in Tehran, Iran. Method: A proportional stratified sampling method was used. Data was collected via validated Patient Satisfaction Questionnaire (PSQ within a 3 month period. Result: The majority of respondents was males (52.3%. The overall median age of respondent was 50 (Inter-quarter range, 26, ranging from 14 years old to 85 years old. The findings revealed that a vast majority of these respondents (82.8% was satisfied with the nursing care provided to them, while the others (17.2% were not. There was a significant relationship between patients’ satisfaction and University’s  hospital, types of treatment (P?0.05. Also; the University’s hospitals was the best predictor for level of satisfaction. Conclusion: This study found that most of the respondents were satisfied with the nursing care, though they suggested some improvements especially with respect to interpersonal relation

Mohammad Kamali

2010-03-01

109

Nursing  

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The history of nursing in Sydney is central to understanding a range of issues including healthcare and gendered employment. This article is an introduction to nursing’s complex, fascinating and much neglected history in Sydney, Australia. Its focus is on hospitals as these have been, and remain, a central site for nursing practice and education. It explores the very different experiences of nursing students and matrons, the difficult working conditions which led to the ‘battleaxe’ ster...

2008-01-01

110

Compliance of state registered nurses to nursing standards during practice in tertiary facilities in Malawi  

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The aim of this study was to describe the quality of practice offered by nurses to patients who underwent surgical incision into the abdomen (post-laparotomy) at tertiary hospitals (Kamuzu, Mzuzu, Queen Elizabeth and Zomba) in Malawi. The study design was descriptively cross sectional and utilized a quantitative data collection and analysis...

Edoly Shirley Lengu; Rodwell Gundo; Alfred Maluwa; Noel Mbirimtengerenji

2013-01-01

111

ESP Vocabulary Instruction: Investigating the Effect of Using a Game Oriented Teaching Method for Learners of English for Nursing  

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Among several important separate components which make especial English distinct from general English, vocabulary is a major part of all English for specific purpose (ESP) teaching courses. In addition to general and semi-technical vocabulary items, nursing genre contains the specific jargon to be learnt if the aim is to introduce the concepts to the students who attend the courses to become insiders to the genre. Medlin(2009) refers to nursing genre as a complex and crucial factor in future ...

Parisa Riahipour; Zeinab Saba

2012-01-01

112

Evidence-based strategies for teaching dysrhythmia monitoring practices to staff nurses.  

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Standards for dysrhythmia monitoring were established by the American Heart Association in 2004, but they have not been fully implemented in everyday nursing practice. Nurses working on units with cardiac monitoring must be able to prepare the skin and place electrodes correctly, monitor in the appropriate lead, and identify potentially lethal dysrhythmias. This article presents a literature review of evidence-based strategies for educating staff nurses on dysrhythmia monitoring practices. Based on the findings of this literature review, there is evidence to support the use of an interactive web-based learning format combined with unit-based collaborative activities and competency validation. The program should incorporate Chickering and Gamson's seven principles for good practice in undergraduate education. More research is needed with randomized controlled studies to determine the most effective strategies. PMID:21485981

Schultz, Susan Jane

2011-07-01

113

Análise da estrutura categorial da Norma ISO 18104 na documentação em Enfermagem / Categorical structure analysis of ISO 18104 standard in nursing documentation  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese OBJETIVO: Verificar se a estrutura categorial da Norma ISO 18104 é adequada para apoiar a documentação eletrônica de diagnósticos e ações de enfermagem e auxiliar na formação de expressões diagnósticas e ações de enfermagem. MÉTODOS: Desenho transversal com dois casos de uso nos registros eletrônico [...] s de dois hospitais universitários que utilizam diferentes terminologias de Enfermagem. RESULTADO: O caso de uso A forneceu 40 expressões diagnósticas e 97 intervenções. Todos os registros para diagnósticos de enfermagem continham foco, julgamento ou achado clínico. As intervenções foram registradas usando verbo de ação e alvo. Os demais qualificadores foram pouco empregados. O caso de uso B forneceu dois diagnósticos e 371 expressões para ações de enfermagem. Os diagnósticos possuíam foco e julgamento. Todas as intervenções, exceto uma, foram documentadas usando verbos de ação e alvo. CONCLUSÃO: A Norma ISO18104 mostrou-se adequada para apoiar a documentação de expressões diagnósticas e de ação de enfermagem. Abstract in english OBJECTIVE: To verify whether categorical structure of the ISO 18104 standard is adequate to support electronic documentation of nursing actions and nursing diagnoses and to facilitate the development of nursing diagnoses and nursing actions expressions. METHODS: A cross-sectional design with two use [...] cases in electronic records from two teaching hospitals that employ different nursing terminologies. RESULT: Case A included 40 diagnostic expressions and 97 interventions. All records for nursing diagnoses included focus, judgment, or clinical finding. All interventions were recorded using action verbs and targets. Few other qualifiers were used. Case B provided two diagnoses and 371 expressions for nursing actions. Diagnoses included focus and judgment. All interventions, except one, were documented using action verbs and targets. CONCLUSION: ISO 18104 was adequate to support documentation of nursing actions and diagnoses expressions.

Marin, Heimar de Fatima; Peres, Heloisa Helena Ciqueto; Dal Sasso, Grace Terezinha Marcon.

114

Compliance with standard-precautions among medical and nursing staff at a university hospital  

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Full Text Available As a primary intervention to prevent occupational exposures to bloodborne pathogens, compliance with standard precautions (SP is extremely important to management occupational risks. The purpose of this study was to analyse self-reported levels of compliance with standard precautions among physicians and nurses. A sample of medical and nursing staff at a university hospital was asked how frequently they used the recomendations of SP. A Likert scale was used. Data were analysed by averagind scores of each scale item. The recomendations itens about “manipulation and discard of sharps objects”, “washing hands after removing disposable gloves” and “using disposable gloves whenener there is a possibility of the contact with blood” raised high levels of compliance. The levels of compliance reported by nursing staff was significantly higher than medical staff to four SP recomendations. The findings offer evidence to involve physicians on organizacional tranning about standard precautions.

Maria Meimei Brevidelli

2006-04-01

115

Courses and Resources to Teach Space Physics to Standards  

Science.gov (United States)

We have created four courses for teachers, and inquiry-based materials to go with them, that embed space physics concepts while teaching Space Physics to National and State standards. The state of Texas recently adopted a "4x4" standard, which makes the "recommended" graduation requirement for high school students to include four science and four math courses. Space Physics is not specifically listed as a topic, but falls naturally as part of three of the Texas High School courses: "Physics", "Astronomy" and "Earth and Space Science", a new course whose syllabus is being decided now. The national standards which are most relevant at the high school level are "Change, Constancy and Measurement", "Motions and Forces", "Interactions of Energy and Matter" and "Natural and Human-induced hazards" [National Science Ed Standards, 1996]. The "Texas Essential Knowledge and Skills" includes circuits, electricity and magnetism, and waves in their Physics course syllabus, and include "describe the Sun's effects on the Earth" in the Astronomy class. In the new Earth and Space Science class we expect that additional heliospheric concepts will be included. At Rice we have four Astronomy courses (and four Earth Science courses) for teachers, two of which involve a substantial space physics content. By taking those eight courses, plus a research project and another content or education elective, the teachers can earn a "Masters of Science Teaching" degree. In "Teaching Earth and Space Science" (ASTR 402) we dedicate about 4 weeks on the Sun and the Earth and its environment. The "Physics of Ham Radio" course (PHYS 401) has an even more relevant focus. That class introduces electricity and magnetism, with hands-on activities on circuits and electromagnetic waves. The students earn their "Technician" class amateur license by making at least 75 per cent on the first quiz, which allows them VHF and UHF broadcast privileges. The second half of the course covers more space weather topics including the ionosphere, solar activity, radio propagation and absorption, antennas, etc. Some students pass the more detailed "General" amateur license by the end of the semester, which allows them to transmit at HF frequencies. Ham radio clubs are becoming more interesting to students as internet-based and digital modes allow more extensive communication even with minimum licensing, and amateur radio clubs are an excellent resource to teachers who want to set up a station in their school. A Technician license can also allow even communication with the Space Station.

Reiff, P. H.

2008-12-01

116

Breast cancer risk factor knowledge among nurses in teaching hospitals of Karachi, Pakistan: a cross-sectional study  

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Full Text Available Abstract Background Breast cancer is the most common cancer among women in both the developed and the developing world. The incidence of breast cancer in Karachi, Pakistan is 69.1 per 100,000 with breast cancer presentation in stages III and IV being common (? 50%. The most pragmatic solution to early detection lies in breast cancer education of women. Nurses constitute a special group having characteristics most suited for disseminating breast cancer information to the women. We assessed the level of knowledge of breast cancer risk factors among registered female nurses in teaching hospitals of Karachi. We also identified whether selected factors among nurses were associated with their knowledge of breast cancer risk factors, so that relevant measures to improve knowledge of nurses could be implemented. Methods A cross-sectional survey was conducted in seven teaching hospitals of Karachi using stratified random sampling with proportional allocation. A total of 609 registered female nurses were interviewed using a structured questionnaire adapted from the Stager's Comprehensive Breast Cancer Knowledge Test. Knowledge of breast cancer risk factors was categorized into good, fair and poor categories. Ordinal regression was used to identify factors associated with risk knowledge among nurses. Results Thirty five percent of nurses had good knowledge of risk factors. Graduates from private nursing schools (aOR = 4.23, 95% CI: 2.93, 6.10, nurses who had cared for breast cancer patients (aOR = 1.41, 95% CI: 1.00, 1.99, those having received a breast examination themselves (aOR = 1.56, 95% CI: 1.08, 2.26 or those who ever examined a patient's breast (aOR = 1.87, 95% CI: 1.34, 2.61 were more likely to have good knowledge. Conclusion A relatively small proportion of the nursing population had good level of knowledge of the breast cancer risk factors. This knowledge is associated with nursing school status, professional breast cancer exposure and self history of clinical breast examination. Since only about one-third of the nurses had good knowledge about risk factors, there is a need to introduce breast cancer education in nursing schools particularly in the public sector. Continuing nursing education at the workplace can be of additional benefit.

Hatcher Juanita

2006-09-01

117

A Multistate Review of Professional Teaching Standards. Summary. Issues & Answers. REL 2009-No. 075  

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This document presents a summary of a larger report that reviews teaching standards in six states (California, Florida, Illinois, North Carolina, Ohio, and Texas) focuses on the structure, target audience, and selected content of the standards to inform California's revision of its teaching standards. The report was developed at the request of key…

White, Melissa Eiler; Makkonen, Reino; Stewart, Kari Becker

2009-01-01

118

A Multistate Review of Professional Teaching Standards. Issues & Answers. REL 2009-No. 075  

Science.gov (United States)

This review of teaching standards in six states (California, Florida, Illinois, North Carolina, Ohio, and Texas) focuses on the structure, target audience, and selected content of the standards to inform California's revision of its teaching standards. The report was developed at the request of key education agencies in California. The review…

White, Melissa Eiler; Makkonen, Reino; Stewart, Kari Becker

2009-01-01

119

Using standardized patients to assess communication skills in medical and nursing Students  

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Full Text Available Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS. Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5 and sixty four nursing students (Year 2/3 of 4 were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33/46; 72% and 81% of nursing students (56/64 passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

Burgoyne Louise

2010-03-01

120

A Standardized Shift Handover Protocol: Improving Nurses’ Safe Practice in Intensive Care Units  

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Full Text Available Introduction: For maintaining the continuity of care and improving the quality of care, effective inter-shift information communication is necessary. Any handover error can endanger patient safety. Despite the importance of shift handover, there is no standard handover protocol in our healthcare settings. Methods In this one-group pretest-posttest quasi-experimental study conducted in spring and summer of 2011, we recruited a convenience sample of 56 ICU nurses. The Nurses’ Safe Practice Evaluation Checklist was used for data collection. The Content Validity Index and the inter-rater correlation coefficient of the checklist was 0.92 and 89, respectively. We employed the SPSS 11.5 software and the Mc Nemar and paired-samples t test for data analysis. Results: Study findings revealed that nurses’ mean score on the Safe Practice Evaluation Checklist increased significantly from 11.6 (2.7 to 17.0 (1.8 (P < 0.001. Conclusion: using a standard handover protocol for communicating patient’s needs and information improves nurses’ safe practice in the area of basic nursing care.

Javad Malekzadeh

2013-08-01

 
 
 
 
121

The Effects of Social and Environmental Factors on Informal Teaching-Learning Transactions between Female Nurses and Female Physicians.  

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Patient care in a hospital setting is directly related to the professional information and knowledge exchange between physicians and nurses concerning patients in their own care. This exchange, while informal, is considered a teaching-learning transaction. In recent years, as gender ratios in medicine have changed, a new transaction has arisen…

Stegman, Carolyn Beitzel

122

Redressing the Power and Effect of Significance. A New Approach to an Old Problem: Teaching Statistics to Nursing Students.  

Science.gov (United States)

In teaching research methods, introducing effect size, then power, then statistical significance will improve understanding of Type I and Type II errors. Students will develop a better grasp of decision-making processes involved in hypothesis testing, which nurses need in an environment stressing evidence-based practice. (SK)

Taylor, Shirley; Muncer, Steven

2000-01-01

123

An Interdisciplinary Focus Group Study on Students' Perceptions of Preparedness for Upper-Division Coursework in Teaching and Nursing  

Science.gov (United States)

Many universities positively impact student retention rates by aligning state competencies and undergraduate coursework with specific learning outcomes known to contribute to success. Faculty from teaching and nursing conducted interdisciplinary focus group research to gather student perceptions concerning whether skills obtained through core…

Dunlap, Karen; Anderson, Gina B.; Rademacher, Joyce; McMenamy, Nancy

2011-01-01

124

Web-based simulation: a tool for teaching critical care nursing Simulación utilizando la web: una herramienta para la enseñanza de enfermería en terapia intensiva Simulação baseada na web: uma ferramenta para o ensino de enfermagem em terapia intensiva  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The objectives of this study were to develop, to implement and to evaluate a web-based simulation for critical care nursing, as a tool for teaching nursing students at the undergraduate level. An adapted methodology was used to develop teaching material in a web-based learning environment, consisting of three evaluation phases (ergonomic, pedagogical and usability), carried out by web-designers/programmers, nursing teachers/nurses, and undergraduate nursing students. The research tools used w...

Sayonara de Fatima Faria Barbosa; Heimar de Fatima Marin

2009-01-01

125

Competency standards and educational requirements for specialist breast nurses in Australia.  

Science.gov (United States)

There is substantial evidence that Specialist Breast Nurses (SBNs) make an important contribution to improved outcomes for women with breast cancer, by providing information and support and promoting continuity of care. However, a recent study has identified significant variation in how the role functions across individual nurses and settings, which is likely to contribute to varied outcomes for women with breast cancer. The project reported in this paper illustrates how a set of competency standards for SBNs were developed by the National Breast Cancer Centre. The competency standards were developed through a review of published literature and consultation with key stakeholders. The resulting SBN Competency Standards reflect the core domains and elements of SBN practice seen as integral to achieving optimal outcomes for women with breast cancer. This project identifies the SBN as a registered nurse who applies advanced knowledge of the health needs, preferences and circumstances of women with breast cancer to optimise the individual's health and well-being at various phases across the continuum of care, including diagnosis, treatment, rehabilitation, follow-up and palliative care. The five core domains of practice identified are: Supportive care; Collaborative care; Coordinated care; Information provision and education; and Clinical leadership. A variety of education programs are currently available for nurses who wish to learn about breast cancer nursing. The majority of stakeholders consulted in this project agreed that a Graduate Diploma level of education is required at minimum in order for an SBN to develop the minimum level of competence required to perform the role. The evidence supports the view that as an advanced role, nurses practising as SBNs require high-quality programs of sufficient depth and scope to achieve the required level of competence. PMID:17294681

Yates, Patsy; Evans, Alison; Moore, Andy; Heartfield, Marie; Gibson, Terri; Luxford, Karen

2007-01-01

126

Opportunity to Teach and Learn Standards: Colombian Teachers’ Perspectives  

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Full Text Available

The aim of this article is to present the outcomes of an exploration of in-service teachers’ perspectives in relation to an opportunity to teach and learn standards in English. A workshop for English teachers from Cali (Colombia and the neighboring rural sectors was designed and carried out in order to collect the information. Teachers’ perspectives about the topic were explored in terms of three aspects: general considerations that underlie opportunities to learn; standards and conditions in educational institutions (work aspects and other institutional factors such as human and material resources.


Este artículo tiene por objetivo presentar los resultados de una exploración acerca de las reflexiones de un grupo de docentes en ejercicio, respecto a estándares de oportunidad para la enseñanza y aprendizaje del inglés como lengua extranjera. Con este propósito se diseñó y ofreció un taller a profesores de Cali (Colombia y de la zona rural aledaña. Allí se estudiaron las perspectivas de los docentes en cuanto a tres aspectos: consideraciones generales que subyacen la oportunidad de aprender, estándares y condiciones en las instituciones educativas y otros factores tales como recursos materiales y humanos.

Cárdenas Ramos Rosalba

2012-10-01

127

Use of oral examinations to teach concepts of evidence-based practice to nurse practitioner students.  

Science.gov (United States)

Evidence-based practice has become part of nurse practitioner education. One innovative approach to teaching and evaluating evidence-based practice is the implementation of oral examinations, in which students orally present their review of a research article. Prior to the examination, students are given a research article to critique and can prepare for the examination using their notes and textbooks. At a scheduled time, they meet with a faculty member to respond to both predetermined and unexpected questions requiring critique of the research and thorough explanation of how it will (or will not) influence their practice. Although this approach may produce anxiety in students, it provides another way to evaluate students' ability to communicate about a complex topic and is an excellent complementary evaluation method to other approaches, such as case studies or written examinations. PMID:17547349

Burman, Mary E; Hart, Ann Marie; Brown, Julie; Sherard, Pat

2007-05-01

128

An initiative to teach family systems nursing using online health-promoting conversations: A multi-methods evaluation  

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Full Text Available Background: Family systems nursing embraces the view that one family member’s illness affects other family members and vice versa. Family nursing developed as a way for nurses to work with families to promote health. Previously, teachers performed most of the education on health-promoting conversations with families on campus. Because online education is increasingly requested in nursing, this article evaluates teaching family systems nursing by using synchronous online health-promoting conversations. Methods: Fifteen registered nurses attended the course “Health-Promoting Family Focused Nursing”, an advanced-level nursing elective 10-week course. The course used technology enhanced learning and was evaluated qualitatively and quantitatively. Students and teachers participated in semi-structured focus group interviews analyzed qualitatively. The students filled in a traditional course evaluation. Students responded before and after the course to the multidimensional research instrument “Families’ Importance in Nursing Care—Nurse’s Attitudes” (FINC-NA. Results: The students were satisfied with the course and the synchronous health-promoting conversations. They learned to “think family” and acknowledged the importance of inviting families to take part in the care of a family member. They stated that the online practice had helped them gain a useful tool for their future family nursing practice. The teachers appreciated working in a team to develop the course. At the start of the project they viewed the online technology as a challenge. However, during the course they saw many pedagogical possibilities with the synchronous meetings and that the online family conversation training worked well. The ability to record the meetings offered educational advantages and the opportunity for students to reflect on the conversations. Even if the students rated families importance in nursing care positively prior to the course on FINC-NA, the students still gave the following domains even stronger support post-course: Family as a resource in nursing care, Family as a burden, and Family as own resource. Conclusions: Family systems nursing and health-promoting conversations with families, comprising interaction between several participants, can be learned using online pedagogical methods. Furthermore, the belief that health-promoting family conversations need to be held with all participants in the same room has been challenged.

Lindh R. Viveca

2012-10-01

129

Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience  

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Abstract Background The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. Methods The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus group...

Huang Chung-I; Wung Cathy; Yang Che-Ming

2009-01-01

130

Updated Multistate Review of Professional Teaching Standards. REL Technical Brief. REL 2010-No. 014  

Science.gov (United States)

This review of teaching standards in six states updates a 2009 review (White, Makkonen, and Stewart 2009) by incorporating California's recently adopted teaching standards alongside those from Florida, Illinois, North Carolina, Ohio, and Texas. The previous review was developed at the request of key education agencies in California to inform the…

White, Melissa Eiler; Makkonen, Reino; Stewart, Kari Becker

2010-01-01

131

Online teaching and learning in a graduate course In nursing education  

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Full Text Available Information technology has a potential to be the answer to one of Africa’s most pressing problems- providing education to a number of geographically dispersed learners, who currently have to leave their countries for a number of years in order to pursue their studies elsewhere. The School of Nursing at the University of Natal launched an online graduate course in nursing education at the beginning of the year 2000 for the first time as part of a masters degree programme. A number of lessons have been learned from this experience. Firstly, it took too long to arrive at ‘closure’ on discussion of any one particular theme. There seemed to be a perpetual feeling of never “completing” teaching/learning tasks. Ordinarily, in a face-to-face (f2f classroom, a particular theme or topic is scheduled for a particular lecture period. More often than not, whether clarity and/or resolution has been attained, the discussion moves on to the next theme, or topic. This has not been easy to do in computer mediated communication (CMC. The students’ contributions, however, seemed more thought out and more focused than had been the case in the f2f classes. Secondly, the essentiality/importance of structure became apparent very early. After an initial tentative and slow start, once the students felt comfortable with the computer “classroom” , the bulletin board was flooded with messages, necessitating re-thinking the original structure.

NS Gwele

2000-09-01

132

Big battles for small gains: a cautionary note for teaching reflective processes in nursing and midwifery practice.  

Science.gov (United States)

Since 1988, Australian university nursing courses have adopted the processes of educationalists in embracing reflective practitioner concepts and strategies. The assumption underlying reflective practice appears uniformly to be that if practitioners reflect on and in their practice worlds they can develop ways of changing them. This paper will outline some cautionary points in teaching reflective processes for use in nursing practice, given that they have been processes intent on mobilizing change in densely impacted hegemonic structures in healthcare organizations. To demonstrate that the limits of reflective practice may constitute big battles for small gains, a research project undertaken with practising midwives will be used as a case in point. PMID:9146275

Taylor, B

1997-03-01

133

Factors influencing nurses' compliance with Standard Precautions in order to avoid occupational exposure to microorganisms: A focus group study  

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Full Text Available Abstract Background Nurses may acquire an infection during the provision of nursing care because of occupational exposure to microorganisms. Relevant literature reports that, compliance with Standard Precautions (a set of guidelines that can protect health care professionals from being exposed to microorganisms is low among nurses. Additionally, high rates of exposure to microorganisms among nurses via several modes (needlesticks, hand contamination with blood, exposure to air-transmitted microorganisms occur. The aim of the study was to study the factors that influence nurses' compliance with Standard Precaution in order to avoid occupational exposure to pathogens, by employing a qualitative research design. Method A focus group approach was used to explore the issue under study. Four focus groups (N = 30 were organised to elicit nurses' perception of the factors that influence their compliance with Standard Precautions. The Health Belief Model (HBM was used as the theoretical framework and the data were analysed according to predetermined criteria. Results Following content analysis, factors that influence nurses' compliance emerged. Most factors could be applied to one of the main domains of the HBM: benefits, barriers, severity, susceptibility, cues to action, and self-efficacy. Conclusions Changing current behavior requires knowledge of the factors that may influence nurses' compliance with Standard Precautions. This knowledge will facilitate in the implementation of programs and preventive actions that contribute in avoiding of occupational exposure.

Raftopoulos Vasilios

2011-01-01

134

Refocusing acute psychiatry, performance management, standards and accountability, a new context for mental health nursing.  

LENUS (Irish Health Repository)

The term \\'performance management\\' has an aversive \\'managerial\\' aspect, is unappealing to many public sector staff and has an \\'image problem\\'. Perhaps as a consequence, it has failed to make a significant impact on Irish public sector workers, notably mental health nurses. In this paper, performance management is introduced and examined within an Irish healthcare context and with reference to its use in other countries. Some of the challenges faced by Irish mental health nurses and the potential benefits of working within a performance managed workplace are discussed. The paper concludes that performance management is likely to increasingly affect nurses, either as active agents or as passive recipients of a change that is thrust on them. The authors anticipate that the performance management \\'image problem\\' will give way to recognition that this is a fundamental change which has the potential to enable health services to change. This change will bring high standards of transparency, worker involvement in decision making, an explicit value base for health services and individual teams. It provides the potential for clear practice standards and high standards of transparency as well as worker welfare in all aspects, including supporting employment and career progression.

Harnett, P J

2009-06-01

135

Nurse taking care and teaching to the family of the client with gastrostomy in home scene . Preview note  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The client that suffered a gastrostomy needs the full attention of a stomaterapist nurse. This support starts with the feeding tube installation and should be followed in homecare attention by motivating the family to take part of this process, giving them the necessary support, teaching how to manage the feeding tube, how to handle it in the process of feeding the client and also the physical and emotional care required in order to prevent difficulties and contributing effectively to the hea...

2007-01-01

136

The Use of Synchronous Videoconferencing Teaching to Increase Access to Specialist Nurse Education in Rural KwaZulu-Natal, South Africa  

Directory of Open Access Journals (Sweden)

Full Text Available In KwaZulu-Natal more than 50% of the population lives in the rural area but most of the health workers are based in urban centres where teaching hospitals and high incomes are common. Nursing provides the backbone of health care in the public sector. Specialist nurses such as advanced midwives or specialist HIV nurses are in short supply. Teaching via live synchronous videoconference (VC provides an opportunity to extend specialist education to nurses at rural hospitals. Aim: The aim of the study was to review and evaluate the current use of videoconference education for nurses in KwaZulu-Natal. Methodology: A review the literature on VC education in nursing using bibliometric review strategies was conducted and two nurses’ education courses conducted via videoconferencing was evaluated against a set of criteria developed and validated by the Department of TeleHealth at the University. Results: 81 publications addressing videoconference nurse education were found, most being published after 2000. Over half were descriptive studies, but were still valuable for informing this study. Based on the evaluation of the two courses against the set of criteria, the two courses were aligned sufficiently well with the measurement criteria. Additionally, the delivery of the courses via videoconferencing allowed for the identification of potential cost savings. Discussion: This evaluation indicates that these two courses have been successfully implemented using VC. In the light of the potential savings of time and money, VC can be used to teach specialist nursing courses to rural nurses. Recommendations to improve the VC courses included orientation training for presenters and encouraging more research regarding the effectiveness of VC as a teaching modality for clinical nurses in rural areas. Conclusion: More attention should be given to developing the infrastructure and skills to make this technology available and commonly used in health services in under-resourced public health services and hospitals. Additional research is also suggested.

Jennifer Chipps

2010-06-01

137

Occupation: nurse; occupational hazard: radiation  

International Nuclear Information System (INIS)

The work of the occupational health nurses at the Pickering Generating Station is described. A staff of two nurses teach first aid and safety, practice an emergency plan, and monitor personnel for minimum health standards for radiation workers. Special attention is paid to problems which might be aggravated by radiation, such as skin complaints, respiratory diseases, emotional stability, or phobias regarding heights, plastic suits, or radiation itself. Procedures used in treating contaminated personnel are outlined

1984-01-01

138

["Standard precautions" practices among nurses in a university hospital in Western Algeria].  

Science.gov (United States)

Health care workers are exposed daily to blood borne injury and infection with a high risk of hepatitis B or C and human immunodeficiency virus (HIV) transmission. In the 1980s, the US Centers for Disease Control and Prevention (CDC) developed a set of protocols and guidelines known as standard precautions (SP) to prevent accidental transmission of pathogens. The SP should be followed for each intervention or delivery of care in order to protect health care workers from risks associated with contact with blood and other biological liquids. A survey was conducted in a Western Algerian university hospital to assess nurses' adherence to SP practices. A questionnaire was administered to 450 nurses in the hospital workplace setting. A field survey was also conducted in order to take into account the means and support available to the nurses in these hospital departments, namely to determine availability of hand washing and drying facilities. A total of 133 nurses, 81 women and 52 men, participated in the survey. Personal and professional data, hand-washing frequency, glove wearing practices were collected as data. A large majority (95%) of nurses reported washing their hands after removing their gloves, and 69% of them reported washing their hands between two patients. Male nurses wear gloves more often than females (respectively 77% and 53%). Sharp instruments were correctly disposed of in a puncture-resistant container more of the time. Recapping needles has been reported by two-thirds of survey respondents. Lack of liquid soap and alcohol-based washing solution were noted as major deficiencies as well as the lack of means to properly dry hands in many health care wards. Lack of SP adherence is primarily due to the lack of awareness and knowledge as well as insufficient supply of equipment and materials for good hand hygiene maintenance. This study highlights the urgent need to implement a programme to improve SP adherence among nurses and to increase the supply of hand washing and drying materials. Greater adherence to SP practices will also reduce the risk of occupational exposure to blood borne injury and infection. PMID:19086684

Beghdadli, Benali; Belhadj, Zora; Chabane, Walid; Ghomari, Omar; Kandouci, Abdelkader Baderdine; Fanello, Serge

2008-01-01

139

Nursing informatics knowledge and competencies: a national survey of nursing education programs in the United States.  

Science.gov (United States)

An online survey of deans/directors of 266 baccalaureate and higher nursing programs in the U.S. was developed by informatics expert nurses. Participants (1) identified nursing informatics (NI) competencies and knowledge of undergraduate and/or graduate students in their nursing programs; (2) determined faculty preparedness to teach NI and to use informatics tools; and (3) provided perceptions of NI requirements of local practicing nurses. Frequency data and qualitative responses were analyzed. Approximately half of undergraduate nursing programs were teaching information literacy skills and required students to enter with word-processing and email skills. Least visible informatics content at all levels included the use of information system data standards, the Nursing Information and Data Set Evaluation Center criteria, the unified medical language system (UMLS), and the nurse's role in the life cycle of an information system. Almost 50% of respondents perceived faculty as "novice" and "advanced beginners" in teaching and using NI applications. Participants reported no future plans to offer NI training in their region. Findings have major implications for nurse faculty, staff developers, and program administrators who are planning continuing education opportunities and designing nursing curricula that prepare nurses for use of the electronic health record and 21st century professional practice. PMID:16046276

McNeil, Barbara J; Elfrink, Victoria L; Pierce, Susan T; Beyea, Suzanne C; Bickford, Carol J; Averill, Carolyn

2005-12-01

140

Diffraction and interference--a standard teaching topic using non-standard diffracting objects  

Science.gov (United States)

This topic--diffraction and interference--is a standard topic in teaching wave optics in schools and universities as well as in physics practical labs. The theoretical presentation needs some knowledge in mathematics; the final formula for the intensity pattern as a function of all parameters such as number of slits N, slit width b, slit distance d, wavelength ? of light used is not too complicated. The experimental setup is standard and well known. In our opinion the shortage comes here from the relatively poor quality of scattering objects produced by photolithography and by the small number of various objects in N, b and d. We on the contrary offer objects produced by electron beam lithography with much higher contrast and larger resolution. As a consequence, students are allowed to study not only positions of a few maxima and minima of the interference pattern, but determine relative intensities of maxima and minima with respect to central maximum, details around sub-maxima, band shape and bandwidth. In addition, we generated 150 objects with a variety in N, b and d and also offer five different wavelengths. Since these objects are hardly available and not so easy to copy we offer this experiment as a remotely controlled laboratory experiment which means the real experiment located in A can be used by everyone with his or her computer located in B via the Internet.

Gröber, S.; Vetter, M.; Eckert, B.; Jodl, H.-J.

2014-01-01

 
 
 
 
141

Using FTIR-ATR Spectroscopy to Teach the Internal Standard Method  

Science.gov (United States)

The internal standard method is widely applied in quantitative analyses. However, most analytical chemistry textbooks either omit this topic or only provide examples of a single-point internal standardization. An experiment designed to teach students how to prepare an internal standard calibration curve is described. The experiment is a modified…

Bellamy, Michael K.

2010-01-01

142

Training and education: an analysis of quality assurance in teaching and nursing education.  

Science.gov (United States)

There is a continuing tension between training and education in vocational higher education courses. The debate in nursing has been heightened by the transfer of courses into higher education and staffing problems in the NHS. Comparisons with other occupations can help prevent introspection in analysis of policy issues in nursing. Teacher training is a particularly useful comparator because it entered higher education before nursing, and teachers have failed to maintain a level of autonomy that nurses would once have envied. This paper compares nursing and teacher training with particular reference to quality assurance. The UK government has adopted a centralized quality assurance and funding system for teacher training. Nursing is included in higher education quality assurance systems but funding is devolved. The tensions between training and education within nursing and teacher training are examined, and implications for the development of nursing considered. PMID:10895119

Callery, P

2000-07-01

143

Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract Background The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. Methods The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus groups, and the third on a pilot study and subsequent revision. Results Our new teaching hospital accreditation standards have six categories and 95 standards as follows: educational resources (20 items, teaching and training plans and outcomes (42 items, research and results (9 items, development of clinical faculty and continuing education (8 items, academic exchanges and community education (8 items, and administration (8 items. Conclusions The new standards have proven feasible and posed reasonable challenges in the pilot study. We hope the new standards will strengthen teaching and research, and improve the quality of hospital services at the same time.

Wung Cathy

2009-12-01

144

Online tobacco cessation education to optimize standards of practice for psychiatric mental health nurses.  

Science.gov (United States)

This article presents an overview of an online education offering to improve standards of practice for nurses intervening with tobacco-dependent mentally ill populations. Designed as a pilot study and guided by the theory of reasoned action framework, the pretest-posttest educational program was conducted to examine attitudes and beliefs, knowledge, and intentions to integrate tobacco cessation interventions into practice. Although positive attitudes and beliefs were demonstrated, knowledge gaps continued to exist after the online program. Strengths and challenges of the online education offering are presented with recommendations for future research. PMID:22289399

Amole, Jacques; Heath, Janie; Joshua, Thomas V; McLear, Beth

2012-03-01

145

[Recommendations and Italian standards for setting safe staff nursing levels in hospitals: results of a consensus conference].  

Science.gov (United States)

Nurse staffing levels have always been an issue and the optimal level and mix of nurses required to deliver quality care as cost-effectively as possible continues to be discussed at both national and international levels. In Italy, a network of experts rom ten local health and hospital authorities was set up in June 2010. The, main objectives of the network were to define, validate and approve a panel of relevant indicators, identify minimum standards of safety and develop recommendations to guide decision-making regarding hospital nurse staffing levels. The indicators and recommendations developed by the network are presented in this paper. PMID:22508648

Saiani, Luisa; Guarnier, Annamaria; Barelli, Paolo; Zambiasi, Paola; Allegrini, Elisabetta; Bazoli, Letizia; Casson, Paola; Magon, Giorgio; Mari, Meri; Padovan, Marisa; Picogna, Michele; Taddia, Patrizia; Salmaso, Daniele

2011-01-01

146

The use of computers to teach human anatomy and physiology to allied health and nursing students  

Science.gov (United States)

Educational institutions are under tremendous pressure to adopt the newest technologies in order to prepare their students to meet the challenges of the twenty-first century. For the last twenty years huge amounts of money have been spent on computers, printers, software, multimedia projection equipment, and so forth. A reasonable question is, "Has it worked?" Has this infusion of resources, financial as well as human, resulted in improved learning? Are the students meeting the intended learning goals? Any attempt to develop answers to these questions should include examining the intended goals and exploring the effects of the changes on students and faculty. This project investigated the impact of a specific application of a computer program in a community college setting on students' attitudes and understanding of human anatomy and physiology. In this investigation two sites of the same community college with seemingly similar students populations, seven miles apart, used different laboratory activities to teach human anatomy and physiology. At one site nursing students were taught using traditional dissections and laboratory activities; at the other site two of the dissections, specifically cat and sheep pluck, were replaced with the A.D.A.M.RTM (Animated Dissection of Anatomy for Medicine) computer program. Analysis of the attitude data indicated that students at both sites were extremely positive about their laboratory experiences. Analysis of the content data indicated a statistically significant difference in performance between the two sites in two of the eight content areas that were studied. For both topics the students using the computer program scored higher. A detailed analysis of the surveys, interviews with faculty and students, examination of laboratory materials, and observations of laboratory facilities in both sites, and cost-benefit analysis led to the development of seven recommendations. The recommendations call for action at the level of the institution requiring investment in additional resources, and at the level of the faculty requiring a commitment to exploration and reflective practice.

Bergeron, Valerie J.

147

HeartCode BLS with voice assisted manikin for teaching nursing students: preliminary results.  

Science.gov (United States)

The purpose of this study was to evaluate the effectiveness of HeartCode BLS, a self-directed, computer-based course for obtaining basic life support (BLS) certification. For part 2 of the course, students learned and practiced their cardiopulmonary resuscitation (CPR) psychomotor skills on a voice assisted manikin (VAM). Students from 10 schools of nursing were randomly assigned to two types of CPR training: HeartCode BLS with VAM or the standard, instructor-led (IL) course with manikins that were not voice assisted; 264 students trained using HeartCode BLS and 339 had an IL course. When students passed their respective courses and were certified in BLS, their CPR skills were tested using the Laerdal PC SkillReporting System. Students who trained using HeartCode BLS and practiced their CPR skills on VAMs were significantly more accurate in their ventilations, compressions, and single-rescuer CPR than students who had the standard, IL course with regular manikins. PMID:21086869

Oermann, Marilyn H; Kardong-Edgren, Suzan; Odom-Maryon, Tamara; Ha, Yeongmi; McColgan, Jacqueline Keegan; Hurd, Debbie; Rogers, Nancy; Resurreccion, Leandro A; Snelson, Catherine; Kuerschner, Dawn R; Haus, Carol; Smart, Denise A; Lamar, Jerrilee; Hallmark, Beth F; Tennant, Monica Nelson; Dowdy, Sharon Wilson

2010-01-01

148

Preferences for teaching methods in a baccalaureate nursing program: how second-degree and traditional students differ.  

Science.gov (United States)

Accelerated baccalaureate nursing programs are in great demand in the United States. Currently there are 197 such programs, but little research has been conducted on student characteristics and program outcomes. This quantitative study explores preferences of second-degree students and traditional generic students with regard to teaching methods and relationships with faculty. The results indicate that statistically significant differences exist between the two groups of students. Three areas of significance are ability for self-directed learning, expectations of faculty and classroom structure, and obtaining a grade that really matters. PMID:17944259

Walker, Jean T; Martin, Tina M; Haynie, Lisa; Norwood, Anne; White, Jill; Grant, LaVerne

2007-01-01

149

Exposure to Psychological Violence Among the Nursing Staff in a Large Teaching Hospital in Tehran  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Background and Aim: By providing the greatest amount of direct service to patients, nurses play an extremely valuable and unmatched role in the quality and efficiency of care and curative services. Workplace violence is regarded as one of the factors which can reduce job satisfaction and the quality of working life of nurses and their interaction with patients, as well as the work efficiency of nurses and hospitals. In this study, after translating and validating tools of violence measurement...

