Simulation in nursing education uses specific patient scenarios to provide students with hands-on learning experiences. A near-peer teaching experience, using upper-level nursing students as standardized patients, was created as an educational intervention. The premises of social cognitive theory, which include cognitive, behavioral, and environmental factors, were incorporated into this teaching activity. The upper-level students played the role of a patient, while they also practiced leadership, teaching, and mentoring of first-semester nursing students. In the scenario, the first-semester students provided care to the patient, while focusing on safety, identifying the problem, and practicing clinical decision making. Faculty were present to provide guidance and promote communication in debriefing. Near-peer teaching provided a learning opportunity for all students, facilitated teamwork, and encouraged knowledge and skills attainment. PMID:24530131
Owen, Amy M; Ward-Smith, Peggy
The perceptions of nursing faculty teaching critical thinking (CT) affective attributes and cognitive skills are described in this quantitative, descriptive study. The study sample consisted of nurse educators from the National League of Nursing database. The purpose of the study was to gain nursing faculty perception of which teaching strategies…
Clark, Doris A.
Full Text Available Major nursing organizations that set standards for nursing practice and education emphasize the holistic nature of nursing practice. The patient-centered approach to holistic healing requires specialized knowledge, skills, and attitudes that move the student from focusing on the patient as an individual with physiological and/or psychological problems to a person on a healing journey. Strategies that foster the development of such knowledge, skills, and attitudes are necessary to prepare students to provide holistic care. Clinical simulation, an active teaching/learning strategy is effective for teaching holistic nursing practice. This pedagogical essay presents a holistic nursing clinical simulation scenario and grading rubric.
Mary Ann Cordeau
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
Developed by the University of Minnesota's Hartford Center of Geriatric Nursing Excellence, these resources are designed to assist nursing students in their quest to become effective health care providers to older adults. After reading a brief introduction to the site, visitors can use the table of contents to find the materials that will be most useful to them. Here they will find a listing of over 40 topic areas, including Biology of Aging, Depression, and Oral Health. Most areas contain at least a dozen links, complete with brief descriptions of the resources and how they might be used in practice or in an educational setting. Finally, visitors can sign up to receive updates when new materials are posted to the site.
Although codes of ethics are thought to be an important element of nursing ethics curriculum research focusing on nurses' codes is scarce and negligible in the area of education. This study explores Finnish nurse educators' teaching of codes of ethics. A total of 183 nurse educators from polytechnics providing basic nursing education in Finland answered a structured questionnaire with one open-ended question. The data was analysed statistically by SPSS and by content analysis. The responding educators' teaching of the codes was rather extensive. The focus of teaching was on the nurse-patient relationship. Nursing in a wider social context was less emphasized. Integrated teaching was the prevalent teaching format. Educators' use of teaching and evaluation methods was fairly narrow aiming at a student-centred approach. Educators' knowledge of the codes was mainly based on informal learning. The majority assessed their knowledge as adequate for teaching the codes. Educators who were motivated to build their knowledge voluntarily also taught the codes more. Educators assessed nursing students' knowledge and ability to apply the codes as mediocre. Organization of integrated teaching, objective assessment of nurse educators' competence to teach the codes, and evaluation of student outcomes need further exploring. PMID:19660843
Numminen, Olivia H; Leino-Kilpi, Helena; van der Arend, Arie; Katajisto, Jouko
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
It is the position of the National Association of School Nurses (NASN) that standardized nursing languages (SNL) are essential communication tools for registered professional school nurses (hereinafter, school nurses) to assist in planning, delivery, and evaluation of quality nursing care. SNL help identify, clarify and document the nature and…
Duff, Carolyn; Endsley, Patricia; Chau, Elizabeth; Morgitan, Judith
A process for teaching research synthesis to advanced practice nurses includes two courses: a first research applications course in which students build bibliographic databases, practice statistical analysis, and develop search skills; and a second course in which they complete literature reviews or meta analyses of research on clinical practice…
Upchurch, Sandra; Brosnan, Christine A.; Grimes, Deanna E.
The expansion of research-based literature is one of the foremost goals of the nursing profession. Linked to this goal are the utilization and further development of nursing libraries. This paper discusses some historical factors that have influenced nursing literature. It presents a model for teaching graduate nursing students the relationship between research and library information skills.
Sarkis, J. M.; Conners, V. L.
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
Nursing education plays a central role in the ability to practice effectively. It follows that an optimally educated nursing workforce begets optimal patient care. A framework for excellence in nursing education could guide the development of novice educators, establish the basis for evaluating teaching excellence, and provide the impetus for research in this area. However, a review of the social sciences and nursing literature as well as a search for existing models for teaching excellence revealed an apparent dearth of evidence specific to excellence in nursing education. Therefore, we developed the Caring Framework for Excellence in Nursing Education. This framework evolved from a review of the generic constructs that exemplify teaching excellence: excellence in teaching practice, teaching scholarship, and teaching leadership. Nursing is grounded in the ethic of caring. Hence, caring establishes the foundation for this uniquely nursing framework. Because a teaching philosophy is intimately intertwined with one's nursing philosophy and the ethic of caring, it is also fundamental to the caring framework. Ideally, this framework will contribute to excellence in nursing education and as a consequence excellence in nursing practice and optimal patient care. PMID:19751929
Sawatzky, Jo-Ann V; Enns, Carol L; Ashcroft, Terri J; Davis, Penny L; Harder, B Nicole
Background Workplace violence is one of the factors which can strongly reduce job satisfaction and the quality of working life of nurses. The aim of this study was to measure nurses’ exposure to workplace violence in one of the major teaching hospitals in Tehran in 2010. Methods We surveyed the nurses in a cross-sectional design in 2010. The questionnaire was adapted from a standardized questionnaire designed collaboratively by the International Labor Office (ILO), the Int...
Ehsan Teymourzadeh; Arash Rashidian; Mohammad Arab; Ali Akbari-Sari; Seyyed Mostafa Hakimzadeh
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 th...
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
Full Text Available Abstract Background The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. Methods An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. Results While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. Conclusion Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators.
Ethics is a core concept in nursing practice. However, traditional approaches to teaching ethics are not sufficient and ethicists have to devise creative new approaches for the new generation of students. PMID:19517651
Nasrabadi, Alireza Nikbakht; Joolaee, Soodabeh; Parsa-Yekta, Zohre; Bahrani, Nasser; Noghani, Fatemeh; Vydelingum, Vasso
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
Full Text Available Objective: to analyze the way nursing undergraduate students perceive teaching-care integration and its relation with the process of Professional formation. Methodology: this is a qualitative research conducted from September to October 2009 with nine students, male and female, attending the seventh and eighth semester of the Nursing School of a university in southern Brazil. An open and recorded survey has been used. For data analysis, Content Theme analysis has been applied. The study was approved by the Ethics Committee of the Universidade Federal de Santa Maria, by accreditation number 0113.0.243.000-09. Results: the interviews led to two theme categories: perception of the students on teaching-care integration in nursing and perception of curricular practical classes and supervised internship. The students perceive integration among professors and care nurses as not effective yet, being, many times, inexistent. The also pointed the importance of the role of the educator as a facilitator of the relationship and integration with the nursing team. Conclusions: Teaching-care integration is not a vivid reality; however there are principles of change that indicate the possibility of establishing relationships that optimize professional formation. Descriptors: service of teaching-care integration; nursing; nursing students.
Marlene Gomes Terra, Taís Vicari, Annie Jeanninne Bisso Lacchini, Helena Carolina Noal, Carolina Fajardo Valente Pagliarin Brüggemann
There are many studies about nursing clinical settings and their problems, but the teaching style as a whole has not been widely studied. Therefore, this study aimed to explore nursing teachers' perceptions about teaching style in the clinical settings in Iran. A grounded theory approach was used to conduct this study. Fifteen nursing teachers were interviewed individually, 2006-2007. The interviews were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using Strauss and Corbin's method. Three main and 12 sub themes emerged from data and these could explain the nature of the teaching style in clinical education of the Mashhad Faculty of Nursing and probably others in Iran. The main themes included: multiplicity in teaching style, nature of clinical teaching, and control and adaptation in education atmosphere. Multiplicity in teaching style was the dominant concept in this study. Each educator had a personal and individualized style which was flexible according to the situation, type of the skill (course content), education environment and facilities, and level of the learner. This study can guide nurse educators to know more about teaching styles and use them appropriately in the clinical settings. Further research into the themes of this study are recommended. PMID:19251481
Hossein, Karimi Moonaghi; Fatemeh, Dabbaghi; Fatemeh, Oskouie Seid; Katri, Vehviläinen-Julkunen; Tahereh, Binaghi
The independent, complex role of a school nurse requires accurate documentation of assessments, interventions, and outcomes. Consistent documentation by all school nurses is crucial to study the impact of nursing interventions on children's health and success in school. While standardized nursing languages are available, the actual use of…
Yearous, Sharon Kay Guthrie
Nurse educators are continually challenged to develop teaching strategies that enhance students' critical thinking, problem-solving, and decision-making skills. Case studies are a creative learning strategy that fosters these skills through the use of in-depth descriptions of realistic clinical situations. Conceptual models of nursing provide a unique body of knowledge that can be used to guide construction of case studies and enhance application of didactic course content to nursing practice. In this column, the author discusses the use of case studies constructed within the context of the Roy adaptation model for a senior level medical-surgical nursing course. PMID:17911329
Research demonstrated nurses' education needs to be able to document nursing diagnoses, interventions and patient outcomes in the EHR. The aim of this study is to investigate the effect of Guided Clinical Reasoning, a learning method to foster nurses' abilities in using standardized language. In a cluster randomized experimental study, nurses from 3 wards received Guided Clinical Reasoning (GCR), a learning method to foster nurses in stating nursing diagnoses, related interventions and outcomes. Three wards, receiving Classic Case Discussions, functioned as control group. The learning effect was measured by assessing the quality of 225 nursing documentations by applying 18 Likert-type items with a 0-4 scale of the measurement instrument "Quality of Nursing Diagnoses, Interventions and Outcomes" (Q-DIO). T-tests were applied to analyze pre-post intervention scores. GCR led to significantly higher quality of nursing diagnosis documentation; to etiology-specific nursing interventions and to enhanced nursing-sensitive patient outcomes. Before GCR, the pre-intervention mean in quality of nursing documentation was = 2.69 (post-intervention = 3.70; poutcomes. In the control group, the quality remained unchanged. GCR supported nurses' abilities to state accurate nursing diagnoses, to select effective nursing interventions and to reach enhanced patient outcomes. Nursing diagnoses (NANDA-I) with related interventions and patient outcomes provide a knowledgebase for nurses to use standardized language in the EHR. PMID:19592861
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.
The use of the Internet and its associated technology in education are necessities at the 21st century university. Nursing faculty has, and continues to be, influenced by changes in the manner in which education is delivered. The changes are superimposed upon the traditional scholarship roles involving teaching, research, and service. In order to…
Miller, Ava S.
Smoking cessation strategies are barely discussed in nursing education programs, even though initial education shapes how future professionals practice their profession. The aim of this research is to describe the practices, attitudes, and beliefs of nursing educators of Quebec with regard to smoking cessation strategies in initial nursing education. A descriptive design was chosen along with an online questionnaire. A total of 278 educators (20.8%) participated in the survey. Although educators recognize the importance of incorporating smoking cessation strategies into their teaching practice, they allocate an average of only one hour per year to the topic. Tobacco use is addressed mostly in terms of risk factors, with little focus on how to help patients quit. The perceived obstacles are related to false beliefs and a lack of knowledge. The results of this study demonstrate the need to raise educators' awareness of the importance of incorporating smoking cessation strategies into classroom teaching. PMID:24221955
Lepage, Mario; Dumas, Louise; Saint-Pierre, Chantal
Background: Professionalism in nursing is critical for creating credibility and a positive image. Objectives: This study was carried out to explain the use of hidden curriculum in teaching professionalism in nursing students. Materials and Methods: This qualitative study was conducted through purposeful sampling strategy by the participation of 32 nursing students. The data were collected by using semi-structured interviews, and this process was continued until achieving data saturation and themes’ emergence. Content analysis method was used for data analysis. Results: Data analysis revealed three main themes: Development of understanding the professionalism elements, Variety of influenceability strategies, and Influenceability to various resources. Each theme consisted of some subthemes. Conclusions: The nursing students learnt the professionalism elements by different methods from different resources through the hidden curriculum. Therefore, exploration of the currently administered hidden curricula is suggested. PMID:24829784
Karimi, Zohreh; Ashktorab, Tahereh; Mohammadi, Easa; Abedi, Heidar Ali
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
Full Text Available Patients' rights observance is one of the effective measures of patients' satisfaction of health care services. We performed this study at the aim of evaluation of nurses' awareness of patients' rights in a teaching hospital in Tehran.This cross-sectional study was conducted in 2010. In this study 156 nurses were randomly selected. Two-part questionnaire was used for data collection. The validity and reliability of questionnaire was determined and then it was distributed between subjects. The data were analyzed by SPSS version 15 using descriptive and inferential statistics. Our results showed that %58.33, %39.10 and % 2.56 of nurses have good, medium, and poor levels of awareness respectively. We observed a significant relationship between nurses awareness and work experience (P=0.008 and concurrent work in public and private hospitals (P=0.01. The most of the nurses (%95.51 were aware of "right to privacy protection and ensure confidentiality of information" and the least of them (%33.97 were aware of "right to receiving necessary information about the health care providers, the rate of tariff and insurance coverage".According to our survey it is concluded that implementation of Patients' Right Charter in this hospital is accompanied by some limitations which necessitates promotion of the nurses' awareness about patients' rights. Taken together in order to enhance nurses' awareness special measures and strategies should be considered.
Team-based learning (TBL) is an active learning approach that is becoming increasingly more popular in nursing education. When nurse educators flip the classroom and use methods such as TBL, students are often more engaged and are active participants in their own learning. This article outlines how a teaching team in an undergraduate nursing program used a modified TBL method to teach about community health nursing. The traditional method of TBL is described, as well as limitations of this approach and recommendations for future teaching. PMID:25350043
Full Text Available Background Workplace violence is one of the factors which can strongly reduce job satisfaction and the quality of working life of nurses. The aim of this study was to measure nurses’ exposure to workplace violence in one of the major teaching hospitals in Tehran in 2010. Methods We surveyed the nurses in a cross-sectional design in 2010. The questionnaire was adapted from a standardized questionnaire designed collaboratively by the International Labor Office (ILO, the International Health Organization (IHO, the International Council of Nurses (ICN, and the Public Services International (PSI. Finally, in order to analyze the relationships among different variables in the study, T-test and Chi-Square test were used. Results Three hundred and one nurses responded to the questionnaire (a response rate of 73%. Over 70% of the nurses felt worried about workplace violence. The participants reported exposure to verbal abuse (64% CI: 59-70%, bullying-mobbing (29% CI: 24-34% and physical violence (12% CI: 9-16% at least once during the previous year. Relatives of hospital patients were responsible for most of the violence. Nurses working in the emergency department and outpatient clinics were more likely to report having experienced violence. Nurses were unlikely to report violence to hospital managers, and 40% of nurses were unaware of any existing policies within the hospital for reducing violence. Conclusion We observed a considerable level of nurse exposure to workplace violence. The high rate of reported workplace violence demonstrates that the existing safeguards that aim to protect the staff from abusive patients and relatives are inadequate.
This article describes the development of a training course for nurses that focused on teach-back as a key strategy for patient education. It describes evaluative methods used to collect feedback and determine effectiveness of education based on nurses' perception and self-assessment of their patient educational skills and improvements made for future courses. Professional Development Specialists can use the concepts in this article to create similar programs to improve the quality of patient education. PMID:25237917
Fidyk, Lisa; Ventura, Kate; Green, Katie
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. PMID:12046559
da Silva, M G; Ruffino, M C
This is the second in a pair of articles exploring critical education, an illuminating philosophy relevant to practice development facilitators, clinical teachers, academics, clinicians and others involved in the rethinking of nursing practice. I argue that critical education and its practice equivalent-transformative teaching and learning, can restore optimism in those who feel that longstanding practice problems have become insoluble. It can provide clear direction to assist new nurses, students and lifelong learners to become strategic about change, aware of the rich and varied history of their profession, critical thinkers and creative solution generators. In this article, I move beyond the forming phase of the teacher-student relationship to the building, or working phase of learning. Two particular ways of encouraging critical thinking are emphasised: reflective practice and dialectical critique. In order to move beyond the purely abstract, I draw on my experiences teaching undergraduate and postgraduate students, and clinicians working in education, practice and research. PMID:16619907
Undergraduate nursing programmes are responsible for providing teaching and learning that develops students' knowledge, skills and attitudes in alignment with contemporary nursing standards and healthcare demands. Problem-based learning (PBL) as a pedagogy uses authentic artefacts reflecting real-world situations for students to practice problem-solving skills through collaboration with their peers. PBL was introduced in a foundation nursing course delivered in a regional university in Queensland, Australia. This paper presents the findings of a study exploring the relationships between nursing students' individual characteristics and perceptions of learning environments, teaching in PBL mode, approaches to learning, and critical thinking skill readiness. The study was guided by an ecological perspective designed to examine nursing students' ecological environments and the influences of those environments on their approaches to learning, and on critical thinking skill readiness. The results, through hierarchical linear modelling, revealed that aspects of the PBL approach to teaching influenced the approaches to learning students adopt, and thus their critical thinking skill readiness. Implications for teaching in undergraduate nursing programmes are discussed. PMID:23706962
Martyn, Julie; Terwijn, Ruth; Kek, Megan Y C A; Huijser, Henk
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.
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
Full Text Available There is a desire amongst nursing faculty to effectively teach the process of nursing, and to have a meaningful context in which to disseminate this information. The use of an educational theory as a guide to nursing faculty in teaching the practice of nursing, specifically the NCLEX categories is demonstrated. Applying the ARCS Motivational Theory to the teaching of nursing practice using the NCLEX categories as a format is a way to demonstrate the categories, process, and relevance of the model. The separate categories of the NCLEX are outlined and addressed.
Karen M. Myrick
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.