Teymoorzadeh, E.; Rashidian, A.; Arab, M.; Akbari Sari, A.; Ghasemi, M.

2009-01-01

150

Examination of the teaching styles of nursing professional development specialists, part I: best practices in adult learning theory, curriculum development, and knowledge transfer.  

Science.gov (United States)

The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory. Limited exposure to adult learning theory may affect NPD educational practices, learning outcomes, organizational knowledge transfer, and subsequently, the professional development of the nurses they serve and quality of nursing care. An examination of current teaching practices may reveal opportunities for NPD specialists to enhance educational methods to promote learning, learning transfer, and organizational knowledge and excellence. This article, the first in a two-part series, examines best practices of adult learning theories, nursing professional development, curriculum design, and knowledge transfer. Part II details the results of a correlational study that examined the effects of four variables on the use of adult learning theory to guide curriculum development for NPD specialists in hospitals. PMID:24779716

Curran, Mary K

2014-05-01

151

Does it help teaching? Instructors’ perceptions of a technology enhanced standards-based educational program  

Directory of Open Access Journals (Sweden)

Full Text Available Recent accountability movements in the education world gave rise to standards-based curriculum, which provides a teaching and learning environment with high quality instructional materials. An example to such learning environment is Cisco Certified Network Associate (CCNA program. This study investigates high school teachers’ perceptions and experiences of CCNA program in their classrooms. 357 high school teachers in the United States who teach in the CCNA program completed an online survey measuring their perceptions about standards-based curriculum and testing. The results show that teachers generally accept standards-based curriculum and testing as a teaching tool, spend less time on student feedback and would like to see some features of the curriculum applied to other regular high school subjects such as mathematics and science.

Hasan Çak?r, Barbara A. Bichelmeyer, Thomas Duffy, Alan Dennis, JoAnne Bunnage

2009-01-01

152

Interactive Videoconference Supported Teaching in Undergraduate Nursing: A Case Study for ECG  

Science.gov (United States)

This paper describes how interactive videoconference can benefit the Electrocardiography (ECG) skills of undergraduate nursing students. We have implemented a learning system that interactively transfers the visual and practical aspects of ECG from a nursing skills lab into a classroom where the theoretical part of the course is taught. The…

Celikkan, Ufuk; Senuzun, Fisun; Sari, Dilek; Sahin, Yasar Guneri

2013-01-01

153

Evaluating the quality of interaction between medical students and nurses in a large teaching hospital  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract Background Effective health care depends on multidisciplinary collaboration and teamwork, yet little is known about how well medical students and nurses interact in the hospital environment, where physicians-in-training acquire their first experiences as members of the health care team. The objective of this study was to evaluate the quality of interaction between third-year medical students and nurses during clinical rotations. Methods We surveyed 268 Indiana University medical students and 175 nurses who worked at Indiana University Hospital, the School's chief clinical training site. The students had just completed their third year of training. The survey instrument consisted of 7 items that measured "relational coordination" among members of the health care team, and 9 items that measured psychological distress. Results Sixty-eight medical students (25.4% and 99 nurses (56.6% completed the survey. The relational coordination score (ranked 1 to 5, low to high, which provides an overall measure of interaction quality, showed that medical students interacted with residents the best (4.16 and with nurses the worst (2.98; p Conclusion The quality of interaction between medical students and nurses during third-year clinical rotations is poor, which suggests that medical students are not receiving the sorts of educational experiences that promote optimal physician-nurse collaboration. Medical students and nurses experience different levels of psychological distress, which may adversely impact the quality of their interaction.

Cushing Herbert E

2006-04-01

154

Menarche in the Severely Disabled Adolescent: School Nurses' Attitudes, Perceptions, and Perceived Teaching Responsibilities.  

Science.gov (United States)

This study examined perceptions of school nurses about their roles as teachers of sex education for children with physical disabilities. Responses to a stimulus story about a female adolescent sent to the school nurse for assistance and instruction on menarche were compared based on variations in the story. (Author/MT)

Tse, Alice M.; Opie, Nancy D.

1986-01-01

155

[Technical safety index of a teaching hospitals pediatrics unit nursing staff].  

Science.gov (United States)

This study was aimed at identifying the Technical Safety Index (ITS, in the Portuguese acronym) of the nursing team of the University of São Paulo's Hospital Universitário's Pediatrics Unit (2001-2005). Percentages for each type of absence of nursing professionals were obtained from the Nursing Department or calculated based on the equations found in the literature. Absences due to days off were the highest percentage. Total percentages of unplanned absences were lower than those referring to planned absences, which contradict nurses who report this type of absence as the main cause for health institutions understaffing. IST variation highlights the importance of carrying out systematic evaluations of the nursing team's absences, as well as of identifying specific indexes for each unit, as subsidies for the evaluation of the personnel in health organizations. PMID:18193625

Rogenski, Karin Emilia; Fugulin, Fernanda Maria Togeiro

2007-12-01

156

Horta’s benchmark as a tool of Nursing teaching-learning: assistential convergent research  

Directory of Open Access Journals (Sweden)

Full Text Available This is a qualitative research supported by the assistencial convergent modality that aimed to use Wanda Horta’s referential with fifteen nursing students during Clinical Education in Semiology and Semiotchnical at a private college of Curitiba, and to verify the perception of these students concerning this trajectory. The students considered that this practice provided a vision of the patient as a whole, culminating in a theory-practice approach in the related disciplines and facilitating the care humanization. In addition, they emphasize that the systematization of nursing assistance based on Horta’s benchmark reveals the importance of the nurse’s work, since it outlines the knowledge of this category with greater precision, increasing the professional’s performance perception and improving the quality of the nursing assistance.

Juliana Helena Montezeli

2009-04-01

157

La enseñanza de la Historia de la Enfermería en España The teaching of Nursing`s History in Spain  

Directory of Open Access Journals (Sweden)

Full Text Available La convergencia europea obliga a reflexionar sobre el tipo de estudios y profesionales de la Enfermería que queremos para el futuro. En este contexto la situación de asignaturas humanísticas, como la Historia, es muy frágil. Este trabajo pretende mostrar la necesidad incluir esta asignatura en los Planes de Estudio como herramienta indispensable para adquirir conocimientos básicos sobre la profesión, habilidades en el manejo de fuentes diversas y la competencia suficiente para valorar la incidencia de los factores culturales en el estado de salud de los pacientes. Para ello se proponen una serie de categorías historiográficas que permitan elaborar una Historia de la Enfermería significativa.The European process of convergence should lead us to think about the kind of studies and professionals we want for the future. In this context, the situation of humanistic disciplines, like History, is very fragile. This article explores the need to include the History of Nursing in the academic curriculum to obtain not only a basic knowledge about the profession, but also some necessary skills to deal with different information sources, and help to assessing the patient's cultural environment. In this sense we outline some historiografical categories that should allow us building a meaningful History of Nursing.

Paloma Moral de Calatrava

2004-03-01

158

Patologías de la comunicación: proyecto docente para enfermería infantil. Dislalias / Communication pathology: teaching project for child nursing. Dyslalias  

Scientific Electronic Library Online (English)

Full Text Available SciELO Spain | Language: Spanish Abstract in spanish La dislalia, mal conocida como trastorno del lenguaje, es sin duda una de las patologías de la comunicación, concretamente del habla, más común en la infancia. A pesar de que en los distintos servicios de salud en los que presta sus cuidados la profesión de enfermería se encuentran niños con estas d [...] ificultades, la formación profesional tanto pre como postgrado es muy deficiente en lo que a patología de la comunicación respecta. Mediante una exhaustiva búsqueda bibliográfica actualizada en la Biblioteca Virtual del Sistema Público de Salud de Andalucía, se pretende dar a conocer los aspectos más relevantes de las dislalias con un objetivo púramente docente, lo que resultará en una mejora en los registros de enfermería, en el uso correcto de la terminología logopédica y en un avance en la coordinación interprofesional, consiguiendo con ello dar calidad e identidad a los cuidados de enfermería. Abstract in english Dyslalia, bad known as a language disorder, is undoubtedly one of the most common childhood speech communication pathologies. Although nursing provide health care to children with these difficulties along different services, pregraduate and postgraduate training regarding communication pathology is [...] very poor. Through an extensive updated searched literature in the Virtual Library System of Andalusia Public Health, is intended to present the most relevant aspects about dyslalia with pure teaching objective with the aim of improving nursing records, getting correct use in speech therapy terminology and achieving quality and identity in providing nursing care.

Álvaro David, Campos Palomo; Laura Deseada, Campos Palomo.

159

DIAGNOSTIC AND INTERVENTION OF NURSING IN PATIENT WITH ERYSIPELAS: A CASE STUDY IN TEACHING HOSPITAL  

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Full Text Available This study aimed to identify nursing diagnoses and interventions for diseases caused by dermal bullous erysipelas in patients admitted to the Medical Clinic Hospital of Montes Claros. This is a descriptive study of a case study in which data collection was conducted in the first half of 2011, through observation, interview and clinical data of the patients studied. For the nursing diagnosis of the patient, we used the NANDA (North American Nursing Diagnosis Association in which we analyzed their clinical conditions (physiological, biological, and therapeutic. We used an investigative process for the analysis of this disease. After collection, defined by critical points of nursing diagnoses, was drafted plans to improve the nursing care of patient scheduling a care plan to the main diagnoses of the same through the NIC (Nursing Interventions. We conclude that the bullous erysipelas is a serious public health problem in which is a risk factor for worsening of other physiological systems competing for the nursing staff to provide quality care in a more humanized.

Patrick Leonardo Nogueira da Silva

2013-12-01

160

Ensino de graduação em enfermagem da Unicamp: políticas e práticas / Graduate nursing teaching at Unicamp: policies and practices / Enseñanza de graduación en enfermería de Unicamp: políticas y prácticas  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Os autores analisam o ensino de Graduação em Enfermagem da Unicamp a partir da implantação de um novo currículo em 1997, bem como sua adequação às Diretrizes Curriculares emanadas da LDB. No plano teórico, as mudanças realizadas subvertem a ordem instituída. Operar reforma curricular numa conjuntura [...] de crise financeira e de gestão da universidade pública, reflexo da aplicação do ideário neoliberal nas políticas públicas de educação que tem provocado a valorização crescente da produção científica e das atividades de extensão no cotidiano docente em detrimento das iniciativas que visem à qualidade do ensino de graduação, tem sido uma tarefa árdua. As dificuldades encontradas exigiram algumas reflexões e a proposição de sete teses fundamentais para subsidiar a análise de problemas e orientar as medidas de intervenção necessárias. Neste texto enfoca-se uma delas, as Políticas e as Práticas no ensino de enfermagem. Abstract in spanish Los autores analizan la enseñanza de Graduación en Enfermería de Unicamp a partir de la implantación de un nuevo Currículo en 1997, así como su adecuación a las Directrices Curriculares derivadas de la LDB. En el plan teórico, los cambios realizados subvierten el orden instituido. Llevar a cabo una [...] reforma curricular en una coyuntura de crisis financiera y de gestión de la universidad pública ha sido una tarea ardua. Las dificultades encontradas exigieron algunas reflexiones, cuyo resultado es la proposición de siete tesis fundamentales para subsidiar el análisis de los problemas y orientar las medidas de intervención necesarias. En este texto se enfoca una de ellas, las Políticas y Prácticas en la enseñanza de enfermería. Abstract in english The authors analyse teaching at the graduate nursing program from Unicamp (SP), starting from the introduction of a new curriculum in 1997, in accordance to the curricular standards taken from Federal Law concerning education. In theory, the changes implemented subvert the established order. It has [...] been a hard task to operate curricular reform in a public university that is experiencing a financial and management crisis - reflections of a neoliberal ideology in public education policies, which increasingly values scientific production to the detriment of iniciatives toward quality teaching. The difficulties found demanded some considerations and the proposition of seven fundamental thesis in order to subsidize problem analysis and guide necessary interventions. Among them, the theme Policies and Practice in nursing teaching is focused in this text.

Márcia Regina, Nozawa; Débora Isane Ratner, Kirschbaum; Mauro Antônio Pires Dias da, Silva; Eliete Maria, Silva.

 
 
 
 
161

Ensino de graduação em enfermagem da Unicamp: políticas e práticas Enseñanza de graduación en enfermería de Unicamp: políticas y prácticas Graduate nursing teaching at Unicamp: policies and practices  

Directory of Open Access Journals (Sweden)

Full Text Available Os autores analisam o ensino de Graduação em Enfermagem da Unicamp a partir da implantação de um novo currículo em 1997, bem como sua adequação às Diretrizes Curriculares emanadas da LDB. No plano teórico, as mudanças realizadas subvertem a ordem instituída. Operar reforma curricular numa conjuntura de crise financeira e de gestão da universidade pública, reflexo da aplicação do ideário neoliberal nas políticas públicas de educação que tem provocado a valorização crescente da produção científica e das atividades de extensão no cotidiano docente em detrimento das iniciativas que visem à qualidade do ensino de graduação, tem sido uma tarefa árdua. As dificuldades encontradas exigiram algumas reflexões e a proposição de sete teses fundamentais para subsidiar a análise de problemas e orientar as medidas de intervenção necessárias. Neste texto enfoca-se uma delas, as Políticas e as Práticas no ensino de enfermagem.Los autores analizan la enseñanza de Graduación en Enfermería de Unicamp a partir de la implantación de un nuevo Currículo en 1997, así como su adecuación a las Directrices Curriculares derivadas de la LDB. En el plan teórico, los cambios realizados subvierten el orden instituido. Llevar a cabo una reforma curricular en una coyuntura de crisis financiera y de gestión de la universidad pública ha sido una tarea ardua. Las dificultades encontradas exigieron algunas reflexiones, cuyo resultado es la proposición de siete tesis fundamentales para subsidiar el análisis de los problemas y orientar las medidas de intervención necesarias. En este texto se enfoca una de ellas, las Políticas y Prácticas en la enseñanza de enfermería.The authors analyse teaching at the graduate nursing program from Unicamp (SP, starting from the introduction of a new curriculum in 1997, in accordance to the curricular standards taken from Federal Law concerning education. In theory, the changes implemented subvert the established order. It has been a hard task to operate curricular reform in a public university that is experiencing a financial and management crisis - reflections of a neoliberal ideology in public education policies, which increasingly values scientific production to the detriment of iniciatives toward quality teaching. The difficulties found demanded some considerations and the proposition of seven fundamental thesis in order to subsidize problem analysis and guide necessary interventions. Among them, the theme Policies and Practice in nursing teaching is focused in this text.

Márcia Regina Nozawa

2003-12-01

162

Nurses' Assessment and Teaching Behaviors Regarding Breast Self-Examination with Reasons for Actions.  

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This study explored registered nurses' knowledge about breast self-examination (BSE) and breast cancer risk factors, frequency of determining clients' risk factors and knowledge and followup instruction with reasons for actions. The convenience sample con...

P. E. Harris

1984-01-01

163

Using Children's Literature to Teach Standard-Based Science Concepts in Early Years  

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This paper discusses the benefits and limitations of using children's literature in introducing science concepts to young children. The manuscript also provides an overview of preschool science standards of 12 states and presents lists of appropriate children's literature suitable to use in teaching science concepts targeted in those preschool…

Sackes, Mesut; Trundle, Kathy Cabe; Flevares, Lucia M.

2009-01-01

164

Teaching Standard Italian to Dialect Speakers: A Pedagogical Perspective of Linguistic Systems in Contact  

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The teaching of standard Italian to speakers of Italian dialects both in Italy and in North America is discussed, specifically through a specialized pedagogical program within the framework of a sociolinguistic and psycholinguistic perspective, and based on a structural analysis of linguistic systems in contact. Italian programs in Toronto are…

Danesi, Marcel

1974-01-01

165

Nursing diagnosis of patients in treatment of hemodialysis in teaching hospital  

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Full Text Available Objective: to identify the profile of nursing diagnosis and socio-demographic conditions of patients in hemodialysis. Method: a cross-sectional exploratory study, with fifteen patients. Data collected by form, organized and analyzed by Excel program. Research accredited for Research Ethics Committee of Ceara Federal University protocol number 087.12.08. Results: most of the participants were male (60%, aged between 21 and 53 years and presented an average nine years of study. The most frequent comorbidity was hypertension. 34 nursing diagnosis were identified, eight of them were presented in 50% or more of the participants. infection risk, impaired skin integrity, willingness to increased religiosity, excess fluid volume, activity intolerance, ineffective scheme therapeutic control, knowledge deficit and sedentary lifestyle were the most expressive. Some diagnoses were a result of improper conduct, such as excessive intake of liquids, non-adherence to prescribed diet, sedentary lifestyle and disobedience. Conclusion: the patients in hemodialysis, the majority young men, presented as main nursing diagnosis infection risk and impaired skin integrity aggravated by immunosuppression condition. Descriptors: nursing; nursing diagnosis; nursing care; renal insufficiency chronic.

Alice Gabrielle de Sousa Costa, Renata Mônica Barbosa dos Santos, Allyne Fortes Vitor, Thelma Leite de Araujo

2010-07-01

166

Usable Assessments for Teaching Science Content and Inquiry Standards  

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This chapter reports on an approach to developing middle school science assessments using a learning-goals-driven design model. The design process for creating usable assessments that are aligned with curriculum and important science content and inquiry learning standards is described, as is the use of rubrics as an assessment tool. Evidence from the enactment of a middle school chemistry unit shows the initial success of the work reported on, as well as lessons learned from the real-world environment of an urban science classroom.

Harris, Christopher J.; Lizotte, David J.; Krajcik, Joseph; Mcneill, Katherine L.; Marx, Ronald W.

2006-01-01

167

A Nursing Course for Medical Students  

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A course is described which altered the traditional physician-dominated teaching pattern and allowed nurses to help teach potential physicians. Provided by staff nurses from various agencies and a university school of nursing, "Introduction to Nursing" for first-year medical students taught patient care from a nurse's perspective. (Author/AJ)

Harding, Elizabeth H.; And Others

1975-01-01

168

A cross-sectional survey examining the extent to which interprofessional education is used to teach nursing, pharmacy and medical students in Australian and New Zealand universities.  

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The current status of interprofessional education (IPE) in Australian and New Zealand universities is largely unexamined despite its generally acknowledged benefit. Data are also limited about the use of IPE in teaching medication safety to nursing, pharmacy and medical students. For this reason a web-based cross-sectional survey was used to gather information from Australian and New Zealand universities offering nursing, pharmacy or medical programs. Responses were received from 31 of the 43 (72%) target universities. Eighty percent of the participants indicated that they currently offer IPE experiences, but only 24% of these experiences met the accepted definition of IPE. Of the participants who offer IPE as defined by Center for the Advancement of Interprofessional Education, only 50% use it to teach medication safety. Timetabling restrictions and lack of appropriate teaching and learning resources were identified as the main barriers to implementation of IPE. All participants reported that staff development, multi-media and e-learning resources would be beneficial to IPE initiatives and the teaching of medication safety. Innovative approaches will be needed to overcome the barriers and facilitate the uptake of quality IPE more broadly. Web-based and e-learning options promise a possible way forward, particularly in the teaching of medication safety to nursing, pharmacy and medical students. PMID:22734941

Lapkin, Samuel; Levett-Jones, Tracy; Gilligan, Conor

2012-09-01

169

Evaluation of an Online Graduate Nursing Curriculum: Examining Standards of Quality*  

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Recent offerings of online courses have outpaced the evaluation of the quality of those offerings, particularly at the program level. The purpose of this project was to evaluate the quality of a set of 16 graduate nursing courses developed for three master"s specialty programs. An interdisciplinary group of nursing faculty and instructional technologists collaborated in the development of a quality assessment tool and evaluated 16 online graduate nursing courses. Faculty members for each ...

2008-01-01

170

The experience of agency nurses working in a London teaching hospital.  

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This Husserlian phenomenological study explored the lived experience of eight full-time agency nurses working in the environment of intensive care in London, United Kingdom. In-depth interviews were used to ascertain the participants' experiences of full-time agency nursing in intensive care. Colaizzi's [Colaizzi P. Psychological research as the phenomenologist views it. In: Vale R, King M, editors. Existential-phenomenological alternatives for psychology. London: Oxford University Press; 1978, p. 48-71] method of data analysis was utilised. Thematic analysis identified three cluster themes: the shared experience of lacking confidence; the shared experience of deskilling; and the shared experience of feelings of isolation. The theme of the shared experience of lacking confidence identified the importance of support and understanding of agency nurses' needs in the ICU. The theme of the shared experience of deskilling illuminated participants concern at not having the opportunity to care for patients of higher acuity. The theme of the shared experience of feelings of isolation highlighted that often participants did not feel they "belonged to a team". Study findings suggest the need to include: the implementation of protocols within the clinical setting; the provision of performance feedback to agency nurses; and the consideration of ongoing structured professional development and education for ICU agency nurses. PMID:16260138

Hass, Helen; Coyer, Fiona M; Theobald, Karen A

2006-06-01

171

A service-learning experience to teach baccalaureate nursing students about health policy.  

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Incorporating health promotion strategies in practice, and in particular within healthy public policy based on the Ottawa Charter, is widely recognized as within the mandate of nursing, although evidence suggests that nurses are reluctant to take on this role. An innovative strategy was developed to facilitate baccalaureate nursing students' learning about healthy public policy by immersing them in a real-world service-learning experience. Students partnered with a population, assessed the determinants of health, and implemented a population health promotion strategy that included attention to a health policy issue. Students identified strengths and weaknesses of the existing policy and were required to propose recommendations for change that addressed the social justice issues. Students presented their work to faculty, students, and community partners and developed a written position paper on the topic. Students evaluated the service-learning experience as an excellent experiential learning opportunity. PMID:21417191

O'Brien-Larivée, Catherine

2011-06-01

172

Standardized Patients to Teaching Medical Students about Intimate Partner Violence  

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Full Text Available Objective: To use 360-degree evaluations within an Observed Structured Clinical Examination (OSCE to assess medical student comfort level and communication skills with intimate partner violence (IPV patients.Methods: We assessed a cohort of fourth year medical students’ performance using an IPV standardized patient (SP encounter in an OSCE. Blinded pre- and post-tests determined the students’ knowledge and comfort level with core IPV assessment. Students, SPs and investigators completed a 360-degree evaluation that focused on each student’s communication and competency skills. We computed frequencies, means and correlations.Results: Forty-one students participated in the SP exercise during three separate evaluation periods. Results noted insignificant increase in students’ comfort level pre-test (2.7 and post-test (2.9. Although 88% of students screened for IPV and 98% asked about the injury, only 39% asked about verbal abuse, 17% asked if the patient had a safety plan, and 13% communicated to the patient that IPV is illegal. Using Likert scoring on the competency and overall evaluation (1, very poor and 5, very good, the mean score for each evaluator was 4.1 (competency and 3.7 (overall. The correlations between trainee comfort level and the specific competencies of patient care, communication skill and professionalism were positive and significant (p<0.05.Conclusion: Students felt somewhat comfortable caring for patients with IPV. OSCEs with SPs can be used to assess student competencies in caring for patients with IPV. [West J Emerg Med. 2010; 11(5:500-505.

Heron, Sheryl L

2010-12-01

173

[Nursing teaching and the relationships established at the hospital since the decade of 1950].  

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Since 1950, when the number of hospitals started to increase in Rio Grande do Sul and Brazil, the treatment of illnesses has been the main focus of hospitals. This study aimed at analyzing how Nursing training influenced the institutionalized relationships in the hospital. This was a qualitative study, based on Archeology, Genealogy, and oral History, including training nurses that were students at that time. Analysis of discourse was used to study the documents. Among other aspects, findings indicated that the focus on the treatment of illnesses by the hospital still places Health Education in a lesser position. PMID:18464463

Corbellini, Valéria Lamb

2007-12-01

174

Nursing information technology knowledge, skills, and preparation of student nurses, nursing faculty, and clinicians: a U.S. survey.  

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Because health care delivery increasingly requires timely information for effective decision making, information technology must be integrated into nursing education curricula for all future nurse clinicians and educators. This article reports findings from an online survey of deans and directors of 266 baccalaureate and higher nursing programs in the United States. Approximately half of the programs reported requiring word processing and e-mail skill competency for students entering nursing undergraduate programs. Less than one third of the programs addressed the use of standardized languages or terminologies in nursing and telehealth applications of nursing. One third of the programs cited inclusion of evidence-based practice as part of graduate curricula. Program faculty, who were rated at the "novice" or "advanced beginner" level for teaching information technology content and using information technology tools, are teaching information literacy skills. The southeastern central and Pacific regions of the United States projected the greatest future need for information technology-prepared nurses. Implications for nurse educators and program directors are discussed. PMID:12938896

McNeil, Barbara J; Elfrink, Victoria L; Bickford, Carol J; Pierce, Susan T; Beyea, Suzanne C; Averill, Carolyn; Klappenbach, Cari

2003-08-01

175

The Effect of Simulation Teaching on Baccalaureate Nursing Students’ Self - confidence Related to Peripheral Venous Catheterization in Children : A Randomized Trial  

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Full Text Available Introduction:In recent decades, nursing instructors have tended to use simulation rather than traditional methods due to benefits such as increased self-confidence. However, little academic literature is available to verify this claim. The procedure of establishing peripheral venous catheterization in pediatric patients is of great importance. Therefore, the researchers attempted to review the effect of the simulation teaching method on nursing students' self-confidence related to peripheral venous catheterization in pediatric patients. Methods:In this trial, 45 students in the 5th and 6th semester of nursing school in the first half of school year 2012 from the Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Iran, were randomly assigned to three groups (a control group, and two intervention groups. They were trained in establishing peripheral venous catheterization in pediatric patients through simulation teaching method and practical training. The students' self-confidence was assessed by C-Scale before and after the intervention. Results:The students’ self-confidence score showed a significant increase in the simulation group after the intervention in comparison to other groups (p = 0.03. Conclusion:Results revealed a significant increase in self-confidence of nursing students related to peripheral venous catheterization in pediatric patients by simulation. This substantiates the assertion that simulation can improve self-confidence. Due to the low sample size, further studies with larger population are suggested.

Leila Valizadeh

2013-06-01

176

WORKSHOP ON TEACHING IN ASSOCIATE DEGREE NURSING PROGRAMS (UNIVERSITY OF FLORIDA, JUNE 20-JULY 2, 1965).  

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THIS WORKSHOP, WHICH WAS PLANNED FOR THE STUDY OF ASSOCIATE DEGREE NURSING PROGRAMS, INCLUDED DISCUSSION OF THE PHILOSOPHICAL BASIS FOR SUCH PROGRAMS, PRINCIPLES AND PRACTICES IN CURRICULUM DESIGN, SELECTION OF SPECIFIC CONTENT AND LEARNING EXPERIENCES, "PRE" AND "POST" CONFERENCES, ASSIGNMENT PATTERNS, TESTING AND EVALUATION, AND RECENT…

Florida Univ., Gainesville. Coll. of Nursing.

177

Nueva estructura para la enseñanza-aprendizaje de la materia de enfermería clínica en los estudios de Grado de Enfermería / A new structure for the teaching-learning of the subject of clinical nursing in Nursing Degree studies  

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Full Text Available SciELO Spain | Language: Spanish Abstract in spanish En el Grado de Enfermería, los cambios requeridos para la adaptación al Espacio Europeo de Educación Superior se han orientado a la introducción de novedades metodológicas que han propiciado la génesis de nuevos enfoques para la enseñanza y el aprendizaje, con el objetivo último de disminuir los des [...] ajustes que en algunas ocasiones se han detectado entre la teoría y la práctica. En esta línea, partiendo de las necesidades actuales de la formación en relación a la materia de enfermería clínica del grado y de las competencias profesionales, se inició un proceso de reflexión y análisis que originó una nueva estructura organizativa de la materia. Este nuevo enfoque nace con el objetivo fundamental de mejorar la docencia de la enfermería clínica, actualizando la forma de enseñar la enfermería y los cuidados enfermeros. Lejos del modelo biomédico centrado en la enfermedad que ha imperado hasta ahora, el nuevo enfoque parte de una visión profundamente enfermera y, en consecuencia, hace explícitos los cuidados de la persona con un trastorno real o potencial de la salud. Los resultados de la implementación de esta nueva estructura en la asignatura 'Enfermería clínica I' de segundo curso de grado ponen de manifiesto que hay una mejora en la precisión diagnóstica y en la etapa de planificación del proceso enfermero, así como en la identificación de la responsabilidad profesional en los ejes autónomo e interdisciplinar. Abstract in english In Nursing Degree there have been many changes for adapting to the European Higher Education Area aimed to changing methodologies, but have also given rise to new approaches to teaching and learning. Their ultimate goal is to reduce the maladjustments have sometimes been found between theory and pra [...] ctice. Based on the education needs in the field of clinical nursing and also in professional competences, began a process of reflection and analysis resulted in a new organizational structure of matter. This new approach starts with the fundamental objective of improving the teaching of clinical nursing, updating the way we teach nursing and nursing care. Away from the biomedical model focused on the disease that has prevailed until now, the new approach comes from a nursing perspective, and therefore, makes explicit the care of the person with an actual or potential health disturbance. The results of implementing this new approach to the subject 'Clinical Nursing I' in second year of degree studies, show that the new structure represents an improvement in diagnostic accuracy and planning in the nursing process and the identification of responsibility in the independent and interdisciplinary professional axes.

Falcó-Pegueroles, Anna; Luis-Rodrigo, M. Teresa.

178

Computer and internet use by first year clinical and nursing students in a Nigerian teaching hospital  

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Full Text Available Abstract Background The internet is an important source of up-to-date medical information. Although several studies in different countries have explored the extent to which health science students use the computer and the internet, few researches are available on this subject in Nigeria. The aim of this study was to assess the uptake of computer and internet by health science students studying in the country. Methods One hundred and eighty three first year medical and nursing students of the University College Hospital, Ibadan, Nigeria, completed a-25 item questionnaire during routine Library Orientation Program in the medical library. The EPI-Info software was used for data analysis. Results The mean ages for medical students and the student nurses were 22 and 24.6 years respectively. Overall, 42.6% of the entire sample could use the computer, 57.4% could not. While more than half (58% of the medical students are computer literate, majority (75.9% of the student nurses are not. Slightly more than two thirds (60.7% of the entire students had ever used the internet, 33. 9% had not. E-mail was the most popular of internet services used by the students (76.4% and the cyber café was the common place where students had accessed these services. The students' mean scores on a 15-point perceived self-efficacy scale for internet-related tasks was 3.8 for medical and 0.7 for nursing students (p = 0.00. Students who are computer literate had superior mean scores (4.8 than those without (0.6 (p = 0.000. Conclusion First year clinical and nursing students in Ibadan Nigeria have not fully utilised the opportunity that the use of computer and internet offer for medical education. Improved efforts such as inclusion of computer education in medical and nursing curricular and establishment of computer laboratories are required to increase the student's access to computers and internet.

Ajuwon Grace

2003-09-01

179

The inquiry continuum: Science teaching practices and student performance on standardized tests  

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Few research studies have been conducted related to inquiry-based scientific teaching methodologies and NCLB-required state testing. The purpose of this study was to examine the relationship between the strategies used by seventh-grade science teachers in Illinois and student scores on the Illinois Standards Achievement Test (ISAT) to aid in determining best practices/strategies for teaching middle school science. The literature review defines scientific inquiry by placing teaching strategies on a continuum of scientific inquiry methodologies from No Inquiry (Direct Instruction) through Authentic Inquiry. Five major divisions of scientific inquiry: structured inquiry, guided inquiry, learning cycle inquiry, open inquiry, and authentic inquiry, have been identified and described. These five divisions contain eight sub-categories: demonstrations; simple or hands-on activities; discovery learning; variations of learning cycles; problem-based, event-based, and project-based; and student inquiry, science partnerships, and Schwab's enquiry. Quantitative data were collected from pre- and posttests and surveys given to the participants: five seventh grade science teachers in four Academic Excellence Award and Spotlight Award schools and their 531 students. Findings revealed that teachers reported higher inquiry scores for themselves than for their students; the two greatest reported factors limiting teachers' use of inquiry were not enough time and concern about discipline and large class size. Although the correlation between total inquiry and mean difference of pre- and posttest scores was not statistically significant, the survey instrument indicated how often teachers used inquiry in their classes, not the type of inquiry used. Implications arose from the findings that increase the methodology debate between direction instruction and inquiry-based teaching strategies; teachers are very knowledgeable about the Illinois state standards, and various inquiry-based methods need to be stressed in undergraduate methods classes. While this study focused on the various types of scientific inquiry by creating a continuum of scientific inquiry methodologies, research using the continuum needs to be conducted to determine the various teaching styles of successful teachers.

Jernnigan, Laura Jane

180

An intensive nurse-led, multi-interventional clinic is more successful in achieving vascular risk reduction targets than standard diabetes care.  

LENUS (Irish Health Repository)

The aim of this research was to determine whether an intensive, nurse-led clinic could achieve recommended vascular risk reduction targets in patients with type 2 diabetes as compared to standard diabetes management.

MacMahon Tone, J

2009-06-01

 
 
 
 
181

HIPAA and nursing education: how to teach in a paranoid health care environment.  

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Nursing faculty are affected by the paranoia that exists today as health care institutions individually interpret the Privacy Rule contained within the Health Insurance Portability and Accountability Act of 1996 (HIPAA). Because nursing students and faculty have been thrust into this environment, faculty must understand the Privacy Rule to ensure that both they and their students are in compliance. In this article, we provide a framework for faculty as they take a proactive leadership stance in relation to HIPAA. A multifaceted approach is necessary as faculty begin to navigate the challenges imposed by HIPAA. Strategies discussed include informing faculty and educating students, while developing a value system related to confidentiality issues and creating a safe environment for sharing information. PMID:16342629

Wimberley, Paige; Isaacson, Julie; Walden, Debra; Wiggins, Nonie; Miller, Renee; Stacy, Annette

2005-11-01

182

Seeing is believing - reducing misconceptions about children's hospice care through effective teaching with undergraduate nursing students.  

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Children's palliative care has evolved in recent years and is now recognised as a distinct area of health and social care practice. Whilst children's hospices are viewed as central to quality care for these children and families, lack of knowledge regarding the exact nature of care they provide exists. Education can go part way to changing attitudes and knowledge about the key contribution of hospices, thus improving future care. Alternative and innovative strategies to stimulate meaningful learning are pivotal to children's nurse education and this paper examines one such innovation adopted with 2nd year children's nursing students. Aiming to help students explore the ethos of children's hospice an educational visit was arranged, followed by an on line discussion. Although some practical challenges were encountered, the visit heightened student awareness moving them from the readily held perception that children's hospices were exclusively for dying children and was viewed by students as more effective than a traditional classroom session. PMID:23111411

Price, Jayne; Dornan, Jean; Quail, Lorraine

2013-09-01

183

Horta’s benchmark as a tool of Nursing teaching-learning: assistential convergent research  

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This is a qualitative research supported by the assistencial convergent modality that aimed to use Wanda Horta’s referential with fifteen nursing students during Clinical Education in Semiology and Semiotchnical at a private college of Curitiba, and to verify the perception of these students concerning this trajectory. The students considered that this practice provided a vision of the patient as a whole, culminating in a theory-practice approach in the related disciplines and facilitating ...

2009-01-01

184

Cancer Patients' Satisfaction With Communication And Information Given By Nurses At Teaching Hospitals Of Tehran, Iran  

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Background: Effective patient–professional communication can be of crucial importance to long-term psycho-social outcomes in patients with cancer. A cross sectional study was conducted to examine cancer patients' satisfaction with regard to various aspects of communication and information given by nurses. Methods: A proportional stratified sampling method was done and data collected via face-to-face interview based on a validated Patient Satisfaction Questionnaire (PSQ) during a 3 mon...

Mehrnoosh Akhtari-Zavare; Mohd Yunus Abdullah; Syed Tajuddin Syed Hassan; Salmiah Binti Said; Mohammad Kamali

2011-01-01

185

Patient satisfaction: evaluating nursing care for patients hospitalized with cancer in Tehran teaching hospitals, Iran  

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Background: Patient satisfaction is used as an important indicator of quality care and is frequently included in healthcare planning and evaluation. A cross sectional study was conducted to examine the relationship between cancer patients’ satisfaction with nursing care in...

Mehrnoosh Akhtari-Zavare; Mohd Yunus Abdullah; Syed Tajuddin Syed Hassan; Salmiah Binti Said; Mohammad Kamali

2010-01-01

186

NURSING KNOWLEDGE OF OXIGENOTHERAPY  

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Full Text Available The purpose of this study was to identify the knowledge of the nurses? team about the sequels thatthe oxigentherapy may cause to the newborns and how to make the nurse?s care. The research was qualitativeaccording to MINAYO (1996 and applied to the nurse?s team of an intensive care for newborns. The analysis wasbased in two categories: the nurse?s care for the newborn in oxigentherapy and the nurse?s team perception aboutsome possible sequels to the newborn in oxigentherapy. It was possible to observe that the care was appliedwithout any standardization and the knowledge about this problem is not enough.

Liandra Grando

2002-12-01

187

Recognition of elder abuse by Italian nurses and nursing students: evaluation by the Caregiving Scenario Questionnaire.  

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Elder abuse appears to be widely underestimated by health professionals. We aimed to evaluate the recognition of elder abuse among Italian nurses and nursing students related to their professional, personal experiences and socio-demographic characteristics. 193 nursing students and 76 nurses attending a post-graduate nursing management master's degree at the University of Bologna (Italy) completed the Caregiving Scenario Questionnaire measuring the ability to recognize elder abuse. Data on age, gender, previous professional and personal experiences as well as nursing school teaching were collected. Regarding abusive items, preventing elder's movements by putting a table over the elder's lap was identified by almost all participants, while locking someone at home was identified by half of them. Neglect was recognized by 25 % of nurses and 20 % of students, respectively. The majority of nurses and students correctly identified non-abusive strategies. Reporting being taught on elder abuse was inversely associated with a good performance in detecting neglect. Italian nurses' and nursing students' uncertainty in identifying abusive strategies, especially neglect, was consistent with results of previous studies in other countries. Standardized education in healthcare core curriculum, reference guidance and training are strongly needed to improve elder abuse recognition in Italy. PMID:23864427

Pelotti, Susi; D'Antone, Elisa; Ventrucci, Costanza; Mazzotti, Maria Carla; Salsi, Giancarlo; Dormi, Ada; Ingravallo, Francesca

2013-12-01

188

A correlation study involving a comparison of professional science teaching standards and student performance  

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If international report cards were issued today, to all industrialized nations world wide, the United States would receive a "C" at best in mathematics and science. This is not simply a temporary or simple cause and effect circumstance that can easily be addressed. The disappointing truth is that this downward trend in mathematics and science mastery by American students has been occurring steadily for at least the last eight years of international testing, and that there are numerous and varied bases for this reality. In response to this crisis, The National Science Teachers Association (NSTA), The American Association for the Advancement of Science (AAAS), and The National Research Council (NRC) each have proposed relatively consistent, but individual sets of professional science teaching standards, designed to improve science instruction in American schools. It is of extreme value to the scientific, educational community to know if any or all of these standards lead to improved student performance. This study investigates the correlation between six, specific teacher behaviors that are common to these national standards and which behaviors, if any, result in improved student performance, as demonstrated on the Science Reasoning sub-test of the ACT Assessment. These standards focus classroom science teachers on professional development, leading toward student mastery of scientific interpretation, concept development, and constructive relationship building. Because all individual teachers interpret roles, expectations, and guiding philosophies from different lenses, effective professional practice may reflect consistency in rationale and methodology yet will be best evidenced by an examination of specific teaching techniques. In this study, these teaching techniques are evidenced by self-reported teacher awareness and adherence to these consensual standards. Assessment instruments vary widely, and the results of student performance often reflect the congruency of curricular methodology and explicit testing domains. Although the recent educational impetus for change is most notably governed numerically by test scores, the true goal of scientific literacy is in the application of logic. Therefore, the ultimate thematic analysis in this study attempts to relate both educational theory and practice with positive change at the classroom level. The data gathered in this study is insufficient in establishing a significant correlation between adherence to national science teaching standards and student performance on the ACT in Jefferson County, Kentucky, for either public or Catholic school students. However, with respect to mean student scores on the Science Reasoning sub-test of the ACT, there is statistically significant evidence for superior performance of Catholic school students compared with that of public school students in this region.

Schum, Paul A.

189

An Evaluation of the Teaching Practice Curriculum in Light of the Standards-Based Evaluation Model  

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Full Text Available This study was conducted to identify standards related to the objectives, content, learning-teaching process, evaluation, practice teacher and university practice teacher dimensions of the teaching practice curriculum and their actualization level in light of the standards-based evaluation model. The study follows the singular descriptive model and its population comprises practicing teacher candidates and university practice teachers from education faculties located in the Eastern and Southeastern Turkish provinces of Elaz??, Erzincan, Erzurum, Diyarbak?r, Malatya and A?r?, and practice teachers working at Directorates of National Education in these provinces. The “simple random sampling method” was used in the study and 1,392 of the 2,075 individuals in the population were included in the sample. A 95-item scale was designed by the researchers to be used as the data collection tool. After completing the several stages of the scale development process, a pilot study was conducted on 312 candidate teachers using the draft scale consisting of 134 draft standards. The pilot study showed that the reliability coefficients of the study were Cronbach Alpha=.979, Bartlett= 59501.482 (p=0.000 and df= 17955 and Kaiser-Meyer-Olkin (KMO=.850 and the load factor values of the scale was over .45. In addition, the test retest, parallel test and split half test reliability analyses of the scale were also made. The data were analyzed by using frequency and percentage, arithmetic mean, and standard deviation techniques. As a result of the study, a total of 95 standards were identified, 16 of which were in the objectives dimension, 15 in the content dimension, 14 in the learning-teaching process dimension, 14 in the evaluation dimension, 18 in the practice dimension, and 18 in the practice teacher dimension. It was also found that the standards in the objectives, content, evaluation and university practice teacher dimensions were actualized “Partially”, while those in the learning-teaching process and practice teacher dimensions were actualized “Fairly”.© 2013 IOJES. All rights reserved

Etem Ye?ilyurt

2013-04-01

190

The windmill of learning processes : a learning and teaching tool for student nurses and mentors  

DEFF Research Database (Denmark)

 This article presents a new approach to student nurses' learning from their interaction with psychiatric patients. Using the approach can enable students and mentors to exploit students' learning opportunities, and help students to get the most out of their clinical placement in a time, where that part of the nursing education has been reduced in some countries as e.g. Denmark. The approach is presented through a model termed the â??Windmill of Learning Processesâ??, which draws on empirical data from a qualitative investigation with an explorative and descriptive design, and on the theoretical concepts of â??disjunctureâ??, and â??everyday life activitiesâ??. â??Disjunctureâ?? is defined as a situation in which there is disharmony between a person's experiences and the current situation. In such a situation there is potential for learning. My analysis of the empirical data led to the identification of a new concept, which I have labelled â??collective not-conscious disjunctureâ??. This is when the student and the mentor are both unaware that the student is operating in a potential learning situation. â??Everyday life activitiesâ?? are seen as activities that are known to succeed in specific situations, because they have done so in similar situations. I have expanded upon the concept to define another phenomenon, which I have coined â??pseudo-everyday life activitiesâ??. These closely resemble everyday life activities, but take place in a psychiatric context. © 2010 Elsevier Ltd. All rights reserved

Kragelund, Linda

2011-01-01

191

Ensino do cuidado de enfermagem em saúde mental na graduação em enfermagem Enseñanza del cuidado de enfermería en salud mental en el pregrado en enfermería Teaching nursing care in mental health in undergraduate nursing  

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Full Text Available OBJETIVO: Analisar o ensino do cuidado de enfermagem em saúde mental por intermédio dos conteúdos dos Projetos Pedagógicos e Planos de Ensino dos Cursos de Graduação em Enfermagem do Estado de Santa Catarina, no período de 2009 e 2010. MÉTODOS: Pesquisa qualitativa, do tipo descritivo e exploratório, tendo como técnica de coleta de dados a análise documental, realizada no período de novembro/2009 e janeiro/ 2010 com as 26 Coordenações dos Cursos de Graduação em Enfermagem de Santa Catarina. RESULTADOS: O cuidado de enfermagem em saúde mental está presente nos conteúdos das disciplinas/módulos de 20 cursos. O conteúdo do cuidado demonstrou contradição sobre qual paradigma rege seu ensino nesses cursos. CONCLUSÃO: O ensino do cuidado de enfermagem em saúde mental avança em um campo de conhecimento em construção, composto por diferentes núcleos de saber-fazer sobre um conceito ampliado de saúde/saúde mental multideterminado.OBJETIVO: Analizar la enseñanza del cuidado de enfermería en salud mental por intermedio de los contenidos de los Proyectos Pedagógicos y Planes de Enseñanza de los Cursos de Pregrado en Enfermería del Estado de Santa Catarina, en el período de 2009 y 2010. MÉTODOS: Investigación cualitativa, de tipo descriptivo y exploratorio, teniendo como técnica de recolección de datos el análisis documental, realizada en el período de noviembre/2009 y enero/2010 con las 26 Coordinaciones de los Cursos de Pregrado en Enfermería de Santa Catarina. RESULTADOS: El cuidado de enfermería en salud mental está presente en los contenidos de las disciplinas/módulos de 20 cursos. El contenido del cuidado demostró contradicción sobre cuál paradigma rige su enseñanza en esos cursos. CONCLUSIÓN: La enseñanza del cuidado de enfermería en salud mental avanza en un campo del conocimiento en construcción, compuesto por diferentes núcleos de saber-hacer sobre un concepto ampliado de salud/salud mental multideterminado.OBJECTIVE: To analyze the teaching of nursing care in mental health through the contents for Educational Projects and Teaching Plans for Undergraduate Nursing Courses in the state of Santa Catarina, in the period of 2009 and 2010. METHODS: Qualitative, descriptive and exploratory research, using the technique of data collection by document analysis, conducted between November/2009 and January/2010 with 26 Coordinators for Undergraduate Courses in Nursing in Santa Catarina. RESULTS: Nursing care in mental health is present in the content of the disciplines / modules of 20 courses. The content of care demonstrated contradiction about which paradigm governed the teaching of these courses. CONCLUSION: The teaching of nursing care in mental health progresses in a field of knowledge in construction, composed of different nuclei of knowing - doing about a broader multidetermined concept of health / mental health.

Jeferson Rodrigues

2012-01-01

192

The Effects of Using Space to Teach Standard Elementary School Curriculum  

Science.gov (United States)

This brief report and recommendation for further research brings to a formal close this effort, the original purpose of which is described in detail in The effects of using space to teach standard elementary school curriculum, Volume 1, included here as the Appendix. Volume 1 describes the project as a 3-year research program to determine the effectiveness of using space to teach. The research design is quasi experimental using standardized test data on students from Aldrin Elementary School and a District-identified 'control' school, which shall be referred to as 'School B.' Students now in fourth through sixth grades will be compared now (after one year at Aldrin) and tracked at least until the present sixth graders are through the eighth grade. Appropriate statistical tests will be applied to standardized test scores to see if Aldrin students are 'better' than School B students in areas such as: Overall academic performance; Performance in math/science; and Enrollments in math/science in middle school.

Ewell, Robert N.

1996-01-01

193

Recommending a Nursing-Specific Passing Standard for the IELTS Examination  

Science.gov (United States)

Licensure testing programs in the United States (e.g., nursing) face an increasing challenge of measuring the competency of internationally trained candidates, both in relation to their clinical competence and their English language competence. To assist with the latter, professional licensing bodies often adopt well-established and widely…

O'Neill, Thomas R.; Buckendahl, Chad W.; Plake, Barbara S.; Taylor, Lynda

2007-01-01

194

Preparing student nurses, faculty and clinicians for 21st century informatics practice: findings from a national survey of nursing education programs in the United States.  

Science.gov (United States)

Because healthcare delivery increasingly mandates data-driven decision-making, it is imperative that informatics knowledge and skills are integrated into nursing education curricula for all future nurse clinicians and educators. A national online survey of deans/directors of 266 baccalaureate and higher nursing education programs in the U.S. identified perceived informatics competencies and knowledge of under-graduate and graduate nursing students; determined the preparedness of nurse faculty to teach and use informatics tools; and elicited perceptions of informatics requirements of local practicing nurses. Frequency data and qualitative responses were analyzed. Approximately half of the programs reported requiring word processing and email skills upon entry into the nursing major. The use of standardized languages and the nurse's role in the life cycle of an information system were the least visible informatics content at all levels. Half of program faculty, rated as "novice" or "advanced beginners", are teaching information literacy skills. Findings have major implications for nurse educators, staff developers, and program administrators who are planning faculty/staff development opportunities and designing nursing education curricula that prepare nurses for professional practice. PMID:15360943

McNeil, Barbara J; Elfrink, Victoria L; Pierce, Susan T

2004-01-01

195

Nursing Students with Learning Disabilities.  

Science.gov (United States)

Discusses the following topics: identification and classification of learning disabilities (LD), effects of LD on nursing students, teaching and learning, LD legislation, and academic interventions for nursing students with LD. (SK)

Selekman, Janice

2002-01-01

196

An initiative to teach family systems nursing using online health-promoting conversations: A multi-methods evaluation  

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Background: Family systems nursing embraces the view that one family member’s illness affects other family members and vice versa. Family nursing developed as a way for nurses to work with families to promote health. Previously, teachers performed most of the education on health-promoting conversations with families on campus. Because online education is increasingly requested...

Viveca, Lindh R.; Chatrin, Persson V.; Saveman Britt Inger; Englund Claire J; Idberger Karl; Ulrika, O?stlund E. A.

2012-01-01

197

O ensino de enfermagem psiquiátrica e a lei do exercício profissional da enfermagem Enseñanza de enfermería psiquiátrica y la del ejercicio profesional Psychiatric nursing teaching process and the legislation affecting nursing practice  

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Full Text Available O presente trabalho trata dos questionamentos surgidos durante discussões sobre a lei do exercício profissional da Enfermagem e como ela tem sido contemplada no desenvolvimento do ensino teórico-prático da disciplina Enfermagem Psiquiátrica I, da Escola de Enfermagem da Universidade São Paulo.Este estudio trata de algunos asuntos acerca de la legislación de la práctica de la Enfermería Psiquiátrica. Fue analizado cómo los principios de la legislación han sido abordados en el proceso de la enseñanza de Enfermería Psiquiátrica.This paper presents some questions about the legislation that affects nursing practice. Authors analyzed how the principles of this legislation have been used in the psychiatric, nursing teaching process.

Sônia Barros

1996-01-01

198

Escenarios docentes asistenciales para la formación de los enfermeros en Cuba / Healthcare Teaching Scenarios for nurses training in Cuba  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish OBJETIVO: Caracterizar la proporción en que se proyecta la utilización de los diferentes escenarios de formación docente-asistencial en los territorios del país para la carrera de Licenciatura en Enfermería. MÉTODOS: Se analizó y aprobó en los colectivos de asignatura de la disciplina Enfermería de [...] los diferentes centros de formación del país (CEMS) una propuesta de distribución en escenarios de atención primaria (APS) y secundaria (hospitales) del fondo de tiempo de educación en el trabajo que aparece en los programas propuestos por la Comisión Nacional de Carrera (CNC). RESULTADOS: Se aprecia heterogeneidad en la distribución de horas propuesta por los diversos CEMS para las asignaturas consultadas, aunque en todas, la mayoría de los CEMS -y en algunos casos, la totalidad- reconoce el hospital como escenario principal para la formación de enfermeros, tanto de nivel técnico como profesional. Varios centros no se pronunciaron sobre las actividades de educación en el trabajo en el período interencuentros, lo que debe ser objeto de análisis ulterior, por la importancia que se atribuye a esa parte de la formación en la estrategia del plan de estudio. CONCLUSIONES: Los profesores de estos colectivos de asignatura identifican al hospital como escenario preferencial para la formación. Se requieren otras investigaciones para buscar una caracterización de los factores asociados a la falta de proyección del tiempo de educación en el período interencuentros por algunas asignaturas y centros. Abstract in english OBJECTIVE: To characterize the ratio in which the use of different scenarios of teaching-assisting training in all the country for the Nursing Degree career is planned. METHODS: A proposal of distribution of primary care scenarios (PCS) and secondary (hospitals) of the education time reservoir in th [...] e tasks appearing in the programs proposed by the National Commission of Career (NCC) was analyzed and approved. RESULTS: There is heterogeneity in the hours distribution proposed the different NCCs for the looked up subjects, although in all of them, most of the NCCs _ and in some cases the total, recognize the hospital as the main scenario to nurses training at technical and professional level. Some institutions don't gave opinion on the work education activities during the inter-meetings period, which must to be subsequently analyzed due to significance of that part of the training in the study plan strategy. CONCLUSIONS: Professors of these subject staff identify the hospital like the training preferential scenario. Other researchers are needed to find a characterization of factors associated with the lack of projection of education time during the inter-meeting period by some subjects and centers.

Marta, Pernas Gómez; Magdalena, Zubizarreta Estévez; Maritza, Leyva Hidalgo.

199

Complementary and Alternative Therapies in Nursing Education: Trends and Issues  

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Full Text Available Nurse educators are considering the inclusion of complementary and alternative therapies in nursing curricula with increasing frequency, motivated at least in part by the ever-increasing public enthusiasm for these therapies. This article addresses the differing paradigms between orthodox Western medicine and complementary and alternative therapies, describing the research, language, educational, legal , financial, and ethical issues related to the use of complementary and alternative therapies. Additionally, it presents sources of current standards, along with examples of teaching these therapies at the undergraduate, graduate and continuing education levels and suggests strategies for teaching these therapies.

Gaydos, H.L

2001-05-01

200

PROJECT TO STUDY THE DACCA STANDARD AND CALCUTTA STANDARD DIALECTS OF BENGALI AND TO PRODUCE PRELIMINARY TEACHING MATERIALS FOR THE DACCA DIALECT, PHASE II. FINAL REPORT.  

Science.gov (United States)

THIS FINAL REPORT PROVIDES A BRIEF DESCRIPTION OF THE DIALECTAL PROBLEMS INVOLVED IN THE PREPARATION OF "INTRODUCTION TO THE DACCA DIALECT OF BENGAL." (SEE ED 012 047.) THE AUTHOR PRESENTS HIS JUSTIFICATION FOR BASING THESE TEACHING MATERIALS ON A MODIFIED FORM OF BENGALI AS SPOKEN IN EAST PAKISTAN, WHICH IS DISTINGUISHED FROM STANDARD COLLOQUIAL…

DIMOCK, EDWARD C., JR.

 
 
 
 
201

Nursing history: reflections on teaching and research at undergraduate level Historia de la enfermería: reflexiones sobre la enseñanza e investigación en cursos de pregrado História da enfermagem: reflexões sobre o ensino e a pesquisa na graduação  

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This study aims to contribute to the discussion on the development of a specific research line on Nursing History. It concludes by addressing the current situation of nursing teaching in undergraduate courses, its persisting difficulties and growing possibilities of this yet so little explored field.El artículo busca contribuir para la discusión de las posibilidades de desarrollar una línea de investigación específica en Historia de la Enfermería. Al final, se presenta la situación...

Taka Oguisso; Genival Fernandes de Freitas

2007-01-01

202

The vulnerability of nursing workers to tuberculosis in a teaching hospital La vulnerabilidad a la tuberculosis en trabajadores de enfermería dentro de un hospital universitario A vulnerabilidade à tuberculose em trabalhadores de enfermagem em um hospital universitário  

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This study aimed to identify aspects that potentially increase the vulnerability of nursing workers to tuberculosis, through the verification of personal life, work and disease knowledge indexes. The sample is composed of 81 nursing workers involved with assistance in the night and day shifts at USP Teaching Hospital, who answered a questionnaire about life and work habits. The sample aggregated the indexes that increase vulnerability to tuberculosis: long professional experience in hospitals...

Juliana Nery de Souza; Maria Rita Bertolozzi

2007-01-01

203

Referências para o ensino de competências na enfermagem Referencias para la formación por competencia en enfermería References for competence teaching in nursing  

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Full Text Available O presente artigo de revisão de literatura traz referências pedagógicas para a implantação de um projeto de ensino por competências para a formação de enfermeiros, destacando as bases de sustentação deste projeto e o modelo formativo de avaliação.El artículo presenta referencias pedagógicas para la implantation de um proyecto de enseñanza por competência para la formación de enfermeras, destacando las bases de sustentar este proyecto y el modelo de formación cualitativa.The present literature review introduces pedagogical references for the implantation of a teaching by competences project to the nursing education, emphasizing the support of this project and the formative model of evaluation.

Edvane Birelo Lopes De Domenico

2005-08-01

204

Reporting of adverse drug reactions: An exploratory study among nurses in a teaching hospital, Ajman, United Arab Emirates  

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Abstract Background and the purpose of the study Adverse drug reactions (ADRs) are important public health problem with significant morbidity, mortality and financial burden on the society. Nurses play important role in medication safety surveillance through the spontaneous reporting of ADRs. Nurses’ knowledge, attitude and practice towards ADR reporting and factors affecting reporting was assessed in the study. Methods All nurses working in a tertiary care ho...

2012-01-01

205

Reporting of adverse drug reactions: An exploratory study among nurses in a teaching hospital, Ajman United Arab Emirates  

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Background and the purpose of the study Adverse drug reactions (ADRs) are important public health problem with significant morbidity, mortality and financial burden on the society. Nurses play important role in medication safety surveillance through the spontaneous reporting of ADRs. Nurses' knowledge, attitude and practice towards ADR reporting and factors affecting reporting was assessed in the study.MethodsAll nurses working in a tertiary care hospital, Ajman, UAE participated in this cros...

2012-01-01

206

Calidad de la docencia en enfermería: un concepto desde la percepción de sus actores / Quality of teaching in Nursing: a concept from the perception of the actors  

Scientific Electronic Library Online (English)

Full Text Available SciELO Spain | Language: Spanish Abstract in spanish Introducción. Los procesos de acreditación, necesarios en el actual escenario de la educación, requieren una descripción de los conceptos de calidad como un parámetro básico desde donde se deriven dimensiones e indicadores evaluables. Tomando en cuenta la polisemia del concepto de calidad, parece ar [...] riesgado que las descripciones de dicho concepto se generen de forma arbitraria. Respondiendo a este riesgo y carencia de conceptos, el objetivo del presente estudio cualitativo es generar colectivamente una conceptualización de calidad de la docencia en enfermería. Sujetos y métodos. El surgimiento de conceptos que implica este estudio se logra a partir de la utilización de la teoría fundamentada. Las percepciones se obtuvieron mediante entrevistas en profundidad y grupos focales a docentes, estudiantes y licenciadas de enfermería, más el análisis recursivo de los datos obtenidos. Resultados. Los elementos constituyentes de la conceptualización de la calidad de la docencia en enfermería incluyen, entre otros: valores del docente, habilidades de comunicación interpersonal docente-estudiante, características particulares del modelamiento del quehacer enfermero y metodologías de enseñanza en enfermería. Conclusiones. Al obtener la conceptualización de la calidad de la docencia en enfermería desde las percepciones de los propios actores, su utilización en procesos de acreditación y evaluación (y en los cambios consecuentes que se puedan generar a partir de ello) podría ser aceptada de mejor forma por los mismos actores. Esto ayudaría, a su vez, a fortalecer los fundamentos de la disciplina. Abstract in english Introduction. Accreditation processes, necessary as they are for the actual stage of education, require a description of quality concept as the basic parameter from which dimension and valuable indicators are to be derived. Considering the polysemy of the concept of quality, it seems risky that desc [...] riptions of such a concept were generated arbitrarily. Responsive to this risk and conceptual deficiency, the purpose of this qualitative study is to collectively generate a quality conceptualization of nursing teaching. Subjects and methods. The emergence of concepts that the study reveals is accomplished by the application of grounded theory method. The reported perceptions were obtained in substantive interviews and focus groups teachers, students and Nursing graduated students, and the recursive analysis of the data. Results. The constitutive elements of Nursing teaching quality conceptualization includes, among others: values of Nursing teachers; abilities of interpersonal communication between teacher and student; particulars characteristics of modelling the Nursing work; and methodologies of teaching in Nursing. Conclusions. As we obtain the quality conceptualization in Nursing teaching from the perspective of the actors involved, its application in accreditation and evaluation processes (and the consequent changes generated from these), could be accepted in a better way by the same actors. And this could reinforced the foundations of the discipline.

Moscoso, Paz.

207

Criterios para optimizar el proceso de enseñanza en la formación de enfermeros profesionales / Criteria to optimise the teaching process in the training of professional nurses  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish Asumimos este trabajo sobre la optimización de la enseñanza considerando la importancia que tienen los criterios que se presentan, para optimizar el proceso de enseñanza en la formación de los profesionales de enfermería en Cuba. Consideramos como optimización a la selección por parte de los profeso [...] res de la mejor variante de su organización, orientada hacia un fin que sugiere, en un tiempo determinado, la mayor efectividad posible para resolver las tareas de la instrucción y la educación. Se hace referencia, partiendo del análisis de la organización del proceso de enseñanza, a los eslabones que deben ser considerados para lograrse optimización. Concluimos que sólo se puede lograr una optimización del proceso de enseñanza sobre la base de la dirección en que se organiza, las regularidades y principios de enseñanza, la utilización de formas y métodos modernos de enseñanza y aprendizaje, así como también del estudio y las particularidades de las condiciones internas y externas de cada grupo de estudiantes. Se analizan en una mayor interacción orgánica, todas las categorías principales de la didáctica, las regularidades, principios, formas, métodos y tipos de enseñanza, potenciando la individualidad creadora en los profesores de enfermería. Abstract in english We made this paper on teaching optimisation considering the importance of the criteria presented to optimise the teaching process in the training of nursing professionals in Cuba. We consider optimisation as the selection made by professors of the best variant of organization, directed to a goal tha [...] t suggests, in a particular time, the greatest possible effectiveness to resolve the learning and teaching tasks. By analysing the organization of the teaching process, we refer to the characteristics needed to achieve optimal results. We conclude that it is only possible to obtain results in the teaching process on the basis of the direction in which the teaching and learning regularities and principles are organized, as well as on the study and peculiarities of the internal and external conditions of each group of students. All the main categories of didactics, the regularities, principles, ways, methods, and types of teaching are analyzed in a greater organic interaction, potentiating the creative individuality of the nursing professors.

Alain, Agramonte del Sol; Francisco, Mena Martin; Luisa, Fernández García; Eneida, Martínez Gutiérrez; Joel, Leiva Rodríguez.

208

Concept-mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literatureeview of the literature  

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Full Text Available

Nursing students are exposed to a vast amount of information and reading material that is very specific, technical, and new to the students. Unless nurse educators provide a learning environment that promotes understanding through interaction, students might only commit unassimilated information to their short-term memory through rote learning, and no meaningful learning will occur. Nursing students must be able to link learned facts, concepts and principles with new knowledge in order to make sound rational decisions in practice (All & Havens 1997:1210, 1213. The aim of this paper is to describe the utilisation of concept-mapping as a teaching method to facilitate critical thinking by students in nursing education. The description of the utilisation of concept-mapping is done from the theoretical framework of concept-mapping and critical thinking to provide the epistemological basis for concept-mapping (Facione 1990:6, 13. Based on the exploration and description of the theoretical frameworks, four steps to facilitate critical thinking were formulated through concept-mapping on the basis of the educational process: the identification, interactive constructing process, formulation and evaluation steps. It is concluded that the utilisation of these steps will assist nurse educators to implement conceptmapping as a teaching method to facilitate critical thinking by student nurses in nursing education. Recommendations are made.

Opsomming
Verpleegkundestudente word blootgestel aan ’n geweldige hoeveelheid inligting en leesmateriaal wat baie spesifiek, tegnies en nuut is vir die studente. Tensy verpleegkundeopvoeders ’n leeromgewing kan voorsien wat deur interaksie die bevordering van begrip bewerkstellig, kan studente inligting deur papegaaiwerk in hul korttermyngeheue stoor, eerder as om dit te assimileer – geen betekenisvolle leer sal dus plaasvind nie. Verpleegkundestudente moet die vermoë hê om die verband tussen aangeleerde feite, konsepte en beginsels en nuwe kennis te lê sodat hulle in die praktyk rasionale besluite kan maak (All & Havens 1997:1210, 1213. Hierdie artikel het ten doel om die aanwending van konsepkartering as 'n onderrigstrategie te beskryf, ten einde die kritiese denke van leerders in die verpleegkunde te fasiliteer. Die beskrywing van die aanwending van konsepkartering word vanuit die teoretiese raamwerke van konsepkartering en kritiese denke gedoen om die epistemologiese grondslag vir konsepkartering te voorsien (Facione 1990:6, 13. Gegrond op die verkenning en beskrywing van die teoretiese raamwerke, word vier fases vir die fasilitering van kritiese denke geformuleer deur middel van konsepkartering. Hierdie verkenning en beskrywing is gebaseer op die onderwysproses: die identifiseringsfase, die interaktiewe konstrueringsproses, die formuleringsfase en evalueringsfase. Die gevolgtrekking word gemaak dat die aanwending van hierdie fases verpleegopvoeders behulpsaam sal wees in die implementering van konsepkartering as 'n onderrigmetode om kritiese denke by leerling verpleërs te fasiliteer in verpleegkunde-onderwys. Aanbevelings word gemaak.

How to cite this article:

Chabeli, M., 2010, ‘Concept-mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literature’, Health SA Gesondheid 15(1, Art. #432, 7 pages. DOI:10.4102/hsag.v15i1.432

Mary Chabeli

2010-03-01

209

Knowledge and power necessary to reconstruct nursing after management changes at a teaching hospital Conocimientos y poderes necesarios para reconstruir la enfermería frente a los cambios administrativos en un hospital de enseñanza Saberes e poderes necessários à reconstrução da enfermagem frente a mudanças gerenciais num hospital de ensino  

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This study was carried out at a teaching hospital in Southern Brazil, which adopted a management model that provoked the dismantling of the nursing service and the disbandment of nursing professionals. Its general goal was to promote changes that would be implemented in the re-organization of nursing work. It is a case study with a historical-dialectic approach, whose data were collected in March and April 2005 through the focal group technique. The study subjects were eight nurses, two techn...

2008-01-01

210

How to Conduct Research on the Inherent Moral Significance of Teaching: A Phenomenological Elaboration of the Standard Repertory Grid Application  

Science.gov (United States)

George Kelly's repertory grid application seems a promising method for researching the moral significance of teaching from a "life world" perspective. However, we encountered several challenges employing the repertory grid in its standard form for an inquiry into the inherent moral significance of teachers' everyday classroom interactions. In this…

van Kan, Carlos A.; Ponte, Petra; Verloop, Nico

2010-01-01

211

Licenciatura e bacharelado em enfermagem: experiências e expectativas de estudantes / Bachelor and teaching degree in nursing: experiences and expectations of nursing students / Licenciatura y bachillerato en enfermería: experiencias y expectativas de estudiantes  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Estudo de abordagem fenomenológica que objetivou compreender a experiência do estudante que cursa a licenciatura e o bacharelado em enfermagem concomitantemente. Foram realizadas entrevistas abertas com oito estudantes de enfermagem de uma universidade pública do interior de Minas Gerais, tendo sido [...] a análise compreensiva dos dados realizada à luz da fenomenologia social de Alfred Schütz. Os re-sultados mostraram que os estudantes observam uma desarticulação entre as disciplinas pedagógicas e o bacharelado, entretanto consideraram que a licenciatura fornece subsídios para as ações educativas em enfermagem. Têm ainda expectativas de atuar na educação em saúde e de tornarem-se docentes de enfermagem. Acerca do bacharelado e licenciatura em enfermagem, considera-se que se constituem em uma articulação que promove ampliação do conhecimento dos estudantes e gera expectativas relacionadas à atuação profissional, todavia apresenta lacunas que precisam ser revistas pelos que atuam no ensino de enfermagem, contemplando as especificidades teórico-práticas exigidas na formação do enfermeiro. Abstract in spanish Estudio fenomenológico que buscó comprender la experiencia del estudiante que cursa, concomitantemente, licenciatura y bachillerato en enfermería. Se realizaron entrevistas abiertas a ocho estudiantes de enfermería de una universidad pública del interior de Minas Gerais, Brasil. Se utilizó el refere [...] ncial de fenomenología social de Alfred Schütz para analizar los datos. Los resultados mostraron que los estudiantes observan desarticulación entre los cursos pedagógicos y el bachillerato, sin embargo, consideraron que la licenciatura fornece subsidios para acciones educativas en enfermería. Los estudiantes tienen la expectativa de actuar en educación en salud y de hacerse docentes de enfermería. Se considera que bachillerato y licenciatura en enfermería constituyen una articulación que promueve ampliar el conocimiento de los estudiantes y que genera expectativas relacionadas a la actuación profesional. Sin embargo, existen lagunas que precisan ser revistas por los que actúan en la enseñanza de enfermería, para considerar las especificidades teórico-prácticas exigidas en la formación del enfermero. Abstract in english This is a phenomenological study that aimed to understand the experience of the student enrolled in both the Bachelor and the teaching undergraduate degree in nursing at the same time. Interviews with eight nursing students from a public university of Minas Gerais, Brazil, were undertaken. Analyses [...] were conducted based on the social phenomenology of Alfred Schütz. Results showed that according to the pupils, there is no connection between the teaching courses and the Bachelor ones, but they also highlighted that the teaching degree helps educational activities in nursing. The students have interest in working with health education and to become nursing teachers. They also consider that the dual degree allows the expansion of knowledge and generates better expectations related to professional practice. However, it has gaps which need to be reviewed by those who work in nursing education, addressing the specific theoretical and practical needs of nursing students.

Sueli Maria dos Reis, Santos; Maria Cristina Pinto de, Jesus; Miriam Aparecida Barbosa, Merighi; Deíse Moura de, Oliveira; Marcelo Henrique da, Silva; Carla Toscano, Carneiro; Priscila Sanches, Aquino.

212

Review of Nursing Literature: Evolution of Gerontological Education in Nursing.  

Science.gov (United States)

A literature review found that (1) many students and nurses held negative views of the elderly, affecting career choices; (2) gerontological content in baccalaureate nursing programs ranged from little or none to adequate; and (3) a severe shortage of faculty prepared to teach gerontological nursing and negative attitudes toward this…

Philipose, Vimala; And Others

1991-01-01

213

On the use of a standard spreadsheet to model physical systems in school teaching*  

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In the teaching of physics at upper secondary school level (K10-K12), the students are generally taught to solve problems analytically, i.e. using the dynamics describing a system (typically in the form of differential equations) to compute its evolution in time, e.g. the motion of a body along a straight line or in a plane. This reduces the scope of problems, i.e. the kind of problems that are within students' capabilities. To make the tasks mathematically solvable, one is restricted to very idealized situations; more realistic problems are too difficult (or even impossible) to handle analytically with the mathematical abilities that may be expected from students at this level. For instance, ordinary ballistic trajectories under the action of gravity, when air resistance is included, have been 'out of reach'; in school textbooks such trajectories are generally assumed to take place in a vacuum. Another example is that according to Newton's law of universal gravitation satellites will in general move around a large central body in elliptical orbits, but the students can only deal with the special case where the orbit is circular, thus precluding (for example) a verification and discussion of Kepler's laws. It is shown that standard spreadsheet software offers a tool that can handle many such realistic situations in a uniform way, and display the results both numerically and graphically on a computer screen, quite independently of whether the formal description of the physical system itself is 'mathematically tractable'. The method employed, which is readily accessible to high school students, is to perform a numerical integration of the equations of motion, exploiting the spreadsheet's capability of successive iterations. The software is used to model and study motion of bodies in external force fields; specifically, ballistic trajectories in a homogeneous gravity field with air resistance and satellite motion in a centrally symmetric gravitational field. The article reports briefly on a study of the use of computers in the teaching of physics at K12 level in Norway, as part of an EU research project (for details, see the end of the article). It is demonstrated how the simulation software (the spreadsheet) is implemented in practice, for the systems that have been studied, and various responses of the students and teachers to this new and unfamiliar method for solving problems in physics are discussed. Some perspectives on the future of physics teaching at secondary school level are discussed.

Quale, Andreas

2012-05-01

214

Teaching the Standards Is Developmentally Appropriate Practice: Strategies for Incorporating the Sociopolitical Dimension of DAP in Early Childhood Teaching  

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Many early childhood practitioners in the U.S. are experiencing tension between their desire to offer students developmentally appropriate learning experiences and their obligation to teach the academic knowledge and skills mandated by their states. However, careful examination of the DAP guidelines' definition of culturally appropriate practice…

Goldstein, Lisa S.

2008-01-01

215

Los métodos cualitativo y cuantitativo en la enseñanza de la investigación en enfermería / The qualitative and quantitative methods related to nursing teaching  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish Durante la segunda mitad del siglo XX se ha venido dando en la investigación científica y en la disciplina de enfermería un debate respecto de las diferencias y bondades de los métodos de investigación cualitativos y cuantitativos. El propósito de este artículo es analizar como se han ido desarrolla [...] ndo los abordajes cualitativos y cuantitativos en la enseñanza de investigación en los distintos niveles de formación en enfermería. La revisión bibliográfica relativa a esta temática publicada permite observar que existe separación entre abordajes metodológicos cualitativo y cuantitativo en la enseñanza de la investigación en enfermería en todos los niveles de formación. Se registran esfuerzos por articular ambos abordajes particularmente en el mundo anglosajón, siendo hasta el momento estos esfuerzos escasos y relativos al post grado en el contexto latinoamericano. Se concluye que sería deseable propiciar la inclusión de ambos abordajes en los planes de estudio. Abstract in english During the second half of the XX century, a debate related to differences and goodness of quantitative and qualitative research method has been under discussion in scientific research and nursing field. The objective of this article is to analyse the progress which has been made about qualitative an [...] d quantitavive approach in research teaching method in different levels of nursing education. Literature related to this published matter permits to realize there is a separation between qualitative and quantitative methodological approches in teaching research in nursing in all levels of education. Some efforts are recorded in order to insert both approaches in English speaking countries mainly. However, those efforts have been scant and relative in relation to the development of the PHD thesis in Latin America context. To sum up, it would be appropriate to provide both approaches inclusion syllabus.

Salazar Molina, Alide; Paravic Klijn, Tatiana.

216

Randomized controlled trial of teaching practice nurses to carry out structured assessments of patients receiving depot antipsychotic injections.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

BACKGROUND: A third of patients with schizophrenia are out of contact with secondary services. Many of these patients receive maintenance medication as depot antipsychotics from practice nurses, most of whom have negligible training in mental health. AIM: To examine the impact of a structured assessment on the process of care and clinical status of schizophrenia patients by practice nurses who received a one-day training course. METHOD: All identified patients were randomly allocated to struc...

Burns, T.; Millar, E.; Garland, C.; Kendrick, T.; Chisholm, B.; Ross, F.

1998-01-01

217

Estrategia educativa para la educación en valores humanos con métodos participativos en estudiantes de Enfermería Educational strategy for human values teaching with participatory methods designed for Nursing students  

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Full Text Available Se realizó un trabajo de educación en valores humanos con métodos participativos en estudiantes del nuevo modelo formativo de Enfermería de la Universidad de Ciencias Médicas de Camagüey en la Filial de Nuevitas, para la ejecución de la tarea se capacitó a profesores y tutores, objetivo por el cual se diseñó la estrategia educativa. Se enunciaron las dificultades del objeto de investigación, resultado del diagnóstico aplicado, se confirmó la ausencia de estrategia educativa en el uso de métodos participativos con tal fin, y la necesidad del diseño. Se utilizaron las etapas dirigidas a la capacitación, la sensibilización, la planificación, la valoración y el control de la ejecución del sistema de acciones con el colectivo pedagógico para el perfeccionamiento de la educación en valores con estos métodos.A teaching work based on human values with the implementation of participatory methods was carried out for Nursing students of the new training model at the seat of the Medical University of Camagüey in Nuevitas. Tutors and professors were trained to put this task into practice, reason why the teaching strategy was designed. The difficulties of the research object as a result of the applied diagnosis were set out. The lack of a teaching strategy in the use of participatory methods for this purpose, and the need of the design were stated. Stages aimed at training, awareness-raising, planning, assessment and control of the system of actions implementation with the pedagogical team in order to improve values education with these methods, were used.