Seasoned clinical teachers are in short supply and high demand. Although many nursing programs have developed orientation programs for new clinical teachers, many issues arise when students are assigned to health care and community agencies. This study developed and tested the Clinical Teaching Knowledge Test (CTKT), a 40-item multiple-choice test. Items were based on clinical teaching literature and clinical vignettes provided by experienced nursing faculty. A convenience sample (n = 160) of faculty who taught prelicensure students attending baccalaureate programs completed the second version of the test. Proportion correct index, point biserial correlation, and Kuder-Richardson 20 statistics are reported. Proportion correct indexes less than .75 revealed that items testing legal responsibilities to patients, student-faculty relations, counseling approaches, education theory in clinical teaching, students' legal rights, and nursing administrators' rights and responsibilities challenged participants. Results of future testing may help faculty members plan workshops that foster explorations of areas to improve clinical teaching and provide a stimulus for ongoing conversation and reflection about clinical teaching. Additional testing of the CTKT is necessary. PMID:19450784
Wolf, Zane Robinson; Beitz, Janice M; Peters, Mary Anne; Wieland, Diane M
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.
Racial and ethnic health care disparities continue to plague the United States, placing a tremendous personal and societal burden on individuals. A culturally diverse nursing work force can help eliminate these disparities and improve the quality of health care that is delivered. However, the nursing profession does not reflect the nation's…
Beard, Kenya V.
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
On-line learning is increasingly being used in nursing education. Nevertheless, there is still insufficient evidence to demonstrate: whether students respond positively when this form of learning is used to teach relatively practical or clinical subjects; whether it is effective; and whether it is fair to students with less access to, or familiarity with, computers and the internet. In 2003, an on-line Unit on clinical communication was developed for Australian undergraduate nurses in partnership between an Australian School of Nursing and the Department of Clinical Psychology. Students were overwhelmingly positive in their evaluation of the Unit although some regretted the lack of face-to-face contact with tutors and peers. The best aspects of the Unit included the content and structure being perceived as interesting, fun and informative, the relevance of the material for them as nurses, flexibility to work independently, promotion of critical thinking and gaining an understanding of client issues. Neither their evaluation nor their final grades were related to students' age or whether they preferred on-line or traditional learning. Students who had readily available computer access, however, had better final grades. Also, students' grades were correlated with how often they accessed the Unit. PMID:16935394
Farrell, Gerald A; Cubit, Katrina A; Bobrowski, Christina L; Salmon, Peter
Full Text Available Introduction: Nursing profession requires knowledge of ethics to guide performance. The nature of this profession necessitates ethical care more than routine care. Today, worldwide definition of professional ethic code has been done based on human and ethical issues in the communication between nurse and patient. To improve all dimensions of nursing, we need to respect ethic codes. The aim of this study is to assess knowledge and performance about nursing ethic codes from nurses' and patients' perspective.Methods: A cross-sectional comparative study Conducted upon 345 nurses and 500 inpatients in six teaching hospitals of Tabriz, 2012. To investigate nurses' knowledge and performance, data were collected by using structured questionnaires. Statistical analysis was done using descriptive and analytic statistics, independent t-test and ANOVA and Pearson correlation coefficient, in SPSS13.Results: Most of the nurses were female, married, educated at BS degree and 86.4% of them were aware of Ethic codes also 91.9% of nurses and 41.8% of patients represented nurses respect ethic codes. Nurses' and patients' perspective about ethic codes differed significantly. Significant relationship was found between nurses' knowledge of ethic codes and job satisfaction and complaint of ethical performance. Conclusion: According to the results, consideration to teaching ethic codes in nursing curriculum for student and continuous education for staff is proposed, on the other hand recognizing failures of the health system, optimizing nursing care, attempt to inform patients about Nursing ethic codes, promote patient rights and achieve patient satisfaction can minimize the differences between the two perspectives.
Background: Motivations and attitude are known to influence goal directed activity such as adoption of new behaviors in teaching. Accordingly, understanding nurse educators’ motivation and attitudes toward evidence-based teaching is a critical step to successfully transforming the faculty’s culture to use best practices in nursing education. The aim of this study was to examine the effect o...
Farida Mahmoud Hassona; Chris Winkelman; Sahar Hamdy El-Sayed
The End of Life Nursing Education Consortium (ELNEC) is a train-the-trainer educational program that helps nursing faculty integrate care of the dying patient and the patient's family into the nursing curriculum. This article presents pedagogical techniques derived from the ELNEC teaching module on communication and key content areas for developing communication skills in end-of-life care. Competent end-of-life nursing care begins with an understanding of communication techniques and their potential impact on care. PMID:14528862
Matzo, Marianne LaPorte; Sherman, Deborah Witt; Sheehan, Denice C; Ferrell, Betty Rolling; Penn, Barbara
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 develop...
June Anonson; Mary Ellen Walker
Full Text Available Background: Nursing education is undergoing tremendous changes with the changing needs of the rapidly changing society. A sound education system is the prerequisite for the development of any nation. Aim and Objectives: One way to enhance nursing education was to evaluate the learning perceptions of various teaching strategies in nursing education programs. The study was aimed to evaluate the student learning perception about traditional and modern teaching strategies among under graduate nursing students (N=44. Material and Methods: Post test only design was used to compare the learning perception of students about traditional and innovative teaching strategies (brain storming, concept mapping & problem based learning. One group was exposed to traditional teaching strategy and the other group was exposed to innovative teaching strategy about mental health assessment and therapeutic communication. Results: Findings indicated a statistically significant increase (p<0.006 in the learning perception among students exposed to innovative teaching strategies than those exposed to the lecture method at the end of 4 weeks. Conclusion: The results of this study indicate that students perceive innovative teaching strategies in a better way compared to the traditional teaching method as it enhances their motivation for learning, learner control, and self - directed learning abilities. However further evaluation with larger sample size is needed before it can replace traditional teaching methods in nursing education.
The aim of the study was to develop and test the psychometric properties of an instrument which measures clinical teaching competencies of nursing preceptors. It is necessary to investigate what kinds of teaching competencies are required in modern, more student-centered higher education teaching contexts. Nurses need to possess teaching competence to perform the role of preceptor properly. However, empirical studies exploring teaching competence are rare. Psychometric testing was conducted on a sample of 389 clinical nursing preceptors from three hospitals in 2010. Exploratory factor analysis and reliability testing were conducted on the 53-item Clinical Teaching Competencies Scale. Results indicated that principal axis factoring extraction identified four factors through a promax rotation: Student evaluation, goal setting and individual teaching, teaching strategies, and demonstration of organized knowledge. The Cronbach's ? values for the four factors ranged from 0.82-0.87. The Clinical Teaching Competence Inventory was found to have adequate construct validity and internal consistency of reliability for clinical nursing preceptors to assess clinical teaching behaviors in practice settings. PMID:24787255
Hsu, Li-Ling; Hsieh, Suh-Ing; Chiu, Hsiu-Win; Chen, Ya-Lin
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
Full Text Available The need for the utilization of various teaching strategies by lecturers when facilitating learning cannot be overemphasized. The aim of this study was to establish if lecturers at a Nursing College in Mpumalanga were using teaching strategies that could facilitate the personal development of nursing learners. A quantitative approach was followed for this study. The participants of the study were all lecturers at a Nursing College in Mpumalanga. Data was gathered by means of a questionnaire. Descriptive statistics were used to describe and summarize data regarding the type of teaching strategies used and the recommendations that could enhance the utilization of various teaching strategies. The data revealed that the teaching strategies mostly utilized required active participation of the learners namely: formal/informal writing of assignments; learner-led class presentation; group sessions; clinical case studies; role-playing and clinical rounds. Inclusion of certain strategies such as problem-based learning, structured accompaniment and computer literacy for learners could enhance the personal development of nursing learners. Although lecturers did use some of the teaching strategies that could enhance the personal development of nursing learners, staff development regarding the utilization of various teaching strategies was highlighted as an important factor to be considered. Other findings revealed that lack of resources have a negative influence on the utilization of various teaching strategies.
T. J. Maunye
Describes an 11-week course given at a nursing home to nursing home aides that focused on abnormal psychology and behavior intervention skills. Discusses the course goals, class composition, and course description. Addresses the problems and issues encountered with teaching this course to a nontraditional population in an unconventional setting.…
Glenwick, David S.; Slutzsky, Mitchel R.; Garfinkel, Eric
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.
In light of rising costs of health care, trends toward community based care, and greater demands by patients for control over their health, patient teaching has become a necessary part of the registered nurse's role. The purpose of this study was to describe how nurses teach patients with mental illness about their medication regimens. Twenty-nine nurses from three mental health settings in Australia participated in semistructured interviews and participant observation. The constant comparative method was used to analyze the data. Findings from this study indicated that the process of regulating, a social control process, was used by nurses to teach mentally ill patients about their medication regimens. Implications for practice and education are drawn from the findings of this study. PMID:11249359
Watters, R E
Full Text Available Background: Motivations and attitude are known to influence goal directed activity such as adoption of new behaviors in teaching. Accordingly, understanding nurse educators’ motivation and attitudes toward evidence-based teaching is a critical step to successfully transforming the faculty’s culture to use best practices in nursing education. The aim of this study was to examine the effect of workshop, on Egyptian nurse educators' motivation and attitude toward evidence-based teaching over time. Methods: Quasi-experimental design with three periods of data collection: a pre-test and two post-test periods at the School of Nursing, Zagazig University, Egypt. A convenience sample of nurse faculties who were invited to attend a one-day workshop was used. There were no exclusion criteria. Four tools were used: the Demographic form, the Follow-up form, The Situational Motivation Scale (SIMS, and the Evidence-Based Nursing Attitude Questionnaire (EBNAQ. Results: A total of 48 nurse faculty agreed to participate in the study; they were female with a mean age of 30 years and an average of 5.5 years of experience in academic setting. Half of the participants had master’s degree or higher. There were significant differences between the pre-, post- and follow-up scores in three of the motivation subscales. Regarding “lack of motivation”, these scores and scores of attitude toward evidence based teaching did not change over time. There was a significant difference in the external regulation score comparing faculty subgroups (i.e., implementers versus non- implementers. Conclusions: A workshop about best practices in nursing education fostered increased intrinsic motivation, identified regulation, and external regulation immediately and changes were sustained over a three month period. A total of 23% of workshop participants implemented an evidence-based education strategy after the workshop, promoting best practices in nursing education.
Farida Mahmoud Hassona
Full Text Available Bahia Abdallah,1 Jihad Irani,2 Silva Dakessian Sailian,1 Vicky George Gebran,1 Ursula Rizk1 1Nursing Program at the Faculty of Health Sciences, University of Balamand, 2Faculty of Medicine and Medical Sciences, University of Balamand, Beirut, Lebanon Abstract: Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school. Keywords: cross-professional education, CPE, clinical skills, medical education, nursing faculty, clinical performance
Full Text Available Este estudo teve por objetivo desvelar a compreensão de um grupo de enfermeiras egressas da Escola de Enfermagem da USP, quanto disciplina Administração aplicada à Enfermagem ministrada no Curso de Graduação em Enfermagem da Escola de Enfermagem da Universidade de São Paulo. Para tanto buscou-se como trajetória metodológica a fenomenologia, tendo MARTINS;BICUDO como autores básicos e eixo principal da pesquisa. Guiadas por este referencial, realizou-se o estudo junto a oito enfermeiras, fazendo a descrição e a compreensão dos seus discursos e buscando trazer o significado que foi percebido do fenômeno estudado. Da análise fenomenológica dos relatos das enfermeiras emergiram possibilidades e limites do ensino da referida disciplina.The purpose of this study was to disclose the nurses comprehension about the Nursing Administration discipline taught in the Nursing graduation course of the Nursing School of São Paulo University. We have followed the phenomenology as the methodological way, and MARTINS; BICUDO were taken as the basic authors and main axis of the research. Being guided by this referencial, we have done this study together with eight nurses and we could do a description and comprehension speeches trying to bring out the meaning of what was understood about their phenomenon studied. From the phenomenological analysis of the nurses'reports appeared the possibilities an limits of the teaching of this discipline.
Raquel Rapone Gaidzinski
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
The study aimed at understanding the implications of the teaching-service integration to nursing education from the perspective of teachers, students and professionals in Primary Healthcare as well as identifying the roles of teachers and professionals who follow practical experiences in education. This is a case study of qualitative approach carried out in five undergraduate courses in Nursing in the state of Santa Catarina. A total of 22 teachers and 14 professionals were interviewed and five focus groups were conducted with students. Results are presented in two categories: Implications of the teaching-service integration to education in Nursing: contributing factors and intervening factors and Relationships established in the experiences: a unison speech and a dissonant practice. The contributions of the teaching-service integration are undeniable. Despite this belief, there are intervening factors that need to be on the agenda for discussion. The role of facilitator in education emerged strongly despite conflicting perceptions remain. PMID:24676117
Brehmer, Laura Cavalcanti de Farias; Ramos, Flávia Regina Souza
Abstract Background Smooth working relationships between nurses and doctors are necessary for efficient health care delivery. However, previous studies have shown that this is often absent with negative impact on the quality of health care delivery. In 2002, we studied factors that affect nurse-doctor working relationships in University Teaching Hospitals (UTH) in Southern Nigeria in order to characterize it and identify managerial and training needs that might be used to imp...
Adebamowo Clement A; Ogbimi Roseline I
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 a...
Villiers, J. C.; Joubert, A.; Bester, C. J.
The present is a literature review aimed at identifying knowledge production on teaching of the nursing process in graduation courses in Brazil in the past decade. From May 1996 to May 2006, a systematized literature review was conducted using LILACS and MEDLINE databases and by means of a direct search of papers. Fourteen papers were selected predominantly quantitative descriptive exploratory researches (57.14%) carried out with teachers of nursing undergraduate courses (35.72%) or with nurs...
Cogo, Ana Lui?sa P.; Eva Neri Rubim Pedro; Miriam Abreu Almeida
As the world becomes increasingly multicultural, transcultural nursing education is critical to ensuring a culturally competent workforce. This paper presents a comprehensive review of literature and results of an ethnonursing pilot study using the Culture Care Theory (CCT) to discover how nursing faculty teach culture care. The literature revealed that despite 50 years of transcultural nursing knowledge development through theory, research and practice, there remains a lack of formal, integrated culture education in nursing. The importance of faculty providing generic and professional care to nursing students and using an organising framework to teach culture care was discovered. Additionally, care was essential for faculty health and well-being to enable faculty to teach culture care. This unique use of the theory and method demonstrates its usefulness in discovering and describing the complex nature of teaching culture care. Larger scale studies are predicted to further substantiate the CCT, building the discipline of nursing. PMID:18844555
Mixer, Sandra J
Nursing faculty continue to find themselves challenged to meet student needs by the increasing student enrollment numbers and increasing faculty workloads without simultaneously increasing resources. The responsibility to meet student needs rests on the nursing faculty. It is therefore increasingly important that nursing faculty implement teaching modalities to meet student and patient needs. This article demonstrates faculty’s use of service-learning as an effective, innovative teaching...
Williams, Susan G.; Suzanne Bihan
Full Text Available Background: Examining the quality of nursing care from the patient's perspective is an important element in quality evaluation. The extent to which patients' expectations are met will influence their perceptions and their satisfaction with the quality of care received.Methods: A cross- sectional survey was conducted among admitted patients at King Khalid Teaching Hospital, Riyadh, Saudi Arabia. Data were collected (from January 2011 to March 2011 from a convenience sample of 448 patients using a 42- items questionnaire assessing six dimensions of the nursing care provided to, during hospitalization.Results: On a four-point scale (4-higly agree,3-agree, 2-disagree, and 1-higly disagree. The individual items of nursing care showing the lowest means were the information received from the nurses about self-help (2.81, the information about the laboratory results (2.76 and the way the nurse shared the patient's feeling (2.72. A strong correlation existed between the overall perception level and the variables of gender (P=0.01, and the types of department (0.004.Conclusion: The findings of this study demonstrate negative experiences of patients with nursing care in dimensions of information, caring behavior, and nurse competency and technical care. Awareness of the importance of these dimensions of nursing care and ongoing support to investigate patients' perception periodically toward quality of nursing care are critical to success the philosophy of patient centered health care.
M Al Momani
Clinical education is critically important because competency in practice ultimately will determine the future of advanced practice nursing. Skills taught in Health Assessment, the first in a series of clinical courses, exposed students to tools that form the basis on which other competencies are built. The availability of standardized patients, people who participate in enacting a simulated but seemingly "real life" clinical encounter in a realistic clinical setting for the benefit of student learning and/or evaluation, made this instructional development project possible. The underlying assumption of this project was that clinical advanced practice nursing student education is enhanced by using an authentic clinical environment, known as a simulation center, with standardized patients and by using one or more evaluation techniques with multiple evaluators (i.e., peer, self, faculty, standardized patient). The student clinical experience was expected to improve and overall learning to increase by this method. This improvement was reflected at the end-of-course evaluations and in the quality of the final videotaped physical examination, which was superior to previous years. Student and faculty satisfaction with this teaching-learning process exceeded all expectations. PMID:12025865
Gibbons, Susanne W; Adamo, Graceanne; Padden, Diane; Ricciardi, Richard; Graziano, Marjorie; Levine, Eugene; Hawkins, Richard
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.
Cf, Isabel Da Cruz
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
Background: New teaching methods are essential in the promotion of competence in nursing students. Measuring blood pressure, which is one of the most essential skills, is the foundation of nursing care and clinical decision-making, and students should be trained to master this skill. This study aimed to determine the impact of two teaching methods on students’ performance in blood pressure measurements. Materials and Methods: In this semi-experimental study, 36 first-term nursing students from Isfahan University of Medical Sciences, Iran, were divided into six groups of six people each. The type of training for each group was determined by random draw. Blood pressure measurement training was given to three groups on a simulator and to the other three groups on human samples. Pre- and post-test evaluation of knowledge of the methods of measuring blood pressure was conducted using a researcher-made checklist and by observation of the students’ actions. The knowledge and skill scores were compared using paired and independent t-tests. Results: The mean performance scores of students in simulator (19.14 ± 1.60) and human (19.64 ± 1.08) groups were not significantly different. In both methods, there was no significant difference between systolic and diastolic blood pressures measured by students and by teachers (standard). Mean knowledge scores of both groups increased significantly after training compared to before training. Conclusions: According to the results of the study, the two training methods (on human subjects and simulator) provide the students with the necessary ability to measure the systolic and diastolic blood pressures correctly. Therefore, to enrich the educational program of nursing students, using simulators is recommended as an effective teaching strategy to facilitate learning and for the development of students’ knowledge. PMID:25183979
Eghbalibabadi, Maryam; Ashouri, Elaheh
Full Text Available 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 benefit all of those engaged within their application. This literature review has enabled the construction of a conceptual model for the teaching of simulation and can serve to promote the continued positive development of simulations within education. Through a consistent and insightful approach to teaching, dynamic learning will be assured within this very important aspect of engaging the nursing student within the learning process.
Because of changes in the medical environment, nurses must maintain the ability of divergent thinking to solve the health problems of patients. However, many nurses whose work in clinical practice has become routine have lost the ability of creativity. To cultivate nurses creativity should be a goal of nursing education. The purpose of this study is to evaluate a nursing concepts teaching protocol by utilizing teaching strategies directed toward creativity to promote creativity in two-year RN-BSN students. This study design is a time series and one group experiment utilizing multiple instances of treatment. Teaching strategies for creativity were applied to a teaching unit and 52 two-year RN-BSN students were tested for creativity before the end of each semester. This study was conducted from March, 1999 to May, 2000, but only 30 students completed all tests and reached a 58% return rate. Torrance s (1974) definitions of creativity includ fluency, flexibility, and uniqueness were followed and the instrument, a questionnaire on Creativity in the application of the Nursing Process Tool (CNPT), was designed based on Emerson (1988). The content validity of Chinese-version CNPT was.79. The inter-coder reliability between two researchers was.84 following a coding guide that ten nursing education experts had established. The results indicated that 30 two-year RN-BSN students had improved fluency and flexibility. The improvements reached a significant level after the third semester. Only uniqueness declined. It is suggested that nursing faculty apply teaching strategies uniqueness more often in a teaching protocol of nursing concepts. By utilizing teaching strategies of creativity in a teaching protocol of nursing concepts, it is expected that two-year RN-BSN students can acquire characteristics of creativity for problem-solving skills in clinical settings. PMID:12119595
Ku, Ya-Lie; Kao Lo, Chi-Hui; Wang, Jing-Jy; Lee Hsieh, Jane; Chen, Kuei-Min
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.
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.
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.
The purpose of this article is to describe how the concept of infusion nursing was incorporated into orientation for new graduate nurses at an academic medical center in the Midwest. Strategies were identified based on their unique learning needs and a desire to instill safe infusion practices early in their nursing careers. (A Supplemental Video Abstract for this article is available at http://links.lww.com/JIN/A64.). PMID:25545974
The relatively recent transition of nursing education in Australia from a hospital-based apprenticeship, into the higher education sector has been marked by an acknowledgement that the clinical knowledge of undergraduate student nurses is at risk of becoming separated from their theoretical knowledge. The length of time which student nurses spend on clinical placements experiencing the complexities of the clinical world is diminishing, partly in response to economic constraints on universities and health care agencies. This contrasts with an expectation that students will be safe and competent practitioners immediately on graduation. The preceptor model is being increasingly used in the final semester of the undergraduate-nursing course to facilitate the development of critically thinking, reflective practitioners. This paper examines some of the assumptions that have been made about preceptorship in its adoption into the Australian nursing education context. It is concluded that further research into the experiences of registered nurses in the preceptor role may increase our understanding of the potential of preceptorship as a clinical teaching model which can meet the future needs of both nursing education and nursing service. PMID:9729980
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This article presents the second part of a study that aimed at identifying and comparing the scores for the propositions of a problem-based course offered to nurses before and after their participation in a capacitation program on the problem-based approach. Data were collected through the adaptation of a Likert's scale. Results showed significant improvements after nurses' participation in the pedagogical capacitation program. PMID:12138564
da Silva, Maria Iracema Tabosa; Ruffino, Márcia Caron; Dias, Mardônio Rique
Across the Australian Higher Education sector a focus on quality is driving a new paradigm for learning and teaching: quality standards. One challenge is to engage all academics with this progress towards systematic quality enhancement and assurance. Sessional staff, who provide most of the face-to-face teaching in Australian universities, remain…
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...
Ghadakpoor, S.; Mansoori, P.; Keshavarzi, S.; Rezaie, S.; Sharif, F.
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
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
To assess role-playing as a methodology in the teaching-learning process for the Nursing Degree. To identify the attitude of nursing students towards role-playing. To analyze the response of students to their teaching-learning process after role-playing. Relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave accor...
Marti?nez Riera, Jose? Ramo?n; Cibanal Juan, Luis; Pe?rez Mora, Mari?a Jesu?s
The purpose of this pilot study was to describe intentions to adopt innovative teaching strategies in clinical educators who have participated in an online course focusing on the role of clinical teaching (N = 71). Innovative teaching strategies were defined as those that embrace the tenets of sociocultural theory, a student-centered approach whereby the role of the nurse educator is to motivate and support the student and, in mutual process, to push students to reach toward their learning potential by using guiding techniques that can be erected or gradually reduced based on the individual student's learning needs. Participants stated that three factors proposed in the Rogers theory of diffusion of innovation (compatibility, trialability, and relative advantage) would be most influential in the adoption of innovative teaching strategies. Encouraging students to explore and apply new knowledge was described as the teaching strategy most likely to be adopted. Intent to adopt innovative teaching strategies may provide insight into the development of organizational climates in schools of nursing that could foster needed changes in clinical teaching. PMID:20882862
Phillips, Janet M; Vinten, Sharon A
Full Text Available Introduction: Ineffective communication is a main factor in engender of unwanted hospital errors and impede suitable patient care. SBAR technique (Situation-Background- Assessment- Recommendation is a standard tool for building communication among healthcare professionals. While educating the SBAR technique requires appropriate educational methods, but this issue has been less investigated. So, the aim of present study was to compare the effect of educating the SBAR technique with role play and lecturing on communication skills of nurses in transferring patients to next shift. Methods: This quasi-experimental study conducted by participating 78 nurses who assigned to role play and lecturing groups randomly. SBAR technique was educated to each group separately. At the end of the learning session in each group, the skills of the participants in performing SBAR technique were investigated by the standard SBAR scale. Data analysis was performed by using SPSS statistical software version 11.5. Results: Comparison the total score of performing SBAR technique using independent samples t-test showed statistical differences between mean score of role play and lecturing groups. Similarly, comparison the scores of skill in performing each four parts of SBAR technique showed statistical differences between two groups.Conclusion: Role play is an effective educational method in teaching SBAR technique for nurses and it can be used as a tool for build effective communication between healthcare professionals.
Narges Toghian Chaharsoughi
Full Text Available Abstract Background Smooth working relationships between nurses and doctors are necessary for efficient health care delivery. However, previous studies have shown that this is often absent with negative impact on the quality of health care delivery. In 2002, we studied factors that affect nurse-doctor working relationships in University Teaching Hospitals (UTH in Southern Nigeria in order to characterize it and identify managerial and training needs that might be used to improve it. Method Questionnaire survey of doctors and nurses working in four UTH in Southern Nigeria was done in 2002. The setting and subjects were selected by random sampling procedures. Information on factors in domains of work, union activities, personnel and hospital management were studied using closed and open-ended questionnaires. Results Nurse-doctor working relationships were statistically significantly affected by poor after-work social interaction, staff shortages, activist unionism, disregard for one's profession, and hospital management and government policies. In general, nurses had better opinion of doctors' work than doctors had about nurses' work. Conclusion Working relationships between doctors and nurses need to be improved through improved training and better working conditions, creation of better working environment, use of alternative methods of conflict resolution and balanced hospital management and government policies. This will improve the retention of staff, job satisfaction and efficiency of health care delivery in Nigeria.
Adebamowo Clement A
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
Most nursing assistant programs place emphasis primarily on the cognitive and psychomotor aspects of the student's education. The school must focus on career exploration to meet fully its responsibility for helping students prepare for work. (JOW)
Henderson, S. Lee
As the U.S. population quickly moves toward linguistic diversity, it is essential that sufficient numbers of linguistically diverse nurses be available to provide care, and nurse educators play a significant role in the preparation of these nurses. Little information was found in the literature about factors that influence the practices of the…
Fuller, Bonnie L.
An interdisciplinary project was instituted in 1986 for the development and testing of an instructional system to be used in a nursing curriculum for teaching and developing the diagnostic skills of undergraduate nursing students. The system serves two major functions: to assist students in learning and becoming proficient in the diagnostic process and to assist educators in evaluating the students' learning.
Bloom, K. C.; Leitner, J. E.; Solano, J. L.
This paper outlines the value of peer-supported review of teaching for nurse and midwifery educators in an academic environment. Reflection and continuing professional development are important tenets of an educators' practice and can be addressed via peer observation. Definitions and models of peer observation are presented. The strengths and challenges associated with peer-supported review of teaching are discussed. The reasons why peer observation is underutilised are explored with some suggestions on how to overcome these challenges. Recent developments in relation to peer observation and peer-supported review are outlined. The need for tangible evidence of development and enhancement of existing teaching expertise is very pronounced in the current economic climate, it is concluded that peer-supported review of teaching can provide such evidence. PMID:22921378
Murphy Tighe, Sylvia; Bradshaw, Carmel
An important domain that emerged from the interpretation of 91 nurse manager (NM) narratives was achieving the right relationship between a NM and a recalcitrant staff member. This article depicts the qualitative distinctions in 2 stages of NM practice to show the importance of reflection on experiential learning in the development of expertise. This work confirms that NM development is more complex than teaching a curriculum of business and management theory and should include teaching for mastery of the skilled know-how of clinical leadership practice and formation of the person as manager. PMID:23151927
Cathcart, Eloise Balasco; Greenspan, Miriam
In an investigation of junior-level baccalaureate nursing students, the value analysis teaching strategy was used to teach content related to nursing ethics. It was hypothesized that such a strategy, which emphasized the need for careful evaluation and weighing of facts preparatory to drawing conclusions, would impact on the student's level of cognitive moral development. Cognitive moral development was defined in accord with Kohlberg's theory of moral development. Control and experimental populations were derived from two groups of students sequentially enrolled in the same course. Pre- and post-testing using scores on Rest's Defining Issues Test (DIT) showed significant differences in gain between control and experimental subjects. There was a strong association between DIT score gains and self-report of peer discussion of ethical issues. The major implication of this study is that instructional intervention produces measurable change in some students' level of moral judgment. PMID:2824724
Frisch, N C
This is a study elaborated on the basis of the course Mental Health-I, about the nurse formation through self-knowledge motivation. The goals were, to reflect about self-knowledge as a tool in the nurse formation and to analyze didactic strategies to facilitate its development. The data was collected during the course using written registers, self-evaluation and course evaluation. Results showed that the student has the opportunity to develop her/his self-knowledge given that some teaching techniques stimulate the contact with personal issues, facilitating the discovery of potentiality for the professional practice. We concluded that the course has been playing a fundamental role in the nurse education. PMID:12592852
Esperidião, Elizabeth; Munari, Denize Bouttelet; Stacciarini, Jeanne Marie R
Full Text Available Objective: To identify how the use of active methodology may influence healthy habits in nursing students. Method: A qualitative Assistential Convergent Research, undertaken with 43 students of the Nursing Graduation Course, at a Federal University in Southern Brazil. Data were collected with a semi-structured tool, from May to July 2008. Data were organized into categories and analysed according to scientific publications in the area. Results: Three study categories raised from the study: Characterization of Nursing Students from the study, Contributions of teaching-learning active methodologies in raising awareness towards healthy habits, and Healthy habits: feeding and physical exercising. They recognize healthy habits and practice it in their routine, it was detected that 16% are overweight, do not exercise regularly, consider their food, leisure, sleeping patterns and self-image to be adequate. Conclusion: The use of active methodologies may unfold new possibilities towards healthy habits practices.
Luciara Fabiane Sebold
Full Text Available The objective of this research is to describe, from the perspective of managers, how the management of teaching happens. It’s a exploratory study, conducted in in a Public University in Midwest Region. Subjects were occupants of the positions of Director, Head of Department and Course coordinator. The collection and data analysis was held by documentary surveys, semi-structured interviews and thematic analysis, respectively. The project was approved by Ethical Committee No. 796/CEP/HUJM. As main results, we identified that the management acts were based on institutional goals and objectives, materialized in PDI. Teachers were organized into working groups and research groups and extension, by area of expertise. The college management is anchored in national and institutional regulations governing the teaching profession, but they enjoy autonomy in performing their duties. The managers believe that their main role is to articulate the administrative structures and academic faculty, in order to achieve planned results. Understanding how does the management of teaching happens, helped us to suggest strategies to overcome difficulties encountered in teaching and managerial work.
Leonara Raddai Gunther de Campos
Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students’ role, the learning process, and the assessment process. A didactical design comprising three phases foc...
Background: Examining the quality of nursing care from the patient's perspective is an important element in quality evaluation. The extent to which patients' expectations are met will influence their perceptions and their satisfaction with the quality of care received.Methods: A cross- sectional survey was conducted among admitted patients at King Khalid Teaching Hospital, Riyadh, Saudi Arabia. Data were collected (from January 2011 to March 2011) from a convenience sample of 448 patients us...
Al Momani, M.; Al Korashy, H.
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...
At the University of Iowa Hospitals and Clinics (UIHC), the Standardized Nursing Languages (SNLs) of Nursing Interventions Classification (NIC) and Nursing-sensitive Outcomes Classification (NOC) are being implemented in on-line care planning and documentation. NIC and NOC are being integrated in the INFORMM NIS (Information Network For Retrieval & Medical Management Nursing Information System). The implementation process for SNLs includes six components: objectives, programming, database content, education, utilization, and evaluation. This process has been used successfully in NIC implementation and will be applied in NOC field testing. PMID:10175431
Prophet, C M; Dorr, G G; Gibbs, T D; Porcella, A A
The Canadian Health Outcomes for Better Information and Care (C-HOBIC) project introduced systematic use of standardized clinical nursing terminology for patient assessments. Implemented so far in three Canadian provinces, C-HOBIC comprises an innovative model for large-scale capture of standardized nursing-sensitive clinical outcomes data within electronic health records (EHRs). To support this activity, nursing assessment and outcomes concepts were mapped to the International Classification for Nursing Practice (ICNP(R)). By comparing serial data on a patient across multiple time points, the C-HOBIC model can generate nursing-sensitive patient outcome reports. A principle benefit of the C-HOBIC model is that it provides nurses with information critical to planning for and evaluating patient care. Inclusion of nursing information in either provincial databases or EHRs in three Canadian provinces promotes continuity of patient care across sectors of the healthcare systems in those provinces and also facilitates aggregation and analysis by administrators and policy makers. The C-HOBIC model provides standardized, consistent, interoperable clinical information that reflects nursing practice throughout the Canadian healthcare System. PMID:19261936
Hannah, Kathryn J; White, Peggy A; Nagle, Lynn M; Pringle, Dorothy M
Results: The results showed that the mean score for nursing performance in suction, gavage and extubation was 13.76 (±1/86, 16.16 (±1/20 and 11.54 (±1/38 respectively. Mean score of suction and gavage (P=0 and extubation (P=0/05 was significantly lower than the standard score. In the field of suction and gavage, the highest percentage of nonconcurrence with standard was related to hand washing 90.5% and 79.7% respectively. In the field of extubation, the highest percentage of disadjustment with standard, was related to the relationship with the patient that was 40.5%. Conclusion: According to the study findings, disadjustment of nurses' performance with standards in suction, gavage and extubation suggest that hospital leaders should act for scientific and practical training of nurses in the mentioned grounds. Furthermore, appropriate knowledge, skill, experience and ability should be regarded for applying nurses in ICUs.
OBJECTIVE: Create an interoperable set of nursing flowsheet assessment measures within military treatment facility electronic health records using the 3M Healthcare Data Dictionary (HDD). DESIGN: The project comprised three phases: 1) discovery included an in-depth analysis of the Essentris data to be mapped in the HDD; 2) mapping encompassed the creation of standard operating procedures, mapping heuristics, and the development of mapping tools; and 3) quality assurance incorporated validation of mappings using inter-rater agreement. RESULTS: Of 569,073 flowsheet concepts, 92% were mapped to the HDD. Of these, 31.5% represented LOINC concepts, 15% represented SNOMED CT and 1% represented both. 52.5% were mapped to HDD concepts with no standardized terminology representations. CONCLUSIONS: Nursing flowsheet data can be mapped to standard terminologies but there is not the breadth of coverage necessary to represent nursing assessments. Future work is necessary to develop a standard information model for the nursing process. PMID:23304303
Harman, Tiffany L.; Seeley, Rachael A.; Oliveira, Ivete M.; Sheide, Amy; Kartchner, Tosh; Woolstenhulme, R. Dean; Wilson, Patricia S.; Lau, Lee Min; Matney, Susan A.
The main purpose of this research project is to examine the implementation of Islamic Primary Teacher Education (IPTE) programs in Islamic higher education institutions in Indonesia (i.e. UIN/IAIN/STAIN). More specifically this study seeks to look more closely at such issues as poLicy development of IPTE; Orientation of academic and institutional development of IPTE UIN, IAIN, and STAIN; academic standards, the student selection system for IPTE (including the number of student enrol...
Full Text Available The main purpose of this research project is to examine the implementation of Islamic Primary Teacher Education (IPTE programs in Islamic higher education institutions in Indonesia (i.e. UIN/IAIN/STAIN. More specifically this study seeks to look more closely at such issues as poLicy development of IPTE; Orientation of academic and institutional development of IPTE UIN, IAIN, and STAIN; academic standards, the student selection system for IPTE (including the number of student enrollments and admissions, the gender ratio (of both students and teachers, and the educational and socio-economic background of the students' parents; levels of satisfaction amongst teachers.Copyright (c 2014 by SDI. All right reserved.DOI: 10.15408/sdi.v12i3.587
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.
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
Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy. PMID:17319892
Fahrenwald, Nancy L; Taylor, Janette Y; Kneipp, Shawn M; Canales, Mary K
Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taug...
Neda Mehrdad; Mitra Zolfaghari; Naser Bahrani; Sana Eybpoosh
Full Text Available SciELO South Africa | Language: English Abstract in english 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 concept-mapping as a teaching method to facilitate critical thinking by student nurses in nursing education. Recommendations are made.
Mary M., Chabeli.
Full Text Available The objectives of this study was to analyze the Service of Continuated Education (SCE of a teaching hospital, from the perspective of the nursing team in the evaluative dimensions of structure, process and outcome and to identify factors involved in the activities undertaken by that service, based on the Donabedian model. This is an exploratory-descriptive study, carried through in a private teaching hospital. The data collection was conducted through a questionnaire, using a Likert scale. The treatment of the data was carried through a descriptive statistics using the Cronbach Alpha test. Analyzing the data, we observed that in the tree evaluated dimensions (structure, process and result the nurse team had favorable perception relative to this service. However, the structure dimension received the highest favorability score, average of 4,56 (dp±4,97, with process dimension receiving the lower score of, average 40,44 (dp±5,11.
Aline Togni Braga
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.
Heimar de Fatima, Marin; Heloisa Helena Ciqueto, Peres; Grace Terezinha Marcon, Dal Sasso.