Mariela Hernández Sainz

2013-04-01

218

Assessing Current State Science Teaching and Learning Standards for Ability to Achieve Climate Science Literacy  

Science.gov (United States)

Even though there exists a high degree of consensus among scientists about climate change, doubt has actually increased over the last five years within the general U.S. public. In 2006, 79% of those polled agreed that there is evidence for global warming, while only 59% agreed in 2010 (Pew Research Center, 2010). The source for this doubt can be partially attributed to lack of knowledge. Formal education is one mechanism that potentially can address inadequate public understanding as school is the primary place where students - and future citizens - learn about the climate. In a joint effort, several governmental agencies, non-governmental organizations, scientists and educators have created a framework called The Essential Principles of Climate Science Literacy, detailing seven concepts that are deemed vital for individuals and communities to understand Earth's climate system (USGCRP, 2009). Can students reach climate literacy - as defined by these 7 concepts - if they are taught using a curriculum based on the current state standards? To answer this question, the K-12 state science teaching and learning standards for Texas and California - two states that heavily influence nation-wide textbook creation - were compared against the Essential Principles. The data analysis consisted of two stages, looking for: 1) direct reference to "climate" and "climate change" and 2) indirect reference to the 7 Essential Principles through axial coding. The word "climate" appears in the California K-12 science standards 4 times and in the Texas standards 7 times. The word "climate change" appears in the California and Texas standards only 3 times each. Indirect references to the 7 Essential Principles of climate science literacy were more numerous. Broadly, California covered 6 of the principles while Texas covered all 7. In looking at the 7 principles, the second one "Climate is regulated by complex interactions among component of the Earth system" was the most substantively addressed. Least covered were number 6 "Human activities are impacting the climate system" and number 7 "Climate change will have consequences for the Earth system and human lives." Most references, either direct or indirect, occurred in the high school standards for earth science, a class not required for graduation in either state. This research points to the gaps between what the 7 Essential Principles of Climate Literacy defines as essential knowledge and what students may learn in their K-12 science classes. Thus, the formal system does not seem to offer an experience which can potentially develop a more knowledgeable citizenry who will be able to make wise personal and policy decisions about climate change, falling short of the ultimate goal of achieving widespread climate literacy. Especially troubling was the sparse attention to the principles addressing the human connection to the climate - principles number 6 and 7. If climate literate citizens are to make "wise personal and policy decisions" (USGCRP, 2009), these two principles especially are vital. This research, therefore, has been valuable for identifying current shortcomings in state standards.

Busch, K. C.

2012-12-01

219

A multidimensionalidade da dor no ensino de Enfermagem em atendimento pré-hospitalar, às vítimas de trauma / Multidimensional aspects of pain in Nursing teaching in pre-hospital care of trauma victims  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese JUSTIFICATIVA E OBJETIVOS: Realizou-se esta pesquisa como contribuição ao ensino da dor no atendimento pré-hospitalar (APH). O objetivo foi compreender a visão dos docentes, enfermeiros da graduação em enfermagem, sobre o ensino da dor na assistência de enfermagem em APH às vítimas de trauma. MÉTODO [...] : Pesquisa descritiva, exploratória com abordagem qualitativa, com 6 docentes de Curso de Graduação em Enfermagem que lecionaram disciplinas sobre dor aguda em vítimas de trauma. Para a coleta dos dados utilizou-se a entrevista, norteada pela questão: "Qual é a sua visão sobre o ensino da dor na assistência de Enfermagem no atendimento pré-hospitalar às vítimas de trauma?". A análise foi intermediada pelos pressupostos do Módulo Pedagógico para ensino da dor da International Association for Study of Pain (IASP) buscando-se o significado do fenômeno na visão hermenêutica. RESULTADOS: Entre os docentes, 5 eram mulheres com idades entre 31 e 40 anos, 5 eram graduadas em Enfermagem há mais de 10 anos e 5 atuavam como docentes no período entre 10 e 15 anos. Das entrevistas emergiram as categorias: "o ensino da dor na dimensão física no APH" e "o ensino da dor na dimensão emocional no APH". CONCLUSÃO: É necessária a elaboração de propostas de ensino para atenção à dor em sua multidimensionalidade, conforme preconiza para o ensino da dor a IASP. Abstract in english BACKGROUND AND OBJECTIVES: This study was a contribution to the teaching of pain in pre-hospital care (PHC). The objective was to understand the vision of professors and graduating nurses about pain teaching for nursing PHC to trauma victims. METHOD: This was a descriptive, exploratory and qualitati [...] ve research with 6 professors of the Nursing Graduation Course who teach disciplines on acute pain of trauma victims. Data were collected by an interview oriented by the question: "Which is your vision about teaching pain in nursing pre-hospital care to trauma victims?" The analysis was intermediated by the assumptions of the Pedagogic Module for pain teaching of the International Association for the Study of Pain (IASP), looking for the meaning of the phenomenon in the hermeneutic view. RESULTS: Among professors, five were females aged between 31 and 40 years. Five were graduated in Nursing for more than 10 years and 5 were professors for 10 to 15 years. The following categories have emerged from the interviews: "pain teaching in the PHC physical dimension" and "pain teaching in the PHC emotional dimension". CONCLUSION: It is necessary to develop teaching proposals to teach pain in its multidimensional aspects, as recommended by the IASP.

Flávia Alves Ribeiro Monclùs, Romanek; Maria do Carmo Querido, Avelar.

220

Furthering caring through nursing education  

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Full Text Available The nursing students’ main quest is for self actualization by attributing meaning to life through caring. To assist student nurses in this quest, the nurse educator needs to plan educational interventions according to an anthropological model that posits care and caring as innate human attributes. Further, the structural essence of what professional nursing caring entails should also be posited as a point of departure for curriculum planning. The author proposes such models. The main implications include that the nursing curriculum must increasingly attend to the emotional needs of nursing students. Curricular content and teaching strategies toward this goal are suggested.

D van der Wal

1999-09-01

 
 
 
 
221

Dimensionamento de pessoal de enfermagem em um hospital de ensino / Nursing personnel downsizing in a teaching hospital / Dimensionamiento de personal de enfermería en un hospital de enseñanza  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese O estudo descreve a adequação do dimensionamento de pessoal de enfermagem de um hospital de ensino à Resolução do Conselho Federal de Enfermagem-COFEN 293/2004. Para tal utilizou-se de parâmetros de estudo anterior, fez-se a classificação dos pacientes internados em níveis de complexidade assistenci [...] al e verificou-se o tempo requerido para a assistência de enfermagem, e comparou-se o quadro de pessoal existente ao obtido nos cálculos de dimensionamento. Os resultados apontaram que a maior parte dos pacientes desta instituição (42%) está no nível de complexidade assistencial intermediária, e o tempo requerido para a assistência de enfermagem foi maior nos pacientes classificados como de cuidados intensivos (42%). No quadro existente há um déficit de 205 enfermeiros e um excedente de 284 profissionais de nível médio. Abstract in spanish El presente estudio tiene por objetivo adecuar la reducción del personal de enfermería en un hospital de enseñanza según la resolución del Consejo Federal de Enfermeras nº 293/2004. Se hizo la clasificación de los pacientes internados en niveles de complejidad de atención y se vío el tiempo que se n [...] ecesita para la atención de enfermería. Se hizo comparación del cuadro de personal que ya existía al obtenido en los calculos del dimensionamiento. Los resultados apuntan que los niveles de complejidad de atención de los pacientes distribuyense mas em la atención intermediaria (42%), y el tiempo requerido para la atención de enfermería fué mayor en los pacientes clasificados como de cuidados intensivos (42%). En el cuadro existente hay un deficit de 205 enfermeros y un excedente de 284 profesionales de nivel medio. Abstract in english The objective of this study was to ajust the downsizing of nursing personnel in a teaching hospital to the resolution of Federal Nursing Council no. 293/2004. The classification of patients in levels of complexity care was done and the required time for the nurse care also was verified. The present [...] number of employees was compared to the measured one. The outcomes showed the levels of patients' care complexity is on intermediate care (42%), and the required time to the nurse care was greater on intensive care patients (42%). The present staff has a deficit of 205 nurses and an exceding of 284 professionals of techinical college level.

Flávio Trevisan, Fakih; Maria Isabel Sampaio, Carmagnani; Isabel Cristina Kowal Olm, Cunha.

222

Dimensionamento de pessoal de enfermagem em um hospital de ensino Dimensionamiento de personal de enfermería en un hospital de enseñanza Nursing personnel downsizing in a teaching hospital  

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Full Text Available O estudo descreve a adequação do dimensionamento de pessoal de enfermagem de um hospital de ensino à Resolução do Conselho Federal de Enfermagem-COFEN 293/2004. Para tal utilizou-se de parâmetros de estudo anterior, fez-se a classificação dos pacientes internados em níveis de complexidade assistencial e verificou-se o tempo requerido para a assistência de enfermagem, e comparou-se o quadro de pessoal existente ao obtido nos cálculos de dimensionamento. Os resultados apontaram que a maior parte dos pacientes desta instituição (42% está no nível de complexidade assistencial intermediária, e o tempo requerido para a assistência de enfermagem foi maior nos pacientes classificados como de cuidados intensivos (42%. No quadro existente há um déficit de 205 enfermeiros e um excedente de 284 profissionais de nível médio.El presente estudio tiene por objetivo adecuar la reducción del personal de enfermería en un hospital de enseñanza según la resolución del Consejo Federal de Enfermeras nº 293/2004. Se hizo la clasificación de los pacientes internados en niveles de complejidad de atención y se vío el tiempo que se necesita para la atención de enfermería. Se hizo comparación del cuadro de personal que ya existía al obtenido en los calculos del dimensionamiento. Los resultados apuntan que los niveles de complejidad de atención de los pacientes distribuyense mas em la atención intermediaria (42%, y el tiempo requerido para la atención de enfermería fué mayor en los pacientes clasificados como de cuidados intensivos (42%. En el cuadro existente hay un deficit de 205 enfermeros y un excedente de 284 profesionales de nivel medio.The objective of this study was to ajust the downsizing of nursing personnel in a teaching hospital to the resolution of Federal Nursing Council no. 293/2004. The classification of patients in levels of complexity care was done and the required time for the nurse care also was verified. The present number of employees was compared to the measured one. The outcomes showed the levels of patients' care complexity is on intermediate care (42%, and the required time to the nurse care was greater on intensive care patients (42%. The present staff has a deficit of 205 nurses and an exceding of 284 professionals of techinical college level.

Flávio Trevisan Fakih

2006-04-01

223

Plan de cuidados estándar de enfermería en artroplastia de cadera / Standard plan nursing care in hip arthroplasty  

Scientific Electronic Library Online (English)

Full Text Available SciELO Spain | Language: Spanish Abstract in spanish Los problemas derivados de una intervención de artroplastia de cadera afectan a prácticamente todos los patrones funcionales del paciente (Marjory Gordon), de ahí la importancia de que el personal sanitario implicado en el tratamiento y recuperación del paciente desarrolle su trabajo según un PLAN c [...] laramente definido, estándar y evaluable. Éste ha sido el objetivo principal del equipo de trabajo, sistematizar los cuidados para que al paciente no le afecten los problemas derivados de la variabilidad en su atención, recupere su movilidad e independencia lo antes posible y se eviten complicaciones postoperatorias, para lo cual se ha prestado especial atención en la implicación del propio paciente en su recuperación. Administrativamente, con un Plan de Cuidados se mejora el registro de todas las actividades de enfermería y se clarifican las responsabilidades de los miembros del equipo sanitario. En lo que respecta a la atención de enfermería, esta regulación en los cuidados se ha realizado siguiendo la taxonomía NANDA-NOC-NIC, resultando un plan estándar de cuidados basado en los Patrones funcionales de Marjory Gordon, ya que los autores del presente Plan de atención creemos que éste es método muy fiable para realizar la valoración de un paciente, de la cual se derivarían los diagnósticos de enfermería adecuados y la evaluación continua del paciente. Concluimos que la aplicación de este Plan de Cuidados implicaría una mejora en la atención al paciente y en la organización del trabajo en la unidad de hospitalización de cirugía ortopédica y traumatológica. La validez del presente plan sería de tres años. Abstract in english The problems resulting from an intervention in hip, affect practically all functional patterns of the patient (Marjory Gordon), hence the importance of health personnel involved in treatment and recovery of the patient performing their work to a clearly defined standard and graded plan. This has bee [...] n the main objective of the team work, to systematize care for the patient so that it does not affect the problems of variability in their care, recover their mobility and independence as soon as possible and to avoid postoperative complications, for which special attention is paid to involving patients in their own recovery. Administratively, a Care Plan will improve the registration of all nursing activities and clarify the responsibilities of health team members. With regard to nursing care, this care regulation has been made following the NANDA-NOC-NIC taxonomy, resulting in a standard plan of care based on Marjory Gordon's functional patterns, since the authors believe this is a very reliable method for conducting an assessment of the state of the patient, which would derive in the appropriate nursing diagnosis and ongoing evaluation of the patient. We conclude that the application of the Care Plan would mean an improvement in patient care and organization of work in the hospital units of trauma and orthopaedic surgery. The validity of this plan would be three years.

Bustos López, R.; Piña Martínez, A.J.; Pastor Molina, M.; Benítez Laserna, A.; Víllora Fernández, M.P.; González Pérez, A.D..

224

Awareness about Biomedical Waste Management in Undergraduate Medical and Nursing Students at a Teaching Institute in Vizianagaram, Andhra Pradesh  

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Full Text Available Background: Bio-medical waste collection and proper disposal is a concern for both medical and general community. Medical and Nursing students during and after completing their studies are at potential risk for hazards due to biomedical waste. Thorough knowledge about the subject will decide their practices. Hence the study was limited only to awareness assessment. Objective: To assess awareness in undergraduate medical and nursing students about biomedical waste, its hazards and management. Methods: Data collection was done by a predesigned self administered questionnaire. Results: MBBS students had a fairly better awareness regarding the subject than nursing students. Almost all study participants were aware about colour coding in segregation of biomedical waste. But when asked about which waste is to be put in which bag, correct response was given by almost half amongst them. Conclusions: Practical implications related to the matter should be covered so that hazards of biomedical waste are avoided.

Ukey Ujwala U, Kambatla Ramasankaram, Dash Satyanarayan, Naidu NR Appajirao, Kulkarni Ved P

2012-09-01

225

Envisioning human dignity to enhance practice while journeying with Rwandan women: student nurses teaching-learning Parse's theory of humanbecoming.  

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California Baptist University School of Nursing opened in September 2006 as the first baccalaureate nursing education program in Riverside, California. Under the direction of Dr. Constance Milton, the curriculum was cocreated using Parse's humanbecoming school of thought as a framework. In August 2008, nursing students traveled to Rwanda where they bore witness to the transformation after the 1994 genocide. Dimensions and processes of Parse's practice methodology-illuminating meaning by explicating what is with languaging, synchronizing rhythms while dwelling with ups and downs in the struggle of connecting-separating, and mobilizing transcendence as moving beyond with the not-yet while transforming- emerged in the students' journaling as lived all-at-once amid reverence that honored the dignity and worth of the Rwandan people. PMID:19567728

Oaks, Geneva; Drummond, Susan

2009-07-01

226

Nursing Care after Death  

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Nurses care, help and support patients before they are born, when they are alive and after they die. The starting points of this study were how nurses provide physical care for the dead patients and psychological care for the bereaved families. The purpose of this study was to describe the role of a nurse when patients die. The aims of this study were that the results of the study could help the nurses’ clinical work and could be used as part of teaching material in post-mortem care or ...

Gong, Xi

2012-01-01

227

Korean nursing students’ experiences of their first clinical practice  

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Background: Clinical practice in nursing education develops the students’ core competence in nursing. Nursing students’ experiences of their clinical practice provide deeper insight to develop an effective clinical teaching strategy in nursing education. The purpose of this study was to explore the meanings and structure related to nursing students’ experiences of their clinical practice....

Jinhyang Yang

2012-01-01

228

Standards-based teaching and educational digital libraries as innovations: Undergraduate science faculty in the adoption process  

Science.gov (United States)

This study describes undergraduate science faculty in terms of their feelings of preparedness for and their use of standards-based teaching methods, their stages of concern related to Educational Digital Libraries (EDLs), and their adoption and diffusion of both innovations. These innovations may have a synergistic relationship that may result in enhanced adoption of both. The investigation began with a series of group meetings with life science, chemistry, physics, and geology faculty from a 2-year and a 4-year institution. Faculty were introduced to dimensions of standards-based teaching and examples of EDLs. Faculty completed the Demographics and Experience Questionnaire, the Standards-Based Teaching Instrument, and the Stages of Concern Questionnaire (SoCQ). Semi-structured interviews containing literature-based questions were conducted with one faculty member from each discipline from the 2-year and 4-year institutions. Document analyses were performed on mission/goal web-based statements for the institutions and their science departments. Triangulated data were used to construct individual faculty case studies based on four facets: background, standards-based teaching profile, EDLs profile, and rate of innovation diffusion. The individual case studies were used to perform cross-case analyses by type of institution, discipline, and locus of control. Individual case studies and cross-case analyses suggest the following conclusions: (a) faculty felt prepared to use and frequently used textbooks as a reference, (b) feelings of preparedness and frequency of use of standards-based teaching categories may be related to discipline, (c) all faculty had relatively high awareness and informational EDL concerns, and (d) faculty central to the locus of control were more likely to use methods to develop student conceptual understanding, use inquiry methods, and be agents of change. A grounded theoretical model connects study results with literature related to educational change and innovation adoption. The model suggests undergraduate science faculty professional developers and innovation developers should establish a shared understanding of vocabulary related to innovations, conduct national innovation awareness and informational campaigns, consider faculty pre-existing understanding of the innovations, align with organizational norms, and clarify the relationship between institutional mission/goal statements and the innovations. The study protocols and instruments may be valuable tools for others studying educational change and innovations.

Ridgway, Judith Sulkes

229

Concept mapping a baccalaureate nursing program: a method for success.  

Science.gov (United States)

The understanding of curricular design and development is paramount for faculty. For novice faculty, learning teaching methods commonly takes precedence over understanding curriculum development. Professional accrediting bodies of nursing programs require curriculum course content to be pertinent and flow logically. Baccalaureate nursing programs can choose to be accredited by the Commission on Collegiate Nursing Education. The purpose of this article is to describe an educational innovation that one College of Nursing implemented to orient new faculty to the curriculum and prepare for an accreditation renewal. Assigned faculty developed and implemented a concept mapping process aimed to evaluate and revise course content based on national standards and guidelines. Undergraduate faculty understanding and ownership of the curriculum was evident throughout the process. The concept mapping process proved to be an innovative approach to enhance the curriculum and equip faculty with an understanding of the relationship between concepts and course content. PMID:21846074

Dearmon, Valorie; Lawson, Robin; Hall, Heather R

2011-11-01

230

Strategies to improve the performance of learners in a nursing college Part I: Issues pertaining to nursing education  

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Full Text Available Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a fouryear comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156. Trustworthiness was ensured in accordance with Lincoln and Guba’s (1985:290-326 principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors’ lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors’ marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing education in a nursing college. Strategies to improve the learners’ performance were described. It is recommended that these strategies be incorporated in the staff development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners’ performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course.

E Waterson

2006-09-01

231

Acreditación docente para obtener calidad en la educación de enfermería Teaching accreditation to obtain quality in nursing education  

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Full Text Available La acreditación de carreras de pre y posgrado de enfermería es la certificación pública que se otorga a aquellas que cumplen con criterios de calidad previamente definidos. Ella se obtiene como resultado de un proceso voluntario que considera 3 etapas: auto-evaluación, evaluación externa y juicio de acreditación. El propósito de este trabajo fue describir los elementos que integran el proceso de acreditación de las carreras universitarias de enfermería. Se realizó una revisión documental sobre indicadores de calidad en la formación de profesionales de enfermería. Se exponen elementos relacionados con la acreditación de enfermería en diferentes países y la acreditación en el marco de un sistema de regulación y aseguramiento de la calidad. Se concluyó que las universidades de Ciencias Médicas están comprometidas a trabajar en busca de la excelencia académica ya que al existir todos los programas de pre y posgrados acreditados, la calidad de la atención de enfermería es superior .The accreditation of pre and postgraduate nursing careers is the public certification granted to those that fulfilled with previously defined quality criteria. It is obtained as a result of a 3-stage voluntary process: self-evaluation, external evaluation and accreditation judgment. The purpose of this paper is to describe the elements included in the accreditation process of university nursing careers. A documental review on the health indicators in the nursing professionals training was made. Some elements related to nursing accreditation in different countries and to accreditation in the framework of a system of regulation and assurance of quality are exposed. It was concluded that the medical sciences universities are committed to work in the search of academic excellence, since having all the pre-and postgraduate syllabuses accredited, the quality of nursing care is higher.

Caridad Llanes Betancourt

2005-04-01

232

A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills.  

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E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands). PMID:19121875

Kelly, Mary; Lyng, Colette; McGrath, Mary; Cannon, Gerald

2009-04-01

233

La innovación en la educación superior en enfermería y los aportes del diseño de instrucción / Innovations in nursing education and their contribution to the teaching model  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Spanish Abstract in spanish El presente artículo fundamenta el rol de la educación en enfermería, respecto a asumir una constante innovación y mejoramiento de la calidad de la docencia, considerando las demandas sociales y de nuevos roles profesionales. Plantea como una alternativa los aportes del diseño de instrucción. El cua [...] l, ofrece fundamentos educacionales que orientan a la creación de ambientes de aprendizaje propicios, acordes a los requerimientos de la población usuaria y del sistema educativo. El éxito de la innovación propuesta, exige una evaluación continua y una intencionalidad compartida por parte de los docentes para asegurar la consolidación y permanencia frente al cambio. Abstract in english The role of nursing is studied, as it is related to constant innovation and improvement of teaching quality, social requirements and new professional roles. As an alternative, the contribution given by the teaching model is considered. Such model offers educational bases on leisure activities about [...] adequate learning environments, user population requirements and the actual educational system. Favourable results of the proposed innovation will need continuous evaluation shared by the faculty as a means to guarantee the consolidation of this exchange program.

Alejandrina Arratia, Figueroa.

234

La innovación en la educación superior en enfermería y los aportes del diseño de instrucción Innovations in nursing education and their contribution to the teaching model  

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Full Text Available El presente artículo fundamenta el rol de la educación en enfermería, respecto a asumir una constante innovación y mejoramiento de la calidad de la docencia, considerando las demandas sociales y de nuevos roles profesionales. Plantea como una alternativa los aportes del diseño de instrucción. El cual, ofrece fundamentos educacionales que orientan a la creación de ambientes de aprendizaje propicios, acordes a los requerimientos de la población usuaria y del sistema educativo. El éxito de la innovación propuesta, exige una evaluación continua y una intencionalidad compartida por parte de los docentes para asegurar la consolidación y permanencia frente al cambio.The role of nursing is studied, as it is related to constant innovation and improvement of teaching quality, social requirements and new professional roles. As an alternative, the contribution given by the teaching model is considered. Such model offers educational bases on leisure activities about adequate learning environments, user population requirements and the actual educational system. Favourable results of the proposed innovation will need continuous evaluation shared by the faculty as a means to guarantee the consolidation of this exchange program.

Alejandrina Arratia Figueroa

1999-04-01

235

O ensino da enfermagem gerontogeriátrica e a complexidade / Teaching of gerontogeriatric nursing and complexity / Enseñanza de la enfermería gerontogeriátrica y la complejidad  

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Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Foram objetivos deste estudo: identificar as características do ensino da enfermagem geronto-geriátrica; refletir sobre este ensino, partindo das características identificadas, à luz da Complexidade. Pesquisa qualitativa, teve como fonte de dados nove livros-resumo de congressos brasileiros de enfer [...] magem e sete periódicos da enfermagem nacional, do período de 1991 a 2000. O corpus foi composto por 16 artigos científicos e utilizou-se o QRSNUD* IST4 para análise. Os resultados mostraram a existência deste ensino, por meio de: matérias no currículo; atividades práticas; atividades durante estágio curricular; atividades extracurriculares; participação em eventos específicos ou da enfermagem, com apresentação de trabalhos; outras atividades. Refletir sobre o ensino da enfermagem geronto-geriátrica, por meio da Complexidade, é perceber o ensino enquanto instância que procure transmitir uma cultura que permita ao futuro trabalhador: compreender a condição humana; pensar de forma contextualizada, aberta, globalizada, ética. Abstract in spanish Los objetivos de este estudio fueron: identificar las características de la enseñanza de la enfermería gerontogeriátrica; reflexionar sobre esta enseñanza, partiendo de las características identificadas, a la luz de la Complejidad. Se trata de una investigación cualitativa que tuvo como fuente de da [...] tos nueve libros de resúmenes de congresos brasileños de enfermería y siete periódicos de enfermería nacional, del período de 1991 al 2000. El corpus estuvo compuesto por 16 artículos científicos y se utilizó el QRS-NUD* IST4 para el análisis. Los resultados mostraron la existencia de esta enseñanza, por medio de: materias en el currículo; actividades prácticas; actividades durante la práctica curricular; actividades extracurriculares; participación en eventos específicos o de enfermería, con presentación de trabajos; otras actividades. Reflexionar sobre la enseñanza de la enfermería geronto-geriátrica, por medio de la Complejidad, es percibir la enseñanza en cuanto instancia que intenta transmitir una cultura que permita al futuro trabajador: comprender la condición humana; pensar de forma contextualizada, abierta, globalizada, ética. Abstract in english The present study had the objectives of identifying the characteristics of gerontogeriatric nursing and of reflecting on this teaching, based on identified characteristics, in the light of Complexity. A qualitative research, its data sources were nine proceedings volumes of Brazilian Nursing congres [...] ses and seven Brazilian nursing publications of the 1991-2000 period. The main body of this article was comprised of 16 scientific articles; QRSNUD* IST4 was used for analysis. Results showed that this teaching does take place, and it is carried out through: mandatory disciplines in the curriculum; practical activities; activities during curricular training; extra-curricular activities; participation on specific or general Nursing events in which studies are presented; other activities. To use the principles of Complexity is tantamount to perceiving educative teaching as trying to convey a culture that will enable future workers to understand the human condition and to think in a contextualized, open, globalized, ethical way.

Silvana Sidney Costa, Santos.

236

Orem-based nursing education in Germany.  

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The purpose of this column is to present a model for nursing education in Germany based on Orem's theory. The Orem-based educational model for teaching is a theory-based curriculum. The revised German Nursing Act requires an integrated nursing education curriculum, which means that students should be taught together in courses with general nursing knowledge, and then acquire specialized knowledge in pediatric, adult, or geriatric nursing. PMID:21220579

Hintze, Andrea

2011-01-01

237

Ensino da liderança em enfermagem: um estudo bibliométrico / Nursing leadership teaching: a bibliometrics study / Enseñanza del liderazgo en enfermería: un estudio bibliométrico  

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Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese OBJETIVOS: Quantificar e descrever as características da produção científica sobre o ensino da liderança em enfermagem quanto ao tipo de publicação, ano, veículo, país, idioma e temática abordada. MÉTODOS: Estudo descritivo, do tipo bibliométrico, realizado em bases de dados da BVS, com os descritor [...] es ensino, liderança e enfermagem. RESULTADOS: Em 37 anos, foram identificadas 73 publicações, a maioria encontrada na base de dados MEDLINE e constituída de artigos originais publicados em periódicos norte-americanos, escritos em inglês e versando sobre estratégias de ensino. CONCLUSÕES: A produção científica foi escassa mas constante no período estudado, de autoria predominantemente americana e publicada em periódicos científicos nos Estados Unidos, o que indicou a necessidade de desenvolver pesquisas sobre o assunto no Brasil. Abstract in spanish OBJETIVOS: Cuantificar y describir las características de la producción científica sobre la enseñanza del liderazgo en enfermería en cuanto al tipo de publicación, año, vehículo, país, idioma y temática abordada. MÉTODOS: Estudio descriptivo, de tipo bibliométrico, realizado en bases de datos de la [...] BVS, con los descriptores enseñanza, liderazgo y enfermería. RESULTADOS: En 37 años, fueron identificadas 73 publicaciones, la mayoría encontrada en la base de datos MEDLINE y constituida de artículos originales publicados en periódicos norteamericanos, escritos en inglés y versando sobre estrategias de enseñanzas. CONCLUSIONES: La producción científica fue escasa pero constante en el período estudiado, de autoría predominantemente americana y publicada en periódicos científicos en los Estados Unidos, lo que indicó la necesidad de desarrollar inestigaciones sobre el asunto en el Brasil. Abstract in english OBJECTIVES: To quantify and describe the characteristics of scientific production on the teaching of nursing leadership concerning the type of publication, year, vehicle, country, language and theme. METHODS: A descriptive and bibliometric study conducted in databases of the BVS, using descriptors: [...] teaching, leadership and nursing. RESULTS: Over 37 years, we identified 73 publications, mostly found in the MEDLINE database and consisting of original articles published in North American journals, written in English, and dealing with teaching strategies. CONCLUSIONS: The scientific production was sparse but constant during the study period, authored predominantly by North Americans, and published in scientific journals in the United States, which indicated the necessity to develop research on the subject in Brazil.

Vanessa Ribeiro, Neves; Maria Cristina, Sanna.

238

Estrategia educativa para la educación en valores humanos con métodos participativos en estudiantes de Enfermería / Educational strategy for human values teaching with participatory methods designed for Nursing students  

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Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish Se realizó un trabajo de educación en valores humanos con métodos participativos en estudiantes del nuevo modelo formativo de Enfermería de la Universidad de Ciencias Médicas de Camagüey en la Filial de Nuevitas, para la ejecución de la tarea se capacitó a profesores y tutores, objetivo por el cual [...] se diseñó la estrategia educativa. Se enunciaron las dificultades del objeto de investigación, resultado del diagnóstico aplicado, se confirmó la ausencia de estrategia educativa en el uso de métodos participativos con tal fin, y la necesidad del diseño. Se utilizaron las etapas dirigidas a la capacitación, la sensibilización, la planificación, la valoración y el control de la ejecución del sistema de acciones con el colectivo pedagógico para el perfeccionamiento de la educación en valores con estos métodos. Abstract in english A teaching work based on human values with the implementation of participatory methods was carried out for Nursing students of the new training model at the seat of the Medical University of Camagüey in Nuevitas. Tutors and professors were trained to put this task into practice, reason why the teach [...] ing strategy was designed. The difficulties of the research object as a result of the applied diagnosis were set out. The lack of a teaching strategy in the use of participatory methods for this purpose, and the need of the design were stated. Stages aimed at training, awareness-raising, planning, assessment and control of the system of actions implementation with the pedagogical team in order to improve values education with these methods, were used.

Mariela, Hernández Sainz; Alberto Ramón, Bujardón Mendoza; Norma, Iglesias Morell; Blanca María, Seijo Echevarria.

239

Combining high-fidelity human patient simulators with a standardized family member: a novel approach to teaching breaking bad news.  

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Our novel approach to teaching Breaking Bad News (BBN) involves having students actively participate in an unsuccessful resuscitation (mannequin) followed immediately by BBN to a standardized patient wife (SPW) portrayed by an actress. Thirty-nine 3(rd) year medical students completed a questionnaire and then were divided as follows: Group 1 (n=21) received little to no training prior to speaking with the SPW. Group 2 (n =18) received a lecture and practiced for 1 hour in small groups prior to the resuscitation and BBN. Both groups self assessed ability to BBN (pSPW's in several key areas. This novel approach to teaching BBN to 3(rd) year medical students was well received by the students and resulted in marked improvement of self assessed skills over baseline. PMID:16404016

Bowyer, Mark W; Rawn, Lisa; Hanson, Janice; Pimentel, Elisabeth A; Flanagan, Amy; Ritter, E Matthew; Rizzo, Anne; Lopreiato, Joseph O

2006-01-01

240

THE ALIGNMENT OF ROMANIA UNIVERSITY TEACHING TO THE REQUIREMENTS OF THE QUALITY INSURING STANDARDS  

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Full Text Available Due to any institution in the national teaching system, indifferent of type, level and activity organization form, is to insure the quality teaching, learning and researching, from the necessity of making the bases of an institutional cultures of the education's quality, for contributing to the personal and professional development of the students, at the society's welfare. The quality insurance policies and strategies of the national teaching system of Romania have as marking the permanent correlation with the orientations and actions promoted at European and global level, in consense with the recommendations of the Superior Education Quality Insurance European Association, recommendations which have been taken by the Bergen Ministerial Conference (19-20 May 2005.

Elena CONDREA

2007-01-01

 
 
 
 
241

School Nurse Evaluations: Making the Process Meaningful and Motivational  

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The professional standards of school nursing practice provide a framework to help school nurses focus on their unique mission of promoting health and academic achievement for all students. Without the standards, the nurse’s role can become task oriented and limited in scope. By using an evaluation tool that reflects the standards, nurses not only…

McDaniel, Kathryn H.; Overman, Muriel; Guttu, Martha; Engelke, Martha Keehner

2013-01-01

242

Evaluation of a computer-based teaching programme (CBTP developed for student nurses in an oncology clinical setting  

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Full Text Available A computer-based teaching programme (CBTP was developed after a comprehensive review of the literature with regard to learning, learning theories, traditional and student-centred styles and approaches, teaching through hypermedia and computer-based teaching. Opsomming ’n Rekenaargebaseerde onderrigprogram (RGOP is na ’n omvattende literatuurstudie oor leer, leerteorieë, -style en benaderings, tradisionele-, studentgesentreerde- en onderrig deur hipermedia, en rekenaargebaseerde onderrig ontwikkel, met die doel om ’n onderrigbenadering te implementeer waar studentverpleegkundiges die geleentheid gegun word om verantwoordelikheid vir leer te aanvaar, leerbehoeftes te identifiseer en ’n diep benadering tot leer te volg. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Jacobus A Venter

2002-04-01

243

Reporting of adverse drug reactions: An exploratory study among nurses in a teaching hospital, Ajman, United Arab Emirates  

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Full Text Available Abstract Background and the purpose of the study Adverse drug reactions (ADRs are important public health problem with significant morbidity, mortality and financial burden on the society. Nurses play important role in medication safety surveillance through the spontaneous reporting of ADRs. Nurses’ knowledge, attitude and practice towards ADR reporting and factors affecting reporting was assessed in the study. Methods All nurses working in a tertiary care hospital, Ajman, UAE participated in this cross-sectional survey. A self administered questionnaire of four domains (knowledge, attitude, practice, factors affecting reporting was distributed among nurses after obtaining informed consent. The knowledge and attitude components were assigned score of one for correct response. Data was analyzed using SPSS (version 19. Mann–Whitney U test was used to compare knowledge and attitude scores between subgroups; Spearman’s correlation for any relationship between knowledge and attitude. Results Of the total participants, females constituted 92.3%; average duration of clinical experience 6.5?±?3.3 years; mean age 28.9?±?4.1 years. Median score for knowledge components of ADR reporting was 11(total score: 17 and for attitude components was 4(total score: 8. No difference noted in knowledge and attitude scores between gender, age group, educational qualification. A positive correlation between knowledge and attitude components was observed (r?=?0.38. ADRs are important cause for morbidity and mortality was reported by (54.9%. 49.5% were aware of Pharmacovigilance centers’ whereas, only (8.8% reported. Uncertainty of ADRs (49.5%; concern that the report may be wrong (46.2% and inadequate knowledge of ADR reporting procedure were the major barriers to reporting. Training in ADR reporting as the key measure to improve reporting was suggested by (86.8%. Major conclusion The results of the study strongly point out the need for interventional program among nurses focusing on the importance of ADR reporting and reporting procedure to encourage their active, voluntary participation in drug safety surveillance.

John Lisha

2012-10-01

244

Reporting of adverse drug reactions: An exploratory study among nurses in a teaching hospital, Ajman United Arab Emirates  

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Full Text Available Background and the purpose of the study Adverse drug reactions (ADRs are important public health problem with significant morbidity, mortality and financial burden on the society. Nurses play important role in medication safety surveillance through the spontaneous reporting of ADRs. Nurses' knowledge, attitude and practice towards ADR reporting and factors affecting reporting was assessed in the study.MethodsAll nurses working in a tertiary care hospital, Ajman, UAE participated in this cross-sectional survey. A self administered questionnaire of four domains (knowledge, attitude, practice, factors affecting reporting was distributed among nurses after obtaining informed consent. The knowledge and attitude components were assigned score of one for correct response. Data was analyzed using SPSS (version 19. Mann-Whitney U test was used to compare knowledge and attitude scores between subgroups; Spearman's correlation for any relationship between knowledge and attitude.ResultsOf the total participants, females constituted 92.3%; average duration of clinical experience 6.5 +/- 3.3 years; mean age 28.9 +/- 4.1 years. Median score for knowledge components of ADR reporting was 11(total score: 17 and for attitude components was 4(total score: 8. No difference noted in knowledge and attitude scores between gender, age group, educational qualification. A positive correlation between knowledge and attitude components was observed(r = 0.38. ADRs are important cause for morbidity and mortality was reported by (54.9%. 49.5% were aware of Pharmacovigilance centers' whereas, only (8.8% reported. Uncertainty of ADRs (49.5%; concern that the report may be wrong (46.2% and inadequate knowledge of ADR reporting procedure were the major barriers to reporting. Training in ADR reporting as the key measure to improve reporting was suggested by (86.8%. Major conclusion The results of the study strongly point out the need for interventional program among nurses focusing on the importance of ADR reporting and reporting procedure to encourage their active, voluntary participation in drug safety surveillance.

Jayadevan Sreedharan

2012-10-01

245

Mandating and Standardizing the Teaching of Critical Literacy Skills: A Cautionary Tale  

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In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical thinking skills…

Pandya, Jessica Zacher

2012-01-01

246

The nursing team of a public teaching hospital and the work accidents with biological material
A equipe de enfermagem de hospital escola público e os acidentes de trabalho com material biológico
 

Digital Repository Infrastructure Vision for European Research (DRIVER)

Notifications of work accidents are instruments of epidemiological surveillance and evaluation of worker’s health conditions, occupational risks and work processes with which the worker is involved, enabling the implementation of strategies for health promotion. The purpose of this study was to analyze the work accidents with biological material that took place with nursing professionals in a Public Teaching Hospital, in the period from 1995 through 2000, to estimate risk indicators and to ...

2003-01-01

247

Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education.  