Full Text Available 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 across a variety of social class contexts. Evidence was presented for the argument that the explication of evaluation criteria was central in all the teaching-and-learning practices linked to high levels of learner competence in a number of studies, and that five additional features were present in these practices serving to make possible elaboration of the necessary criteria. The current paper presents an in-depth linguistic analysis of some of the ways in which teachers have elaborated evaluation criteria, examining the relationship between instructional and regulative discourse in the classroom and how particular configurations of the two serve to enable clarification of qualities to be assessed, for learners. The paper closes by pointing to some implications for policy and practice.
In order to meet increased demands for qualified registered nurses and prevent negative effects from graduates' failure on the National Council Licensure Examination-Registered Nurse, it is important to promote students' success in the exam. The purpose of this study was to investigate effective predictors of NCLEX-RN outcomes on the first attempt among nursing content standardized tests (adult medical-surgical, fundamentals for nursing, pharmacology, maternal-newborn, nursing care of children, mental health, community health, and leadership and management) conducted throughout the nursing program. NCLEX-RN outcomes and individual adjusted scores on the standardized tests of 151 graduates from the traditional baccalaureate nursing program of a public university located in the Midwest from May 2010 to December 2011 were analyzed by a t-test and logistic regression. The participants included 118 graduates who passed and 33 graduates who failed the NCLEX-RN on the first attempt. Significant statistical differences were found between the two groups with NCLEX-RN success and failure in the individual adjusted scores on all of the standardized tests except the fundamental for nursing (p=.62) and nursing care of children (p=.759) standardized tests. In addition, logistic regression indicated that the overall regression models were significant in predicting both NCLEX-RN success and failure. Adult medical-surgical, pharmacology, and community health standardized tests were central to the prediction of both NCLEX-RN success and failure; however, a much lower percentage of NCLEX-RN failure than success was classified. It can be concluded that the adult medical-surgical, pharmacology, and community health standardized tests were effective in predicting NCLEX-RN success and not effective in predicting NCLEX-RN failure on the first attempt. The NCLEX-RN success predictors can be utilized to identify students at risk and provide early remediation. After early remediation is implemented, the comprehensive standardized tests may be used as a mid-point indicator of the remediation's effectiveness before taking the NCLEX-RN. PMID:23692652
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.
Full Text Available Se hace imprescindible dada la naturaleza de la Bioética profundizar en su contexto histórico y sus conceptos básicos, principalmente destacar cómo afecta en la actitud de los estudiantes de Enfermería, tanto en sus inicios hasta cuando ya son profesionales. Con el propósito de evaluar cómo está la Bioética en la enseñanza e investigación, se realizó un estudio exploratorio de los planes de estudio de Enfermería de las universidades chilenas, intentando determinar su desarrollo, cómo y dónde está insertada, y así determinar su impacto en los estudiantes de Enfermería. Se detectó que la Enseñanza de la Bioética se encuentra en los últimos años de estudio, tercer y cuarto años, algo similar a lo que ocurre con la investigación. Se pudo comprobar que ambas están insertadas muy tardíamente, teniendo en cuenta que son elementos fundamentales que los estudiantes deben conocer desde el inicio de sus estudios de Enfermería.To deepen in its historical context becomes essential, given the nature of Bioethics and its basic concepts, and mainly emphasizing how affects the attitude of the nursing students, as much in their beginnings as well as when they are already professionals. In order to evaluate how is the Bioethics in the Education and the Investigation, an exploratory study of the study plans of nursing in Chilean Universities was made, trying to determinate how and were it is inserted and in that way determinates its impact in the nursing students and how it is their development. It was detected that the Teaching of Bioethics was found at the final years of study, third and forth grade, a similar issue that happens with Research. Concluding that both are inserted very late being fundamental issues that students must know at the beginnings of their Nursing studies.
Full Text Available Background: Mental disorders of different kinds leave the clients with communication problems that make the interaction difficult to understand. Almost all the mental disorders lead to a pathological communication pattern. Like other skills of professional nursing, communication requires intense education. Aims and Objectives: 1. To develop structured teaching programme on communication skill for nurses 2. To identify the socio demographic characteristics of the nurses in the study. 3. To assess the level of knowledge of communication skill before the structured teaching programme. 4. To evaluate the effectiveness of structured teaching programme. Material and methods: A quasi experimental study design with two groups' pre test and post test was used. The study population comprised of 32 nurses, 17 in experimental group and 15 in control group, working at NIMHANS, Bangalore using convenient sampling technique. The data were collected by using socio demographic data sheet and knowledge assessment questionnaire. The tools were prepared with the experts' guidance. Pilot study conducted was found to be feasible and reliable. The collected data were statistically analyzed. Results: The subjects in control and experimental group matched with each other in six socio demographic characteristics. There was a significant improvement in the level of knowledge in experimental group subjects after the intervention. Conclusion: Structured teaching programme was effective in improving the knowledge of communication skill.
Banu M. R
Full Text Available Background: Current effective treatments available for asthma are mainly the inhalers. Nurses play a vital role in imparting correct knowledge of asthma care and teaching inhaler techniques to patients. The aims of the study were to, a determine the knowledge of nurses regarding asthma and its management and b evaluate the competence of nurses to use inhalers.Methods: A simple random sample of registered nurses was taken from the medical surgical units of the hospital. Data was collected by using pre and post test asthma questionnaire and a nine step inhaler skill checklist.Results: The pre-test data shows 40-50% of RNs lacked the knowledge of causes, sign and symptoms and the management of asthma. More than 30% were not able to demonstrate the correct inhaler technique of MDIs. Evaluation after several teaching sessions shows 80-90% improvement in the knowledge and competence of nurses to use inhalers.Conclusion: Continuous training programs and workshops are needed to improve the knowledge of nurses about asthma, their competence to use inhalers and to demonstrate to patients.
The preceptor model of clinical education uses nurses to fulfill the role of 'teacher' in a one-on-one relationship with students. The current nursing shortage, however, places increased demands on nurses and threatens their continuation in this role. The purpose of this qualitative descriptive study was to gain a better understanding of the nurse preceptor's experience. Five themes evolved during data analysis: (1) making it worthwhile for the nurse, (2) making a difference, (3) engaging in the process, (4) "I love being a preceptor, but..., and (5) accepting the role, taking responsibility. Making it worthwhile for the nurse included how nurses saw personal and professional rewards and benefits in precepting. Making a difference described how nurses felt they made a difference in student learning. Engaging in the process described how nurses created learning opportunities for students by being a good role model and protecting students from negative experiences. "I love being a preceptor, but..." identified aspects of the precepting role that were difficult. Accepting the role, taking responsibility identified the different people involved in the complex precepting experience; the preceptor, nursing faculty, students, and the nurse manager that all had to work together if students were to have a good experience. Findings can be used to develop better support for preceptors as well as more structured and consistent orientation to the role. PMID:17689423
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.
This paper examines the influences surrounding formal education provision for specialised neonatal nurses in the UK and presents a standardised clinical competency framework in response. National drivers for quality neonatal care define links to the numbers and ratios of specialised neonatal nurses in practice. Historical changes to professional nursing governance have led to diversity in supporting education programmes, making achievement of a standard level of clinical competence for this element of the nursing workforce difficult. In addition responsibility for funding specialised education and training has moved from central to local hospital level. Evaluating these key influences on education provision rationalised the development, by a UK professional consensus group, of a criteria based framework to be utilised by both formal education and service providers. The process identified clinical competency (in terms of unique knowledge and skills), evidence of achievement, and quality education principles. Access to specialised education relies on the availability of programmes of study and clear funding strategies. Creating a core syllabus for education provides a tool to standardise course content, commission education and audit clinical competency. In addition partnerships between healthcare and education providers become successful in achieving standard specialised education for neonatal nurses. PMID:25127759
The National Safety and Quality Health Service Standards requires health service compliance by 2013 and covers several areas including governance arrangements, partnerships with consumers and eight key clinical processes. Nurses in Australia comprise 62% of the hospital workforce, are the largest component and hence play a critical role in meeting these standards and improving the quality of patient care. Several of the standards are influenced by nursing interventions, which incorporate any direct-care treatment that the nurse performs for a patient that may be nurse or physician initiated. The ability for nurses to undertake these interventions is influenced by the hours of care available, the skill mix of the nursing workforce and the environment in which they practice. Taking into consideration the predicted nursing shortages, the challenge to successfully implement the National Safety and Quality Health Service Standards will be great. This paper examines the role of nursing in the delivery of the National Standards, analyses the evidence with regard to nursing-sensitive outcomes and discusses the implications for health service decision makers and policy. PMID:23962406
Twigg, Diane E; Duffield, Christine; Evans, Gemma
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
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.
Full Text Available Objective: The objective of this study is to construct the simulated patient training curriculum for OSCE examination for undergraduate nursing students and to explore the theoretical and practical foundation. Methods: To establish TSP training curriculum and SSP training curriculum, 30 experts were invited to finish the questionnaires which were proved by Delphi Method. Findings: We established the training curriculum of TSP and SSP, and set the weight of various curricula and teaching contents. Conclusions: The experts considered that the degree and importance of these two training curricula were comparable. This conclusion lays the foundation for applying these curricula to teaching practice and clinical practice, and enhancing the teaching outcome of undergraduate nursing students. Implications: This study provided a new way of assessing the clinic ability of nursing students.
Full Text Available As autoras fazem uma reflexão situando o professor de enfermagem nas diferentes abordagens pedagógicas Tradicional, Cognitivista, Comportamentalista, Humanista, e Sócio-Cultural, com o objetivo de analisar sua aplicação no ensino de enfermagem, contribuindo para que o professor reflita sobre sua prática e a exerça de forma criativa e inovadora.This paper reviews important aspects about teaching nursing, in order to give nursing professionals an outline of the present pedagogical approaches (Traditional, Cognitivist, Behaviorist, Humanistic, Sociocultural, so that they can reflect upon their role as educators.
Myriam A. Mandetta Pettengill
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese As autoras fazem uma reflexão situando o professor de enfermagem nas diferentes abordagens pedagógicas Tradicional, Cognitivista, Comportamentalista, Humanista, e Sócio-Cultural), com o objetivo de analisar sua aplicação no ensino de enfermagem, contribuindo para que o professor reflita sobre sua pr [...] ática e a exerça de forma criativa e inovadora. Abstract in english This paper reviews important aspects about teaching nursing, in order to give nursing professionals an outline of the present pedagogical approaches (Traditional, Cognitivist, Behaviorist, Humanistic, Sociocultural), so that they can reflect upon their role as educators. [...
Myriam A. Mandetta, Pettengill; Lúcia Marta G. da, Silva; Mariusa, Basso; Beatriz H.R.A., Savonitti; Isabel Cristina Vilela, Soares.
Full Text Available Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students’ role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers’ rules and a lack of creativity due to the limited role of ICT merely as a container of content.Distance education; higher education; e-learning
Background Early detection of breast cancer is vital to effective management and outcome of breast cancer. It has been suggested that women given information and instruction about breast self- examination and breast awareness by health care professionals demonstrated higher knowledge and confidence and tend to practice breast self-examination more than those who received information from other sources. Breast Self-Examination (BSE) and Clinical Breast Examination (CBE) have been recommended as Early Detection Measures (EDM) for developing countries. This study evaluated Primary Health Care (PHC) nurses’ knowledge, practice and client teaching of EDM of breast cancer. Methods A descriptive study that utilized stratified random method to select PHC settings for the study. Data was collected from 120 trained nurses in selected settings. This represented 66.3% of total population of PHC nurses (181) in Ibadan. The instrument for data collection was a structured questionnaire that explored the bio data of participants, knowledge, practice and client teaching of EDMs of breast cancer. Ethical approval was obtained from the Ethical Review Committee of Oyo State Ministry of Health, Nigeria. Results The mean age of the participants was 44.4±7.5 years. About half (52.2%) were double qualified (Registered Nurse and Midwife). Only 23 (20.0%) of the participants considered painless lump as an early sign of breast cancer while 47 (40.9%) considered pain as an early sign. BSE was listed as EDM of breast cancer by 80.9% of the participants while 40% and 30% listed CBE and mammogram respectively. Only eight (7.9%) have had a mammogram. The logistic regression of client teaching on four variables showed that for every increase in knowledge of breast cancer the odds of client teaching significantly increased by 7.5% (95% CI = 1.27 - 1.125). There were also significant relationships between knowledge of EDM, practice of BSE and client teaching. Conclusions It is vital that attention should be given to enhance breast cancer EDMs among the PHC nurses to be able to enhance health deviation self-care of the clients. Nurses’ knowledge, practice as well as client teaching especially at PHC level, will contribute to early detection of breast cancer. PMID:23106806
This article develops around a qualitative research case study of an instructor teaching an introductory course about students with special needs. Data collection involved document analysis, observations and interviews with administrators, the faculty member, his peers, teaching assistants and students. The case is also a reflective piece on the evaluation of teaching quality. Benefits and obstacles to using a standardized approach for evaluating an instructor teaching a required course for t...
Cisneros-cohernour, Edith J.
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.
Accelerating the development of diagnostic reasoning skills for nurse practitioner students is high on the wish list of many faculty. The purpose of this article is to describe how the teaching strategy of problem-based learning (PBL) that drills the hypothetico-deductive or analytic reasoning process when combined with an assignment that fosters pattern recognition (a nonanalytic process) teaches and reinforces the dual process of diagnostic reasoning. In an online Doctor of Nursing Practice program, four PBL cases that start with the same symptom unfold over 2 weeks. These four cases follow different paths as they unfold leading to different diagnoses. Culminating each PBL case, a unique assignment called an illness script was developed to foster the development of pattern recognition. When combined with hypothetico-deductive reasoning drilled during the PBL case, students experience the dual process approach to diagnostic reasoning used by clinicians. PMID:25350904
Durham, Catherine O; Fowler, Terri; Kennedy, Sally
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...
Vera Lúcia de Castro Périssé; Fátima Helena Espírito Santo
Full Text Available Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students
Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students. PMID:21713747
Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana
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.
The aim of an Intensive Care Nurse Consultant (ICNC) service is to optimise care of complex ward patients and reduce adverse events. Despite their widespread implementation, specific assessment of ward nurses' attitudes towards such is lacking. Accordingly, we surveyed ward nurses' attitudes towards our ICNC service in five domains: (a) accessibility and approachability; (b) perceived ICNC skill and knowledge; (c) perceived influence on patient management; (d) usefulness as a resource of clinical information; (e) impact upon adverse outcomes. To achieve this, an anonymous Liker-type questionnaire was distributed to 208 ward nurses in our hospital. We also included space for free text. Completed questionnaires were entered manually into a SURVEYMONKEY™ pro-forma to permit automatic report generation and results summary. The major findings were that ICNC staff were perceived as being approachable and good communicators, were skilled at early detection of deteriorating patients, and that they reduce serious adverse events. In addition, nurses believe the ICNC service provides continuity of care post discharge from the intensive care unit (ICU), as well as assisting staff to prioritise clinical issues following medical emergency team (MET) review or ICU discharge. The ward nurses did not believe that the ICNC service reduced their skills in managing ward patients. In contrast, respondents stated that the ICNC service needed to improve the processes of referral to allied health and education of ward staff regarding deteriorating patients. Finally, ward nurses suggest they would call the MET service rather than the ICNC service for patients who had already deteriorated. This survey suggests that the ICNC service is valued, and is perceived to prevent the development of adverse events, rather than playing a major role in the management of the deteriorating patient. There is a need to improve referrals to allied health and further educate ward nurses. PMID:22088555
McIntyre, Tammie; Taylor, Carmel; Eastwood, Glenn M; Jones, Daryl; Baldwin, Ian; Bellomo, Rinaldo
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
Nursing personnel are the largest deliverer of health care worldwide, responsible for the constant care of in-patients. They are the most important link between doctors and patients. This study evaluated the knowledge, attitudes and practices of nursing students about different health care related aspects, which must have a profound impact on the quality service of any health care setup. Nursing students from a tertiary care teaching hospital from West Bengal, India were interviewed using a semi-structured pretested questionnaire. The subjects had sound knowledge regarding malaria, HIV disease transmission; possess positive attitude and good practices about medications. There was increased tendency of self-medication, which was alarming. The study showed improvement in knowledge of the nursing students during their nursing curriculum. It is clear from the present study that the efforts in spreading the knowledge about medicaments and disease have met with success to some extent. Furthermore tremendous effort has to be taken to convert the theoretical knowledge into 'safe practices'. PMID:24592786
Biswas, S S; Adikari, A; Ray, M; Kundu, P
Fathers of 49 Canadian children (ages 13 to 24 months) were observed interacting with their child at home using the Nursing Child Assessment Teaching Scale (NCATS). Consensus ratings from two observers were used in the analysis. Compared with the NCATS reference data for 164 mothers of similar ethnicity and marital status with similar-aged children, mothers were more responsive than fathers in the interactions. Mothers had significantly higher scores on the overall Total NCATS score, on the Total Parent score, and on the Parent Contingency score than the fathers. In contrast, children were more responsive to fathers than mothers. Children interacting with their fathers had significantly higher Total Child scores and higher Child Contingency scores than those interacting with their mothers. Maternal and paternal age and education were not correlated to scores on the NCATS. Implications for practitioners are discussed and the results are compared to a study of mothers and fathers interacting with children ages 2 to 12 months old in which the observations were measured by the NCATS. Results suggest that NCATS cutoff scores used to identify mothers in need of intervention should be used with caution for father--toddler interactions. PMID:11285103
Harrison, M J; Magill-Evans, J; Sadoway, D
Background Canadian Community health nurses (CHNs) work in diverse urban, rural, and remote settings such as: public health units/departments, home health, community health facilities, family practices, and other community-based settings. Research into specific learning needs of practicing CHNs is sparsely reported. This paper examines Canadian CHNs learning needs in relation to the 2008 Canadian Community Health Nursing Standards of Practice (CCHN Standards). It answers: What are the learning needs of CHNs in Canada in relation to the CCHN Standards? What are differences in CHNs’ learning needs by: province and territory in Canada, work setting (home health, public health and other community health settings) and years of nursing practice? Methods Between late 2008 and early 2009 a national survey was conducted to identify learning needs of CHNs based on the CCHN Standards using a validated tool. Results Results indicated that CHNs had learning needs on 25 of 88 items (28.4%), suggesting CHNs have confidence in most CCHN Standards. Three items had the highest learning needs with mean scores > 0.60: two related to epidemiology (means 0.62 and 0.75); and one to informatics (application of information and communication technology) (mean = 0.73). Public health nurses had a greater need to know about “…evaluating population health promotion programs systematically” compared to home health nurses (mean 0.66 vs. 0.39, p Jakarta Declaration, and the Population Health Promotion Model) in practice. Conclusions CHN educators and practice leaders need to consider these results in determining where to strengthen content in graduate and undergraduate nursing programs, as well as professional development programs. For practicing CHNs educational content should be tailored based on learner’s years of experience in the community and their employment sector. PMID:25349531
The literature on techniques for improving student competency in therapeutic communication and interpersonal skills is limited. A simulation approach to enhance the learning of communication skills was developed to address these issues. Second-semester and senior nursing students participated in videorecorded standardized patient simulations, with senior students portraying the patient. Following simulated interactions, senior students provided feedback to junior students on their use of communication skills and other therapeutic factors. To integrate the learning experience, junior students completed a written assignment, in which they identified effective and noneffective communication; personal strengths and weaknesses; and use of genuineness, empathy, and positive regard. A videorecording of each student interaction gave faculty the opportunity to provide formative feedback to students. Student evaluations have been positive. Themes identified in student evaluations include the impact of seeing oneself, significance of practicing, getting below the surface in communication, and moving from insight to goal setting. PMID:25207556
Miles, Leslie W; Mabey, Linda; Leggett, Sarah; Stansfield, Katie
The complexity of the family system, as the target of nursing care, requires specific skills to act in a situation. The Dynamic Model of Family Assessment and Intervention - MDAIF (Figueiredo, 2009), based in the systemic paradigm can contribute to the experiential reflection on nursing care with families in nursing education
Figueiredo, Maria Henriqueta; Charepe, Zaida; Bra?s, Manuel; Oliveira, Palmira
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
Full Text Available 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 health promotion, maintenance and rehabilitation of the client in the family scenario. The aim of this work is to know the new possibilities of innovation in the nurse’s practice and teaching when attending the gastrostomy client’s family, identifying the needs of the family in this kind of care in the family scenario and elaborating a homecare program to the family of a gastrostomy client. It is a qualitative research which will count with: a selection of clients submitted to gastrostomy in the Video-Endo Clinic; home visits evaluations by participative observation of the family scenario conditions to attend the clients´s needs; orientations with practical demonstrations of care actions with the client in nutritional support by gastrostomy, thorough the identification of the family’s needs concerned the client care, by analyzing the interviews and observation, and the elaboration of a homecare program for these
Vera Lúcia de Castro Périssé
Student teaching handbooks from seven state-supported institutions of higher education that offered special education as a major in preservice teacher education programs were studied to determine the extent to which Council for Exceptional Children (CEC) standards for student teaching experiences were incorporated into teacher preparation…
Wilcox, Daryl; Putnam, Jon; Wigle, Stan; Jackson, Fay
Background.? In the mid-1990s, there was persistent critique of the quality of care provided in residential aged care facilities in Norway, in line with similar concerns expressed in many other countries. Difficulties recruiting qualified staff and high turnover led to difficult working conditions. Little prestige was associated with providing geriatric care. Collaboration between educational institutions, universities and elderly care institutions with the purpose of strengthening education, competence development, practice development and research within elderly care was poorly developed. The Norwegian teaching nursing home (NTNH) program was launched to address these issues. Aim.? The purpose of the NTNH was to contribute to the quality of care of frail older persons by improving the competence of staff, improving the prestige of working with older people, stimulating development of services, facilitating research into the care of older persons, and developing good learning environments for students. Methods.? The NTNH-program was developed over a period of seven years, applying a participatory action research design. Progressing through four phases, it involved a number of people and institutions across Norway. Results.? Formal and informal competence of staff was increased. A large number of practice development projects contributed to increased quality of care in selected problem areas. Models of competence development were disseminated to other institutions, thereby improving the level of competence beyond the NTNHs. Learning conditions for students were improved. Following a formal evaluation of the program, teaching nursing homes (TNHs) were established on a permanent basis in 2004, with financial support from the Department of Health and Social Services. In 2008, a total of 20 TNHs are part of the NTNH program. Conclusions.? The NTNH program led to permanent establishment of a series of TNHs responsible for contributing to competence development, practice development and research on a continuous basis in order to secure high levels of care to the Norwegian nursing home population. The program has created substantial enthusiasm within the nursing home sector and has increased the prestige of these institutions. PMID:20925868
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...
Arab, M.; Rashidian, A.; Teymoorzadeh, E.; Akbari Sari, A.; Ghasemi, M.
The attendance to the domiciliary health resurges as an alternative modality to the model of attention to the health of the country and the professional nurse who acts in this area as commitment and responsibility to improve its knowledge. Thus, this article, is a theoretical reflection on the interface of the standards of the knowledge of nursing identified by Barbara Carper (1978), Munhall (1993), White (1995) and brazilians studious where they point the possibility, importance and relevanc...
Lacerda, Maria R.; Ps, Ivete Zagonel; Martins, Soriane K.
Aim: The study was conducted to evaluate use of over the counter (OTC) drugs among the medical students, nursing and clerical staff of tertiary care teaching rural hospital to determine the awareness and disadvantages on use of OTC. Methods: Responses to a feedback questionnaire covering various aspects on usage of OTC drugs were obtained from 100 medical students, 100 nursing and 100 clerical staff. Results: Among 300 respondents, 84% used OTC, commonly purchased by self. Majority of them st...
Devang Parikh; Sattigeri, B. M.; Ashok Kumar(University of Delhi, Delhi, India); Shruti Brahmbhatt
Full Text Available Performance of different organizations, such as hospitals is mainly influenced by their managers’ performance. Nursing managers have an important role in hospital performance and their managerial skills can improve the quality of the services. Hence, the present study was conducted in order to assess the relationship between the managerial skills and the results of their performance evaluation in Teaching Hospitals of Iran University of Medical Science in 2013. The research used the cross sectional method in 2013. It was done by distributing a managerial skills assessment questionnaire, with close-ended questions in 5 choice Likert scale, among 181 managers and head nurses of hospitals of Iran university of Medical Sciences; among which 131 answered the questions. Another data collection tools was a forms to record evaluation marks from the personnel records. We used Pearson and Spearman correlation tests and SPSS for analysis and description (frequency, mean and standard deviation. Results showed that the managerial skills of the nursing mangers were fair (2.57 out of 5 and the results of the performance evaluation were in a good condition (98.44. The mangers’ evaluation results and the managerial skills scores were not in a meaningful correlation (r=0.047 np=0.856. The research showed no correlation between different domains of managerial skills and the performance evaluation marks: decision making skills (r=0.074 and p=0.399, leadership (correlation coefficient 0.028 and p=0.654, motivation (correlation coefficient 0.118 and p=0.163, communication (correlation coefficient 0.116 and p=0.122, systematic thinking (correlation coefficient 0.028 and p=0.828, time management (correlation coefficient 0.077 and p=0.401 and strategic thinking (correlation coefficient 0.041 and p=0.756. Lack of any correlation and relation between managers’ managerial skills and their performance evaluation results shows need to a fundamental revision at managers’ performance evaluation form.
Haleh Mousavi Isfahani
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
Masters-level students in nursing education in Finland were assigned to study groups, each of which planned and implemented a course. Group work was videotaped and analyzed, revealing issues for teacher education related to the integration of research, education, and nursing practice and to conflicts over planning approaches. (SK)
Hakkarainen, Pentii E.; Janhonen, Sirpa
A questionnaire investigation of academic staff and teaching administrators at Shanghai Normal University and Shanghai Fisheries University shows that the evaluation of the standards of undergraduate teaching work has had positive effects on teaching work and that setting up an evaluation system is an effective measure for assuring the quality of…
Yaoming, Gao; Ping, Zhang; Hui, Chen; Lili, Lan; Guanghui, Zhang
The author's reflections on knowledge transfer/translation highlight the importance of the circular process between science and practice knowledge, leading to the notion of "knowledge exchange." She addresses the dilemmas of translating knowledge into clinical practice by describing her academic contributions to knowledge exchange within Family Systems Nursing (FSN). Teaching and research strategies are offered that address the circularity between science and practice knowledge. The evolution of 20 years of teaching, research, and clinical experience has resulted in the recent creation of a Center of Excellence in Family Nursing at the University of Montreal. The three main objectives of the Center uniquely focus on knowledge exchange by providing (a) a training context for skill development for nurses specializing in FSN, (b) a research milieu for knowledge "creation" and knowledge "in action" studies to further advance the practice of FSN, and (c) a family healing setting to support families who experience difficulty coping with health issues. PMID:20145284
Full Text Available The attendance to the domiciliary health resurges as an alternative modality to the model of attention to the health of the country and the professional nurse who acts in this area as commitment and responsibility to improve its knowledge. Thus, this article, is a theoretical reflection on the interface of the standards of the knowledge of nursing identified by Barbara Carper (1978, Munhall (1993, White (1995 and brazilians studious where they point the possibility, importance and relevancy with respect to the area of nursing and in special in domiciliary attendance to the health while caring practice that confers an uneven and particular situation to the inserted client in its domicile. This interface is based on the reciprocity with the well-taken care of being, propitiating learning and growth conditions, in order to contribute for the consolidation of new experiences, enriching the capacity to take care of the nurse, patient and family member.
Maria R Lacerda
This article explicates a comprehensive process for identifying, specifying, testing, and implementing nationally standardized performance measures. A growing body of research ties nurse staffing to patient outcomes, reinforcing the important role of nursing in the delivery of safe, efficacious health care. The Joint Commission has developed a multistep process to identify robust sets of evidence-based measures that includes a review of the evidence, expert advisory panel guidance, use of established criteria, public input and comment, and multistage field testing before implementation. This proven approach to the establishment of performance metrics is applicable to the identification and implementation of nurse-sensitive workforce measures. These metrics can then be used by providers to support performance improvement activities by health care stakeholders to monitor nurse staffing-related issues, and by researchers to better understand the relationship between staffing effectiveness and patient safety, and the quality of health care. PMID:17406012
Riehle, Annette I; Hanold, Linda S; Sprenger, Sharon L; Loeb, Jerod M
The introduction of university based nurse education in Australia has nursing students spending more time in the classroom and less time in clinical settings. This decrease in clinical exposure may result in reduced opportunities for students to develop pertinent patient assessment and management skills. This is particularly true of skills required for effective wound assessment and management. Computerised databases offer an innovative method of teaching or refining these skills in a cost and time-effective manner without risk to patients or students. Such technology can also provide important grounding in data identification, hypothesis testing, problem solving and clinical decision making skills. This paper explores the underlying pedagogical principles of database use and describes the development of the prototype closed database, DECUBITUS. The prototype database included the following data fields; physical assessment, clinical diagnosis, risk assessment, wound assessment and treatment modality. The introduction of more sophisticated databases will permit the storage of visual images of actual wounds thus providing an additional dimension to the teaching of wound assessment and management. PMID:10175429
Ribbons, R M; McKenna, L G
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.
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
Nurse educators must adjust curricula to meet the dynamic and critical changes in the health care environment, and to recognize the risk of injury our educational approach has on safety, team effectiveness, and culture change. Interprofessional collaboration and simulation are key components in the preparation of our students. Utilizing the interprofessional alliance model, an experience to promote collaborative relationships among nursing and physical therapy (PT) students to improve patient and caregiver safety was developed. Through this model, PT students taught safe patient-handling skills in a simulated setting to undergraduate nursing students. The majority of nursing students (N=351) from 2009–2014 strongly agreed or agreed that they were confident in the skills taught by the PT students and provided an overall course rating of outstanding or above average. This educational model, which includes simulation and safe patient handling, was a valuable addition to the curriculum, reinforcing the significance of developing collaborative relationships. PMID:25494193
von der Lancken, Shelley; Levenhagen, Kim
This study aimed to determine the autonomy level of nurses in hospitals affiliated to Zanjan University of Medical Sciences, Iran. In this descriptive cross-sectional study, 252 subjects were recruited using systematic random sampling method. The data were collected using questionnaire including Dempster Practice Behavior Scale. For data analysis, descriptive statistics and to compare the overall score and its subscales according to the demographic variables, t-test and analysis of variance test were used. The nurses in this study had medium professional autonomy. Statistical tests showed significant differences in the research sample according to age, gender, work experience, working position and place of work. The results of this study revealed that most of the nurses who participated in the study compared with western societies have lower professional autonomy. More studies are needed to determine the factors related to this difference and how we can promote Iranian nurses' autonomy. PMID:24256084
Amini, Kourosh; Negarandeh, Reza; Ramezani-Badr, Farhad; Moosaeifard, Mahdi; Fallah, Ramezan
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 surve...
Hasan C?ak?r, Barbara A. Bichelmeyer
Designing effective teaching units is a very important part of the work of the tutor. As part of a course in curriculum development at the University of the Orange Free State, tutors are given practice in this skill. Much attention is given to varying the teaching methods and adapting them according to the unit objectives, which in turn arise from a task analysis. The emphasis of the teaching methods is also on developing higher levels of thinking in the student.
Bendile, T. M.
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
Marie-Françoise Collière (1930-2005) was a great lady of the nursing profession recognized worldwide for her expertise. As a historian, a pioneer and an activist of the cause of the female nurses and health care, she devoted her life to giving the profession the first meaning of care, ie: accompanying the patient through his life, from the birth to the death, through disease, accident and ageing. Thus, for Marie-Françoise Collière, "Caring means health-care through the satisfaction of a series of needs which are indispensable for life but which have diverse manifestations". Here is the story of her life and her trajectory. PMID:22332499
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...
Baccalaureate nursing faculty sought new ways to teach maternity nursing to expose health care practices that affect, define, and limit women's experiences of reproductive health care. By blending science, story, and spirituality within a feminist philosophy, the faculty created an atmosphere of chaos that transformed the classroom and clinical experiences of students. The students' awakened engagement with maternity nursing practice was evidenced by their connection to woman-centered care issues, and passing rates on the National Council Licensing Examination remained between 97-100%, indicating adequate learning of standard core content. PMID:10102539
Giarratano, G; Bustamante-Forest, R; Pollock, C
Australian mental health policy clearly articulates recovery focus as the underpinning of mental health services. Barriers to achieving a recovery focus are identified in the literature, with negative attitudes of health professionals receiving particular attention. The involvement of people with lived experience of significant mental health challenges and mental health service use is essential to enhancing more positive attitudes. Lived-experience involvement in the education of nurses is evident; however, it is generally limited and implemented on an ad hoc basis. Overall, there is a paucity of literature on this topic. A qualitative exploratory study was undertaken to elicit the views and perceptions of nurse academics and lived-experience educators about the inclusion of lived experience in mental health nursing education. One major theme to emerge from the research was issues of fear and power, which included three subthemes: facing fear, demystifying mental illness, and issues of power. Lived-experience involvement has an important role to play in the education of nurses in addressing fear and demystifying the experience of mental illness. The power that lived-experience educators exercised in their roles varied considerably, and for many, was limited. Therefore, the effectiveness of lived-experience involvement requires a more equitable distribution of power. PMID:25366907
Happell, Brenda; Bennetts, Wanda; Harris, Scott; Platania-Phung, Chris; Tohotoa, Jenny; Byrne, Louise; Wynaden, Dianne
There have been many significant changes in education over the last fifty years, but few have been as swift and all-encompassing as the Common Core State Standards (CCSS). Discussed and debated everywhere, and now implemented in many states, the CCSS initiative set out to transform our nation's K-12 educational system by providing clear…
Maxim, Jeffrey G.; Maxim, George W.
As an evaluation method, standardized patients have a long history in medical education and research yet are less established in nursing. This paper explores the reliability of using standardized patients as the evaluative method in a communication competence pilot study with international nurses. Standardized patients and second raters scored the same encounters. We examined the scores by intraclass correlation coefficients. Anecdotal comments by the two types of raters were assessed qualitatively to highlight similarities and areas of difference between them. The results of reliability analysis for standardized patients scores for the composite variables of Establishing Communicative Rapport, Therapeutic Communication, Non-Verbal Communication, and Overall Satisfaction ranged from 0.755 (P < 0.01) to 0.42 (P = 0.09). In this study, the results showed standardized patient evaluation has moderate to substantial reliability when compared to second raters of the same set of clinical encounters. This is similar to the reliability established over many decades of medical research. Greater use of this dynamic and interactive technique may be beneficial to nursing education and research. PMID:22321160
Bolstad, Anne L; Xu, Yu; Shen, Jay J; Covelli, Margaret; Torpey, Miriam
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 of t...
Avery, Melissa D.; Cohen, Bradley A.; Walker, J. D.
Identifies an integral problem in most undergraduate psychology classes covering testing and ethical principles. The American Psychological Association's ethical code, rules, and test standards seem obtuse and irrelevant to many students. Recommends teaching the Test Takers' Bill of Rights. Includes a copy of this document. (MJP)
Rogers, T. B.
Teaching information literacy skills to prepare young adults for the demands of a technologically modern workforce requires collaboration between schools and libraries. Identifying opportunities to build bridges that enable smooth transitions for information literacy learning across content areas, standards, and institutions requires collaboration among librarians. Perspectives and discoveries of four librarians (secondary school, two-year technical college, and an undergraduate, graduate, an...
Janet Anderson-Story; Mirah Dow; Cynthia Kane; Carmaine Ternes
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
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.
Anna, Falcó-Pegueroles; M. Teresa, Luis-Rodrigo.
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.
To assess the knowledge, attitude and practices of students regarding carbonated drinks, a cross sectional study was conducted at Himalayan Institute of Medical Science (H.I.M.S.), Dehradun. The study subjects comprised of medical and nursing students at HIMS. A total of 137 students were randomly selected and included in the study. A self administered pre-tested structured questionnaire was introduced for the purpose of the study. Maximum of the medical students responded gastrit...
S Kishore, P. Aggarwal
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 ado...
Zethu Nkosi; Padmini Pillay; Nokes, Kathleen M.