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Attrition rates of male nursing students exceed those of females yet the experiences of male students in nursing school are poorly understood. This interpretive ethnographic study explored the experiences of male nursing students and female nursing instructors in the context of classroom education. Data collection consisted of participant observation of classroom teaching sessions followed by interviews with six male nursing students who were participants in the classes and six female nursing instructors who taught the classes. Themes resulting from data analysis addressed men's roles in the nursing classroom and the culture of nursing education. The theme of "nursing like a real man" was characterized by men's reliance on roles and behaviours associated with traditional masculinities including leadership, assertiveness and risk-taking. The theme of "masculinities in a feminine place" captured the gendered culture of nursing education which manifested in stereotypes and a sexualized identity, where men saw themselves as accommodated but not integrated. "Diversity between masculine and feminine" communicated the incongruity between men's educational preferences and the techniques that predominate in nursing education. These findings suggest that nursing instructors need to consider gender in their teaching practice, avoid parody or stereotypes of masculinities, and reject assumptions that male students are homogeneous. PMID:19269071

Dyck, Jeff M; Oliffe, John; Phinney, Alison; Garrett, Bernie

2009-08-01

248

Valoración del proceso docente educativo en los estudiantes de primer año de Licenciatura en Enfermería / Valorations about the educative-teaching process First academic year Nursing major  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish La educación cubana ha obtenido logros incuestionables que la ubican en un lugar cimero en América Latina y el mundo, por ello se realizó una investigación prospectiva con el objetivo de valorar las consideraciones de los estudiantes para enfrentar el proceso docente educativo en la carrera de Enfer [...] mería de primer año del nuevo Modelo Pedagógico, en la sede central en el año 2007. La información se obtuvo a través de una encuesta aplicada a 91 estudiantes, y contempla las siguientes variables: vía de ingreso, tiempo dedicado al estudio, atención brindada por los profesores, periodicidad de los encuentros comprobatorios, consulta a docentes y exámenes de premios, así como las asignaturas de mayor complejidad y el dominio de los Proyectos Integrales de Trabajo Educativo. Con relación a los resultados, el mayor por ciento refirió que siempre le brinda atención a las diferencias individuales, en cuanto a la consulta docente la mayoría refirió que reciben ayuda suficiente en ella. Con respecto a la información sobre los exámenes de premio la mayoría afirma que recibe la información al inicio de la asignatura, referente a la calidad de la actividad docente el mayor por ciento la consideró buena, así como la existencia de criterios positivos sobre el conocimiento del Proyecto Integral de Trabajo Educativo. Abstract in english Medical Education in Cuba has achieved unquestionable successes situating it in a top place in Latin-America and in the World , thus a prospective research aimed at assessing the opinions of the students to face the educative-teaching process in nursing major ( 1st academic year) of the new pedagogi [...] cal model at the central venue in 2007 was conducted. The information was obtained by means of a survey to 91 students having the variates : way of admission, time dedicated to individual study, professors' attention, periodicity of meetings to check the development of skills, teaching consults, reward examinations and the subjects having greater complexity and knowledge of the Comprehensive Projects of Educative Work. In relation to the results, the greatest percentage answered that they always received professors' attention where individual differences are considered, with regard to the teaching consults the majority referred they are of great help. Regarding the information about the reward examinations they stated the information is given when the subject is taught for the first time, concerning the quality of the teaching activity the greatest percentage considered it as good, positive criteria about the Comprehensive Project of Educative Work were given.

Silvia, Alonso Pérez; Mercedes, López Álvarez; Adelfa, Cueto Mena; Mirna, Moreno Lazo; Francisco, Machado Reyes.

249

Panorama brasileiro do ensino de Enfermagem On-line Panorama brasileño de la enseñanza de Enfermería vía On-line A panorama of Brazil's online nursing teaching  

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Full Text Available O objetivo deste estudo foi identificar os cursos de Ensino Superior Nacional de EAD por área de concentração, região geográfica, nível de formação e os cursos de EAD no ensino superior de Enfermagem. O método adotado foi um estudo exploratório descritivo em que foi realizado um levantamento nos sites e portais governamentais e não-governamentais relacionados à educação nacional e EAD das Instituições de Ensino Superior (IES que praticam EAD. Nos resultados foram identificados apenas dois cursos de pós-graduação lato sensu oferecidos especificamente em Enfermagem. Assim, há necessidade de maior investimento das IES de Enfermagem na criação e avaliação de cursos de EAD, bem como de infra-estrutura e de implementação de uma política de capacitação tecnológica.El objetivo de este estudio fue identificar los cursos de Enseñanza Superior Nacional de la Educación a Distancia (EAD por área de concentración, región geográfica, nivel de formación y los cursos de EAD en la enseñanza superior de Enfermería. El método adoptado fue un estudio exploratorio descriptivo en el que se llevó a cabo un levantamiento en los sitios y páginas web gubernamentales y no gubernamentales relacionados a la educación nacional y a la EAD de las Instituciones de Enseñanza Superior (IES que practican EAD. En los resultados fueron identificados apenas dos cursos de post-grado lato sensu ofrecidos específicamente en Enfermería. De este modo, hay necesidad de mayor inversión de las IES de Enfermería en la creación y evaluación de cursos de EAD, así como de infraestructura e implementación de una política de capacitación tecnológica.The aim of this study was to identify the National Superior Teaching courses in distance education by concentration area, geographic region, graduation level and distance education Nursing courses in higher education. The method used was an exploratory descriptive study in which was carried out a survey in government and non-government sites and portals related to national and distance education of higher education schools that offer distance education. The results identified only two latu sensu Graduate courses that offer Nursing specifically. Thus Nursing higher education schools must invest more on creating and evaluating distance education courses, as well as on infra-structure and on the implementation of a policy of technological capacity-building.

Rita de Cassia Vieira Rodrigues

2008-06-01

250

Ensino clínico na enfermagem: a trajetória da produção científica / Clinical teaching in nursing: the scientific production path / Enseñanza clínica en la enfermería: la trayectoria de la producción científica  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Trata-se de um estudo bibliográfico, no qual se realizou um levantamento da produção científica de enfermagem referente ao ensino clínico no Catálogo de Dissertações e Teses do Centro de Estudos e Pesquisas em Enfermagem (CEPEn) da Associação Brasileira de Enfermagem - ABEn, no período de 1979 a 200 [...] 4. Objetivou descrever a distribuição desses estudos quanto ao número de publicações, título defendido, origem da publicação, ano de defesa, metodologia utilizada e temática abordada. Concluiu-se que a produção científica nessa área ainda está incipiente. Assim, poderemos aperfeiçoar nossos fazeres enquanto educadores e ocupar de forma competente e qualificada nosso espaço no sistema de educação e saúde. Abstract in spanish Tratase de un estudio bibliográfico, en lo cual se realizó un estudio de la producción científica de enfermería referente a la enseñanza clínica en el Catálogo de Disertaciones y Tesis del Centro de Estudios e Investigación en Enfermería (CEPEn) de la Asociación Brasileña de Enfermería - ABEn en el [...] período de 1979 a 2004. Su objetivo fue describir la distribución de esos estudios cuanto al número de publicaciones, título defendido, origen de la publicación, año de defensa, metodología utilizada y temática abordada. Se concluyó que la producción científica en esa área aún está incipiente. Así, podremos perfeccionar nuestras tareas como educador y ocupar de forma competente y calificada su espacio en el sistema de educación y salud. Abstract in english It's a bibliographic study, in which it was made a scientific production survey on nursing referring to clinical teaching in the Catálogo de Dissertações e Teses do Centro de Estudos e Pesquisas em Enfermagem (CEPEn) (Nursing Study and Research Center's Dissertation and Thesis Catalog) from Associaç [...] ão Brasileira de Enfermagem - ABEn (Brazilian Nursing Association) between 1979 and 2004. It was aimed to describe the study distribution regarding to the number of publishing, applied title, publishing origin, year of application, methodology used and the theme approached. It was concluded that scientific production in this area is still incipient. Thus, we can improve our duties as an educator and occupy our space in the education and health in a competent and qualified way.

Glauteice Freitas, Guedes; Conceição Vieira da Silva, Ohara; Gilberto Tadeu Reis da, Silva; Glaci Regina Rodrigues de Melo, Franco.

251

Competency of nurse educators in genetics/genomics knowledge  

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Full Text Available Background: The Essentials of Baccalaureate Education for Professional Nursing Practice and The Essentials of Genetic and Genomic Nursing: Competencies, Curricula Guidelines, and Outcome Indicators both include competencies expected of nurses working in the 21st century. This research study investigates whether professors currently teaching in baccalaureate programs in the United States possess the knowledge needed to educate nursing students about essential genetics/genomics concepts. Methods: A random sampling of baccalaureate schools of nursing in the United States was performed. Nurse educators teaching in those schools were asked via three email contacts to complete a 15 item multiple choice questionnaire aimed at testing their knowledge of genetics/genomics. Of the 650 potential subjects, 117 baccalaureate educators completed the questionnaires. Descriptive analyses were performed on the data. Results: The percent of the 15 items that each of the 117 subjects correctly answered was calculated: mean – 53.3%, median – 53.3%, standard deviation – 14.4. Only 4 of 15 questions were answered correctly by more than 75% of the total subject pool. Although the sample sizes were small, the t-test result was significant (p = 0.005 between the scores of 26 faculty who responded that they had taken a course in genetics beyond general college biology and the 91 faculty who had not received additional genetics/genomics education. Conclusion: In general, the educators exhibited a paucity of genetic information, much of which is important for nursing care and practice. This study’s findings support the need for nursing faculty to improve their genetics/genomics knowledge base. It was clear from the survey results that taking an additional genetics course beyond biology positively influenced the knowledge of those who responded.

Margot R. De Sevo

2013-01-01

252

On the Use of a Standard Spreadsheet to Model Physical Systems in School Teaching  

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In the teaching of physics at upper secondary school level (K10-K12), the students are generally taught to solve problems analytically, i.e. using the dynamics describing a system (typically in the form of differential equations) to compute its evolution in time, e.g. the motion of a body along a straight line or in a plane. This reduces the scope…

Quale, Andreas

2012-01-01

253

Analyzing Social Issues Related to Teaching about the Federal Budget, Federal Debt, and Budget Deficit in Fifty State High School Social Studies Standards  

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This study of all fifty state, high school social studies curriculum standards found a lack of attention in the vast majority of state standards to the federal budget, federal debt, and budget deficit, topics of significant concern. These concepts are important to teaching about economics in the United States since they lie at the center of…

Marri, Anand R.; Crocco, Margaret S.; Shuttleworth, Jay; Gaudelli, William; Grolnick, Maureen

2012-01-01

254

42 CFR 409.33 - Examples of skilled nursing and rehabilitation services.  

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...Services that qualify as skilled nursing services. (1) Intravenous...gases; (9) Rehabilitation nursing procedures, including the...teaching and adaptive aspects of nursing, that are part of active treatment...use of diapers and protective sheets; (7) General...

2010-10-01

255

Computer Training for Nurse Managers  

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A training course in advanced microcomputer applications for nurse managers is described. The proposed course is based on using a wish list of computer applications. The authors' experiences in teaching a basic computer course and the evaluations of the participants in that course were also incorporated into the course were content and methodology. By combining microcomputer expertise in nursing administration and nursing education, the authors were able to collaboratively plan an advanced mi...

Bauer, Carol A.; Arnold, Jean M.

1987-01-01

256

An equivalence evaluation of a nurse-moderated group-based internet support program for new mothers versus standard care: a pragmatic preference randomised controlled trial  

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Background All mothers in South Australia are offered a clinic or home-visit by a Child and Family Health community nurse in the initial postnatal weeks. Subsequent support is available on request from staff in community clinics and from a telephone helpline. The aim of the present study is to compare equivalence of a single clinic-based appointment plus a nurse-moderated group-based internet intervention when infants were aged 0–6 months versus a single home-visit together with subsequent standard services (the latter support was available to mothers in both study groups). Methods/Design The evaluation utilised a pragmatic preference randomised trial comparing the equivalence of outcomes for mothers and infants across the two study groups. Eligible mothers were those whose services were provided by nurses working in one of six community clinics in the metropolitan region of Adelaide. Mothers were excluded if they did not have internet access, required an interpreter, or their nurse clinician recommended that they not participate due to issues such as domestic violence or substance abuse. Randomisation was based on the service identification number sequentially assigned to infants when referred to the Child and Family Health Services from birthing units (this was done by administrative staff who had no involvement in recruiting mothers, delivering the intervention, or analyzing results for the study). Consistent with design and power calculations, 819 mothers were recruited to the trial. The primary outcomes for the trial are parents’ sense of competence and self-efficacy measured using standard self-report questionnaires. Secondary outcomes include the quality of mother-infant relationships, maternal social support, role satisfaction and maternal mental health, infant social-emotional and language development, and patterns of service utilisation. Maternal and infant outcomes will be evaluated using age-appropriate questionnaires when infants are aged <2 months (pre-intervention), 9, 15, and 21 months. Discussion We know of no previous study that has evaluated an intervention that combines the capacity of nurse and internet-based services to improve outcomes for mothers and infants. The knowledge gained from this study will inform the design and conduct of community-based postnatal mother and child support programs. Trial registration Australian New Zealand Clinical Trials Registry ACTRN12613000204741

2014-01-01

257

Developing global health technology standards: what can other industries teach us?  

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Background There is a lack of effective and affordable technologies to address health needs in the developing world. One way to address problems of innovation and affordability is to design global health technologies to follow agreed-upon standards. This Debate article argues that we can better develop standards for global health technologies if we learn lessons from other industries. Discussion The article’s Background section begins by explaining why standards are needed in global health. For example, if global health technologies can be modularized into independent interfacing parts, these parts can then interact via well-defined standards in a “plug and play” fashion. This can avoid development of mutually incompatible solutions by different organizations, speed the pace of innovation, unlock health systems from single providers and approaches, and lower barriers to entry. The Background then gives a brief primer on standards and discusses incentives for health standards. The article’s Discussion section begins with brief relevant cases of standards development from other industries, including electricity, container shipping, CD standards, Universal Serial Bus (USB), and the Internet. It then explores lessons from these and other industries that suggest how to develop standards for global health technologies. The remainder of the Discussion considers intellectual property and regulatory issues and standards-based global health business models, and ends with a checklist of considerations for health standards development leaders. (The associated Additional file discusses observations from standards development for cell phones and semiconductors, as well as challenges in the standards development process itself.) Throughout the article, point-of-care diagnostics are used as an illustrative example. An initiative is already underway to explore standardized diagnostics platforms. Summary This Debate article aims to convince the reader that standards can benefit global health technologies if we learn lessons from other industries. The article draws from historical examples and the authors’ experiences to suggest principles, challenges, and opportunities in developing these standards. If implemented well, standardized platforms can lower barriers to entry, improve affordability, and create a vibrant ecosystem of innovative new global health technologies.

2013-01-01

258

The Relation between Nursing Administration's Self-Confidence and the Staff's Vocational Satisfaction  

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Background Self-confidence is a glorious feature of an effective administrator. Their main goal is the organizational success. Therefore, we approached this idea by evaluating the self-confidence of nursing Administration in Tehran University of Medical Sciences (TUMS) Teaching Hospitals and its relation to vocational satisfaction of the staff. Methods: In a cross-sectional study, we interviewed 200 nursing administrators and 200 staff in different departments of the TUMS Teaching Hospitals using a standardized questionnaire to assess the self-confidence among nursing administrators and staff satisfaction. Data were entered in SPSS (17.0) and analyzed using this software and STATA (11.0) using non-parametric tests and Spearman’s correlation of coefficient. The significant level was set as P<0.05. Results: Of 200 nursing administrators 58 (29%) were male and 142 (71%) were female. Mean ± SD of the self-confidence score for the nursing administrators was 134.9 ± 19.8. Among the staff 68 (34%) were male and 132 (66%) were female. The mean ± SD of the vocational satisfaction for staff was 89.12 ± 18.3. After considering the effect of departments in a regression model, the correlation between nursing administration’s self-confidence and the staff’s vocational satisfaction was found not significant (P=0.055). Conclusion: Gender and years of employment were the only factors affecting self-confidence and vocational satisfaction between the nursing administration and staff respectively, which not significantly correlated after adjustment.

FARZIANPOUR, Fereshteh; HOSSEINI, Seyyed Mostafa; MOVAHED KOR, Elham; HOSSEINI, Shayan; AMERZADEH, Mohamad; AHMADI, Batul

2013-01-01

259

Standard operating procedure: use in nursing care in hospital services Procedimiento operacional estándar: utilización en la asistencia de enfermería en servicios hospitalarios Procedimento operacional padrão: utilização na assistência de enfermagem em serviços hospitalares  

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This is a descriptive and quantitative study, carried out in three hospitals in the Northwest of São Paulo, Brazil. It aimed to verify the existence and use of Standard Operating Procedures (SOP) by nursing teams. SOPs describe each critical and sequential step of a task to ensure its expected result. A total of 261 nursing professionals participated in the study, randomly selected from different units and shifts between August and September 2006. Results indicate that 56.7% use SOPs only wh...

Giselle Patrícia Guerrero; Lúcia Marinilza Beccaria; Maria Auxiliadora Trevizan

2008-01-01

260

The impact and perception of nursing certification in pediatric nursing.  

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Nursing certification is an assessment and formal recognition of specialized knowledge, and is awarded through achievement of standards identified by a nursing specialty (Niebuhr & Biel, 2007). This recognition is a method of not only assessing competency, but knowledge and skills, and has been linked to an increase in patient satisfaction and nurse retention (Kleinpell, 2009). For these reasons, a heightened focus has been on identifying the value of nursing certification and outcomes related to patient care. This study explored nurse perception of certification and measured response to a high fidelity simulated scenario by certified and non-certified pediatric nurses to a deteriorating patient through simulation and self-assessment. PMID:24263250

Straka, Kristen L; Ambrose, Heather L; Burkett, Marnie; Capan, Michelle; Flook, Donna; Evangelista, Tonya; Houck, Patty; Lukanski, Amy; Schenkel, Kathleen; Thornton, Michelle

2014-01-01

 
 
 
 
261

A Review of the Literature: Professional Knowledge and Standards for Language Teaching  

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The discussion of standards in this article reveals a number of common features. First, they all focus on macro-level statements about teachers' professional work rather than attempting to detail what that work may be based on. Second, they do not make specifications about the nature and standard of relevant disciplinary knowledge (as would be the…

Liddicoat, Anthony J.

2006-01-01

262

Intervención docente y aprendizaje en asignaturas fundamentales de la Enfermería / Teaching intervention and learning in fundamental subjects of Nursing  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish El presente trabajo surge de la inquietud basada en la experiencia en el campo laboral del sector salud y, sobre todo, en la adquirida en el ámbito educativo, donde se detectaron debilidades en la relación intervención docente y aprendizaje, de docentes y alumnos, en procedimientos de enfermería -as [...] istenciales y preventivos- en la carrera de Licenciatura en Enfermería en la Universidad Michoacana de San Nicolás de Hidalgo (UMSNH), México. Lo anterior se ha observado especialmente en el 1º y 2º nivel de atención, en las instituciones de salud, donde los estudiantes tienen que aplicar las competencias adquiridas durante su formación. Por tal motivo surgió la necesidad de evaluar el proceso de aprendizaje de los estudiantes de las asignaturas Elementos Básicos de Enfermería y Enfermería en Salud Pública, que se cursan en el 2º. Semestre de la carrera y que son fundamentales en la formación de las (o) enfermeras (o). De esta manera se evaluó el carácter que adquiere la intervención docente durante el proceso de aprendizaje de los alumnos de enfermería. Los resultados cuantitativos y cualitativos se constituyen en elementos de reflexión y análisis para incidir en cambios en la intervención docente, pues es un reflejo sistematizado de lo que ocurre en el proceso de formación de la carrera de enfermería. Abstract in english The present work arises from the worry based on the experience in the labor field of the sector health and, mainly, in the one acquired in the educational environment, where weaknesses were detected in the educational intervention and learning relationship, of teachers and students, in Nursery proce [...] dures - assistance and preventive - in the career of Degree in Nursery in the Michoacan University of San Nicolas of Hidalgo (MUSNH), Mexico. The above-mentioned has been observed especially in the 1º and 2º level of attention, in the institutions of health, where the students have to apply the acquired skills during their formations. For such a reason, the necessity arose of evaluating the students' learning process of the subjects "Basic Elements of Nursery" and "Nursery in Public Health" that are being studied in the 2º. Semester of the career and that are fundamental in the formation of both nurses and male nurses. This way, the character that acquires the educational intervention during the process of the nursery students' learning was evaluated. The quantitative and qualitative results are constituted in reflection elements and analysis to impact in changes in the educational intervention, because it is a systematized reflection of what happens in the process of formation of the Nursery career.

Marín Laredo, Ma. Martha; Torres Ochoa, Sergio R.

263

The Place of Nursing History in an Undergraduate Curriculum.  

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Describes a standalone undergraduate course in nursing history in terms of rationale, purpose, and content. Discusses arguments for inclusion of nursing history in the curriculum and problems associated with teaching it. (SK)

Lait, Margaret E.

2000-01-01

264

Recognizing and assisting the impaired nurse: recommendations for nurse managers.  

Science.gov (United States)

The impaired nurse places the client, her/himself, and all members of the healthcare community at risk. As members of the nursing profession, the priority of all nurses is to protect clients and adhere to professional standards of practice. In light of the statistics validating increased abuse by nursing professionals, the author believes that Peer Assistance Programs and Employee Assistance Programs are necessary and should be supported. To do less is to continue a "conspiracy of silence". PMID:1876491

Brennan, S J

1991-01-01

265

Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients  

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Background Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. Methods A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Results Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. Conclusions The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients.

2014-01-01

266

Aspectos da integração ensino-serviço na formação de enfermeiros e médicos / Aspects of teaching-service integration in nursing and medical education  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Pesquisa qualitativa com o objetivo de identificar as contribuições, limites e sugestões indicados para o aperfeiçoamento da integração ensino-serviço entre a Faculdade de Medicina de Marília e a Secretaria Municipal de Saúde de Marília, para a formação de enfermeiros e médicos. Realizada com base n [...] as narrativas de docentes, estudantes e profissionais dos serviços, a análise pautou-se no método hermenêutico-dialético. Verificou-se que a integração ensino-serviço possibilita a inserção precoce do estudante no mundo do trabalho, a construção do conhecimento pautado na prática, a troca de informação com os profissionais dos serviços e a ampliação das ações junto à coletividade. Como limite, foi identificada a falta de reconhecimento do papel do estudante, falta de suporte da gestão e indefinição de papéis da academia e do serviço. Sugerem-se ampliação da inserção do professor colaborador nas atividades acadêmicas, melhorias na gestão da Atenção Básica e revisão do contrato de parceria, como parte da necessidade de corresponsabilização nos processos de ensino-serviço. Abstract in english This qualitative research aims to identify advances and challenges of teaching-service integration in nursing and medical education between the Marilia Medical School and Marilia Municipal Health Secretary. Data were collected from accounts given by teachers, students and health professionals. The a [...] nalysis was based on the hermeneutic-dialectic method. The results showed that teaching-service integration allows early integration of the student in the workplace, guides the construction of knowledge in professional practice, supports the exchange of information and increases the quantity and quality of health actions aimed at the community. The identified challenges were a lack of recognition of the student's role by health team members, a lack of management support for the development of Family Health Strategy principles and a lack of definition of academia and service roles in partnership contracts. Suggestions for the improvement of the integration included expanding the insertion of the collaborating teacher in academic activities, improving the management of Primary Health Care and reviewing the partnership agreement. These advances are needed to enhance co-responsibility in the process of in-service learning.

Maria José Sanches, Marin; Maria Amélia Campos de, Oliveira; Cristina Peres, Cardoso; Márcia Aparecida Padovan, Otani; Maria Yvette Aguiar Dutra, Moravcik; Lucieni de Oliveira, Conterno; Antonio Carlos, Siqueira Junior; Luzmarina Aparecida Doretto, Braccialli; Cássia Regina Rodrigues, Nunes.

267

Using "The Joy Luck Club" to Teach Core Standards and 21st Century Literacies  

Science.gov (United States)

In this article the authors illustrate an instructional unit based on a Common Core grades 9-10 illustrative text--Amy Tan's "Two Kinds" from "The Joy Luck Club." They demonstrate how teachers can meet the new standards "and" respond to students' 21st-century needs by using this modern classic along with other traditional and new media resources.…

Burns, Leslie David; Botzakis, Stergios G.

2012-01-01

268

Modos de ser enfermeiro-professor-no-ensino-do-cuidadode-enfermagem: um olhar heideggeriano / Ways of being nurse-teacher-teaching-nursing-care: a heideggerian look / Maneras de ser enfermero-docente-en-el-encino-del-cuidado-de-enfermería: una mirada heideggeriana  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Estudo qualitativo de abordagem fenomenológica. Objetivou desvelar, à luz do pensamento de Martin Heidegger, os modos de ser dos enfermeiros-professores na vivência de ensinar-aprender o cuidado de enfermagem em uma instituição federal de ensino superior do sul do Brasil. A técnica utilizada para ca [...] ptar os significados foi a entrevista fenomenológica com 11 docentes. A análise permitiu compreender os Modos de Ser enfermeiro-professor, que foram didaticamente apresentados em duas unidades de significado: Modo de ser enfermeiro para o cuidado; Modo de ser professor para o ensino do cuidado. Alguns professores identificam-se como enfermeiros, suas experiências profissionais são suas bases e a coexistência com outros pôde lhes servir de exemplo. Outros se percebem professores de enfermagem e desejam ensinar os desafios de ser enfermeiro, e aprimoram o cuidado através de pesquisas. Ao ensinar, envolvem-se com o universo de ensino no qual o cuidar também é aprender e ensinar. Abstract in spanish Estudio cualitativo de abordaje fenomenológica que objetivó desvelar, bajo la luz del pensamiento de Martin Heidegger, los modos del ser-enfermero-profesor en la experiencia del enseñar-aprender el cuidado de enfermería en una institución federal de enseñanza superior del sur de Brasil. Técnica util [...] izada para la colecta de significados fue la entrevista fenomenológica con 11 docentes. El análisis permitió comprender los Modos de Ser enfermero-profesor, que fueron didácticamente presentados en dos unidades de significado: Modo de Ser Enfermero para el cuidado; Modo de ser Profesor para la enseñanza del cuidado. Algunos profesores se identifican como enfermeros, sus experiencias profesionales son sus bases y la coexistencia con otros les sirve de ejemplo. Otros se ven como profesores de enfermería y desean enseñar los desafíos de ser enfermero, y perfeccionan el cuidado a través de pesquisas. Al enseñar, se envuelven con el universo de enseñanza en el cual el cuidar también es aprender y enseñar. Abstract in english This is a qualitative study with phenomenological approach. It aimed at showing, under the light of Martin Heidegger's thoughts, the ways of being nurse-teachers in the experience of teaching-learning nursing care in a higher education federal institution in Southern of Brazil. The technique used to [...] capture meanings was the phenomenological interview with 11 teachers. Data analysis allowed the identification of the theme Ways of Being nurse-teachers, which were didactically presented in two units of meaning: Ways of Being nurse for care; Ways of being teacher in teaching care. Some teachers identify themselves as nurses, their professional experiences are their basis and coexistence with others serves as example. Others perceive themselves as nursing teachers and they wish to teach the strengths and difficulties of being a nurse, and improve care through research. By teaching, they need to involve themselves in the teaching-learning universe where caring is also learning and teaching.

Sebold, Luciara Fabiane; Carraro, Telma Elisa.

269

Sistema de superación pedagógica para el Licenciado en Enfermería asistencial con función docente Pedagogical Improvement System for Registered Nurses carrying on teaching functions  

Directory of Open Access Journals (Sweden)

Full Text Available Con el propósito de elevar la preparación sico-pedagógica de los docentes asistenciales de Licenciatura en Enfermería de la Universidad Médica de Camagüey con vistas a garantizar la formación integral del egresado, se diseñó un Sistema de Superación acorde a las necesidades específicas de este personal, tomando como base el perfil sico-pedagógico de estos profesionales docentes y el diagnóstico de la situación actual, el que se obtuvo mediante la observación y aplicación de cuestionarios y entrevistas a una muestra intencional conformada por los docentes del Hospital Provincial "Manuel A. Domenech". La propuesta de superación incluye el sistema de conocimientos determinado en este trabajo, así como variadas y flexibles formas de superación vinculadas al trabajo metodológico concebidas con un enfoque sistémico y orientadas a salvar las dificultades que presentan los profesores objeto de estudio para superarseWith the purpose of elevating the psychopedagogic preparation of Registered Nurses carrying on teaching functions in the Medical University of Camagüey so that they guarantee the integral formation of their students, a system of pedagogical development was designed according to the specific needs of this personnel, taking as a base the psychopedagogical profile of these professionals and the diagnosis of the current situation, which was obtained by means of the observation and application of questionnaires and interviews to an experimental group composed by “ Manuel A. Domenech” Provincial Hospital's teachers. The development proposal includes the system of knowledge this job demands, as well as varied and flexible development forms linked to the methodological work conceived with a systemic methodology and guided to cope with the difficulties that the teachers that are part of this study have

Norma Iglesias Morell

2002-08-01

270

Sistema de superación pedagógica para el Licenciado en Enfermería asistencial con función docente / Pedagogical Improvement System for Registered Nurses carrying on teaching functions  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish Con el propósito de elevar la preparación sico-pedagógica de los docentes asistenciales de Licenciatura en Enfermería de la Universidad Médica de Camagüey con vistas a garantizar la formación integral del egresado, se diseñó un Sistema de Superación acorde a las necesidades específicas de este perso [...] nal, tomando como base el perfil sico-pedagógico de estos profesionales docentes y el diagnóstico de la situación actual, el que se obtuvo mediante la observación y aplicación de cuestionarios y entrevistas a una muestra intencional conformada por los docentes del Hospital Provincial "Manuel A. Domenech". La propuesta de superación incluye el sistema de conocimientos determinado en este trabajo, así como variadas y flexibles formas de superación vinculadas al trabajo metodológico concebidas con un enfoque sistémico y orientadas a salvar las dificultades que presentan los profesores objeto de estudio para superarse Abstract in english With the purpose of elevating the psychopedagogic preparation of Registered Nurses carrying on teaching functions in the Medical University of Camagüey so that they guarantee the integral formation of their students, a system of pedagogical development was designed according to the specific needs of [...] this personnel, taking as a base the psychopedagogical profile of these professionals and the diagnosis of the current situation, which was obtained by means of the observation and application of questionnaires and interviews to an experimental group composed by “ Manuel A. Domenech” Provincial Hospital's teachers. The development proposal includes the system of knowledge this job demands, as well as varied and flexible development forms linked to the methodological work conceived with a systemic methodology and guided to cope with the difficulties that the teachers that are part of this study have

Norma, Iglesias Morell; Jorge, Álvarez Vázquez; Carmen Rosa, Hidalgo García; Blanca, Seijo Echevarría.

271

Ghanaian nurses at a crossroads. Managing expectations on a medical ward  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Nursing as a profession is practiced worldwide in hospitals, clinics, health centres, and individual homes. While there are universal definitions of nursing and universal criteria for training student nurses, the working reality that nurses face differs widely. This ethnography provides insights into the daily routine of nurses on a medical ward in a teaching hospital in Ghana. Next to a description of historical developments of nursing, it analyses nurses' motives, the nature of their work, ...

2010-01-01

272

Ghanaian nurses at a crossroads : Managing expectations on a medical ward  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Nursing as a profession is practiced worldwide in hospitals, clinics, health centres, and individual homes. While there are universal definitions of nursing and universal criteria for training student nurses, the working reality that nurses face differs widely. This ethnography provides insights into the daily routine of nurses on a medical ward in a teaching hospital in Ghana. Next to a description of historical developments of nursing, it analyses nurses’ motives, the nature of their work...

2010-01-01

273

Using iPads to Teach Undergraduates Common Core Standards (2013  

Directory of Open Access Journals (Sweden)

Full Text Available iPads are being used in a variety of education contexts; however, there have been limited research studies conducted in higher education. This lack of research presents a void in the knowledge base for educational uses of iPads with teacher candidates. Additionally, as of May 2012, 45 states have adopted the Common Core State Standards (CCSS for English language arts (ELA and mathematics with full implementation rapidly pending (Common Core State Standards, 2011. The researchers conducted a survey of public school teachers. The necessity for training in CCSS implementation and the use of iPads in the classroom were identified as significant needs. This research project will explore if iPad use and instruction will encourage the implementation of the common core standards. Since iPads, iPad apps and the CCSS are all new to teachers; this study will explore if using this new technology will ease teacher and teacher candidates transition to the CCSS. If iPads are available to teacher candidates, would teacher candidates be motivated to effectively implement the CCSS in classrooms because of access through iPad technology?

Dr. Kari Lee Siko

2013-01-01

274

Improving gerontology content in baccalaureate nursing education through knowledge transfer to nurse educators.  

Science.gov (United States)

Across practice settings, most nursing care is provided to older adults. Yet most nurses receive limited education to care for older adults, especially those with complex needs. A Knowledge Exchange Institute for Geriatric Nursing Education brought together 31 Canadian nursing faculty members and nursing doctoral students and provided them with tools and resources to enhance teaching and curriculum in baccalaureate nursing programs. Guided by the Knowledge-to-Action Process model, participants received usable summaries of the best research evidence about care for older adults and tools to increase the likelihood of successful integration of these resources in their teaching and curriculum. Feedback from participants indicates that their personal goals and the goals of the Knowledge Exchange were met. Through a public interactive wiki, participants and others will continue the process of knowledge exchange to improve nursing education and nursing care for older persons. PMID:20057265

McCleary, Lynn; McGilton, Katherine; Boscart, Veronique; Oudshoorn, Abram

2009-01-01

275

Opportunity to Teach and Learn Standards: Colombian Teachers' Perspectives Estándares de oportunidad para la enseñanza y el aprendizaje: perspectivas de profesores colombianos  

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The aim of this article is to present the outcomes of an exploration of in-service teachers' perspectives in relation to an opportunity to teach and learn standards in English. A workshop for English teachers from Cali (Colombia) and the neighboring rural sectors was designed and carried out in order to collect the information. Teachers' perspectives about the topic were explored in terms of three aspects: general considerations that underlie opportunities to learn; standards and conditions i...

Rosalba Cárdenas Ramos; Fanny Hernández Gaviria

2012-01-01

276

Globalization of Higher Education in Nursing  

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Full Text Available The demand for higher education has increased worldwide and the response has been an impressive expansion of educational offerings both within and across countries. The purpose of this manuscript is to emphasize the necessity of common educational standards for nurses in a globalized world. Common standards are crucial in regulated professions, such as nursing, in which lives depend on the possession of specific competencies. This article defines and describes globalization and the internationalization of education, including nursing education, discusses the exporting of nursing education, identifies the challenges and current solutions related to nurse migration, and presents current standards and future trends in harmonizing nursing education internationally.

Jennifer Blythe

2008-05-01

277

Building scholarly writing capacity in the doctor of nursing practice program.  

Science.gov (United States)

This article discusses a systematic teaching/learning approach to scholarly writing in the doctor of nursing practice program. The SMART Approach to building scholarly writing capacity in nursing consists of Strategies, Methods, and Assessment of Outcomes, Related to Teaching/Learning. The strategies include reiterating standards of excellence, building the discipline, dispelling fears, empowering with knowledge, facilitating independence, and celebrating excellence. Methods include scholarly writing assessment, planning and structure, evaluation and feedback, doing and redoing, mentoring for publication, and reiterating knowledge dissemination. The SMART Approach can achieve six key outcomes. Students who experience the developmental approach become stronger writers, and they achieve better course grades. Student evaluations of teaching suggest that this developmental approach is valuable, and faculty teaching is rated highly. Following manuscript development, students understand the relationship between didactic content and mentored activities that promote scholarly writing independence. Students learn that every professional activity provides a potential writing experience. Scholarly writing in nursing is a necessary skill set that can be learned. The SMART Approach to building scholarly writing capacity in nursing is effective because it uses a "guide by the side" approach as compared with traditional "sage on stage" principles. PMID:23706966

Shirey, Maria R

2013-01-01

278

Nursing, Nursing Education, and Anxiety.  

Science.gov (United States)

In response to the current crisis in the field of nursing, a study examined nursing students' perceived work-related stress and differences among associate degree, diploma, and baccalaureate nursing programs in their preparation of nursing students. The 171 subjects, representing the three different nursing programs, completed a questionnaire…

Biggers, Thompson; And Others

279

Modernized standards in burns management: A comparative study in Komfo Anokye Teaching Hospital, Kumasi, Ghana.  

Science.gov (United States)

BACKGROUND: Management of burns patients before May 2009 was very difficult at the Komfo Anokye Teaching Hospital (KATH). AIM: To compile burns patients' information in the new Burns Intensive Care Unit (BICU), analyze it and draw comparisons to information from the old BICU at KATH. METHODS: This retrospective study involves data from May 2007 to April 2009 (Group 1 -old BICU) and May 2009 to April 2011 (Group 2 -new BICU). The parameters of burn patients recorded included: record of admission, gender, age, aetiology of injury, Total Burns Surface Area (TBSA), the patients' treatment regime and record of discharge/death. This information was analyzed with SPSS version 18.0. RESULTS: The total number of patients in the study was 511; Group 1 constituted 47.36% (n=242) patients; males (n=307, 61%) outnumbering females (n=204, 39%). The overall mean, median and interquartile range (IQR) ages of the patients were 12.4±2; 9.5 and 18.0 years respectively. The main aetiology of burns in Group 1 was flame burns (n=115, 47.5%) and for Group 2 was scald (n=151, 56.1%). The median TBSA recorded for Groups 1 and 2 were 32% and 41% respectively. A mortality rate of 19.1% (n=46) and 12.7% (n=34) were recorded for Groups 1 and 2 respectively which was statistically significant (p<0.05). We found no differences for age and TBSA (P=0.7168 and P=0.8020 respectively). A Chi Square analysis for gender and aetiology of burn revealed no significant difference between Groups 1 and 2. A risk factor analysis for mortality within the Groups (using multiple regression analysis) identified only aetiology of burn in Group 1 to be a factor (P=0.044). CONCLUSION: This comparative study reveals that a significant difference in mortality was recorded for both groups. The mortality difference does not appear to be due to socio-demographic features. This study may demonstrate that modernized and advanced equipment with the adequate personnel play an essential role in burn management in low income countries such as Ghana. PMID:23623216

Agbenorku, Pius

2013-04-23

280

Problem based learning - 'Bringing everything together' - A strategy for Graduate Nurse Programs.  

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This article discusses a case study that was initiated by a Graduate Nurse Coordinator of an acute care inpatient hospital in Australia. It outlines the conceptualisation and creative implementation of a structured group problem based learning activity which was a component of a Graduate Nurse Program. The learning activity was based on the beliefs that knowledge acquisition today is an active process and should focus on the learner developing strategies to obtain, review and manage information. The learning activity implemented in this case study was valuable as it recognised the benefits that can be gained for the Graduate Nurse by ensuring the context of their teaching and learning activities is grounded in practical experiences. The learning activity aimed to prepare Graduate Nurses to cope with the multiple challenges faced as they enter the nursing profession by enhancing their skills of inquiry, problem solving and reasoning. The evaluation of this case study found that the incorporation of structured group problem based learning did promote the achievement of these educational outcomes with Graduate Nurses displaying critical thinking, clinical judgment and knowledge acquisition skills. An unexpected benefit of this activity for Graduate Nurses was the enhancement of clinical practice behaviours, such as communication and interactive skills. This case study describes the positive outcomes not only for Graduates Nurses in the application of their learning but also the wider benefits which can be gained for the organisation, patient care standards and the health care team. It is anticipated that this article will be an inspiration to others who are interested in implementing innovative teaching strategies into Graduate Nurse Programs. PMID:19501549

Vittrup, Ann-Charlotte; Davey, Anna

2010-03-01

 
 
 
 
281

Staff nurses' perceptions of supernumerary status compared with rostered service for Diploma in Nursing students  

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Background/rationale. In the Republic of Ireland, the amount of clinical teaching expected of staff nurses has increased substantially in the wake of the transfer of nursing education to universities, and the advent of supernumerary status for students. A modicum of previous research noted that staff nurses are unclear about their role in relation to facilitating the clinical learning of supernumerary students.. Aims of the paper. To explore staff nurses' perceptions of their role in the ...