The purpose of this updated manual is to define and describe standardized nursing languages, highlight how nursing languages are a part of the nursing process, and illustrate through case examples how nursing languages are used in school nursing practice. This manual also summarizes the history and development of three nursing classifications, the…
Team-based learning (TBL) has been used for many years in business and science, but little research has focused on its application in nursing education. This quasi-experimental study was to apply the TBL in four nursing courses at a university in Taiwan and to evaluate its effect on students' learning outcomes and behaviors. Adult health nursing, maternal-child nursing, community health nursing, and medical-surgical nursing were the 4 designated courses for this study. Three hundred ninety-nine students in 2-year registered nurse-bachelor of science in nursing, and regular 4-year nursing programs enrolled in the designated courses were contacted. Three hundred eighty-seven students agreed to participate in the data collection. Results showed that the TBL significantly improved the learning behaviors of students in both programs, including class engagement (p professional development. The TBL method can be considered for broader application in nursing education. PMID:25150421
Cheng, Ching-Yu; Liou, Shwu-Ru; Hsu, Tsui-Hua; Pan, Mei-Yu; Liu, Hsiu-Chen; Chang, Chia-Hao
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
Full Text Available SciELO Colombia | Language: Spanish Abstract in portuguese O texto apresenta uma série de reflexões sobre os cuidados de enfermagem a partir de duas perspectivas: o tradicional e o fenomenológico. O enfoque tradicional de assistência, a patologia e os problemas de enfermagem. Em segundo lugar, em termos de abordagem de "cuidado humano" e o processo de cuida [...] do com raízes fenomenológico. Também discute a utilização de elementos e conceituação de cuidar como uma disciplina filosófica sobre currículo e práticas de ensino e de ensino- aprendizagem, que por sua vez, deve refletir-se em uma educação que dá prioridade ao atendimento "humano" e seus processos. Abstract in spanish El texto presenta una serie de reflexiones sobre el cuidado de enfermería desde dos puntos de vista: el tradicional y el fenomenológico. El tradicional centrado en la asistencia, la patología y los problemas de enfermería. El segundo en términos del enfoque de "cuidado humano", y el proceso de cuida [...] r con raíces fenomenológicas. Adicionalmente se analizan los usos de elementos y la conceptualización del cuidado como referente filosófico disciplinar curricular, y las prácticas pedagógicas o de enseñanza-aprendizaje, que a su vez deben reflejarse en una educación que priorice el "cuidado humano" y sus procesos. Abstract in english The article offers a series of reflections on nursing care from two perspectives: traditional and phenomenological. The traditional perspective is centered on assistance, pathology and the problems in nursing. The other focuses on the "humane care" approach and the care process with phenomenological [...] roots. There also is an analysis of the use of elements and the conceptualization of care as a curricular disciplinary philosophical reference, and the didactic or teaching-learning practices that must be reflected, in turn, in education that places a priority on "humane care" and its processes.
Vera Regina, Waldow.
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
Full Text Available SciELO Brazil | Language: English Abstract in portuguese JUSTIFICATIVA E OBJETIVOS: Justifica-se a realização da presente pesquisa baseando-se na relevância de serem pontuadas as estratégias das quais a equipe de Enfermagem possa lançar mão de modo a contribuir para o gerenciamento da dor, tendo em vista a pertinência que a dor assume como o 5° sinal vit [...] al. O objetivo deste estudo foi descrever quais as intervenções de Enfermagem a serem ensinadas como estratégias para o alívio da dor, de acordo com a percepção dos enfermeiros docentes. MÉTODOS: Trata-se de uma pesquisa descritiva e exploratória com enfoque qualitativo. O cenário foi um Curso de Graduação em Enfermagem e os participantes foram os docentes enfermeiros que lecionaram disciplinas de Enfermagem. Todos os participantes assinaram o Termo de Consentimento Livre e Esclarecido. Os dados coletados mediante entrevista semiestruturada gravada em áudio, foram posteriormente organizados em categorias. RESULTADOS: Da análise dos dados coletados emergiu a categoria “O cuidado de Enfermagem como intervenção não farmacológica no gerenciamento da dor”. Constituíram estratégias específicas de atuação da Enfermagem, no processo de ensino dos graduandos, cuidados complementares como a comunicação eficaz, o posicionamento e a mobilização do paciente e apoio com artefatos, somados ao acompanhamento dos seus familiares. CONCLUSÃO:: As intervenções de Enfermagem adotadas como terapias não farmacológicas no gerenciamento da dor constituíram as estratégias utilizadas pelos docentes no processo de ensino. Abstract in english BACKGROUND AND OBJECTIVES: This study is justified by the relevance of highlighting strategies which may be used by the nursing team to contribute to pain management, considering the importance of pain as the fifth vital sign. This study aimed at describing Nursing interventions to be taught as str [...] ategies for pain relief, according to Nursing professors’ perception. METHODS: This is a descriptive, exploratory and qualitative study. The scenario was a Nursing Graduation Course and participants were Nursing professors teaching Nursing disciplines. All participants have signed the Free and Informed Consent Term. Data collected by means of semi-structured interviews recorded in audio were afterward organized in categories. RESULTS: From data analysis, the category "Nursing care as non-pharmacological intervention to manage pain" has emerged. Specific Nursing action strategies taught during the course were additional care, such as effective communication, patients’ positioning and mobilization and support with artifacts, added to family monitoring. CONCLUSION: Nursing interventions adopted as non-pharmacological therapies to manage pain were the strategies used by professors during the teaching process.
Flávia Alves Ribeiro, Romanek; Maria do Carmo Querido, Avelar.
Nurses must demonstrate leadership and followership competencies within complex adaptive team environments to ensure patient and staff safety, effective use of resources, and an adaptive health care system. These competencies are demonstrated through the use of communication strategies that are embedded within a relational practice. Health care professionals, regardless of formal position, need to assert their opinions and perspectives using a communication style that demonstrates value of all team members in open discussions about quality patient care, appropriate access, and stewardship. Challenges to effective communication and relational practice are the individual and organizational patterns of behavior, and the subsequent impact that these behaviors have on others. Students articulate situational awareness when they conduct a critical analysis of individual, team, and organizational functioning, and then use this information and evidence gained from a critical literature review to develop recommendations to improve individual, team, and/or organizational performance. Leadership and followership simulation exercises, inclusive of public feedback and debriefing, are used as a pedagogical/andragogical strategy in a nursing baccalaureate senior leadership course to facilitate learning of team communication skills and improve situational awareness. We view this strategy as an alternative to traditional classroom learning activities which provide little opportunity for recursive learning. PMID:25017299
Pollard, Cheryl L; Wild, Carol
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 ‘Windmill of Learning Processes’, which draws on empirical data from a qualitative investigation with an explorative and descriptive design, and on the theoretical concepts of ‘disjuncture’, and ‘everyday life activities’. ‘Disjuncture’ 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 ‘collective not-conscious disjuncture’. This is when the student and the mentor are both unaware that the student is operating in a potential learning situation. ‘Everyday life activities’ 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 ‘pseudo-everyday life activities’. These closely resemble everyday life activities, but take place in a psychiatric context. © 2010 Elsevier Ltd. All rights reserved
The nursing profession is moving toward developing a standardized language. Benefits of such a language are outlined. Nursing Interventions Classification (NIC) (Iowa Intervention Project, 1992), a standardized language for nursing interventions, has been recently developed by the Iowa Intervention Project. This article describes how NIC was incorporated into a nursing care plan in a tertiary acute care facility. Teaching strategies, which include aspects of adult learning theory and motivational theory, are discussed. Utilization of creativity and variability in the planning and implementation of a unit based inservice program were the most beneficial strategies used. PMID:9165798
Robbins, B T
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
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.
This study was aimed at contributing to the cost management of the admission process of nursing technicians by mapping and measuring the direct cost of the main activities in this process. The exploratory, retrospective, documental study on the modality of case study was carried out at the Educational Support Service of the University of São Paulo's Hospital Universitário. The admission process was divided into five sub-processes: planning, recruiting, selection, hiring and admission training. Results showed that the direct total cost of the admission process was R$ 6359.90, and that, within the sub-processes, selection was the one that consumed most resources--R$ 3416.40, amounting to 53.72% of the total. Each hired candidate cost R$ 635.99. PMID:17977388
Okano, Helena Isuku Horibe; Castilho, Valeria
This article discusses the application of information technology (IT) in education, its benefits and the ethical and ideological implications in using this tool in nursing education and work. It relates the experience of developing contents on epidemiological surveillance. Some pedagogical experiences were given to the students handling an Aids database, with the purpose of motivating them to express their understanding and to reflect on the health problems of the population, associating the occurrence and the profiles of this epidemic in different areas of the city of São Paulo, with the forms of work and life of population groups in certain places. The understanding of the health-disease process was enlarged. IT is a potent instrument in epidemiological surveillance for the teacher who act as mediator between the information and the knowledge that one wants to build. PMID:14686046
Nichiata, Lúcia Yasuko; Takahashi, Renata Ferreira; Fracolli, Lislaine Aparecida; Gryschek, Anna Luiza
Assistência de enfermagem perioperatória: ensino em cursos de enfermagem / The teaching of the perioperatory nursing assistance in undergraduate courses in Nursing / Enseñanza de enfermería perioperatoria en los cursos de Pre grado en enfermería
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Buscou-se no presente estudo, retratar a realidade do ensino da assistência de enfermagem perioperatória, analisando e delineando suas tendências entre docentes de cursos de graduação em enfermagem que ministram esse conteúdo. A assistência de enfermagem perioperatória como processo realizado por pr [...] ofissionais de enfermagem, em uma fase específica de atenção ao paciente, frente ao procedimento anestésico-cirúrgico, envolve estratégias e orientações expressas na práxis do enfermeiro. Aqui o ensino da assistência de enfermagem perioperatória, como atividade dinâmica das ações dos docentes de Enfermagem em Centro Cirúrgico, desenvolvida num processo coletivo, emerge como práxis ritual no mundo do sistema, da razão técnica instrumental, distanciando-se do entendimento consensual, da razão comunicativa e do fomento às alternativas voltadas à práxis social/emancipatória. Abstract in spanish En el presente estudio se buscó retratar la realidad de la enseñanza de la asistencia de enfermería perioperatoria, analizando y delineando sus tendencias entre los docentes de enfermería perioperatoria. Como proceso realizado por los profesionales de enfermería en una fase específica de atención al [...] paciente frente al procedimiento anestésico-quirúrgico, involucra estrategias y orientaciones expresadas en la praxis del enfermero. Se puede concluir que la enseñanza de la asistencia de enfermería perioperatoria, como actividad dinámica de las acciones de los docentes de Enfermería en Centro Quirúrgico, desarrollada en un proceso colectivo, emerge como praxis ritual en el mundo del sistema, de la razón técnica instrumental, distanciándose del entendimiento consensual de la razón comunicativa y de fomento de alternativas relativas a la praxis social/emancipadora. Abstract in english In the present study, the authors describe the reality of the perioperatory nursing assistance, analyzing and outlining its trends among professors of undergraduate courses in Nursing that teach this subject. Perioperatory nursing assistance, as a process carried out by nursing professionals, in a s [...] pecific phase of attention to the patient prior to the anesthetic-surgical procedure, involves strategies and orientations that are expressed in the nurse's praxis. In this study, the teaching of perioperatory nursing assistance, as a dynamic activity of the actions of the professors of Nursing in the Surgical Center, developed in a collective process, emerges as a ritual praxis of the system's realm, of the instrumental technical reason, moving away from the consensual understanding, from the communicative reason and from the encouragement to the alternatives directed towards the social/emancipatory praxis.
Maria do Carmo Querido, Avelar; Arlete, Silva.
Assistência de enfermagem perioperatória: ensino em cursos de enfermagem Enseñanza de enfermería perioperatoria en los cursos de Pre grado en enfermería The teaching of the perioperatory nursing assistance in undergraduate courses in Nursing
Full Text Available Buscou-se no presente estudo, retratar a realidade do ensino da assistência de enfermagem perioperatória, analisando e delineando suas tendências entre docentes de cursos de graduação em enfermagem que ministram esse conteúdo. A assistência de enfermagem perioperatória como processo realizado por profissionais de enfermagem, em uma fase específica de atenção ao paciente, frente ao procedimento anestésico-cirúrgico, envolve estratégias e orientações expressas na práxis do enfermeiro. Aqui o ensino da assistência de enfermagem perioperatória, como atividade dinâmica das ações dos docentes de Enfermagem em Centro Cirúrgico, desenvolvida num processo coletivo, emerge como práxis ritual no mundo do sistema, da razão técnica instrumental, distanciando-se do entendimento consensual, da razão comunicativa e do fomento às alternativas voltadas à práxis social/emancipatória.En el presente estudio se buscó retratar la realidad de la enseñanza de la asistencia de enfermería perioperatoria, analizando y delineando sus tendencias entre los docentes de enfermería perioperatoria. Como proceso realizado por los profesionales de enfermería en una fase específica de atención al paciente frente al procedimiento anestésico-quirúrgico, involucra estrategias y orientaciones expresadas en la praxis del enfermero. Se puede concluir que la enseñanza de la asistencia de enfermería perioperatoria, como actividad dinámica de las acciones de los docentes de Enfermería en Centro Quirúrgico, desarrollada en un proceso colectivo, emerge como praxis ritual en el mundo del sistema, de la razón técnica instrumental, distanciándose del entendimiento consensual de la razón comunicativa y de fomento de alternativas relativas a la praxis social/emancipadora.In the present study, the authors describe the reality of the perioperatory nursing assistance, analyzing and outlining its trends among professors of undergraduate courses in Nursing that teach this subject. Perioperatory nursing assistance, as a process carried out by nursing professionals, in a specific phase of attention to the patient prior to the anesthetic-surgical procedure, involves strategies and orientations that are expressed in the nurse's praxis. In this study, the teaching of perioperatory nursing assistance, as a dynamic activity of the actions of the professors of Nursing in the Surgical Center, developed in a collective process, emerges as a ritual praxis of the system's realm, of the instrumental technical reason, moving away from the consensual understanding, from the communicative reason and from the encouragement to the alternatives directed towards the social/emancipatory praxis.
Maria do Carmo Querido Avelar
This project, started in 1985 by Dr Infante, is based on theory of the use of the clinical laboratory in nursing education. It fully recognizes the complementary roles of nursing education and nursing service by having practitioners participate as preceptors, role models, and mentors. Six clinical agencies participated in this innovative clinical teaching project with the goal of improving the effectiveness and efficiency of nursing education and nursing practice. It is hypothesized that the synchronization of clinical laboratory experiences with instruction in nursing theory and science and a closer collaboration among faculty, students, and nurse practitioners will give students an appropriate balance of academic and clinical practice perspectives and skills to prepare them effectively to meet the complex health care needs of patients. The subjects were 173 undergraduate baccalaureate nursing students enrolled in an upper-division generic program. For the purpose of testing Infante's clinical model, the students were randomly assigned to a control or experimental group for two successive incoming classes of nursing students. Each student's academic and clinical progression was monitored. Data were gathered using grade point average, a standardized test for nursing knowledge (Mosby Assesstest; Mosby, St Louis), college laboratory practicum, and simulated testing for clinical application skills.2+ Data were analyzed using independent t tests. The findings indicate that the students in the experimental group, who used the experimental clinical model, achieved higher grade point averages, higher scores on the Mosby Assesstest, and higher college laboratory practicum scores than the students in the control group. The findings support the need for further investigation of innovative clinical teaching models. PMID:2732400
Infante, M S; Forbes, E J; Houldin, A D; Naylor, M D
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
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.
Estratégias de ensino das habilidades do pensamento crítico na enfermagem Estrategias de enseñanza de las habilidades del pensamiento crítico en enfermería Strategies for teaching the critical thinking abilities in nursing
Full Text Available Objetivou-se caracterizar estratégias de ensino utilizadas na enfermagem para desenvolver habilidades do pensamento crítico. Elaborou-se uma revisão integrativa nas bases de dados Web of Science e Cumulative Index of Nursing and Allied Health Literature (CINAHL, com os descritores critical thinking, nursing e teaching, no período de 1987 a 2008. A amostra constitui-se de 64 artigos e a análise permitiu a identificação de 27 estratégias de ensino do pensamento crítico aplicadas na enfermagem. Dentre estas, as cinco mais citadas foram: questionamento, estudo de caso, ensino online e aprendizagem interativa, mapa conceitual e aprendizagem baseada em problemas. Diferentes estratégias reveladas neste estudo evidenciam uma gama de possibilidades que poderão ser aplicadas no ensino e na prática clínica. Conclui-se que o desenvolvimento de habilidades do pensamento crítico por meio destas estratégias pode proporcionar a formação de profissionais mais críticos e reflexivos.El objetivo es caracterizar estrategias de enseñanza utilizadas en enfermería para desarrollar habilidades del pensamiento crítico. Fue elaborada una revisión integrativa en las bases de datos Web of Science y Cumulative Index of Nursing and Allied Health Literature (CINAHL, con los descriptores critical thinking, nursing y teaching, en el período de 1987 a 2008. La muestra se constituye de 64 artículos cuyo análisis permitió la identificación de 27 estrategias de enseñanza del pensamiento crítico aplicadas a la enfermería. Entre estas, las cinco más citadas fueron: cuestionamiento, estudio de caso, enseñanza online y aprendizaje interactivo, mapa conceptual y aprendizaje con base a problemas. Diferentes estrategias reveladas en este estudio evidencian una gama de posibilidades que podrán ser aplicadas a la enseñanza y a la práctica clínica. Se concluye que el desarrollo de habilidades del pensamiento crítico a través de estas estrategias puede proporcionar la formación de profesionales más críticos y reflexivos.This study aimed characterize the teaching strategies applied to nursing in order to develop critical thinking skills. An integrative review was elaborated on the Web of Science and Cumulative Index of Nursing and Allied Health Literature (CINAHL data base, with the descriptors critical thinking, nursing and teaching, from 1987 to 2008. The sample comprised 64 articles and the analysis provided the identification of 27 strategies for teaching critical thinking in nursing. Among those, the most referred to were questioning, case study, online teaching and interactive learning, concept map and teaching based on problem solving. Different strategies described in the study revealed a wide range of possibilities which can be applied to teaching and to clinical practice. It was concluded that the development of the critical thinking skills through these teaching strategies can help nursing students to be more critical and reflexive.
Maria da Graça Oliveira Crossetti
Full Text Available 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.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 the 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
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.