Hyde, Abbey; Brady, Dympna

2002-01-01

282

Teaching as Scholarship  

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Full Text Available As research and funding continue to replace teaching as the central mission in more colleges and universities, nursing faculty will be expected to engage in research endeavours as proof of scholarship involvement. However, the multiple roles of the nursing faculty coupled with the pressure to engage in research and funding endeavours have led to increased stress and burnout and increased attrition rate. The purpose of this paper is to delineate the expected roles of the nursing faculty related to the trilogy of teaching, research and service and recommend that colleges/universities recognize not only research as scholarship, but also teaching and service. An integrative review of the literature using books and journals from nursing and other relevant disciplines related to the multiple roles of nursing faculty was conducted. Teaching is a vital role and should remain the central mission of colleges/universities to ensure effective pedagogy. Institutions of higher learning should adapt an umbrella of scholarship under which falls teaching, research, and service; thus, teaching would be considered scholarship.

Neely-Smith, Shane L.

2002-01-01

283

Terminologia de referência em enfermagem: a Norma ISO 18104 Terminologia de referencia en Enfermería: la Norma ISO 18104 Reference terminology model for nursing: the ISO 18104 standard  

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Full Text Available O presente artigo descreve a Norma ISO 18104, publicada em 2003, pelo comitê técnico TC 215 da ISO. Esta norma contempla o modelo de terminologia de referência para diagnóstico e ações de enfermagem. A terminologia de referência representa um instrumento para facilitar o mapeamento entre as diversas terminologias existentes, facilitando a integração dos sistemas de informação e prontuários eletrônicos.El presente artículo describe la Norma ISO 18104, publicada en el 2003, por el comité técnico TC 215 de la ISO. Esta norma contempla el modelo de terminología de referencia para el diagnóstico y acciones de enfermería. La terminología de referencia representa un instrumento para facilitar la identificación entre las diversas terminologías existentes, facilitando la integración de los sistemas de información e historias clínicas electrónicas.This article describes the ISO 18104 standard, published in 2003 by the International Organization for Standardization Technical Committee 215 (ISO/TC. The standard consists of reference terminology model for nursing diagnoses and interventions. The reference terminology is an instrument that facilitates the mapping of several available terminologies, which promotes the integration of the healthcare information systems and electronic medical records.

Heimar de Fátima Marin

2009-01-01

284

Autenticidade do ser-enfermeiro-professor no ensino do cuidado de enfermagem: uma hermenêutica Heideggeriana / The authenticity of the being nursing-professor in the nursing care teaching practice: a Heideggerian hermeneutics / Autenticidad del ser enfermero-profesor en la enseñanza del cuidado de enfermería: una hermenéutica Heideggeriana  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: English Abstract in portuguese Estudo qualitativo que objetivou desvelar a autenticidade do ser-enfermeiro-professor no ensino do cuidado de enfermagem. Utilizou-se referencial teórico-metodológico da hermenêutica heideggeriana. A estratégia utilizada para captar os significados foi a entrevista fenomenológica com 11 docentes. A [...] organização e análise dos dados permitiram desvelar a autenticidade do ser enfermeiro-professor, o qual revelou que são autênticos em suas trajetórias profissionais e, como tal, ensinam e aprendem de modo diferenciado, fazendo a diferença no ensino do cuidado de enfermagem. Quando se percebem em estado de angústia, procuram tomar outros caminhos, assumindo dessa forma a responsabilidade no ensinar o cuidado. Através da liberdade de escolhas em seus caminhos, fazem-se singulares, revelando, assim, a sua existência autêntica. Abstract in spanish Estudio cualitativo que objetivó desvelar la autenticidad del ser-enfermero-profesor en la enseñanza del cuidado de enfermería. El referencial teórico metodológico utilizado fue el hermenéutico heideggeriano. La estrategia utilizada para colectar los significados fue la entrevista fenomenológica con [...] 11 docentes. La organización y análisis de los datos permitieron desvelarla autenticidad del enfermero-profesor en la enseñanza del cuidado, que ha revelado que son auténticos en sus carreras profesionales y, por lo tanto, enseñar y aprender de diferentes maneras, lo que hace una diferencia en la enseñanza de los cuidados de enfermería. Cuando se perciben en estado de angustia, buscan tomar otros caminos, asumiendo de esa manera la responsabilidad en enseñar el cuidado. A través de la libertad de opciones en sus caminos, se hacen singulares, revelando así su autentica existencia. Abstract in english This qualitative study aimed to unveil the authenticity of the being nurse-professor in the nursing care teaching practice. The study applied the theoretical-methodological framework of Heideggerian hermeneutics. The strategy used to capture meaning was the phenomenological interview carried out wit [...] h 11 professors. The organization and analysis of data allowed for the unfolding of the authenticity of the being nurse-professor, revealing that both are authentic in their professional careers and, as such, teach and learn in a different way. This feature makes a difference in the nursing care teaching practice. When led to states of anguish, they seek to follow other roads in order to ratify their responsibility in the care teaching process. Through their freedom to choose their paths, they are made unique beings and thus reveal their authentic existence.

Sebold, Luciara Fabiane; Carraro, Telma Elisa.

285

Methicillin resistant Staphylococcus aureus among nurses in a tertiary care hospital in northern Sri Lanka.  

Science.gov (United States)

Methicillin resistant Staphylococcus aureus (MRSA) carriage in the hands among 109 nursing staffs of Teaching Hospital, Jaffna, Sri Lanka was screened. Of those screened, 43 (39.44%) strains of S. aureus were isolated and among that one third were MRSA. Antibiotic resistant pattern of MRSA strains were found to be highly variable. Resistance to ampicillin, cefuroxime, ciprofloxacin, netilmicin and amikacin were found to be 76.9%, 76.9%, 53.8%, 23% and 23% respectively. More than one tenth of the nursing staff were at risk of transmitting the infection and therefore standard infection control precautions should be followed to minimise carriage and transmission. PMID:24977426

Mahalingam, U; Thirunavukarasu, K; Murugananthan, K

2014-06-01

286

Teaching Elementary Students Who Speak Black English Vernacular to Write in Standard English: Effects of Dialect Transformation Practice.  

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Although nonstandard dialects of English are legitimate forms of spoken language used by many Americans, students in U.S. schools must acquire writing competence using Standard English (SE). Participants in this study were 3rd- and 4th-grade African-American students who exhibited Black English Vernacular (BEV) features in their written work. Six syntactic features differing in BEV and SE were targeted. Students received one of three treatments to increase their use of the SE features in their writing: (1) exposure to SE features in stories; (2) story exposure plus explanation of SE rules; and (3) story exposure, SE rule instruction, and guided practice transforming sentences from BEV to SE features. The third treatment proved most effective in enabling students to translate BEV sentences into SE forms and to employ the targeted SE features in their free writing. Results indicate that having students practice translating nonstandard sentences that typify their own writing and providing corrective feedback are effective for teaching them to use SE forms in their writing. Findings are interpreted to support a social-cognitive view of self-regulated learning. Copyright 2000 Academic Press. PMID:10753547

Fogel; Ehri

2000-04-01

287

Conocimiento y cumplimiento de medidas de bioseguridad en personal de enfermería. Hospital Nacional Almanzor Aguinaga. Chiclayo 2002 / Knowledge and fulfillment of biosecurity standards in nurse personal. Almanzor Aguinaga National Hospital. Chiclayo 2002  

Scientific Electronic Library Online (English)

Full Text Available SciELO Peru | Language: Spanish Abstract in spanish Objetivo: Determinar el nivel de conocimientos y cumplimiento de las medidas de bioseguridad del personal profesional y técnico de enfermería que labora en áreas de alto riesgo. Material y Métodos: Estudio transversal, descriptivo, siendo la población el personal profesional y técnico de enfermería [...] que laboraba en Emergencia, Unidad de Cuidados Intensivos (UCI), Unidad de Cuidados Intermedios (UCEMIN), Cirugía General, Centro Quirúrgico, Neonatología y Hemodiálisis del Hospital Nacional Almanzor Aguinaga EsSalud de Chiclayo; se tomó una muestra de 117 trabajadores, evaluándose el nivel de conocimientos mediante cuestionario y el cumplimiento mediante una guía de observación. Resultados: UCI y Centro Quirúrgico tuvieron un nivel de conocimientos alto, tanto en profesionales como técnicos de enfermería. Sobre cumplimiento de normas de bioseguridad, los resultados fueron variados, siendo el mayor en centro quirúrgico y el menor en cirugía y UCEMIN. Existen errores comunes: mal uso de guantes no realizando cambio oportuno, menor frecuencia de lavado de manos, consumo de alimentos en áreas no adecuadas, reencapuchado de las agujas, etc. Conclusiones: Existe un alto grado de conocimiento de las normas de bioseguridad por el personal profesional y técnico de enfermería; sin embargo, el cumplimiento de las normas de bioseguridad es en promedio de nivel 2 (30 a 60%). Abstract in english Objectives: To determine knowledge and fulfilment of biosecurity standards in nurses and nurse technicians who work in high risk areas. Material and Methods: Transversal, prospective and descriptive study. Population included nurses and nurse technicians who work at Emergency, Intensive Care Unit (I [...] CU), Intermediate Care Unit (UCEMIN), General Surgery, Surgical Center, Neonatology and Hemodialysis services at Chiclayo Almanzor Aguinaga National Hospital, EsSalud. The sample included 117 workers, sample obtained by systematic and probabilistic selection. Knowledge level was determined by questionnaire and fulfilment by observation guide levels. Results: ICU and Surgical Center?s nurses and nurse technicians had a high level of knowledge in biosecurity standards; fulfilment varied from high fulfilment at the Surgical Center and least at General Surgery and UCEMIN; there were several common mistakes, such as, bad use of gloves, low frequency of hand washing, eating foods in not allowed places and needle hooding. Conclusions: There is a high level of knowledge on biosecurity standards in nurses and nurse technicians but fulfilment of the standards was level 2 (30 to 60%) only.

Soto, Víctor; Olano, Enrique.

288

Assessments of Safe Medication Administration in Nursing Education  

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Full Text Available Background: QSEN has a variety of suggested strategies for teaching safe medication administration; however they do not have a recommendation for how to assess it.  The purpose of this study was to gain information on how safe medication administration is assessed in nursing education.Methods: A survey was developed to identify methods used by nursing faculty members to assess nursing students’ knowledge and skills of safe medication administration.  The specific research questions addressed in the survey were: 1 How is safe medication administration assessed prior to students entering the clinical area, 2 How is safe medication administration assessed during clinical, 3 How is knowledge of “right drug” assessed in the classroom and 4 How is knowledge of “right dose” assessed in the classroom setting. Results: The results of the survey indicated no standardized method for assessing safe medication administration in nursing education.Conclusions: There is much variation in how and when safe medication administration is assessed in the education setting. There is a need for a valid and reliable comprehensive assessment of safe medication administration in order to evaluate whether nursing students have the knowledge, skills and attitude to safely administrate medications.

Kelly J. Gonzales

2012-01-01

289

Certification and Regulation of Advanced Practice Nurses. Position Statement.  

Science.gov (United States)

This position statement of the American Association of Colleges of Nursing asserts that the nursing profession must develop a standardized national advanced practice nursing certification process by 2000. Professional certification validates and standardizes the qualifications and practice competencies of the advanced practice nurse. (Author/JOW)

Journal of Professional Nursing, 1996

1996-01-01

290

Ensino de enfermagem no Rio Grande do Sul apartir de 1950 Enseñanza de enfermería en Rio Grande do Sul a partir del 1950 Teaching of nursing in Rio Grande do Sul in the 1950  

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Full Text Available Essa pesquisa teve como objetivo analisar como o ensino de graduação na enfermagem, no Rio Grande do Sul construiu o seu saber, desde o primeiro curso, a partir da década de 1950. O estudo envolveu enfermeiras docentes que vivenciaram esse período da história e, para análise documental, foi utilizada a análise de discurso. Os dados indicam, dentre eles, o currículo mais integrado que busca articular teoria/prática sem fragmentação do saber e a relação ensino-aprendizagem, na qual professor e aluno são sujeitos desse processo.Esta investigación tuvo como objetivo analizar como la enseñanza de la pregrado de Enfermería en Río Grande do Sul construyó su saber, desde el primer curso, a partir de la década de 1950. El estudio integró enfermeras docentes que vivenciaron ese periodo de la historia y, para el análisis documental, fue utilizado el análisis del discurso.Los datos indican, entre ellos, el curriculum más integrado que busca articular teoría y práctica sin fragmentación del saber y la relación enseñanza aprendizaje, en la cuál el profesor y el alumno son sujetos de ese processo.The purpose of this research was to analyze how the undergraduate teaching of nursing in Rio Grande do Sul has constructed its knowledge, since the first course, as of the decade of 1950s. The survey has involved teaching nurses who have lived such period of our history, and the discourse analysis has been utilized for the documental analysis. The information data indicate, among them, the most integrated curriculum that seeks articulating theory/practice without fragmenting the knowledge and the teaching-learning relationship, wherein professors and students are subjects of such procedure.

Valéria Lamb Corbellini

2010-08-01

291

Ensino de enfermagem no Rio Grande do Sul apartir de 1950 / Teaching of nursing in Rio Grande do Sul in the 1950 / Enseñanza de enfermería en Rio Grande do Sul a partir del 1950  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Essa pesquisa teve como objetivo analisar como o ensino de graduação na enfermagem, no Rio Grande do Sul construiu o seu saber, desde o primeiro curso, a partir da década de 1950. O estudo envolveu enfermeiras docentes que vivenciaram esse período da história e, para análise documental, foi utilizad [...] a a análise de discurso. Os dados indicam, dentre eles, o currículo mais integrado que busca articular teoria/prática sem fragmentação do saber e a relação ensino-aprendizagem, na qual professor e aluno são sujeitos desse processo. Abstract in spanish Esta investigación tuvo como objetivo analizar como la enseñanza de la pregrado de Enfermería en Río Grande do Sul construyó su saber, desde el primer curso, a partir de la década de 1950. El estudio integró enfermeras docentes que vivenciaron ese periodo de la historia y, para el análisis documenta [...] l, fue utilizado el análisis del discurso.Los datos indican, entre ellos, el curriculum más integrado que busca articular teoría y práctica sin fragmentación del saber y la relación enseñanza aprendizaje, en la cuál el profesor y el alumno son sujetos de ese processo. Abstract in english The purpose of this research was to analyze how the undergraduate teaching of nursing in Rio Grande do Sul has constructed its knowledge, since the first course, as of the decade of 1950s. The survey has involved teaching nurses who have lived such period of our history, and the discourse analysis h [...] as been utilized for the documental analysis. The information data indicate, among them, the most integrated curriculum that seeks articulating theory/practice without fragmenting the knowledge and the teaching-learning relationship, wherein professors and students are subjects of such procedure.

Corbellini, Valéria Lamb; Ojeda, Beatriz Sebben; Santos, Beatriz Regina Lara dos; Creutzberg, Marion.

292

An investigation of nurse educator's perceptions and experiences of undertaking clinical practice.  

Science.gov (United States)

Educational policy (DOH, 1999. Making a difference: strengthening the nursing, midwifery and health visiting contribution to health and healthcare. Department of Health, London; UKCC, 1999. Fitness for Practice. United Kingdom Central Council for Nursing, Midwifery and Health Visiting, London; Nursing and Midwifery Council, 2006. Standards to support learning and assessment in practice. Nursing and Midwifery Council, London) and current nursing literature (Griscti, O., Jacono, B., Jacono, J., 2005. The nurse educator's clinical role. Journal of Advanced Nursing 50 (1), 84-92; Owen, S., Ferguson, K., Baguley, I., 2005. The clinical activity of mental health nurse lecturers. Journal of Psychiatric and Mental Health Nursing 12, 310-316), place increasing emphasis on nurse educators undertaking clinical practice to facilitate their clinical confidence and competence. This study investigated nurse educators' perceptions and experiences of undertaking clinical practice. A qualitative design and descriptive, exploratory approach were used. A purposive sample of 11 nurse educators in one nursing department, took part in two focus group interviews, one with 5 and the other with 6 respondents, to identify and discuss their perceptions and experiences of undertaking clinical practice. A process of thematic content analysis revealed three broad themes relating to the meaning and importance of clinical practice, perceived benefits and barriers which are examined and discussed. The paper concludes that despite policy recommendations, barriers highlighted in this study such as insufficient time, heavy workload and a lack of valuing of the clinical role have been raised over the past few decades. The effect of undertaking clinical practice, particularly on the quality of teaching is argued to be valuable armoury in the battle to secure sufficient resources to support engagement in clinical practice. Financial and organisational commitment; valuing of clinical practice and research evidence are crucial to realising clinical practice for nurse educators. Alternative interpretations of what may constitute the clinical role such as joint research projects and supporting and supervising students are offered, which need to be assessed against clear, specific and realistic aims for the clinical role of the nurse educator. PMID:18586358

Williams, Angela; Taylor, Cathy

2008-11-01

293

Salutogenic nursing education: A summative review  

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Full Text Available Nursing is at a critical point with a global need to increase the number of nurses to provide healthcare. However it is difficult to fulfill that demand because of high attrition rates in nursing school and subsequent attrition in nursing within a few years after graduation. This summative review aims to synthesize salutogenic education research to identify methods suitable to promote retention and maintenance of nursing students in nursing education. Nursing school is inherently stressful often leading to attrition in nursing school. Often those student nurses who graduate are not well equipped to manage stress in the work environment; some leave the nursing profession early in their careers. Thus it is imperative for nursing educators to promote nursing student retention and nursing student wellness so that those students will remain in nursing after graduation. Thirty-nine studies, were selected from peer-reviewed research published in English since 1979, based on inclusion criteria that sense of cohesion (SOC is a variable with a nursing student, student or educational focus. Evidence indicates students with high SOC experience greater psychosocial functioning and that SOC is related to social dimensions of the learning environment. In addition, resilience is an important consideration since some students are able to “beat the odds” and develop high SOC and social functioning. Consensus regarding academic success was not found; however, longitudinal studies suggest students with high SOC have long-term academic and employment success. Gender findings were mixed implying context is an important consideration. Multiple studies support the premise that higher SOC is associated with student perceptions of less stress, better health, wellbeing and better quality of life. There exists a large gap in the body of knowledge related to research of interventions promoting nursing student wellness using SOC. Further research is needed to determine how we teach and whether the integration of salutogenic concepts into nursing education can promote academic success in nursing students.

Ernestine H. Cuellar

2012-12-01

294

Una metodología alternativa para la enseñanza de la anatomía en los de estudios enfermería de la Universidad de Carabobo An alternative methodology for the teaching of anatomy in Nursing at the University of Carabobo  

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Full Text Available El propósito del presente estudio es ofrecer una alternativa metodológica para la enseñanza de la Anatomía humana que contribuya a mejorar el rendimiento académico de los Enfermería de la Facultad de Ciencias de la Salud de la Universidad de Carabobo en dicha asignatura. Participaron en el experimento cincuenta estudiantes del ler. Año de Enfermería, cursantes de Anatomía humana, subdivididos en dos grupos identificados como grupo control y experimental. El diseño de la investigación es de tipo casi-experimental y metodología de trabajo es evaluativa-experimental. Para la recolección de la información se utilizaron tres instrumentos: una encuesta tipo escala de Lickert consistente de cuarenta proposiciones relacionadas con la los estudiantes hacia el estudio de la asignatura y la metodología de la enseñanza (EAEAM, acompañada de la escala de Intereses de Thrustone y del Test Psicométrico de Raven, a fin de determinar sus relaciones de acuerdo a los objetivos de la investigación. En función de los resultados empíricos del experimento y de la revisión y recopilación de la literatura del tema en estudio, se presenta una propuesta metodológica para enseñanza de la Anatomía humana, cuya naturaleza teórico-práctica exige: el estudio previo, la observación, la discusión y, fundamentalmente, la disección como alternativa para mejorar el rendimiento académico de los estudiantes de Enfermería.An alternative methodology for teaching of Human Anatomy which contributes to improve academic yield by Nursing students at the Faculty of Sciences of the University of Carabobo is presented. A total of 50 first-year Nursing students who participated in the experiment were divided into 2 groups, control and experimental. This research project was of the almost-experimental type and the work methodology was experimental-evaluation. Three instruments were used to obtain data: an investigation of the Lickert school type consisting of 40 proposals related to the students attitude concerning the study of this discipline and in view of a teaching methodology (EAEAM, accompanied by the school of interests of Thurstone and by the Psychometric Test of Raven, to determine relationships in accordance with the research objectives. In function of empirical results of the experiment and revision of the literature pertaining to this theme, a methodological proposal is presented for the teaching of Human Anatomy; its theoretical-practical nature demands: previous study, observation, discussion and, fundamentally, as an alternative to academic yield by Nursing students.

Nelly Maria Arenas

1993-01-01

295

Una metodología alternativa para la enseñanza de la anatomía en los de estudios enfermería de la Universidad de Carabobo / An alternative methodology for the teaching of anatomy in Nursing at the University of Carabobo  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Spanish Abstract in spanish El propósito del presente estudio es ofrecer una alternativa metodológica para la enseñanza de la Anatomía humana que contribuya a mejorar el rendimiento académico de los Enfermería de la Facultad de Ciencias de la Salud de la Universidad de Carabobo en dicha asignatura. Participaron en el experimen [...] to cincuenta estudiantes del ler. Año de Enfermería, cursantes de Anatomía humana, subdivididos en dos grupos identificados como grupo control y experimental. El diseño de la investigación es de tipo casi-experimental y metodología de trabajo es evaluativa-experimental. Para la recolección de la información se utilizaron tres instrumentos: una encuesta tipo escala de Lickert consistente de cuarenta proposiciones relacionadas con la los estudiantes hacia el estudio de la asignatura y la metodología de la enseñanza (EAEAM), acompañada de la escala de Intereses de Thrustone y del Test Psicométrico de Raven, a fin de determinar sus relaciones de acuerdo a los objetivos de la investigación. En función de los resultados empíricos del experimento y de la revisión y recopilación de la literatura del tema en estudio, se presenta una propuesta metodológica para enseñanza de la Anatomía humana, cuya naturaleza teórico-práctica exige: el estudio previo, la observación, la discusión y, fundamentalmente, la disección como alternativa para mejorar el rendimiento académico de los estudiantes de Enfermería. Abstract in english An alternative methodology for teaching of Human Anatomy which contributes to improve academic yield by Nursing students at the Faculty of Sciences of the University of Carabobo is presented. A total of 50 first-year Nursing students who participated in the experiment were divided into 2 groups, con [...] trol and experimental. This research project was of the almost-experimental type and the work methodology was experimental-evaluation. Three instruments were used to obtain data: an investigation of the Lickert school type consisting of 40 proposals related to the students attitude concerning the study of this discipline and in view of a teaching methodology (EAEAM), accompanied by the school of interests of Thurstone and by the Psychometric Test of Raven, to determine relationships in accordance with the research objectives. In function of empirical results of the experiment and revision of the literature pertaining to this theme, a methodological proposal is presented for the teaching of Human Anatomy; its theoretical-practical nature demands: previous study, observation, discussion and, fundamentally, as an alternative to academic yield by Nursing students.

Nelly Maria, Arenas.

296

Standardizing  

Science.gov (United States)

This page, created by Statisical Literacy.com, contains a short article on Simpson'ÃÂÃÂs Paradox with an example of how standardizing changes the results. It also contains links to other "real world" articles on Simpson'ÃÂÃÂs Paradox, including a newspaper article illustrating that this topic is timely. The site features a few graphs to help better represent the concept. Overall, this is a brief but useful explanation of this concept.

2009-02-04

297

Centering the concept of transitional care: a teaching-learning innovation.  

Science.gov (United States)

Coordination of care, including the provision of safe and effective transitions, is a core professional standard for nurses. However, as currently designed, prelicensure nursing education prepares nurses to function in discrete settings rather than across settings. A teaching-learning innovation focusing on transitional care was implemented as an educational pilot project with 20 senior-level baccalaureate students in their leadership course. Students in the educational pilot immersed in the subject of transitional care via concept-based learning activities and performance improvement projects. During the course, students were assigned to designated clinical sites representative of a continuum of care. An integrated clinical postconference offered students the opportunity to discover the role of the nurse in transitional care from a systems perspective and facilitated a deeper understanding of the subject that extended beyond the walls of students' discrete clinical sites. PMID:24766068

Mood, Laura C; Neunzert, Caroline; Tadesse, Ruth

2014-05-01

298

Nursing Reclaims its Role.  

Science.gov (United States)

An attempt is made to explain the nurses' role: what the nurse is, what the nurse does, how the nurse is viewed by society, why nurses suffer burnout, nursing costs, and health care system reform. (CT)

Diers, Donna

1982-01-01

299

Orientar la asignatura de Anatomía y Fisiología hacia las competencias profesionales de enfermería: Propuesta de un proyecto docente / Orienting the subjects of anatomy and physiology to nursing professional competence: A teaching proposal  

Scientific Electronic Library Online (English)

Full Text Available SciELO Spain | Language: Spanish Abstract in spanish El estudio de la anatomía y la fisiología del cuerpo humano forma parte de las materias básicas e imprescindibles en la formación de los profesionales de la salud. Sin embargo, las competencias profesionales de la enfermería actual, el entorno sanitario, y la interrelación con otras materias del cur [...] rículum, establecen unas necesidades de formación muy específicas en el campo de la anatomía, la fisiología, y la bioquímica. En la actualidad, muchos de los proyectos docentes relativos a estas materias que se imparten en las Escuelas universitarias de Enfermería están diseñados a partir de un modelo tradicional que introduce con éxito al alumno en los conceptos anatómicos y fisiológicos más importantes y fundamentales del cuerpo humano, sin duda, pero no permite a éste integrarlos con el resto de asignaturas ni asegurar el aprendizaje de contenidos útiles y necesarios desde un punto de vista práctico. El presente artículo analiza los factores que explican este desajuste entre los contenidos de la asignatura de anatomía y fisiología y las necesidades de formación; también expone un proyecto docente que orienta los contenidos y los métodos pedagógicos a estas exigencias de formación en enfermería; y busca compartir con otros docentes la experiencia de creación y ejecución de un proyecto de estas características en un momento de transformación académica con motivo de la integración del sistema universitario español al espacio europeo de enseñanza superior. Abstract in english The study of anatomy and physiology of the human body is an essential part in the education of all health professionals. However, the professional competence in today’s nursing, the health environment, and their interrelation with other subjects in the nursing curriculum require very specific educat [...] ional needs in the field of anatomy, physiology, and biochemistry. Nowadays, most of the teaching projects on this subject at nursing university schools are designed following a traditional model. This successfully introduces the most important and basic anatomical and physiological concepts to the nursing student but it neither facilitates their integration with other subjects nor ensures the learning of useful and necessary concepts from a practical point of view. This article analyses the factors that account for this lack of adjustments between the syllabus of anatomy and physiology and educational needs. It also presents an educational project that orientates the contents and the pedagogical methods used to this demands in the nursing field. The study also tries to share with other teachers the experience in the creation of a project of these characteristics in a period of academic changes brought by the integration into the European higher education landscape.

Anna, Falcó Pegueroles.

300

Orientar la asignatura de Anatomía y Fisiología hacia las competencias profesionales de enfermería: Propuesta de un proyecto docente Orienting the subjects of anatomy and physiology to nursing professional competence: A teaching proposal  

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Full Text Available El estudio de la anatomía y la fisiología del cuerpo humano forma parte de las materias básicas e imprescindibles en la formación de los profesionales de la salud. Sin embargo, las competencias profesionales de la enfermería actual, el entorno sanitario, y la interrelación con otras materias del currículum, establecen unas necesidades de formación muy específicas en el campo de la anatomía, la fisiología, y la bioquímica. En la actualidad, muchos de los proyectos docentes relativos a estas materias que se imparten en las Escuelas universitarias de Enfermería están diseñados a partir de un modelo tradicional que introduce con éxito al alumno en los conceptos anatómicos y fisiológicos más importantes y fundamentales del cuerpo humano, sin duda, pero no permite a éste integrarlos con el resto de asignaturas ni asegurar el aprendizaje de contenidos útiles y necesarios desde un punto de vista práctico. El presente artículo analiza los factores que explican este desajuste entre los contenidos de la asignatura de anatomía y fisiología y las necesidades de formación; también expone un proyecto docente que orienta los contenidos y los métodos pedagógicos a estas exigencias de formación en enfermería; y busca compartir con otros docentes la experiencia de creación y ejecución de un proyecto de estas características en un momento de transformación académica con motivo de la integración del sistema universitario español al espacio europeo de enseñanza superior.The study of anatomy and physiology of the human body is an essential part in the education of all health professionals. However, the professional competence in today’s nursing, the health environment, and their interrelation with other subjects in the nursing curriculum require very specific educational needs in the field of anatomy, physiology, and biochemistry. Nowadays, most of the teaching projects on this subject at nursing university schools are designed following a traditional model. This successfully introduces the most important and basic anatomical and physiological concepts to the nursing student but it neither facilitates their integration with other subjects nor ensures the learning of useful and necessary concepts from a practical point of view. This article analyses the factors that account for this lack of adjustments between the syllabus of anatomy and physiology and educational needs. It also presents an educational project that orientates the contents and the pedagogical methods used to this demands in the nursing field. The study also tries to share with other teachers the experience in the creation of a project of these characteristics in a period of academic changes brought by the integration into the European higher education landscape.

Anna Falcó Pegueroles

2005-12-01

 
 
 
 
301

Vivenciando uma proposta emancipatória no ensino de semiologia para a enfermagem / Experiencing an emancipatory proposal in the teaching of semiology to nursing / Vivenciando una propuesta emancipatoria en la enseñanza de semiología en enfermería  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Objetivou-se analisar o ensino de Semiologia através dos programas das disciplinas das cinco universidades do Estado do Ceará, especificamente de uma universidade pública. Observaram-se três aulas e realizaram-se reuniões com docentes e discentes, a fim de levantar dados sobre o processo ensino-apre [...] ndizagem. As docentes apresentaram experiência no ensino e pesquisa, e reconheceram que o elevado número de alunos prejudica o ensino-aprendizagem. Os discentes referiram dificuldades na elaboração de diagnóstico de enfermagem e no contato inicial com cliente hospitalizado, ocasionando insegurança e rejeição à prática da disciplina. Abstract in spanish El objetivo es el análisis de la enseñanza de la semiología a través de los programas de estudio de la disciplina en cinco universidades estatales y el análisis de una universidad publica. Se observaron tres grupos y se realizaron reuniones con docentes y estudiantes con el fin de recolectar los dat [...] os sobre el proceso de enseñanza aprendizaje. Los maestros introducen la experiencia en la enseñanza y en la investigación y reconocieron que el elevado numero de estudiantes, perjudica el proceso enseñanza-aprendizaje. Los estudiantes refieren dificultades en la elaboración del diagnostico de enfermería y en el contacto inicial con el cliente hospitalizado, ocasionando inseguridad y rechazo a la práctica de la disciplina. Abstract in english The aim was to analyze the teaching of Semiology through the programs of subject matters at five universities in the State of Ceará and, specifically, that of a public university. Three (3) classes were observed and meetings were held with teachers and students for collecting data about the teaching [...] -learning process. The teachers presented teaching and research experience, and acknowledge that the high number of students impairs teaching-learning. The students mentioned difficulties in the elaboration of the nursing diagnosis and in the initial contact with the hospitalized client, causing insecurity and rejection of the practical part of the subject matter.

Maria Socorro de Araújo, Dias; Maria de Fátima Antero Sousa, Machado; Raimunda Magalhães da, Silva; Ana Karina Bezerra, Pinheiro.

302

Vivenciando uma proposta emancipatória no ensino de semiologia para a enfermagem Vivenciando una propuesta emancipatoria en la enseñanza de semiología en enfermería Experiencing an emancipatory proposal in the teaching of semiology to nursing  

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Full Text Available Objetivou-se analisar o ensino de Semiologia através dos programas das disciplinas das cinco universidades do Estado do Ceará, especificamente de uma universidade pública. Observaram-se três aulas e realizaram-se reuniões com docentes e discentes, a fim de levantar dados sobre o processo ensino-aprendizagem. As docentes apresentaram experiência no ensino e pesquisa, e reconheceram que o elevado número de alunos prejudica o ensino-aprendizagem. Os discentes referiram dificuldades na elaboração de diagnóstico de enfermagem e no contato inicial com cliente hospitalizado, ocasionando insegurança e rejeição à prática da disciplina.El objetivo es el análisis de la enseñanza de la semiología a través de los programas de estudio de la disciplina en cinco universidades estatales y el análisis de una universidad publica. Se observaron tres grupos y se realizaron reuniones con docentes y estudiantes con el fin de recolectar los datos sobre el proceso de enseñanza aprendizaje. Los maestros introducen la experiencia en la enseñanza y en la investigación y reconocieron que el elevado numero de estudiantes, perjudica el proceso enseñanza-aprendizaje. Los estudiantes refieren dificultades en la elaboración del diagnostico de enfermería y en el contacto inicial con el cliente hospitalizado, ocasionando inseguridad y rechazo a la práctica de la disciplina.The aim was to analyze the teaching of Semiology through the programs of subject matters at five universities in the State of Ceará and, specifically, that of a public university. Three (3 classes were observed and meetings were held with teachers and students for collecting data about the teaching-learning process. The teachers presented teaching and research experience, and acknowledge that the high number of students impairs teaching-learning. The students mentioned difficulties in the elaboration of the nursing diagnosis and in the initial contact with the hospitalized client, causing insecurity and rejection of the practical part of the subject matter.

Maria Socorro de Araújo Dias

2003-06-01

303

The nursing shortage: a worldwide problem  

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Full Text Available A worldwide shortage of nurses has been acknowledged by the multidisciplinary Global Advisory Group of the World Health Organization. The shortage is caused by an increased demand for nurses, while fewer people are choosing nursing as a profession and the current nurses worldwide are aging. The shortage applies to nurses in practice as well as the nurse faculty who teach students. The inter-country recruitment and migration of nurses from developing countries to developed countries exacerbates the problem. Although public opinion polls identifies the nurse as the person who makes the health care system work for them, the conditions of the work environment in which the nurse functions is unsatisfactory and must change. Numerous studies have shown the positive effects on the nurse of a healthy work environment and the positive relationships between nursing care and patient outcomes. It is important that government officials, insurance companies, and administrators and leaders of health care systems acknowledge and operationalize the value of nurses to the health care system in order to establish and maintain the integrity and viability of that system.

Booth Rachel Z.

2002-01-01

304

A prática de ensinar: dialogando com as professoras de enfermagem La práctica de enseñar: dialogando con las maestras de enfermería The practice of teaching: a dialogue with professors of nursing  

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Full Text Available Este artigo tem como objetivos discutir e explicitar a prática pedagógica cotidiana do docente de enfermagem da UFPI. Trata-se de um estudo de natureza qualitativa, com ênfase metodológica na História Oral, tendo como sujeitos-interlocutores professores do curso de enfermagem da referida IES e como instrumentos de produção de dados: entrevistas semi-estruturadas. A análise de dados efetivou-se a partir da análise de conteúdo. As docentes de enfermagem consideraram em suas narrativas orais o propósito de romper com a forma vertical de ensinar ao estimular no aluno o poder da criatividade e da compreensão da realidade em permanente transformação.Este artículo tiene como objetivos discutir y explicitar la práctica cotidiana del docente de enfermería de la UFPI. Estudio de naturaleza cualitativa, con énfasis metodológico en la Historia Oral, teniendo como instrumentos la colecta de datos, entrevistas semi-estructuradas usando los profesores de enfermeria de IES como los sujetos, y el análisis de datos del análisis de contenido. Las docentes de enfermería consideraron que se puede romper con la verticalización de la enseñanza al estimular en el alumno el poder de la creatividad y de la comprensión de la realidad en permanente transformación.The aim of this study is discuss the daily practice of the nursing professors at the Federal University of Piauí. The study was accomplished in a qualitative approach with methodological emphasis on Oral History with the primary subjects being professors of nursing at the Federal University of Piauí. The instrumento for data collection was semi-structured interviews and data analysis was realized through content analysis. The nursing educators are considering the possibility of breaking with the vertical teaching method in order to stimulate the power of creativity and understanding within the student body which finds itself in a permanent state of transformation.

Maria Zélia de Araújo Madeira

2008-08-01

305

Nursing history: reflections on teaching and research at undergraduate level Historia de la enfermería: reflexiones sobre la enseñanza e investigación en cursos de pregrado História da enfermagem: reflexões sobre o ensino e a pesquisa na graduação  

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Full Text Available This study aims to contribute to the discussion on the development of a specific research line on Nursing History. It concludes by addressing the current situation of nursing teaching in undergraduate courses, its persisting difficulties and growing possibilities of this yet so little explored field.El artículo busca contribuir para la discusión de las posibilidades de desarrollar una línea de investigación específica en Historia de la Enfermería. Al final, se presenta la situación actual de la enseñanza de este campo del saber de la enfermería en los cursos de pregrado, las dificultades aún persistentes y las posibilidades de crecimiento de este campo todavía tan poco explorado.Este artigo busca contribuir com a discussão sobre as possibilidades para o efetivo desenvolvimento de uma linha de pesquisa específica em História da Enfermagem. Finaliza discorrendo sobre a situação atual do ensino dessa área de domínio do campo de saber da enfermagem nos cursos de graduação, as dificuldades ainda persistentes e as possibilidades de crescimento desse campo ainda tão pouco explorado.

Taka Oguisso

2007-02-01

306

Incubadora de aprendizagem na enfermagem: inovação no ensino do cuidado Incubadora de aprendizaje en la enfermería: innovación en la enseñanza del cuidado Incubate of learning in nursing: an innovation in teaching the care  

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Full Text Available Este estudo teve como objetivo discorrer sobre a incubadora de aprendizagem na enfermagem: inovação no ensino do cuidado. A incubadora pode ser considerada uma estratégia destinada a criar condições para a incubação, o desenvolvimento de idéias inovadoras e o despertar de novas idéias empreendedoras para o crescimento de pessoas, negócios e instituições. Ao utilizar o pensamento crítico, reflexivo associado ao fazer em enfermagem, em ambiente propício, a incubadora aponta para a inovação metodológica no ensino do cuidado.Este estudio tuvo como objetivo reflexionar sobre la incubadora de aprendizaje en la enfermería: innovación en la enseñanza del cuidado. La incubadora puede ser considerada una estrategia destinada a crear condiciones para la incubación, el desarrollo de ideas innovadoras y el despertar de nuevas ideas emprendedoras para el crecimiento de personas, negocios e instituciones. Al utilizar el pensamiento crítico, reflexivo asociado al hacer en enfermería, en ambiente propicio, la incubadora apunta para la innovación metodológica en la enseñanza del cuidado.This study had as objective to reflect about incubate of learning in the nursing as an innovation in the teaching of the care. The incubate can be considered a strategy to create conditions for the incubation, the development of innovative ideas and the wakening of new enterprising ideas for the growth up of people, businesses and institutions. When using the critical, reflective thought associated when making in nursing, propitious environment, the incubate points with respect to methodological innovation at learning of the care.

Diana Cecagno

2009-06-01

307

Perception of nursing care: views of Saudi Arabian female nurses.  

Science.gov (United States)

'Values are principles and standards that have meaning and worth to an individual, family, group, or community' (Purnell & Paulanka 1998: p.3). Values are central to the care provided by nurses. The provision of nursing care within the context of value clarification, has been explored from various perspectives, however, as values vary within cultures, there is a limited range of studies reflecting on Saudi Arabian nurses' perspectives of nursing care. Through a Heideggerian phenomenological research design, six nurses were enrolled through purposive sampling. Semi-structured, in-depth interviews, which were audio tape-recorded, were chosen as the methods of data collection. A seven stage framework approach was applied to analyse and organise the research findings in three conceptual themes: values in context of Islam, the nurse-patient relationship, and identity's influence on being in the world of nursing. The findings of the research indicate that values in nursing and the perception of care are closely linked to the Islamic values of the informants. However, one of the most challenging aspects emerging from this study is related to these nurses' experiences related to the public's negative perception of nursing as a profession for Saudi Arabian women. PMID:18844568

Mebrouk, Jette

2008-04-01

308

The effect of problem-based learning in nursing education: a meta-analysis.  

Science.gov (United States)

Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for systematic reviews and meta-analyses regarding a range of selected topics in nursing education. The purpose of this study was to conduct a meta-analysis of the available literature in order to synthesize the effects of PBL in nursing education. Using a number of databases, we identified studies related to the effectiveness of PBL in nursing. An analysis was conducted on a range of outcome variables, including overall effect sizes and effects of evidence and evaluation levels, learning environment, and study characteristics. We found that the effect of PBL in nursing education is 0.70 standard deviations (medium-to-large effect size). We also found that PBL has positive effects on the outcome domains of satisfaction with training, clinical education, and skill course. These results may act as a guide for nurse educators with regard to the conditions under which PBL is more effective than traditional learning strategies. PMID:23283571

Shin, In-Soo; Kim, Jung-Hee

2013-12-01

309

The Effect of Teaching Emotional Intelligence (EI Items on Job Related Stress in Physicians and Nurses Working in ICU Wards in Hospitals, Yerevan, Armenia  

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Full Text Available Background: Intensive care units (ICUs are known as stressful environments. However, the conditions in which stressors may affect health professionals’ performance and well-being and the conditions that potentially lead to impaired performance and staff’s psychological distress are not well understood. Emotional intelligence, an essential factor responsible for determining success in life and psychological well-being, seems to play an important role in shaping the interaction between individuals and their work environment. The emotional dimension (personal is the concept of multi-dimensional intelligence, it is also necessary for physicians and nurses to learn how to view and understand people’s behavior, attitudes, interpersonal skills and potential. Individuals who have these characteristics are said to be “emotionally intelligent.”Objectives: The objective of the study is to determine the effects of emotional intelligence education items on job related stress in physicians and nurses working in intensive care units in hospitals in Yerevan, Armenia.Method: A cross interventional, pre-post, case and control group design was used and inferential study design was implemented, with 150 registered hospitals physicians and nurses, who were widely distributed.Results: A sample of 106 participants (18.7% of men and 31.3% of women in case and control group, representing various human service professions (physicians, nurses was eligible for the study. The mean age of the participants was 33.19 years in case group (SD = 6.44, and 31.6 in control group (SD = 6.04, and the employment period was 8.2 years (SD = 7.34 in case group and 5.57 years (SD = 4.02 in control group. The results confirmed an essential, very strong, role of emotional intelligence in perceiving occupational stress and preventing physicians and nurses from negative health outcomes. Conclusion: Results showed that physicians and nurses experienced high level of stress. The level of stress experienced at work by this occupational case was higher than control group. The ability to effectively deal with emotions and emotional intelligence in the workplace assists employees in coping with occupational stress. Therefore, it should be developed in stress managing trainings. Emotional intelligence items education decreased situational and personal anxiety of physicians and nurses in case group more than those in control group.

Sharif F

2011-10-01

310

On empathy: Fundamental issues regarding its nature and teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In nursing empathy is generally regarded as an essential component of nurse-patient interaction, but there appears to be a lack of clarity among nurse educators and professional nurses regarding its nature and how it may be taught and measured. This paper focuses on an analysis of selected theoretical works related to the nature and teaching of empathy, and an attempt is made to identify fundamental issues regarding the phenomenon "empathy" and its place in clinical nursing practice.

Brink, H.

1991-01-01

311

Ensino de administração de serviços de saúde: perfil de enfermeiras que exerceram a docência / Teaching health services administration: profile of nurses engaged in education / Enseñanza de administración de los servicios de salud: perfil de enfermeras que ejercieron la docencia  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese OBJETIVO: Descrever o perfil de enfermeiras que exerceram a docência em um Curso de Administração Hospitalar nos anos 1970. MÉTODOS: Estudo histórico documental constituído de fontes primárias e secundárias produzidas entre 1975 e 2009. O conteúdo constante nessas fontes foi analisado frente ao proc [...] esso de trabalho em Enfermagem, e estudado à luz da teoria da Burocracia. RESULTADOS: Foi descrito o perfil profissional de quatro enfermeiras docentes A primeira era diretora da Escola de Enfermagem da Universidade de São Paulo; a segunda era americana, professora do Incarnate Word Collegge, Texas, mestre em ciências; a terceira foi a primeira presidente do Conselho Regional de Enfermagem de São Paulo; e a quarta era Diretora do Serviço de Enfermagem do Instituto do Coração do Hospital de Clínicas da Faculdade de Medicina da Universidade de São Paulo. CONCLUSÃO: Constatou-se que essas enfermeiras eram detentoras de projeção em suas carreiras e esse prestígio, possivelmente, agregou valor ao curso citado. Abstract in spanish OBJETIVO: Describir el perfil de enfermeras que ejercieron la docencia en un Curso de Administración Hospitalaria en los años 1970. MÉTODOS: Estudio histórico documental constituído de fuentes primarias y secundarias producidas entre 1975 y 2009. El contenido constante en esas fuentes fue analizado [...] frente al proceso de trabajo en Enfermería, y estudiado a la luz de la teoría de la Burocracia. RESULTADOS: Fue descrito el perfil profesional de cuatro enfermeras docentes. La primera era Directora de la Escuela de Enfermería de la Universidad de Sao Paulo; la segunda era americana, profesora del Incarnate Word Collegge, Texas, magister en ciencias; la tercera fue la primera presidente del Consejo Regional de Enfermería de Sao Paulo; y la cuarta era Directora del Servicio de Enfermería del Instituto del Corazón del Hospital de las Clínicas de la Facultad de Medicina de la Universidad de Sao Paulo. CONCLUSIÓN: Constató que esas enfermeras eran detentoras de la proyección en sus carreras y ese prestigio, posiblemente, agregó valor al citado curso. Abstract in english OBJECTIVE: To describe the profile of nurses engaged in teaching a course in hospital administration during the 1970. METHODS: This was a historical documentary consisting of primary and secondary sources produced between 1975 and 2009. The content contained in these sources was analyzed against the [...] nursing work process, and studied in light of the theory of bureaucracy. RESULTS: We described the professional profile of four nurses: the first faculty director of The School of Nursing, University of Sao Paulo; the second was an American professor in a master of science course at Incarnate Word College, Texas; the third was the first president of the Regional Nursing Council of São Paulo; and the fourth was Director of Nursing Service of the Heart Institute of the Hospital de Clinicas, Faculty of Medicine, University of Sao Paulo. CONCLUSION: We found that these nurses held positions of esteem and status in their careers and that this prestige, possibly, has added value to the courses discussed

Divanice, Contim; Maria Cristina, Sanna.

312

Self-efficacy and postpartum teaching: a replication study.  

Science.gov (United States)

Postpartum depression (PPD) occurs in 13% of new mothers internationally, but many do not receive treatment. In the Western world, hospital-based perinatal nurses have extended contact with new mothers and are in a unique position to teach them to recognize symptoms of and seek treatment for PPD. In this replication study framed by self-efficacy theory, teaching new mothers about PPD was predicted by a nurse's self-efficacy related to PPD teaching, expectations for teaching from supervisor, PPD continuing education, teaching experience on other topics, and experience with observing other nurses teaching patients about PPD. The results of the study demonstrate the importance of the climate created by the nursing supervisor in which teaching about PPD is expected and facilitators of effective patient teaching are available. PMID:24868128

Logsdon, M Cynthia; Eckert, Diane; Tomasulo, Roselyn; Myers, John

2013-01-01

313

Patients' Point of View about Nurses' Support of Individualized Nursing Care in Training Hospitals Affiliated with Tabriz University of Medical Sciences  

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Full Text Available Introduction: Individualized nursing care is the key element in quality of nursing care. In fact, it changes all standardized nursing procedures and activities. In addition, it tailored nursing activities with unique peculiarity of each patient. Focusing on patient during care process is one main reason for supporting individualized care. Individual differences among patients in terms of their health, illness and needs which emphasize on providing individualized care. This research aimed to demonstrate patients' point of view about nurses' support of individualized care.Methods: A descriptive study conducted with participation of 400 being discharged patients from internal and surgical units in teaching hospitals of Tabriz University of Medical Sciences. Proportional stratified random sampling method was used. Data was collected by interviewing with patients using Suhonen Individualized Care Scale, after assessing its content validity and reliability with Chronbach's alpha method. Data analysis were done by using SPSS ver. 13.Results: The mean of patients' point of view about nurses' support of individualized care was 2.60 (1.14. The results showed the mean of support for clinical situation 2.61 (1.27, support for personal life situation 2.36 (1.28, and support for decisional control over care 2.77 (1.17. Comparing aspects of support showed that support for decisional control over care was the highest and the lowest was support for personal life situation. Conclusion: According to results of the study and comparison with other researches in other countries, it is recommended that nursing care planners pay more attention to the aspects of nursing support based on individuals.

Alehe Seyyed Rasooli

2013-08-01

314

Nurses' understanding of standard precautions at a public hospital in Goiania - GO, Brazil Comprensión sobre precauciones modelo por los enfermeros de un hospital público de Goiania - GO, Brasil Compreensão sobre precauções padrão pelos enfermeiros de um hospital público de Goiânia - GO  

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Standard Precautions (SP) are effective strategies to prevent and control nosocomial infections. This study aimed to verify nurses' understanding about standard precaution measures. Data were collected through interviews, followed by content analysis in accordance with Bardin. Eighty-two nurses took part in this study, 75.6% of whom understand SP as protective measures: for professionals (11.0%); for both professionals and patients (52.4%); for patient care independently of the diagnosis (7.3...

Dulcelene de Sousa Melo; Souza, Adeni?cia Custo?dia Silva E.; Anaclara Ferreira Veiga Tipple; Zilah Cândida Pereira das Neves; Milca Severino Pereira

2006-01-01

315

Nursing diagnostic in nursing’s professional practice in a surgical clinic - descriptive study  

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Full Text Available Nursing diagnostic expresses the nurse’s clinical judgment. Its uses point the necessity of standardizing terms used by means of terminologies. This study has as objective analyze the transcription nursing diagnostics from NANDA terminology, to ICNP terminology in a surgical clinic. Deals of a descriptive study, of qualitative approach, that occurred after bibliographic review of nursing diagnostics in specific literature, which were found in NANDA terminologies. It was opted to use ICNP for its universal terminologies. It was performed the diagnostics transcription, which was analyzed in three categories: diagnostic of risk, equal titles and titles with ample differentiation. In this way, this study points that the terminologies are complementary, and that both have advantages and disadvantages. The use of nursing diagnostics is a valuable tool for an autonomy and visible professional practice.

Karla Crozeta

2008-11-01

316

Estratégias de ensino do cuidado em enfermagem: um olhar sobre as tendências pedagógicas / Teaching strategies of nursing care: a look on pedagogical trends / Estrategias de enseñanza del cuidado en enfermería: una mirada sobre las tendencias pedagógicas  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Determinar estratégias de ensino para os conteúdos e conceitos imbricados no cuidado, configura-se em um desafio para educadores na área da enfermagem. Este estudo é de caráter qualitativo, descritivo-exploratório, cujo objetivo foi conhecer as estratégias empregadas para ensinar o cuidado em enferm [...] agem, utilizadas por dez enfermeiros professores do curso de Enfermagem de uma universidade na região metropolitana de Porto Alegre, Rio Grande do Sul. As informações foram coletadas pela técnica de Grupo Focal, no período de junho de 2004 a março de 2005. Da análise temática dos dados resultou a categoria Estratégias de Ensino do Cuidado, com as subcategorias demonstração, exposição, observação e discussão. As evidências apontam para tentativas de substituir a proposta tradicional de transmissão de conteúdos, sem, apresentarem, efetivamente, outra tendência pedagógica que não a tradicional. Conclui-se que a competência técnica ainda é privilegiada, desconsiderando o aprendizado voltado para o desenvolvimento de postura crítica e reflexiva. Abstract in spanish Determinar estrategias de enseñanza para los contenidos y conceptos imbricados en el cuidado, se configura en un desafío para educadores en el área de la enfermería. Estudio cualitativo se caracteriza por ser descriptivo-exploratorio cuyo objetivo fue conocer las estrategias empleadas para enseñar e [...] l cuidado en enfermería, utilizadas por diez enfermeros maestros del curso de enfermería de una universidad en la región metropolitana de Porto Alegre, Rio Grande del Sur, Brasil. Las informaciones fueron colectadas por la técnica del Grupo Focal, en el periodo de Junio de 2004 a Marzo de 2005. Del análisis temático de los datos resultó la categoría Estrategias de Enseñanza del Cuidado, con las sub categorías demostración, exposición, observación y discusión. Las evidencias apuntan hacia intentos por sustituir la propuesta tradicional de transmisión de contenidos, sin presentar otra tendencia pedagógica que la tradicional. Se concluye que la competencia técnica aún es privilegiada, desconsiderando el aprendizaje volcado para el desarrollo de postura crítica y reflexiva. Abstract in english To determine the teaching strategies adequate for the contents and concepts imbricated in care is a challenge for nursing educators. This qualitative, descriptive and exploratory study aimed to know the strategies applied to teach nursing care used by ten nurses, professors of the Nursing Department [...] in a University in the metropolitan area of the city of Porto Alegre, state of Rio Grande do Sul, Brazil. The information was collected through the Focal Group technique, from June 2004 to March 2005. The thematic analysis of the data resulted in the category Strategies to Teach Care, with the sub-categories demonstration, exhibition, observation, and discussion. The evidences point to attempts of replacing the traditional content transmission notion, without, however, effectively showing another pedagogical tendency. We can conclude that the technical competence is still privileged, which leads to a disregard of the learning that aims at the development of a reflexive and critic stance.

Lazzari, Daniele Delacanal; Pedro, Eva Neri Rubim; Sanches, Márcia Otero; Jung, Walnice.

317

Quality Perinatal Nursing Education Through Coteaching  

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Collaboration in teaching can take different forms, including the model of coteaching. This educational strategy requires time, effort, commitment, and collaboration between partners in order to ensure an enhanced teaching and learning experience. Little has been written recently on the theory of coteaching. The literature does not address the subject of coteaching or team teaching from a combined theoretical and clinical perspective. Two professors in nursing sciences present their experienc...

Dumas, Louise; Montigny, Francine

1999-01-01

318

Web-based simulation: a tool for teaching critical care nursing Simulación utilizando la web: una herramienta para la enseñanza de enfermería en terapia intensiva Simulação baseada na web: uma ferramenta para o ensino de enfermagem em terapia intensiva  

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Full Text Available The objectives of this study were to develop, to implement and to evaluate a web-based simulation for critical care nursing, as a tool for teaching nursing students at the undergraduate level. An adapted methodology was used to develop teaching material in a web-based learning environment, consisting of three evaluation phases (ergonomic, pedagogical and usability, carried out by web-designers/programmers, nursing teachers/nurses, and undergraduate nursing students. The research tools used were three different evaluation forms, based on a five-point Likert scale, which were applied after using the simulation. The results garnered from the forms show positive analyses in every evaluation, with special emphasis on the encouragement of learning in the pedagogical evaluation period. In the usability evaluation, the highlight was on the students' satisfaction in using the environment and how easy it was to navigate. This shows the feasibility of using this simulation to improve the learning process.Este estudio tuvo por objetivos desarrollar, implementar y evaluar una simulación de terapia intensiva, utilizando la tecnología web, para la enseñanza de graduación en enfermería. Fue utilizada una metodología adaptada para la construcción de material de instrucción en ambiente de enseñanza web, compuesta por tres fases de evaluación (ergonómica, pedagógica y utilización, realizadas por webdesigners/programadores, docentes/enfermeros y alumnos del curso de graduación en enfermería. Como instrumentos de investigación, fueron aplicados tres diferentes formularios de evaluación, basados en la escala Likert de cinco puntos, después de la utilización de la simulación. Los resultados presentados en los formularios muestran análisis positivos en todas las evaluaciones, destacando en la evaluación pedagógica el estímulo al aprendizaje y en la evaluación de utilización la satisfacción de los alumnos al usar el ambiente y al constatar la facilidad del manoseo, traduciendo la indicación del uso de esa simulación en un proceso para mejorar la enseñanza y el aprendizaje.Este estudo teve por objetivos desenvolver, implementar e avaliar uma simulação em terapia intensiva, utilizando a tecnologia web, para o ensino de graduação em enfermagem. Foi utilizada metodologia adaptada para construção de material instrucional em ambiente de ensino web, composta por três fases de avaliação (ergonômica, pedagógica e usabilidade, realizadas por webdesigners/programadores, docentes/enfermeiros e alunos do curso de graduação em enfermagem. Como instrumentos de pesquisa, foram aplicados três diferentes formulários de avaliação, baseados em escala Likert de cinco pontos, após a utilização da simulação. Os resultados apresentados nos formulários mostram análises positivas em todas as avaliações, destacando na avaliação pedagógica o estímulo ao aprendizado e na avaliação de usabilidade a satisfação dos alunos na utilização do ambiente e a facilidade de manuseio, traduzindo a indicação do uso dessa simulação para melhoria do processo ensino-aprendizagem.

Sayonara de Fatima Faria Barbosa

2009-02-01

319

Web-based simulation: a tool for teaching critical care nursing / Simulação baseada na web: uma ferramenta para o ensino de enfermagem em terapia intensiva / Simulación utilizando la web: una herramienta para la enseñanza de enfermería en terapia intensiva  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: English Abstract in portuguese Este estudo teve por objetivos desenvolver, implementar e avaliar uma simulação em terapia intensiva, utilizando a tecnologia web, para o ensino de graduação em enfermagem. Foi utilizada metodologia adaptada para construção de material instrucional em ambiente de ensino web, composta por três fases [...] de avaliação (ergonômica, pedagógica e usabilidade), realizadas por webdesigners/programadores, docentes/enfermeiros e alunos do curso de graduação em enfermagem. Como instrumentos de pesquisa, foram aplicados três diferentes formulários de avaliação, baseados em escala Likert de cinco pontos, após a utilização da simulação. Os resultados apresentados nos formulários mostram análises positivas em todas as avaliações, destacando na avaliação pedagógica o estímulo ao aprendizado e na avaliação de usabilidade a satisfação dos alunos na utilização do ambiente e a facilidade de manuseio, traduzindo a indicação do uso dessa simulação para melhoria do processo ensino-aprendizagem. Abstract in spanish Este estudio tuvo por objetivos desarrollar, implementar y evaluar una simulación de terapia intensiva, utilizando la tecnología web, para la enseñanza de graduación en enfermería. Fue utilizada una metodología adaptada para la construcción de material de instrucción en ambiente de enseñanza web, co [...] mpuesta por tres fases de evaluación (ergonómica, pedagógica y utilización), realizadas por webdesigners/programadores, docentes/enfermeros y alumnos del curso de graduación en enfermería. Como instrumentos de investigación, fueron aplicados tres diferentes formularios de evaluación, basados en la escala Likert de cinco puntos, después de la utilización de la simulación. Los resultados presentados en los formularios muestran análisis positivos en todas las evaluaciones, destacando en la evaluación pedagógica el estímulo al aprendizaje y en la evaluación de utilización la satisfacción de los alumnos al usar el ambiente y al constatar la facilidad del manoseo, traduciendo la indicación del uso de esa simulación en un proceso para mejorar la enseñanza y el aprendizaje. Abstract in english The objectives of this study were to develop, to implement and to evaluate a web-based simulation for critical care nursing, as a tool for teaching nursing students at the undergraduate level. An adapted methodology was used to develop teaching material in a web-based learning environment, consistin [...] g of three evaluation phases (ergonomic, pedagogical and usability), carried out by web-designers/programmers, nursing teachers/nurses, and undergraduate nursing students. The research tools used were three different evaluation forms, based on a five-point Likert scale, which were applied after using the simulation. The results garnered from the forms show positive analyses in every evaluation, with special emphasis on the encouragement of learning in the pedagogical evaluation period. In the usability evaluation, the highlight was on the students' satisfaction in using the environment and how easy it was to navigate. This shows the feasibility of using this simulation to improve the learning process.

Sayonara de Fatima Faria, Barbosa; Heimar de Fatima, Marin.

320

A possibilidade de contribuição da acupuntura no ensino da simulação clínica em enfermagem La posibilidad de contribución de acupuntura en la enseñanza de la simulación clínica en enfermería Contribution's possibility of acupuncture in the teaching of clinical simulation in nursing  

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Full Text Available O presente estudo situa a discussão sobre a possibilidade emergente da inserção dos conhecimentos oriundos da acupuntura como contribuição para as práticas pedagógicas do ensino clínico simulado da graduação em enfermagem. O trabalho reflexivo emergiu como um recorte do projeto de dissertação "Estudo da avaliação no disparador de aprendizagem simulação - Laboratório Morfofuncional/Faculdade de Enfermagem/Universidade Federal de Pelotas". A relação integral entre o homem e a natureza desenvolvida na acupuntura emerge neste estudo como discussões e como uma sugestão potencial enquanto ferramenta pedagógica para a simulação clínica da enfermagem. Nesta reflexão, certifica-se que há a necessidade de desenvolver este recurso pedagógico com vistas a ampliar o ensino da simulação clínica em enfermagem.Este estudio sitúa el debate surgido sobre la posibilidad de integración de los conocimientos de la acupuntura como una contribución a las prácticas pedagógicas de la educación simulada clínica de la enseñanza de pregrado. El trabajo de reflexión surgió como una aproximación al proyecto de tesis "Estudio sobre la evaluación del aprendizaje de simulación de activación - morfo-Lab/Escuela de Enfermería/Universidade Federal de Pelotas". La relación integral entre el hombre y la naturaleza desarrollados en este estudio como la acupuntura emerge como una sugerencia de los debates y el potencial como una herramienta pedagógica para la simulación de la enfermería clínica. En esta reflexión, asegúrese de que hay una necesidad de desarrollar este recurso para la enseñanza de ampliar la enseñanza de la simulación clínica en enfermería.This study situates the emerging discussion about the possibility of integration of knowledge from acupuncture as a contribution to the pedagogical practices of simulated clinical education of undergraduate nursing education. The reflective work emerged as an approach to the dissertation project "Study on the evaluation of trigger learning simulation - Morphofunctional Lab/College of Nursing/Universidade Federal de Pelotas". The integral relationship between man and nature developed in this study as acupuncture emerges as a suggestion discussions and potential as a pedagogical tool for the clinical simulation in nursing. In this reflection, make sure that there is a need to develop this educational resource aimed at expanding the teaching of clinical simulation in nursing.

Mateus Casanova dos Santos

2011-03-01

 
 
 
 
321

A possibilidade de contribuição da acupuntura no ensino da simulação clínica em enfermagem / Contribution's possibility of acupuncture in the teaching of clinical simulation in nursing / La posibilidad de contribución de acupuntura en la enseñanza de la simulación clínica en enfermería  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese O presente estudo situa a discussão sobre a possibilidade emergente da inserção dos conhecimentos oriundos da acupuntura como contribuição para as práticas pedagógicas do ensino clínico simulado da graduação em enfermagem. O trabalho reflexivo emergiu como um recorte do projeto de dissertação "Estud [...] o da avaliação no disparador de aprendizagem simulação - Laboratório Morfofuncional/Faculdade de Enfermagem/Universidade Federal de Pelotas". A relação integral entre o homem e a natureza desenvolvida na acupuntura emerge neste estudo como discussões e como uma sugestão potencial enquanto ferramenta pedagógica para a simulação clínica da enfermagem. Nesta reflexão, certifica-se que há a necessidade de desenvolver este recurso pedagógico com vistas a ampliar o ensino da simulação clínica em enfermagem. Abstract in spanish Este estudio sitúa el debate surgido sobre la posibilidad de integración de los conocimientos de la acupuntura como una contribución a las prácticas pedagógicas de la educación simulada clínica de la enseñanza de pregrado. El trabajo de reflexión surgió como una aproximación al proyecto de tesis "Es [...] tudio sobre la evaluación del aprendizaje de simulación de activación - morfo-Lab/Escuela de Enfermería/Universidade Federal de Pelotas". La relación integral entre el hombre y la naturaleza desarrollados en este estudio como la acupuntura emerge como una sugerencia de los debates y el potencial como una herramienta pedagógica para la simulación de la enfermería clínica. En esta reflexión, asegúrese de que hay una necesidad de desarrollar este recurso para la enseñanza de ampliar la enseñanza de la simulación clínica en enfermería. Abstract in english This study situates the emerging discussion about the possibility of integration of knowledge from acupuncture as a contribution to the pedagogical practices of simulated clinical education of undergraduate nursing education. The reflective work emerged as an approach to the dissertation project "St [...] udy on the evaluation of trigger learning simulation - Morphofunctional Lab/College of Nursing/Universidade Federal de Pelotas". The integral relationship between man and nature developed in this study as acupuncture emerges as a suggestion discussions and potential as a pedagogical tool for the clinical simulation in nursing. In this reflection, make sure that there is a need to develop this educational resource aimed at expanding the teaching of clinical simulation in nursing.

Mateus Casanova dos, Santos; Maria Cecília Lorea, Leite; Rita Maria, Heck.

322

Alternativas para a prática docente no ensino superior de enfermagem / Alternatives for the Teaching Practice in the Higher Education in Nursing / Alternativas para la Práctica Docente en la Enseñanza Superior de Enfermería  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Reflexão teórica que objetiva apontar alternativas à prática docente nos Cursos de Graduação em Enfermagem, tendo como base as Diretrizes Curriculares Nacionais. Ressalta a necessidade de modificações da prática docente e na formação de profissionais, de acordo com as exigências atuais e, conseqüent [...] emente, com a crescente preocupação na adequação do ensino / aprendizagem de forma crítica e reflexiva. Resgata as práticas de ensino do início do século passado aos questionamentos a respeito da reelaboração de uma nova atitude docente para a formação do enfermeiro nos dias atuais. Concluiu-se que há necessidade de um movimento e um intenso debate para que os docentes se apropriem das transformações e contribuam para a formação. Abstract in spanish Reflexión teórica que objetiva señalar alternativas a la práctica docente en los Cursos de Graduación en Enfermería, teniendo como base las Directrices del Curriculares Nacionales en Brasil. Resalta la necesidad de modificaciones en la práctica docente y en la formación de profesionales, de acuerdo [...] con los requisitos actuales y, por lo tanto, con la creciente preocupación en la adecuación de la enseñanza / aprendizaje de una manera crítica y reflexiva. Rescata las prácticas de enseñanza del principio del siglo pasado a los cuestionamientos con respecto a la reelaboración de una nueva actitud docente para la formación del enfermero en los días actuales. Concluyese que hay necesidad de un movimiento y de un intenso debate de modo que los docentes pudieran apropiarse de las transformaciones y contribuir para la formación. Abstract in english Theoretical reflection that objective to point alternatives to the teaching practice in the Courses of Graduation in Nursing, being had as base the National Curricular Lines of Direction, in Brazil. Stands out the necessity of modifications in the teaching practice and in the formation of profession [...] als, in accordance with current requirements and, consequently, with the increasing concern in the adequacy of education / learning in a critical and reflexive way. It rescues the practice of education of the beginning of the last Century to the questionings regarding the rework of a new teaching attitude for the formation of the nurse in the current days. It is concluded that it has necessity of a movement and an intense debate so that the professors could appropriate themselves of the transformations and contribute for the formation.

Juliana, Rodrigues; Ivete Palmira Sanson, Zagonel; Maria de Fátima, Mantovani.

323

Ensino de Biossegurança na Graduação em Enfermagem: uma revisão da literatura / The teaching of Biosafety in Nursing Undergraduation: a literature review / Enseñanza de Bioseguridad en la Graduación de Enfermería: una revisión de la literatura  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Trata-se de um estudo que realizou um levantamento da produção científica em enfermagem referente ao ensino de biossegurança com o objetivo de investigar o contexto em que se deram e conhecer o conteúdo das publicações acerca do ensino de biossegurança na graduação em enfermagem. Foram analisados ar [...] tigos de periódicos encontrados na consulta às bases de dados LILACS, SciELO, MEDLINE, BDENF, DEDALUS e PERIENF, identificando 26 artigos. Os resultados encontrados proporcionaram a formação e discussão das categorias: "Bases ideológicas e teóricas", "Abordagem histórica de biossegurança", "Riscos ocupacionais e AIDS" e "Educação em biossegurança na formação". Conclui-se que o número de artigos é pequeno, principalmente artigos enfocando educação em biossegurança, mas houve uma evolução deste conteúdo nos últimos anos. Abstract in spanish Se trata de un estudio que realizá un levantamiento de la produccion científica en enfermería referente o la enseñanza de bioseguridad con el objetivo de investigar el contexto en que se dieron y conocer el contenido de las publicacions acerca de la ensenonze de bioseguridad em la graduación de enfe [...] rmería. Fueron analizados artículos de periódicos encontrados em la consulta de bases de datos LILACS, SciELO, MEDLINE, BDENF, DEDALUS y PERIENF, identificando 26 artículos. Los resultados encontrados proporcionaron la formacíon y discusión de las categorías: "Bases ideológicas y teóricas", "Abordaje histórica de bioseguridad", "Riesgos ocupacionales y SIDA" y "Educación en bioseguridad en la formación". Se concluye que el número de artículos es pequeno, principalmente artículos que enfocan educación en bioseguridad, pero hubo una evolución de este contenido en los últimos años. Abstract in english It's a study that made a scientific production survey in nursing regarding to biosafety teaching aiming to investigate its context and discover the content of publishing on biosafety teaching in the nursing undergraduation. It was analyzed the journal articles found consulting LILACS, SciELO, MEDLIN [...] E, BDENF, DEDALUS and PERIENF databases, identifying 26 articles. The results found provided the creation and discussion of these categories: "Ideological and theoretical bases", "Historic approach of biosafety", "Occupational risks and AIDS" and "Biosafety education in graduation". It was concluded that the number of articles is small, mainly the ones focusing on biosafety teaching, but there was an evolution of this content in the last years.

Andréia de Carvalho, Andrade; Maria Cristina, Sanna.

324

Nursing students assess nursing education.  

Science.gov (United States)

This study assessed the characteristics of nursing students currently enrolled in nursing education programs, how students finance their nursing education, their plans for clinical practice and graduate education, and the rewards and difficulties of being a nursing student. Data are from a survey administered to a national sample of 496 nursing students. The students relied on financial aid and personal savings and earnings to finance their education. Parents, institutional scholarships, and government loans are also important sources, but less than 15% of the students took out bank loans. Nearly one quarter of the students, particularly younger and minority students, plan to enroll in graduate school immediately after graduation and most want to become advanced nursing practitioners. Most of the nursing students (88%) are satisfied with their nursing education and nearly all (95%) provided written answers to two open-ended questions. Comments collapsed into three major categories reflecting the rewards (helping others, status, and job security) and three categories reflecting the difficulties (problems with balancing demands, quality of nursing education, and the admissions process) of being a nursing student. Implications for public policymaking center on expanding the capacity of nursing education programs, whereas schools themselves should focus on addressing the financial needs of students, helping them strike a balance among their school, work, and personal/family responsibilities and modifying certain aspects of the curriculum. PMID:16021558

Norman, Linda; Buerhaus, Peter I; Donelan, Karen; McCloskey, Barbara; Dittus, Robert

2005-01-01

325

The experience of the novice nurse: a human becoming perspective.  

Science.gov (United States)

The well-publicized current shortage of nurses and nurse faculty to teach future generations of nurses intensifies the need to recruit and retain nurses engaged in professional practice. This suggests the importance of being concerned with the quality of the work and professional life of the practicing professional nurse. In this column, the stories of 10 new graduates of baccalaureate nursing programs are explored, illuminating experiences of novice nurses. Themes of the new graduates were identified. The themes are: learning a new culture, sharing a journey, being unsure with changing views, considering the possibilities, and being respected. It is hoped that this column will further the dialogue and promote projects among nurses to explore possibilities in originating new ways of being and becoming in nursing practice. PMID:15976043

Yancey, Nan Russell

2005-07-01

326

The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science)  

Science.gov (United States)

Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," have been applied indiscreetly and inconsistently to classroom teaching practices for many years. While standards exist in neurology, psychology and pedagogy, there are no agreed upon standards in their intersection, neuroeducation, and a formal bridge linking the fields is missing. This study used grounded theory development to determine the parameters of the emerging neuroeducational field based on a meta-analysis of the literature over the past 30 years, which included over 2,200 documents. This research results in a new model for neuroeducation. The design of the new model was followed by a Delphi survey of 20 international experts from six different countries that further refined the model contents over several months of reflection. Finally, the revised model was compared to existing information sources, including popular press, peer review journals, academic publications, teacher training textbooks and the Internet, to determine to what extent standards in neuroeducation are met in the current literature. This study determined that standards in the emerging field, now labeled Mind, Brain, and Education: The Science of Teaching and Learning after the Delphi rounds, are the union of standards in the parent fields of neuroscience, psychology, and education. Additionally, the Delphi expert panel agreed upon the goals of the new discipline, its history, the thought leaders, and a model for judging quality information. The study culminated in a new model of the academic discipline of Mind, Brain, and Education science, which explains the tenets, principles and instructional guidelines supported by the meta-analysis of the literature and the Delphi response.

Tokuhama-Espinosa, Tracey Noel

327

El efecto de enseñar las destrezas del pensamiento crítico en un curso introductorio de enfermería / The result of teaching critical thought skills in a introductory nursing course  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Spanish Abstract in spanish En este estudio cuasi experimental se utilizó un modelo de enseñanza para el desarrollo del pensamiento crítico con un grupo de estudiantes de enfermería de primer año con el propósito de determinar si hubo acquisición de estas destrezas. Después de doce semanas de su implementación los resultados i [...] ndicaron que el tratamiento fue estadísticamente significativo. Se concluye que el método de instrucción utilizado para promover las destrezas del pensamiento crítico parece efectivo en cursos introductorios de Enfermería. Abstract in english This almost-experimental study utilized an education model to develop critical thought in a group of first year nursing students having as an objective to determine skills acquisition. Twelve weeks after its implementation the results showed the treatment statistical significance. Therefore, the ins [...] truction method utilized to promote critical thought skills produced education the intended result in introductory nursing courses

Lydia Gordón de, Isaacs.

328

El efecto de enseñar las destrezas del pensamiento crítico en un curso introductorio de enfermería The result of teaching critical thought skills in a introductory nursing course  

Directory of Open Access Journals (Sweden)

Full Text Available En este estudio cuasi experimental se utilizó un modelo de enseñanza para el desarrollo del pensamiento crítico con un grupo de estudiantes de enfermería de primer año con el propósito de determinar si hubo acquisición de estas destrezas. Después de doce semanas de su implementación los resultados indicaron que el tratamiento fue estadísticamente significativo. Se concluye que el método de instrucción utilizado para promover las destrezas del pensamiento crítico parece efectivo en cursos introductorios de Enfermería.This almost-experimental study utilized an education model to develop critical thought in a group of first year nursing students having as an objective to determine skills acquisition. Twelve weeks after its implementation the results showed the treatment statistical significance. Therefore, the instruction method utilized to promote critical thought skills produced education the intended result in introductory nursing courses

Lydia Gordón de Isaacs

1994-07-01

329

[Health for all--the development of community health nursing and public health nursing from the perspective of education].  

Science.gov (United States)

The purpose of this article was to examine the development of community health nursing and public health nursing in Taiwan from an educational perspective. Key issues addressed include: teaching strategies and scopes of practice used in community health nursing in Taiwan between 1910 and the 1950s; the philosophical foundations for the concepts of "health for all" and "social justice" in Taiwan's community health nursing; the five "P"s of community health nursing teaching and practice (population, prevention, promotion, policy, and partnership); the core competencies and scope of practice of community health nursing proposed by the TWNA Community Health Nursing Committee; and the core competencies and the tiers of classification proposed by the Quad Council of Public Health Nursing Organizations. This article helps to elucidate the inseparable relationship between community health nursing education and practice at both the micro and macro level and examines possible future directions for community health nursing in Taiwan. The author proposes the following recommendations for future community health nursing education development in Taiwan: 1) implement competence classifications appropriate to each nursing education preparation level, 2) promote multidisciplinary cooperation among education, practice, and policy, and 3) promote collaboration and consensus among community health nursing and public health related associations. PMID:24899554

Lin, Pay-Fan

2014-06-01

330

Nursing research: building roads to attend  

Directory of Open Access Journals (Sweden)

Full Text Available Objective: to show the construction of the knowledge of Nursing, through the research, interrelating it with the social context and attendance to the health. Methodology: as sources of obtaining the data we had used articles of newspapers, books, as well as critical works presented in the Course of Academic Master's degree of ,ad Universities Federal de Pelotas. Texts were analyzed that focused the historical and social context of Nursing in the period from 1981 to 2000. Results: thematic nucleus emerged as "Research in nursing: articulation between theory and practice in the social context" and "Weaving bonds between the assistential nursing and the teaching". Conclusions: in the reflections accomplished in readings, discussions in classroom we evidenced that the construction process and invigoration of Nursing, as profession and science, happened through the research. The knowledge had been built with other sciences, but the construction of the scientific "know” still is a challenge for Nursing in the current society.