Ensino de Graduação em Enfermagem: a contribuição da Associação Brasileira de Enfermagem Enseñanza de Graduación en Enfermería: la contribuición de la Asociación Brasilera de Enfermería Teaching in Undergraduate Nursing: the contribution of Brazilian Nursing Association
Full Text Available O presente estudo apresenta algumas das ações mais relevantes da Associação Brasileira de Enfermagem para com o processo de formação da(o enfermeira(o, no país, contextualizando essas ações com o momento histórico em que elas aconteceram. Nesse sentido, o estudo se constitui, não só, numa produção de conhecimento na área, mas também num elemento de registro da história do ensino de graduação em enfermagem no Brasil, oferecendo instrumentos de análise para a situação atual desse ensino. O texto destaca as contribuições da ABEn no processo de formação da enfermeira, na construção e sustentabilidade das Diretrizes Curriculares Nacionais do Curso de Graduação em Enfermagem.El presente estudio presenta algunas de las acciones más relevantes de la Asociación Brasileña de Enfermería para con el proceso de formación del (de la enfermero(a, en el país, contextualizando esas acciones con el momento historico en que ellas acontecieron. En ese sentido, el estudio se constituye, no sólo, en una producción de conocimiento en el área, pero también en un elemento de registro de la historia de la enseñanza de graduación en enfermería en el Brasil, ofreciendo instrumentos de análisis para la situación actual de esa enseñanza. El texto señala las contribuciones de la ABEn en el proceso de formación de la enfermería, en la construcción y sustentabilidad de las Directrices Curriculares Nacionales para la Graduación en Enfermería.The present study shows some of the most relevant actions of the Brazilian Association of Nursing in favor of the education process of the nursing professionals in Brazil, contextualizing those actions in the historical moment in which they occurred. In this manner, the study represents not only production of knowledge in the field, but also an element of record of the history of undergraduate nursing teaching in Brazil, offering instruments of analysis of the current situation of this teaching. The text highlights the contributions of the Brazilian Association of Nursing (ABEn in the education process of the nursing professionals, and in the elaboration and sustainability of the National Curricular Guidelines of the Undergraduate Nursing Course.
Eucléa Gomes Vale
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 exacerbate...
Booth Rachel Z.
To explore the usefulness of narrative nursing records documented using a standardized terminology-based electronic nursing records system, we conducted three different studies on (1) the gaps between the required nursing care time and the actual nursing care time, (2) the practice variations in pressure ulcer care, and (3) the surveillance of adverse drug events. The narrative nursing notes, documented at the point of care using standardized nursing statements, were extracted from the clinic...
Park, Hyeoun-ae; Cho, Insook; Ahn, Hee-jung
Instrumentos para la enseñanza del proceso enfermero en la práctica clínica docente con enfoque de autocuidado utilizando Nanda-Nic-Noc / Tools for teaching nurses in clinical teaching with the focus on Nanda-Nic-Noc
Full Text Available SciELO Spain | Language: Spanish Abstract in spanish La herramienta metodológica en la práctica científica de enfermería es el Proceso Enfermero, el cual nos permite emplear como método de resolución de problemas el pensamiento crítico, el uso de esta metodología ha venido a dar autonomía a la profesión y su uso es determinante en la práctica clínica [...] y la docencia. Objetivo: Desarrollar habilidades en la implementación desarrollo y evaluación de un diseño de enfermería con enfoque de Autocuidado, en la utilización de las taxonomías NANDA, NIC NOC. Metodología. Se analizó la Teoría del Déficit de Autocuidado y las etapas del Proceso Enfermero, se construyeron dos instrumentos: 1) Razonamiento diagnóstico: incluye las etapas de valoración y diagnóstico, y 2) Plan de cuidados: comprende las etapas de planificación, ejecución y evaluación del proceso enfermero. Resultados. Los instrumentos se aplicaron durante la práctica clínica de las áreas de Materno infantil, Adulto Mayor y Enfermería Comunitaria, participaron estudiantes y docentes, previo curso taller que incluyó: Teoría general del Autocuidado, Taxonomías NANDA, NIC, NOC y estructura y llenado de los instrumentos, los casos clínicos se presentaron en un foro al final de la práctica clínica. Conclusiones: los instrumentos se consideraron recursos que facilitan la enseñanza del PE en los estudiantes de enfermería que están incorporándose a las prácticas clínicas. Abstract in english The metodological tool for the scientific practice of nursing is the Nursing Process, which enables critical thinking in solving problems. The use of this methodology has bestowed autonomy on the profession and its use is important in clinical practice and teaching. Aim: To develop skills in implant [...] ing, developing and assessing a nursing design with the focus on self-care using NANDA NIC NOC. Methodology: The Self-Care Defecit Theory and the stages of the Nursing Process were analysed and two tools were constructed: 1) Diagnostic Reasoning, which includes valoration and diagnosis; 2) Care Plan: the planning, execution and assessment of the Nursing Process. Results: The tools were applied to clinical practice in the areas of Mother-child, Older Adults and Community Nursing. Students and teachers participated after following a workshop course on General Theory of Self-Care, NANDA, NIC, NOC Taxonomies and structure and content of the tools, Clinical cases were presented in a final forum on clinical practicea. Conclusions: The tools were considered to be resources that help in teaching the NP to students of nursing beginning to work in clinical practices.
S.H., González Sara; N.E., Moreno Pérez.
Full Text Available Abstract: The teaching of English in Indonesia has so far been unable to reach its declared goal, which is the students' mastery of the English macro skills listening, speaking, reading, writing. Various factors have certainly contributed to this failure, but the highly centralized curriculum has been one of the many to be blamed for it. The new system of regional autonomy gives ample opportunity to schools/ regions to develop their own curricula. This will lead to the need for the establishment of standard of English to ensure the achievement of the ultimate goal of teaching English throughout the country. This paper suggests that the development of standards for English should involve as many parties concerned as possible, including EFL teachers, EFL teacher educators, and users of school graduates. Another suggestion made related to the aspects to be covered in the standards, namely (1 the qualification of EFL policy makers, EFL teacher educators, and EFL teachers; (2 class size, (3 facilities and equipment, and (4 assessment and evaluation.
Lecturers at three Nursing Colleges in the Gauteng Province in South Africa where this study was conducted raised their concern that a large proportion of learners reaching the senior phase have difficulty solving patient care problems and even making specific decisions regarding patient care. These learners are also unable to formulate nursing diagnoses and develop nursing care plans. This lack of essential critical thinking skills is evident during the assessment of their assignments, tests...
Sithole, Phumzile Cordelia
Problem. The purpose of this study was: (1) to describe the nature of science teaching in New Jersey and where teachers were located on the instructional continuum from didactic to inquiry-oriented teaching, and (2) to examine factors that were associated with teacher location on the instructional continuum. Methodology. Data came from two larger studies conducted by the Center for Policy Analysis of New Jersey at Rutgers University (CEPA-NJ) and supported by the National Science Foundation (NSF). It examined classroom interviews and observations of 54 fourth grade teachers throughout New Jersey from high, medium and low income schools. Findings. The majority of teachers in the study were located toward the didactic end of the instructional continuum. Although few inquiry-oriented teachers were found, they organized their classes quite differently from those taking a more didactic approach. Teacher attitudes and beliefs, knowledge and skills, professional development and professional community were associated with teacher location. Significance. This study provides educators with a better understanding of the variety of practice in elementary science teaching in a state undergoing standards-based reform efforts. Simultaneously, it contributes to the understanding of the factors that are associated with teacher location on the instructional continuum.
Razze, Janet C. Stickle
The steady evolution of domestic industries and the continued expansion of the workforce have outdated Taiwan's traditional model of occupational health nursing, which focuses on preventing work-related diseases and ensuring workplace safety. Professional-competency evaluations, now widely used within the medical and other professional communities to confirm that individuals have mastered relevant knowledge and skills, are a fixture in service quality management and related strategies. Occupational health nurses have a critical role in promoting and ensuring the quality of occupational-health related services. A multifaceted strategy is needed to update the domestic model of occupational health nursing. This strategy should include: 1) Set professional standards and create standard teaching materials for national occupational health nurses; 2) Enhance the professional efficacy of nurses in this field; 3) Survey the relevant role functions and education/training needs of occupational health nurses; 4) Develop relevant elective courses; and 5) Format courses/curricula for e-learning and for multimedia platforms. Furthermore, after implementation of this strategy, the model should be evaluated in terms of the knowledge and skills acquired by occupational health nurses. It is hoped that by reflecting local needs and experiences this new model will update the field of occupational health nursing to meet the needs of the current and future workplace in Taiwan and increase nursing knowledge and skills in order to foster and sustain healthy workplace environments. PMID:24899556
The astonishing popularity of social media and its emergence into the academic arena has shown tremendous potential for innovations in teaching. The appeal of using social media in the learning environment is enhanced by accessibility and affordability. However, it has also broadened the scope of consideration for protecting student privacy. This article explores the legal impact of privacy concerns when social media is used as a teaching tool. Institutions of higher learning must formulate guidelines that will govern appropriate social media use so that novel teaching modalities can be safely explored. Students must be educated by faculty regarding the standards of conduct and privacy considerations related to social media. The National Council of State Boards of Nursing has issued the White Paper: A Nurse's Guide to the Use of Social Media, a must-read for nursing faculty in the current academic arena. PMID:24530130
Peck, Jessica L
Full Text Available Background: Cervical cancer is the second leading cause of morbidity and mortality among the females worldwide. India has the highest burden of cervical cancer patients, accounting for approximately one-fifth of the cases in world. Nurses being an important link between the doctors and female patients in OPD or wards, it is imperative that they should be aware of the facts about cervical cancer and especially of screening techniques which can be utilized in low-resource settings. Methods: A cross-sectional interview based study was done among 200 nurses of a tertiary care teaching institute from June 2013 to July 2013, to assess the knowledge and awareness of nursing staff regarding causes of cervical cancer and its prevention and early detection. Results: Among all participated nurses, 85% (n=170 were aware of the term cancer cervix and 45% reported that it is the most frequent gynaecological cancer in India. Only 30.6% reported that it is the leading cause of death among women due to cancer. Young age at first intercourse, multiple sex partners, cigarette smoking, high parity and lower socio-economic status were correctly responded by 13%, 48%, 16%, 9% and 13% of participants respectively, as risk factors for cervical cancer. None of the participants knew about the VIA method of screening for cervical cancer. Among 119 of those participants who knew that cervical cancer can be detected by Pap smear, only 5 (4% had ever undergone Pap smear examination. Conclusions: Nurses identify certain aspects of cervical cancer correctly but their knowledge is not adequate, hence necessary changes should be made in their curriculum. [Int J Reprod Contracept Obstet Gynecol 2014; 3(4.000: 1056-1060
Sneha Badwe Dhodapkar
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.
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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.
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
Full Text Available 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 profesores 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.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 that 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
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.
Nursing Interventions Classification (NIC) and Nursing Outcomes Classification (NOC) are recognized examples of standardized nursing languages used to describe the contribution nursing makes to patient care. Columbus Regional Hospital nursing leadership recognized the need to use standardized nursing interventions and nursing-sensitive patient outcomes to describe the unique contribution nursing makes to patient education. In collaboration with the University of Iowa, NIC/NOC languages were implemented in the development of a patient education plan for a clinical pathway population. PMID:9610012
Hajewski, C; Maupin, J M; Rapp, D A; Sitterding, M; Pappas, J
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
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.
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 hiperm...
Venter, Jacobus A.; Viljoen, Marlene J.; Annemarie Joubert
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
In order to promote the sustained and healthy development of teaching evaluation work, five changes should be brought about in the evaluation of the level of undergraduate teaching at China's institutions of higher education: Change teaching evaluation from a specific item of work to a system of a long-term and normative nature; change teaching…
To improve the visibility of nurses in mass media, health communications content should be integrated into nursing education. Nurses equipped with advanced communication skills, media expertise and teaching strategies can empower the profession to influence the health care environment. (SK)
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. ...
Ukey Ujwala U, Kambatla Ramasankaram
Children's nurse education is experiencing increases in recruitment targets at the same time that clinical placements are decreasing. With regard to end-of-life care, it is has become a challenge to ensure that all students come into contact with a satisfactory range of experience as part of the requirement for competency at the point of registration. The aim of our study was to find out if students at the end of their course were able to use communication skills acquired in their three years of training and adapt and transfer them to a specific palliative care context even if they had never worked in that area of care. Focus groups were conducted after the simulations which explored the students' experiences of being involved in the scenarios. Four themes emerged that students identified either inhibited or enabled their communication skills, which included anxiety and fear, the need for professional props, the experience of it being real and feeling empowered. PMID:25395598
Kenny, Gerard; Cargil, Jamie; Hamilton, Catherine; Sales, Rachel
The National League for Nursing is committed to providing a range of teaching resources for those who work with students in nursing and related fields. The resources here are contained within nine areas, including Excellence Model, Hallmarks of Excellence, and Faculty Toolkits. The Hallmarks of Excellence area contains a detailed list of indicators that can help nursing faculty members learn more about the key elements of any effective nursing program. The Living Documents section includes a range of commentaries on timely topics, such as diversity in nursing education and the care of older adults. The site's Living Documents area features a series of occasional papers that comment on the future of nursing education. The titles here include "A Vision for Post-Baccalaureate Nursing Education" and "Caring for Older Adults."
Discusses an experiment conducted with three classes of nursing students at Catania University Polyclinic (Italy) that attempted to find meaningful contexts for use in English as second language teaching curriculum (for nurses). By practicing dialogs typical of nurse-patient interactions in a hospital context, student nurses learned to interact…
Rodono, Eleonora Consoli
Implement the Common Core for ELA without all the stress A Non-Freaked Out Guide to Teaching the Common Core uses the often-neglected anchor standards to get to the heart of the Common Core State Standards (CCSS)-teaching students the skills they need to be college and career ready. Each anchor standard is broken down into its key points, and a discussion of each anchor standard''s central purpose helps outline the context for each required skill. This easy-to-read guide gives educators the kind of clear explanations, examples, and strategies they need to feel comfortable teaching the CCSS, an
Nursing outcomes accountability is in its infancy. Progress awaits the use of standardized nursing diagnoses, interventions, and nursing-sensitive patient outcomes in nursing clinical decision making and documentation. Changes in nursing delivery systems also are required so that nurses are empowered as individuals and as a professional collective to demonstrate their accountability for the outcomes of patients. Finally, the attitudes and behaviors of nurse clinicians, administrators, and educators, individually and collectively, are important in advancing nursing's accountability as a single discipline and as a member of the interdisciplinary team. In subsequent columns, each of these issues and needed actions will be explored more fully. PMID:9432441
Maas, M L
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
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
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.
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.
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Trata o presente texto de uma reflexão acerca do ensino de enfermagem no Brasil. Tem como principal objetivo analisar sua trajetória ao longo do período 1923-2003, buscando identificar, nesse lapso de tempo, as mudanças ocorridas e a direção dessa formação. Concentra a análise, sobretudo, nos último [...] s anos (décadas 80/90), quando se inicia o processo de redemocratização do país e, com ele, a abertura de um grande debate em torno da saúde e da educação. Nessa perspectiva, focalizamos o Movimento da Reforma Sanitária, e sua contribuição, em torno da defesa da formação de recursos humanos para o setor saúde, no qual o ensino de enfermagem se insere. A partir de então, abre-se uma ampla discussão entre professores, estudantes, enfermeiros de serviços, entre outros segmentos, com vistas à construção de um projeto político pedagógico, configurando, assim, um avanço político da categoria. Essa construção coletiva supera todas as mudanças ocorridas na história do seu ensino, pela relevância social contida nos seus marcos conceituais, bem como pelo fato de contar com a participação efetiva dos atores envolvidos com o processo educativo. Abstract in spanish El texto es una reflexión sobre la enseñanza de la enfermería en Brasil. El principal objetivo es analizar su trayectoria desde 1923 hasta 2003 para identificar los cambios y la dirección que esa formación tomó. El análisis se concentra en los años 80 y 90, cuando empieza el proceso de redemocratiza [...] ción del país y con él, la apertura de un gran debate sobre la salud y la educación. Se enfoca el Movimiento de la Reforma Sanitaria y su contribución en la defensa de la formación de recursos humanos para el sector de la salud, en el cual la enseñanza de enfermería se insiere.A partir de ahí, se abre una amplia discusión entre profesores, estudiantes, enfermeros de servicios, entre otros segmentos, con vistas a la construcción de un proyecto político pedagógico, y se configura así, un avance político de la categoría. Esta construcción colectiva supera todos los cambios que ocurrieron en la historia de la enseñanza, debido a la relevancia social de sus marcos conceptuales y a la participación efectiva de los actores que están involucrados en el proceso educativo. Abstract in english This paper is a reflection on the teaching of nursing in Brazil. Our main goal is to trace it from 1923 to 2003, trying to identify any changes occurred and the direction the nursing education process has taken over this time frame. Our analysis concentrates mainly on recent decades (eighties and ni [...] neties), a period when the country's redemocratization process was undertaken and a wide debate on the health and educational fields was initiated. It focuses on the Sanitation Reform Movement in Brazil and on its contribution to the training of health professionals and nursing teachers. As of that period, a wide discussion has been going on among professors, students, service nurses, and other individuals, in an effort to build a political-pedagogical project that would stand out as a political accomplishment for the nurse profession. The collective efforts seen during this process surpass all the changes in the history of nursing teaching, because of the social relevance of its conceptual frameworks, as well as due to the effective participation of all actors involved in the educational process.
Raimunda Medeiros, Germano.
Technological advances have increased opportunities for nursing education, affording increased collaboration among nursing faculties in teaching, practice, and research. In an era when nurses are in demand, technology may help the profession educate nurses, prepare future educators, and advance the science of nursing. Several factors should be…
American Association of Colleges of Nursing, Washington, DC.
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Increased accountability requirements for the cost and quality of healthcare force nurses to clearly define and verify nursing's contributions to patient outcomes. This demand necessitates documentation of nursing care in a precise manner. An electronic nursing record system is considered a key element that enhances nurses' ability not only to record nursing care provided to patients but also to measure, report, and monitor quality and effectiveness. Home care is a growing field as nurses attempt to meet the demand for long-term care. The development of an electronic record system for home care nursing was the immediate focus of this study. We identified the nursing content required for home care nursing using standardized nursing languages and designed linkages among medical diagnoses, nursing diagnoses, nursing interventions, and nursing-sensitive outcomes within the system. Equipping an electronic nursing record system with nursing standards is particularly critical for enhancing nursing practice and for creating refined data to verify nursing effectiveness. PMID:19574749
Lee, Eun Joo; Lee, Mikyoung; Moorhead, Sue
Developing and launching online programs requires nurse educators to reframe content and rethink traditional teaching methodologies. Creating a framework for course design and standardization of templates can result in online learning that is student centered while allowing the institution to scale up enrollment with quality education at the core. This article explores the considerations needed for effective, interactive online course delivery in nursing education. Working in conjunction with other university technology stakeholders, nurse educators can select the learning management system with the features that will work best for the program, develop the course structure and organization through adherence to template rules for both syllabi and course modules, and develop appropriate learning activities to assure student exposure to content identified in the course objectives. With these structure pieces in place process becomes the second focus for nurse educators in online programs. Process activities for active engagement are discussed. PMID:25154660
Schnetter, Vicki A; Lacy, Darlene; Jones, Melinda Mitchell; Bakrim, Khadija; Allen, Patricia E; O'Neal, Cynthia
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.
R., Bustos López; A.J., Piña Martínez; M., Pastor Molina; A., Benítez Laserna; M.P., Víllora Fernández; A.D., González Pérez.