Samanta Bastos Maagh, Juliana Graciela Vestena Zillmer, Lenice de Castro Muniz de Quadros, Sabrina Gomes Ferreira, Caroline de Leon Linck, Eda Schwartz, Sonia Maria Könzgen Meincke, Celmira Lange

2009-07-01

331

Nursing practice environment, quality of care, and morale of hospital nurses in Japan.  

Science.gov (United States)

The purpose of this study was to describe Japanese hospital nurses' perceptions of the nursing practice environment and examine its association with nurse-reported ability to provide quality nursing care, quality of patient care, and ward morale. A cross-sectional survey design was used including 223 nurses working in 12 acute inpatient wards in a large Japanese teaching hospital. Nurses rated their work environment favorably overall using the Japanese version of the Practice Environment Scale of the Nursing Work Index. Subscale scores indicated high perceptions of physician relations and quality of nursing management, but lower scores for staffing and resources. Ward nurse managers generally rated the practice environment more positively than staff nurses except for staffing and resources. Regression analyses found the practice environment was a significant predictor of quality of patient care and ward morale, whereas perceived ability to provide quality nursing care was most strongly associated with years of clinical experience. These findings support interventions to improve the nursing practice environment, particularly staffing and resource adequacy, to enhance quality of care and ward morale in Japan. PMID:23855754

Anzai, Eriko; Douglas, Clint; Bonner, Ann

2014-06-01

332

The development of an interdisciplinary nurse educator doctoral program: Issues for consideration and goals for success  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The nursing shortage is exacerbated by the faculty shortage, as faculty approach retirement age and too few faculty exist to replace them. Masters-prepared nurse with limited preparation for teaching may be unable to attend traditional educational programs because of work and family commitments. Without further academic preparation, these nurses are illprepared for the faculty role. The College of Nursing partnered with the College of Education to develop a nurse educator degree program to pr...

Stanton, Marietta P.; Packa, Donna R.

2012-01-01

333

To Understand the Process of Theory and Practice Gap in Nursing Education in Iran  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Background: The predominant form of nursing education in Iran is university-based education. BSc, MSc, and PhD are the nursing programmes in Iran. The teaching method in Iran is very formal and nursing students obtain much theoretical information that they do not utilize it in practice settings. The system of nursing education in Iran involves a lot of exams and memorization, but students often forget the information after the exam. Thus, nursing students are not very satisfied with this kind...

2005-01-01

334

What to teach to patients with heart failure and why: the role of nurses in heart failure clinics ¿Qué enseñar a los pacientes con insuficiencia cardiaca y por qué?: el papel de los enfermeros en clínicas de insuficiencia cardíaca O que ensinar aos pacientes com insuficiência cardíaca e por quê: o papel dos enfermeiros em clínicas de insuficiência cardíaca  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The most important objective of heart failure (HF) treatment is to reach and preserve patients' clinical stability. Several studies have shown that programs aimed at systematic education, developed by multidisciplinary teams, are positive strategies to work with these patients. Nurses active in HF clinics play a fundamental role in the educational process and continuity of patient care. The objectives of these processes are to teach, reinforce, improve and constantly evaluate patients' self-c...

Eneida Rejane Rabelo; Graziella Badin Aliti; Fernanda Bandeira Domingues; Karen Brasil Ruschel; Anelise Oliveira Brun

2007-01-01

335

O ensino e práticas de cuidado: o caso de um curso de graduação em enfermagem La enseñanza y las praticas de cuidado The teaching and practices of caring in the nursing: el caso de un curso de pregrado en enfermeria  

Directory of Open Access Journals (Sweden)

Full Text Available Vivências e inquietações construídas ao longo da formação e atuação profissional da autora motivaram esta pesquisa, tendo como objeto o processo de ensino do cuidar/cuidado em um Curso de Enfermagem que teve por objetivo analisar o processo de formação da enfermeira, buscando conhecer sua dinâmica sob a ótica de docentes da Área de Saúde do Adulto, discentes e egressas do curso. Com base no conhecido, por meio do material empírico, os significados do ensinar e aprender o cuidar/cuidado foram descritos e analisados, fazendo uma reflexão a respeito da formação dessas profissionais. A abordagem metodológica foi a qualitativa com o método de Estudo de Caso. A coleta de material foi realizada por meio da técnica de entrevista com roteiro semi-estruturado. Para análise do material, foi trabalhada a estratégia metodológica do Discurso do Sujeito Coletivo. As análises dos discursos possibilitaram a criação de temáticas, sendo abordada neste artigo a que trata do cuidar/cuidado, como objeto de trabalho da Enfermagem e sua construção para uma prática social.Vivencias e inquietaciones construídas durante la formación y actuacion profesionales de la autora motivarán esta investigación, que tiene como objeto el proceso de enseñanza del cuidar/cuidado en um curso de Enfermería que tuvo como objetivo analizar el proceso de formación de la enfermera o buscando conocer su dinâmica através de los óptica de la profesores del área de la salud de los adultos, estudiantes y ex estudiantes del curso. Baseado em el conocimento anterior atraves de material empírico, los significados de enseñar asi como aprender acerca de lo cuidar/del cuidado fueran descriptos y analisados, promocionando uma reflexion acerca de la formación de estas profissionales. El abordaje metodológico fue calitativa com el método de estudios de caso. La selección de material que realizado por la técnica de encuestas medio-estructurado. Para el análisis del material, que trabajado la estrategia metodologica del discurso del sujeto colectivo. Los análisis de los discursos hicieran posible la creaccian de temáticas, abordada en este artículo, lo que trata de lo cuidar/del cuidado como objeto de trabajo del enfermaje y su construcción para uma práctica social.This research has been motivated by the author's own experiences and concens she had during her professional schooling and practice. The aim of this study is to analyse the educational forming process of the nurse. When it comes to the teaching of caring/cared in the nursing course. The emphasis is on the dynamic procedures of the nurse according to the faculty of the Adult Health Field, students and ex-students of the course. Based on previous Knowledge, through the empirical material, the meanings of the teaching and learning of caring/cared have been described and analysed in the search of a reflexion about the educational process of those professionals. The qualitative approach and the study case method have been used and data have been collective from semi-structured interviews. To analyses the material, the strategy of the collective subject discourse has been applied. The analyses of those discourses made it possible to create themes, among which, the one focused on this sudy: caring/cared taken as the scientific object in the nursing practice and its construction for the social practice.

Rita da Cruz Amorim

2005-03-01

336

Disseminação de valores éticos no ensino do cuidar em enfermagem: estudo fenomenológico / Spreading ethical values in teaching nursing care: a phenomenological study / Difusión de valores éticos en la enseñanza del cuidado en enfermería: un estudio fenomenológico  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este estudo teve como objetivo investigar como professores de Enfermagem disseminam valores éticos no ensino do cuidar em enfermagem a partir do referencial axiológico de Max Scheler. Trata-se de uma pesquisa fenomenológica realizada com a participação de 12 professores de enfermagem da Universidade [...] Federal da Paraíba. Os dados foram coletados por meio da técnica de entrevista no período de agosto a setembro de 2008. A análise do material empírico efetivou-se mediante uma abordagem qualitativa, à luz da fenomenologia Scheleriana. Deste modo, foi possível compreender que os educadores fazem uso de uma comunicação diretiva, usando mandados pedagógicos (conselhos, recomendações, deliberações morais, entre outros) para disseminar valores éticos direcionados a prática do cuidar. Logo, os valores éticos não podem ser ensinados apenas teoricamente, precisam estar respaldados em uma experiência real ou imaginária e ser uma descoberta do mundo do cuidar para ter sua eficácia no processo ensino- aprendizagem. Abstract in spanish El objetivo de este estudio fue investigar cómo los docentes de enfermería difunden los valores éticos en la enseñanza del cuidado en enfermería a partir del marco conceptual axiológico de Max Sheler. Es una investigación fenomenológica que fue realizada con la participación de 12 docentes de enferm [...] ería de la Universidad Federal de la Paraiba. Los datos se recolectaron mediante entrevistas realizadas de agosto a septiembre de 2008. El análisis del material empírico se llevó a cabo mediante un enfoque cualitativo según la fenomenología Scheleriana. Así, fue posible comprender que los educadores emplean una comunicación directa utilizando las directrices pedagógicas (consejos, recomendaciones y deliberaciones morales, entre otras) para la transmisión de los valores éticos para la práctica del cuidado. Los valores éticos no pueden ser enseñados sólo en teoría, tienen que basarse en una experiencia real o imaginaria y ser un descubrimiento del mundo del cuidado para ejercer su función en el proceso de enseñanza y aprendizaje. Abstract in english The objective of this study was to investigate how nursing professors disseminate ethical values in teaching nursing care based on Max Scheler's axiological reference. This investigation consisted of a phenomenological research developed with the participation of 12 nursing professors from the Feder [...] al University of Paraíba, Brazil. The data were collected through a semi-structured interview given between August and September of 2008. The empirical data were analyzed with a qualitative approach, using Max Scheler's phenomenology. Thus, it was possible to understand that nursing professors use directive communication, using pedagogical guidelines (advice, recommendations, moral deliberations, among others) to spread ethical values directed to care practices. Thus, ethical values may not be taught merely theoretically, they need to be based on real or imaginary experience and be a discovery of the world of care in order to have its effectiveness in the teaching-learning process.

Carneiro, Alan Dionizio; Costa, Solange Fátima Geraldo da; Pequeno, Marconi José Pimentel.

337

Gradually Guiding Nursing Students through Their Capstone Course: Registered Nurse Preceptors Share Their Experiences  

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Professional precepted immersion courses (capstone) have become the standard as a means to prepare senior nursing students to enter the workforce. Preceptors have a significant role in developing the student nurse, yet exactly how to prepare preceptors for this role has been an ongoing discussion. This qualitative inquiry explored the educational needs of clinical registered nurse (RN) preceptors who work directly with senior nursing students in a professional precepted immersion (capstone) c...

2011-01-01

338

Nurse educators and student nurse neophytes' perceptions of good interaction in the classroom setting  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to respond positively during th [...] e learning process. The purpose of this study was to determine the nurse educators' and student nurse neophytes' perceptions of good interaction in the classroom setting. The study attempted to answer the following specific question: 'What do nurse educators and student nurse neophytes regard as examples of good interaction in the classroom setting?' The accessible population in this study were all student nurse neophytes registered with the University of Venda for the Baccalaureus Curationis, and nurse educators responsible for teaching first-year student nurses in this programme. The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female students. A random sampling was conducted to arrive at 10 male and 15 female students. The sampling method relating to nurse educators was purposive sampling. Focus groups were used to interview students using individual in-depth interviews to gather data from nurse educators. Coding was used to organise the data collected during the interviews. The study revealed that nurse educators and student nurse neophytes concur that the ethical behaviours influencing good interaction are respect and support, good communication, honesty and openness. Age, gender and cultural background were also factors. The participants further indicated that good interaction has benefits such as improved co-operation levels, the enhancement of learning, the improvement of pass rates, and a reduction in dropout rates. In conclusion, there is a need for nurse educators and student nurses to develop good practices to promote good interaction in the classroom setting.

Friddah R., Mathevula; Lunic B., Khoza.

339

Incubadora de aprendizagem na enfermagem: inovação no ensino do cuidado / Incubate of learning in nursing: an innovation in teaching the care / Incubadora de aprendizaje en la enfermería: innovación en la enseñanza del cuidado  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este estudo teve como objetivo discorrer sobre a incubadora de aprendizagem na enfermagem: inovação no ensino do cuidado. A incubadora pode ser considerada uma estratégia destinada a criar condições para a incubação, o desenvolvimento de idéias inovadoras e o despertar de novas idéias empreendedoras [...] para o crescimento de pessoas, negócios e instituições. Ao utilizar o pensamento crítico, reflexivo associado ao fazer em enfermagem, em ambiente propício, a incubadora aponta para a inovação metodológica no ensino do cuidado. Abstract in spanish Este estudio tuvo como objetivo reflexionar sobre la incubadora de aprendizaje en la enfermería: innovación en la enseñanza del cuidado. La incubadora puede ser considerada una estrategia destinada a crear condiciones para la incubación, el desarrollo de ideas innovadoras y el despertar de nuevas id [...] eas emprendedoras para el crecimiento de personas, negocios e instituciones. Al utilizar el pensamiento crítico, reflexivo asociado al hacer en enfermería, en ambiente propicio, la incubadora apunta para la innovación metodológica en la enseñanza del cuidado. Abstract in english This study had as objective to reflect about incubate of learning in the nursing as an innovation in the teaching of the care. The incubate can be considered a strategy to create conditions for the incubation, the development of innovative ideas and the wakening of new enterprising ideas for the gro [...] wth up of people, businesses and institutions. When using the critical, reflective thought associated when making in nursing, propitious environment, the incubate points with respect to methodological innovation at learning of the care.

Cecagno, Diana; Siqueira, Hedi Crecencia Heckler de; Calvetti, Adriane; Castro, Queli Lisiane; Erdmann, Alacoque Lorenzini.

340

Educação Continuada e a Norma Regulamentadora 32: utopia ou realidade na enfermagem? / Continuing Education Program and Brazilian Regulatory Standard-32: dream or reality in nursing?  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese A pesquisa, realizada em 2009, foi de natureza descritiva e de análise quantitativa de dados sobre a aplicabilidade da Norma Regulamentadora 32 (NR-32), do Ministério do Trabalho e Emprego (MTE), para responder à questão: Qual a relação entre o programa de Educação Continuada e o processo de implant [...] ação de medidas de proteção à segurança e à saúde dos trabalhadores referentes à NR-32 em um hospital público do Rio de Janeiro? Os objetivos foram: descrever o treinamento oferecido pelo Programa de Educação Continuada na instituição, segundo os trabalhadores de enfermagem, e analisar como este treinamento pode influenciar na implantação da NR-32 no hospital. Os resultados mostraram que: 61% não receberam treinamento antes de iniciar suas atividades; 39,6% declaram não haver treinamento de forma contínua na instituição; 32% não foram treinados durante o trabalho, e 46,3% não receberam ou desconheciam informações, por escrito, sobre riscos biológicos. Os dados indicaram a necessidade de treinamento e formação específica na NR-32 como importantes estratégias de implantação das medidas de proteção à saúde dos trabalhadores. Abstract in english This is a research conducted in 2009 with descriptive and quantitative analyses of data on the applicability of the Regulatory Standard-32 (NR-32) from the Ministry of Labor and Employment (MTE). We investigated the relationship between the Continuing Education Program and the implementation of heal [...] th and safety measures for workers, referred in NR-32 in a public hospital in Rio de Janeiro. This article presents the Continuing Education Program offered in this institution from the point of view of the nursing staff, and analyzes how this training affects the implementation of the NR-32 in the hospital. Results showed that 61% received no training before their start there; 39.6% reported there was no continuing training in the hospital; 32% that they were not trained during working hours, and 46.3% that they had not received any written information about biological hazards. Data indicated that a specific training on the NR-32 is necessary, as an important strategy for implementation of workers safety measures.

Cunha, Ana Carina da; Mauro, Maria Yvone Chaves.

 
 
 
 
341

Voices of faculty of second-degree baccalaureate nursing students.  

Science.gov (United States)

The limited research related to accelerated second-degree baccalaureate nursing programs primarily focuses on curricular issues or student experiences. The purpose of this study was to focus on the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, 14 second-degree faculty from the East Coast region of the United States were interviewed to understand their experiences teaching accelerated second-degree baccalaureate nursing students and how these experiences helped or hindered their teaching and learning practices with these students. The challenges associated with teaching these students were identified in the themes At the Top of My Game and Teaching to Think Like a Nurse. This article describes this study and the implications for teaching accelerated second-degree baccalaureate students. PMID:19877576

Cangelosi, Pamela R; Moss, Margaret M

2010-03-01

342

Using the NCSS "National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment" to Meet State Social Studies Standards  

Science.gov (United States)

According to "A Report on the State of U.S. History Education, State Policies and National Programs as of September 2008," "Forty-eight states and the District of Columbia have established academic standards to address academic achievement in history, the social sciences, or social studies. The sole exceptions are Iowa and Rhode Island which allow…

Herczog, Michelle M.

2010-01-01

343

Teaching Symbiosis.  

Science.gov (United States)

Argues that the meaning of the word "symbiosis" be standardized and that it should be used in a broad sense. Also criticizes the orthodox teaching of general principles in this subject and recommends that priority be given to continuity, intimacy, and associated adaptations, rather than to the harm/benefit relationship. (Author/JN)

Harper, G. H.

1985-01-01

344

Ensino de didática em enfermagem mediado pelo computador: avaliação discente / Computer-mediated teaching of didactics in nursing: students evaluation / Enseñanza de la didactica en enfermeria por intermedio de la computadora: evaluación del alumnado  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este estudo de natureza exploratória descritiva teve como finalidade descrever a opinião dos discentes quanto à forma e conteúdo de um site educacional e a aplicação deste como recurso instrucional no ensino da Disciplina de Didática em Enfermagem de um Curso de Graduação em Enfermagem de uma escola [...] do município de São Paulo. Os sujeitos do estudo foram alunos matriculados nessa disciplina no primeiro semestre do ano letivo de 2003. Os resultados do estudo demonstraram que os discentes apresentam prontidão ao uso da informática e são favoráveis à adoção de novas metodologias de ensino mediadas pelo computador na enfermagem, na perspectiva de ampliar e diversificar as formas de comunicação entre professores e alunos. Abstract in spanish Este estudio de naturaleza exploratoria descriptiva tuvo la finalidad de evaluar un sitio de internet educativo utilizado en la enseñanza de la Disciplina de Didáctica en Enfermería de un Curso de Graduación en Enfermería de una Escuela del Municipio de Sao Paulo, según la opinión de los alumnos. Lo [...] s sujetos del estudio fueron alumnos matriculados en esa disciplina correspondientes al primer semestre del año escolar del 2003. Los resultados de la investigación demuestran que los alumnos presentan agilidad en el área de informática durante la enseñanza de didáctica y son favorables a la adopción de nuevas metodologías de enseñanza intermediadas por la computadora en enfermería, en la perspectiva de ampliar y diversificar las formas de comunicación entre profesores y alumnos. Abstract in english This exploratory descriptive study's purpose is to describe what students think regarding the form and content of an educational site and its application as an instructional resource for the discipline of Didactics in Nursing in the undergraduate course in Nursing at a school in the city of São Paul [...] o. The study's subjects were students enrolled in that discipline during the first semester of the school year of 2003. The results show promptness regarding the use of computers on the part of the students, who are favorable to the adoption of new computer-mediated teaching methodologies in Nursing as a means to increase and diversify the forms of communication between instructors and students.

Heloisa Helena Ciqueto, Peres; Karina Cardoso, Meira; Maria Madalena Januário, Leite.

345

Ensino de didática em enfermagem mediado pelo computador: avaliação discente Enseñanza de la didactica en enfermeria por intermedio de la computadora: evaluación del alumnado Computer-mediated teaching of didactics in nursing: students evaluation  

Directory of Open Access Journals (Sweden)

Full Text Available Este estudo de natureza exploratória descritiva teve como finalidade descrever a opinião dos discentes quanto à forma e conteúdo de um site educacional e a aplicação deste como recurso instrucional no ensino da Disciplina de Didática em Enfermagem de um Curso de Graduação em Enfermagem de uma escola do município de São Paulo. Os sujeitos do estudo foram alunos matriculados nessa disciplina no primeiro semestre do ano letivo de 2003. Os resultados do estudo demonstraram que os discentes apresentam prontidão ao uso da informática e são favoráveis à adoção de novas metodologias de ensino mediadas pelo computador na enfermagem, na perspectiva de ampliar e diversificar as formas de comunicação entre professores e alunos.Este estudio de naturaleza exploratoria descriptiva tuvo la finalidad de evaluar un sitio de internet educativo utilizado en la enseñanza de la Disciplina de Didáctica en Enfermería de un Curso de Graduación en Enfermería de una Escuela del Municipio de Sao Paulo, según la opinión de los alumnos. Los sujetos del estudio fueron alumnos matriculados en esa disciplina correspondientes al primer semestre del año escolar del 2003. Los resultados de la investigación demuestran que los alumnos presentan agilidad en el área de informática durante la enseñanza de didáctica y son favorables a la adopción de nuevas metodologías de enseñanza intermediadas por la computadora en enfermería, en la perspectiva de ampliar y diversificar las formas de comunicación entre profesores y alumnos.This exploratory descriptive study's purpose is to describe what students think regarding the form and content of an educational site and its application as an instructional resource for the discipline of Didactics in Nursing in the undergraduate course in Nursing at a school in the city of São Paulo. The study's subjects were students enrolled in that discipline during the first semester of the school year of 2003. The results show promptness regarding the use of computers on the part of the students, who are favorable to the adoption of new computer-mediated teaching methodologies in Nursing as a means to increase and diversify the forms of communication between instructors and students.

Heloisa Helena Ciqueto Peres

2007-06-01

346

Incubadora de aprendizagem: uma nova forma de ensino na Enfermagem/Saúde Incubadora de aprendizaje: una nueva forma de enseñanza en la Enfermería/Salud Incubator of learning: a new form of teaching in Nursing/Health  

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Full Text Available Este artigo tem como objetivo apresentar, uma idéia inovadora de aprendizagem na enfermagem: incubadora de aprendizagem, uma nova maneira de ensinar e aprender. Esta estratégia avançada de aprendizagem procura integrar a educação à inovação tecnológica. Ela pode ser o ponto de partida para uma nova maneira de "aprender a aprender" na enfermagem. Essa modalidade, utilizada em outras áreas do conhecimento, permite: compreender a realidade no qual o profissional está inserido, desenvolver competências, habilidades, adquirir novos conhecimentos, ampliar a criatividade e conseqüentemente aguçar o espírito empreendedor, incentivando a criação de oportunidades profissionais. A incubadora de aprendizagem capacita multiplicadores de idéias e atividades/serviços, alia aprendizagem às tecnologias capazes de fazer a diferença na trajetória profissional, enquanto exercita o empreendedorismo da enfermagem.Este artículo tiene como objetivo presentar una idea inovadora de aprendizaje en la enfermería: incubadora de aprendizaje, una nueva manera de enseñar y aprender en la enfermería. Esta estrategia avanzada de aprendizaje procura integrar la educación la inovación tecnológica. Ella puede ser el punto de partida para una nueva manera de "aprender a aprender" en la enfermería. Esa modalidad, ya utilizada en otras áreas del conocimiento, permite: comprende la realidad en la cual el profesional está inserto, desenvolver competencias, habilidades, adquirir nuevos conocimientos, ampliar la creatividad y concecuentemente agudizar el espíritu emprendedor, incentivando la creación de oportunidades profesionales. La incubadora de aprendizaje capacita multiplicadores de nuevas ideas y actividades/servicios, alia el aprendizaje a las tecnologias capaces de hacer la diferencia en la trayectoria profesional, en cuanto ejercita el emprendedorismo de la enfermería.This article has as objective to present an innovative idea of learning in nursing: learning incubator, a new way to teach and to learn. This advanced strategy of learning tries to integrate the education to the technological innovation. It can be the starting point for a new way of "learn to learn" in nursing. This modality, used in other knowledge areas allows: to understand the reality in which the professional is inserted, to improve competences, abilities, to acquire new knowledge, to enlarge creativity and consequently to sharpen the enterprising spirit, motivating the creation of professional opportunities. The learning incubator qualifies multipliers of ideas and activities/services, it forms an alliance learning with the technologies capable to make the difference in the professional path, while it exercises nursing enterprising.

Diana Cecagno

2006-12-01

347

Incubadora de aprendizagem: uma nova forma de ensino na Enfermagem/Saúde / Incubator of learning: a new form of teaching in Nursing/Health / Incubadora de aprendizaje: una nueva forma de enseñanza en la Enfermería/Salud  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este artigo tem como objetivo apresentar, uma idéia inovadora de aprendizagem na enfermagem: incubadora de aprendizagem, uma nova maneira de ensinar e aprender. Esta estratégia avançada de aprendizagem procura integrar a educação à inovação tecnológica. Ela pode ser o ponto de partida para uma nova [...] maneira de "aprender a aprender" na enfermagem. Essa modalidade, utilizada em outras áreas do conhecimento, permite: compreender a realidade no qual o profissional está inserido, desenvolver competências, habilidades, adquirir novos conhecimentos, ampliar a criatividade e conseqüentemente aguçar o espírito empreendedor, incentivando a criação de oportunidades profissionais. A incubadora de aprendizagem capacita multiplicadores de idéias e atividades/serviços, alia aprendizagem às tecnologias capazes de fazer a diferença na trajetória profissional, enquanto exercita o empreendedorismo da enfermagem. Abstract in spanish Este artículo tiene como objetivo presentar una idea inovadora de aprendizaje en la enfermería: incubadora de aprendizaje, una nueva manera de enseñar y aprender en la enfermería. Esta estrategia avanzada de aprendizaje procura integrar la educación la inovación tecnológica. Ella puede ser el punto [...] de partida para una nueva manera de "aprender a aprender" en la enfermería. Esa modalidad, ya utilizada en otras áreas del conocimiento, permite: comprende la realidad en la cual el profesional está inserto, desenvolver competencias, habilidades, adquirir nuevos conocimientos, ampliar la creatividad y concecuentemente agudizar el espíritu emprendedor, incentivando la creación de oportunidades profesionales. La incubadora de aprendizaje capacita multiplicadores de nuevas ideas y actividades/servicios, alia el aprendizaje a las tecnologias capaces de hacer la diferencia en la trayectoria profesional, en cuanto ejercita el emprendedorismo de la enfermería. Abstract in english This article has as objective to present an innovative idea of learning in nursing: learning incubator, a new way to teach and to learn. This advanced strategy of learning tries to integrate the education to the technological innovation. It can be the starting point for a new way of "learn to learn" [...] in nursing. This modality, used in other knowledge areas allows: to understand the reality in which the professional is inserted, to improve competences, abilities, to acquire new knowledge, to enlarge creativity and consequently to sharpen the enterprising spirit, motivating the creation of professional opportunities. The learning incubator qualifies multipliers of ideas and activities/services, it forms an alliance learning with the technologies capable to make the difference in the professional path, while it exercises nursing enterprising.

Diana, Cecagno; Deisi Cardoso, Soares; Heidi Crecencia Heckler de, Siqueira; Suzana, Cecagno.

348

Tentativas inovadoras na prática de ensino e assistência na área de saúde mental - I The changing practice and teaching in psychiatric nursing  

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Full Text Available RESUMO No atual contexto de transformações no campo da assistência à saúde mental no Brasil, a Universidade tem a responsabilidade de redirecionar a qualificação profissional da força de trabalho em saúde. Este artigo versa sobre a experiência de um Programa de Integração Docente-Assistencial envolvendo a Secretaria de Estado de Saúde e a Universidade de São Paulo. Particulariza a experiência de estudantes de enfermagem cursando a disciplina de enfermagem psiquiátrica. A análise da avaliação dos alunos do programa teórico-prático desenvolvido na unidade, ancorado nos pressupostos da Reabilitação Psicossocial indica, ao mesmo tempo, que o modelo de atenção interfere diretamente na qualificação das práticas e, simultaneamente, desenvolve nos alunos atitudes e conhecimentos que os qualificam para desempenhar de forma coerente suas funções.ABSTRACT In the context of recent changes that are taking place in the field of mental health care in Brazil, the University has the responsibility to redimensioning human, resources qualification of mental health workers: At the Mental Health Care and Educational Program of the University of São Paulo and São Paulo Health Office (São Paulo/Brazil, an experience still in course, the nursing students attending to psychiatric nurse training evaluated that theoretical practical education, dealing with health care issues in the field of Psychosocial Rehabilitation purpose, at the same time that directly interferes in the qualification of practices, simultaneously develops the students attitudes and knowledge that qualify them to perform coherent practices in accordance with rehabilitation models of care.

Sônia Barros

1999-06-01

349

Tempo de assistência de enfermagem em instituição hospitalar de ensino Tiempo de atención de enfermería en institución hospitalaria de enseñanza Nursing care time in a teaching hospital  

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Full Text Available Estudo de abordagem quantitativa, exploratório-descritivo, elaborado com o objetivo de identificar e analisar o comportamento do tempo médio de assistência de enfermagem dispensado aos pacientes das Unidades de Internação do HU-USP, no período de 2001 a 2005. A identificação do tempo médio de assistência de enfermagem dispensado aos pacientes dessas Unidades foi efetivada por meio da aplicação de uma equação matemática proposta na literatura, após levantamento dos dados junto ao Serviço de Arquivo Médico e Estatístico (SAME e às escalas mensais dos profissionais de enfermagem. Os dados foram analisados por meio de estatística descritiva. O tempo médio de assistência de enfermagem observado na maioria das Unidades, apesar de algumas variações, manteve-se equilibrado durante o período analisado. Pelo equilíbrio observado, pode-se concluir que o quadro de pessoal de enfermagem das Unidades de Internação do HU-USP tem sido avaliado continuamente, de forma a possibilitar a manutenção do tempo médio de assistência e, conseqüentemente, da qualidade da assistência prestada.Estudio de abordaje cuantitativa, exploratorio-descriptivo, elaborado con el objetivo de identificar y analizar el comportamiento del tiempo medio de atención de enfermería dispensado a los pacientes de las Unidades de Internación del HU-USP, en el período de 2001 a 2005. La identificación del tiempo medio de atención de enfermería dispensado a los pacientes de esas Unidades se efectivizó a través de la aplicación de una ecuación matemática propuesta en la literatura, posterior a la colecta de datos en conjunto con el SAME y las escalas mensuales de los profesionales de enfermería. Los datos fueron analizados a través de estadística descriptiva. El tiempo medio de atención de enfermería observado en la mayoría de las Unidades, a pesar de algunas variaciones, se mantuvo equilibrado durante el período analizado. Por el equilibrio observado, se puede concluir en que el cuadro de personal de enfermería de las Unidades de Internación del HU-USP ha sido evaluado continuamente, de manera de posibilitar el mantenimiento del tiempo medio de atención y, consecuentemente, de la calidad de la atención brindada.This is a quantitative exploratory, descriptive study performed with the objective to identify and analyze the performance of the average time of nursing care delivered to patients of the Inpatient Units of the University Hospital at University of São Paulo (UH-USP, from 2001 to2005. The average nursing care time delivered to patients of the referred units was identified by applying of a mathematical equation proposed in the literature, after surveying data from the Medical and Statistical Service and based on the monthly working shifts of the nursing professionals. Data analysis was performed using descriptive statistics. The average nursing care time observed in most units, despite some variations, remained stable during the analyzed period. Based on this observed stability, it is concluded that the nursing staff in the referred HU-USP units has been continuously evaluated with the purposes of maintaining the average time of assistance and, thus, the quality of the care being delivered.

Karin Emília Rogenski

2011-03-01

350

Comportamento docente no ensino de graduação em enfermagem: a percepção dos alunos / Faculty's behavior in undergraduate nursing teaching: the students' perception / Comportamiento docente en la enseñanza del pre-grado de enfermería: la percepción de los alumnos  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este trabalho é um estudo tipo levantamento tendo como objetivos: identificar os comportamentos docentes predominantes no ensino de graduação em enfermagem, de acordo com a percepção dos alunos, agrupando-os em tipos de professor e relacionando-os com as abordagens de ensino. Os dados foram obtidos [...] através de formulário, aplicado a 52 sujeitos, alunos do curso de graduação em Enfermagem da Universidade Federal de Mato Grosso do Sul. Considerando os resultados obtidos em ambas as séries, pode-se dizer que há pluralidade de comportamentos docentes, predominando professores preocupados com conteúdos, métodos e técnicas, com características das concepções tradicional, comportamental e cognitivista. Abstract in spanish Este trabajo es un estudio tipo levantamiento, teniendo como objetivos: identificar los comportamientos docentes predominantes en la enseñanza del pre-grado de enfermería, de acuerdo con la percepción de los alumnos, agrupándolos en tipos de profesor y relacionándolos con los abordajes de enseñanza. [...] Los datos fueron obtenidos a través de un formulario, aplicado a 52 sujeitos, alumnos del curso de pre-grado en enfermería de la Universidad Federal de Mato Grosso do Sul. Considerando los resultados obtenidos en ambas series, se puede decir que hay una pluralidad de comportamientos docentes, predominando profesores preocupados con contenidos, métodos y técnicas, con características de las concepciones tradicional, comportamental y cognitiva. Abstract in english The purposes of the present study are: to identify faculty's predominant behaviors in undergraduate nursing teaching, according to the students' perception and to classify them in different groups of faculty, relating them to the teaching framework. Data were obtained through questionnaires, applied [...] to fifty-two students from the Federal University of Mato Grosso do Sul. Considering the results obtained from both periods, we can conclude that there is a certain plurality in the faculty behaviors, with a predominance of teachers concerned about contents, methods and techniques, with characteristics of the traditional, behaviorist and cognitive frameworks.

Maria da Graça da, Silva; Márcia Caron, Ruffino.

351

Baccalaureate education and American nursing homes: a survey of nursing schools.  

Science.gov (United States)

Approximately one-third of the people in the United States will pass through a long-term care facility before they die. However, the learning opportunities in this unique setting for baccalaureate nursing education remain unclear. This regional survey examined the use of nursing homes within baccalaureate nursing programs in nine southeastern states of the United States of America. A descriptive exploratory method and mailed questionnaires were used for data collection. Fifty-three nursing schools were included in the study. According to the survey, 83% of the nursing schools have used nursing homes as clinical sites to teach fundamental psychomotor skills, communication skills and physical assessment. Identified advantages of using nursing homes in baccalaureate education include: learning basic nursing skills, working with willing and helpful nursing home residents and staff, and developing positive attitude toward aging. On the other hand, the major problem encountered was lack of appropriate role models in nursing home staff. As the world population continues to age rapidly, nurse educators need to consider the advantages of clinical experiences for students in long-term care facilities. PMID:17360076

Chen, Shu-li; Brown, Janet W; Groves, Marni L; Spezia, Alicia M

2007-11-01

352

The effect of self-observation on the self-directed learning ability of nursing students: An experimental study  

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Full Text Available Background: Patients expect nurses to be both technically competent and psychosocially skilled. Enhancing the quality of patient care and patient safety in healthcare settings has increased, resulting in limited opportunities for students to practice clinical skills in healthcare settings. Achieving competence in these skills is viewed as an essential task to be completed during the school curriculum. Objective: The purpose of this study was to evaluate the use of self-observation through cellular recordings as an adjunct to the clinical skills teaching of a blood sugar test to undergraduate nursing. Design: The research design consisted of pre- and post-test consecutive experimental design through a control group. Settings: This study targeted nursing students enrolled in baccalaureate programs running in Korea. Participant: The participants were 64 students including 34 for the experimental group and 30 for the control group. Methods: Those in the control group received standard teaching methods using lectures and skills classes and facilitated the use of self-study methods. Those in the experimental group received standard teaching using lectures and skills classes and facilitated use of cell phone recorded self-observation. The self-confidence of practicing a blood sugar test, satisfaction with the learning method, self-study participation, level of interest in nursing practice, and self-directed learning ability were measured using questionnaires. Results: Significant between-groups differences were detected in self-confidence of practicing a blood sugar test (t = 2.067, p = 0.043, satisfaction with the learning method (t = 2.818, p = 0.044, self-study participation (?2 = 7.635, p = 0.022, and average self-directed learning ability (t = 3.202, p = 0.002. Conclusions: Self-observation through cellular phone recordings is an effective learning method as an adjunct to teach clinical skills. 

Dong-Hee Kim

2013-12-01

353

CareBase: a reference base for nursing.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Due to the lack of generally accepted nursing classifications and standards in Germany the introduction of nursing information systems for planning and documentation of care is a very time consuming process since the classifications and standards must be defined locally to adjust the systems. At the University Hospital Freiburg a nursing reference system was developed to collect this knowledge, make it available for easy reference and as a source usable for the initialisation of nursing infor...

Schrader, U.; Marx, R.; Balint, R.

1995-01-01

354

Mobile applications in nursing education and practice.  

Science.gov (United States)

Students in an RN-BSN completion program capstone course investigated and critically evaluated mobile medical applications using an information literacy conceptual framework. Students also analyzed their potential usefulness as a resource in nursing practice. Student evaluations focused on usability and applicability when recommending the use of mobile applications as a point-of-care reference tools. This pilot assignment offers an innovative teaching strategy for integrating 1 aspect of informatics instruction into the nursing curriculum. PMID:24937293

Airth-Kindree, Norah; Vandenbark, R Todd

2014-01-01

355

Nursing educator's satisfaction with library facilities.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study examined nursing faculty perceptions of the importance of adequate library facilities and their satisfaction with them. Library facilities ranked highest in importance among all job characteristics studied, with faculty who had been most productive in terms of publication assigning the highest value to them. A moderate level of satisfaction was found. Faculty most satisfied with library facilities were those teaching in large schools of nursing with graduate programs and open organ...

Lenz, E. R.; Waltz, C. F.

1982-01-01

356

Teaching Language, Teaching Culture.  

Science.gov (United States)

Essays and research reports on the relationship between teaching second languages and teaching culture include: "Teaching Culture as an Integrated Part of Language Teaching: An Introduction" (Chantal Crozet, Anthony J. Liddicoat); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted…

Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

1997-01-01

357

Iranian Nurses' Perception of Patient Safety Culture  

Science.gov (United States)

Background: In recent decades, patient safety has become a high priority health system issue, due to the high potential of occurring adverse events in health facilities. Objectives: This study was aimed to survey patient safety culture in 2 Iranian educational hospitals. Materials and Methods: In a descriptive, cross-sectional survey, a hospital survey on patient safety culture, was used in two teaching hospitals in Yazd, Iran during 2012. Study population was comprised of the same hospitals' nurses. Stratified-random sampling method was used and distributed among a total of 340 randomly-selected nurses from different units. From all distributed questionnaires, 302 ones were answered completely and afterwards analyzed using SPSS 17. Dimensional- and item-level positive scores were used for results reporting. Additionally descriptive statistics (mean and standard deviation), independent sample t-test and ANOVA were sued for data analyzing. Results: Research findings demonstrated that both hospitals had low to average scores in all dimensions of pa