In summary, nursing models can be evaluated by carefully considering how human beings are conceptualised within a model, how adequately the model guides nurses in the decision-making associated with all stages of the nursing process and how appropriate is the expected role of the nurse. Reference to the criteria for evaluating nursing theory (Fig. 1) demonstrates that not only can nursing models be regarded as the precursors of nursing theory but some evaluative criteria for nursing theory develop from ways of evaluating nursing models (Fig. 2). The essence of this paper has been to consider nursing theory and its place in the current climate of concern both about nursing's professional status and about standards of patient care. The difficulty in defining theory has been briefly explored and suggestions have been made of possible ways of evaluating nursing theory. A distinction has been drawn between nursing models and nursing theory with a rationale for considering nursing models as precursors of nursing theory especially as there are similarities in the criteria used to evaluate them both. The nursing process has been described as a systematic, problem-solving approach to care. It is neither a nursing model nor a theory but rather one way of organising nursing activities. A major dilemma has been omitted from this paper, however, which nonetheless deserves mention here. This dilemma is identified and summarised by Jacox (1974) among others. The question posed is: Can and should we develop nursing theories?' (Jacox's emphasis). The main competing arguments put forward by Jacox are on the one hand that there are no phenomena or activities peculiar to nursing around which nursing theory can develop, and on the other hand that there is a need for a specified body of knowledge to inform nursing practice. Efforts to establish a firmer body of knowledge on which to base nursing practice may help to identify the unique function of the nurse. This will only be achieved if practising nurses take a keen interest in developing rigorous approaches to the evaluation of nursing models and theories. Craig (1980) has linked theory development and its integration with nursing practice to professional survival. If nurses cannot identify phenomena and activities that are peculiar to nursing and if they are not prepared to safeguard these areas of practice, then the future of nursing looks bleak. Project 2000 (UKCC 1986) offers an opportunity for nurses to be more willing and able to critically consider nursing's unique contribution to health care. PMID:2813849
Chalmers, H A
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.
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.
Critical thinking is a phase that is being heard frequently in nursing education. Nurse educators are encouraged to teach students to think critically because of the higher-order thinking skills that are required in our complex health care delivery system. The challenge to educators is the selection, development, and implementation of appropriate teaching strategies. This article describes a variety of strategies for teaching critical thinking within the context of nursing. PMID:1754128
Pond, E F; Bradshaw, M J; Turner, S L
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.
Full Text Available 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 descritores 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.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.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
Reflections on nursing teaching in the post-modernity era and the metaphor of a theory-practice gap Reflexiones sobre la enseñanza de enfermería en la postmodernidad y la metáfora de una laguna teórico-práctica Reflexões sobre o ensino de enfermagem na pós-modernidade e a metáfora de uma lacuna teórico-prática
This article presents a theoretical reflection on nursing teaching. First, we contextualize the topic regarding the globalized world and the repercussions of its paradigms on mankind and, consequently, on nursing students' learning. Next, we focus on the theory-practice gap established in the nursing learning. Educators are expected to show students the relevance of integrating these different types of knowledge. Moreover, to play a pivotal role in a process that helps students to apply theor...
Zeyne Alves Pires Scherer; Edson Arthur Scherer
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
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.
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 wo...
Hatcher Juanita; Mahmud Sadia; Ahmed Faiza; Khan Shaista M
Full Text Available Objective:To analyze the problems existed in nursing students at different levels in the process of intravenous infusion, to make judgmental guide towards common problems in clinical teaching, to standardize nursing students’ operations at intravenous infusion, and to avoid errors and disputes. Methods: The authors analyzed the problems in secondary, tertiary, undergraduate nursing students in three levels at a provincial hospital from 2010 to 2012 during intravenous infusion therapy; and the clinical teaching administration means were also discussed. Results: the difference of the problems existed in nursing students at different levels is not significant. P values were greater than 0.05. The top five projects that lost scores are consistent. Conclusion: The key problems that can easily cause errors and disputes are those that mostly occurred in nursing students at intravenous infusion operations. In clinical teaching, judgmental guide on common problems should be emphasized, nursing students’ operations at intravenous infusion should be standardized, the critical awareness towards clinical operations should be developed, errors and disputes should be avoided, and nursing students’ sense of professionalism should be enhanced.
Background: Breast cancer is the commonest cancer modality in female worldwide. Avoiding the risk factors can reduce its incidence and adhering to screening and early detection can reduce its mortality. A sufficient knowledge regarding the risk factors and screening modalities is therefore essential. We assessed the knowledge level about these parameters in our staff nurses. Methods: A self-administered questionnaire survey was performed. Knowledge regarding the risk factors and screening modalities were categorised into good, fair, poor and very poor categories. Results: Knowledge regarding most of the factors was found to be fair. A few things were termed as good knowledge like role of breast-feeding in protecting against breast cancer. Practice regarding the screening modalities was not satisfactory. Only a few nurses had good knowledge of the risk factors and screening modalities. Practice of the Screening modalities was also poor. Conclusion: There is a need to improve the nursing curriculum, training at the workplace and motivate them for screening practices. They should be encouraged to talk to their patients and their female attendants about prevention and early detection of breast cancer. (author)
Student success depends on effective teaching--not just occasionally, but every day in every classroom and school. Effective teaching impacts students' academic, physical, social-emotional, and behavioral well-being. Generating a vision, developing an instructional framework, and delineating student learning outcomes by themselves are insufficient…
Killion, Joellen; Hirsh, Stephanie
This article develops around a qualitative research case study of an instructor teaching an introductory course about students with special needs. Data collection involved document analysis, observations and interviews with administrators, the faculty member, his peers, teaching assistants and students. The case is also a reflective piece on the…
Cisneros-Cohernour, Edith J.
Of 124 acute care nurses, 97% felt that patient education was a priority. Inhibiting factors were time, staffing, and patient receptiveness. Enhancers included having time to teach, receiving effective teaching guidance materials, and having access to teaching resources. (SK)
Marcum, Julie; Ridenour, Maureen; Shaff, Gaye; Hammons, Mary; Taylor, Monica
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.
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.
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
Background: As a non-invasive and readily available diagnostic tool, ultrasound is one of the most important imaging techniques in medicine. Ultrasound is usually trained during residency preferable according to German Society of Ultrasound in Medicine (DEGUM) standards. Our curriculum calls for undergraduate training in ultrasound of medical students in their 4th year of undergraduate education. An explorative pilot study evaluated the acceptance of this teaching method, and compared it to o...
Heinzow, H. S.; Friederichs, H.; Lenz, P.; Schmedt, A.; Becker, J. C.; Hengst, K.; Marschall, B.; Domagk, D.
Cuidando, pesquisando e ensinando: acerca de significados e implicações da prática da enfermagem Cuidando, investigando e enseñando: acerca de significados e implicaciones de la práctica de la enfermería Caring, researching and teaching: meanings and implications of nursing practice
Full Text Available Artigo tem como objetivo discutir a problemática de cuidar, pesquisar e ensinar em enfermagem na prática hospitalar: traços gerais da Enfermagem Moderna - paradigma de ensino e prática; características do Sistema Nightingale. Moldagem metodológica com base na analítica de conceitos fundamentais de cuidar, pesquisar e ensinar na prática da enfermagem com implicações técnico-gnoseológicas para a prática pedagógica e da pesquisa e ilustrações em exemplos de pesquisas realizadas na área hospitalar e com repercussões para uma epistemologia da enfermagem. Ressalta-se a atitude e posições profissional para a arte. A autora invoca a necessidade de evidência, de efetividade de métodos de investigação e de confiabilidade de resultados nas atividades de cuidar, pesquisar e ensinar na enfermagem (em oncologia?. A conclusão aponta para a relevância da enfermagem como prática social e da problemática de atuação da(o enfermeira(o em qualquer esfera da pragmática assistencial - hospitalar e não hospitalar.La finalidad de este artículo es discutir la problemática del cuidar, investigar y enseñar en enfermería en la práctica hospitalaria: trazos generales de la Enfermería Moderna - paradigma de enseñanza y práctica; características del Sistema Nightingale. El modelo metodológico fue basado en el análisis de conceptos fundamentales cuidar, investigar y enseñar en la práctica de la enfermería con implicaciones técnico-gnoseologicas para la práctica pedagógica e investigativa e ilustraciones en ejemplos de investigaciones realizadas en el área hospitalaria y con repercusiones para una epistemología de la enfermería. Se destaca la actitud y posiciones profesionales para la arte. La autora invoca la necesidad de evidencia, de efectividad de métodos de investigación y de confiabilidad de resultados en las actividades de cuidar, investigar y enseñar en enfermería (¿en oncología?. La conclusión señala la relevancia de la enfermería como práctica social y de la problemática de actuación de los enfermeros en cualquier esfera de la pragmática asistencial - hospitalaria y no hospitalaria.This article aims to discuss the problem of caring, researching and teaching in hospital nursing: general characteristics of Modern Nursing - teaching and practice paradigm; characteristics of the Nightingale System. The research methodology was based on the analysis of fundamental care, research and teaching concepts in nursing practice, involving technical and gnoseological implications for pedagogical and research practice, which are illustrated through examples of hospital research. These entail repercussions for an epistemology of nursing. We highlight professional attitudes for the state of the art. The author evokes the need for disclosure, for efficient research methods and result reliability in (oncology? nursing care, research and teaching activities. The conclusion points towards the relevance of nursing as a social practice and the problem of nursing activities in any area of care pragmatics - whether in or outside the hospital context.
Vilma de Carvalho
Percepção de estudantes de enfermagem sobre o Laboratório de Enfermagem como estratégia de ensino / Nursing students' perception about the Nursing Laboratory as a teaching strategy / Percepción de estudiantes de enfermería sobre el Laboratorio de Enfermería como estrategia de enseñanza
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este estudo tem por objetivo conhecer a percepção de estudantes de enfermagem quanto aos aspectos físicos, pedagógicos e humanos referentes ao laboratório de enfermagem no processo ensino-aprendizagem. Trata-se de um estudo quantitativo, transversal, não experimental. A pesquisa foi realizada com 85 [...] alunos. Um total de 58,8% dos alunos avaliou a estrutura física como ruim ou regular; já a acomodação foi avaliada por 50,6% dos alunos como ruim e péssima. Quanto ao horário de funcionamento, 63,5% dos alunos avaliaram como bom ou ótimo. Os alunos avaliaram positivamente as enfermeiras especialistas em laboratório e as monitoras com 87,0% e 84,9% de bom ou ótimo, respectivamente. A maioria dos aspectos obteve conceito bom, exceto a infra-estrutura física. O aspecto melhor avaliado foi o recurso humano. Abstract in spanish Conocer la percepción de estudiantes de enfermería en cuanto a los aspectos físicos, pedagógicos y humanos referentes al laboratorio de enfermería en el proceso enseñanza-aprendizaje. Se trata de un estudio cuantitativo, transversal, no experimental. La pesquisa fue realizada con 85 alumnos. En cuan [...] to a la estructura física, el 58,8% de los alumnos la evaluó como mala o regular, las comodidades fueron malas o pésimas para 50,6% de los alumnos. Respecto al horario de funcionamiento, 63,5% de los alumnos lo evaluó como bueno u óptimo. Los alumnos evaluaron positivamente a las enfermeras especialistas en laboratorio y a las monitoras, con 87,0% y 84,9% para bueno y óptimo, respectivamente. La mayoría de los aspectos obtuvo buenos conceptos, excepto los relacionados con la infraestructura física. El aspecto mejor evaluado fue el recurso humano. Abstract in english The objective of this study is to get to know the nursing students' perception in terms of the physical, educational and human aspects of the nursing laboratory in the teaching-learning process. This is a quantitative, cross-sectional, non-experimental study. Participants were 85 students who answer [...] ed to a questionnaire about the laboratory in regard to human resources, teaching resources, physical infrastructure, and accommodation and hours of operation. Regarding the physical infrastructure of the lab, the majority of students (58.8%) rated it as bad or average, and accommodation was rated between bad and extremely bad by 50.6% of the students. The lab working hours were rated from good to excellent by 63.5% of the students. The nursing specialists and monitors of the laboratory were positively rated by the students, with 87.0% and 84.9% rating them from good to excellent, respectively. According to the students, the best aspect of the laboratory was human resources.
Carla Cristiane Paz, Felix; Ana Cristina Mancussi e, Faro; Cristiane da Rocha Ferreira, Dias.
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese 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 sit [...] es 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. Abstract in spanish 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 descript [...] ivo 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. Abstract in english 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 su [...] rvey 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; Heloisa Helena Ciqueto, Peres.
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
The purpose of this study was to examine the use of educational technologies for instructional purposes by nurse educators in generic baccalaureate nursing programs in Indiana. Accrediting organizations expect that information and healthcare technology will be included in nursing curricula because professional nurses are expected to use technology in the workplace. However, many nurse educators have not adopted and integrated computer-based technology into the teaching/learning process for a ...
Ihrke, Barbara Arlene
The School of Nursing at the University of KwaZulu-Natal has recently introduced the concept of nursing diagnosis within the Bachelor of Nursing Problem Based Learning (PBL) acute care nursing course. A descriptive survey was designed to evaluate a teaching strategy the researchers developed for Year III Bachelor of Nursing students in an acute care clinical practice course. All students in Year III PBL tutorials in 2006 were included in the study.The students were satisfied with th...
Brysiewicz, P.; Lee, M. B.
Knowledge and skill retention of in-service versus preservice nursing professionals following an informal training program in pediatric cardiopulmonary resuscitation: a repeated-measures quasiexperimental study.
Our objective was to compare the impact of a training program in pediatric cardiopulmonary resuscitation (CPR) on the knowledge and skills of in-service and preservice nurses at prespecified time points. This repeated-measures quasiexperimental study was conducted in the pediatric emergency and ICU of a tertiary care teaching hospital between January and March 2011. We assessed the baseline knowledge and skills of nursing staff (in-service nurses) and final year undergraduate nursing students (preservice nurses) using a validated questionnaire and a skill checklist, respectively. The participants were then trained on pediatric CPR using standard guidelines. The knowledge and skills were reassessed immediately after training and at 6 weeks after training. A total of 74 participants-28 in-service and 46 preservice professionals-were enrolled. At initial assessment, in-service nurses were found to have insignificant higher mean knowledge scores (6.6 versus 5.8, P = 0.08) while the preservice nurses had significantly higher skill scores (6.5 versus 3.2, P nurses performing better in knowledge test (10.5 versus 9.1, P = 0.01) and the preservice nurses performing better in skill test (9.8 versus 7.4, P nurses in pediatric CPR improved with training. In comparison to preservice nurses, the in-service nurses seemed to retain knowledge better with time than skills. PMID:23971033
Sankar, Jhuma; Vijayakanthi, Nandini; Sankar, M Jeeva; Dubey, Nandkishore
Intute's Nursing, Midwifery, and Health professional pages is a free online resource that provides information skills for nurses, midwives, and health visitors, allowing them to make practical use of the Internet in their work. The site contains key Internet resources to support the study, teaching, and/or research for nurses, midwives, and health visitors. For those completely unfamiliar with the Web world, the site also contains a glossary to help demystify some Internet terminology.
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.
Full Text Available Teachers’ attitudes toward science teaching influence science teaching and learning. Promoting positive attitudes toward science teaching in pre-service science teachers appears as an important task for science teacher educators. This study aims (a to explore 113 pre-service science teachers’ attitudes toward science teaching at the beginning of the first semester in a standard-based science teacher preparation program, which had initiated in a university located in the middle region of Thailand, and (b to track attitude changes of 30 volunteered participants after one semester of participation. The results revealed that, in overall, the participants had positive attitudes toward science teaching both at the beginning and the end of the semester. The participants with different genders significantly had different attitudes toward science teaching both at the beginning and the end of the semester, whereas the class level and study major variables did not significantly yield such differences. After one semester of participation in the standard-based program, the participants did not significantly enhance their attitudes toward science teaching. They, however, expressed additional negative attitudes regarding their inability to teach science adequately. The implications regarding how to promote positive attitudes toward science teaching in the context of science education are drawn from the results.
The transition to online education with faculty teaching at a distance has created "virtual departments" of nursing that necessitates a new way of leading. The author discusses leadership theory and team-building methods to support leaders engaged in virtual departments of nursing. PMID:22914280
...employment as a registered nurse (including teaching in any of the fields of nurse training or service...Assistance, Bureau of Health Professions, Room 8-34, Parklawn...employment as a registered nurse will be made by the...
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.
Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs' deployment and appropriate role when supporting the learning of pupils with special educational needs (SEN) in mainstream schools. Such debates have been transformed by findings from a large…
Webster, Rob; Blatchford, Peter; Bassett, Paul; Brown, Penelope; Martin, Clare; Russell, Anthony
As educators, the authors know the importance of teaching reading and writing, but they often overlook speaking and listening skills. They believe that if they have class discussions on a regular basis, students are "naturally" learning to speak and to listen. However, that is not the case. On the contrary, speaking and listening skills are ones…
Roberts, Terry; Billings, Laura
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
This exploratory study results from interviews with five high school English teachers regarding their writing instruction. The researcher sought to answer these questions: (1) How had the Tennessee Comprehensive Assessment Program's (TCAP) Writing Assessment affected their teaching as gauged by the teachers' statements regarding the assessment,…
Full Text Available 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 -asistenciales 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.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 procedures - 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.
Ma. Martha Marín Laredo
Full Text Available Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE and university matriculation examination (UME results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.
Afam C. Ndu
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 relate...
Neely-smith, Shane L.
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…
The Swedish health care system stands before an implementation of standardized language. The first classification of nursing diagnoses translated into Swedish, The NANDA, was released in January 2011. The aim of the present study was to examine whether the usage of the NANDA classification affected nursing students’ choice of nursing interventions. Thirty-three nursing students in a clinical setting were divided into two groups. The intervention group had access to the NANDA classification ...
Falk, Joakim; Bjo?rvell, Catrin
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.
Introduction. The purpose of the current study was to investigate the effects of oral feedback from standardized patients on medical students’ overall perceptions of an educational exercise. We chose a mixed-methods approach to better understand the following research questions: Does satisfaction with the standardized patient exercise differ among those students who receive oral feedback and those who do not? What is the quality of oral feedback provided by standardized patients? Procedure...
Lisa Doyle Howley, Phd; James Martindale, Phd
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
Cuidando, pesquisando e ensinando: acerca de significados e implicações da prática da enfermagem / Caring, researching and teaching: meanings and implications of nursing practice / Cuidando, investigando e enseñando: acerca de significados e implicaciones de la práctica de la enfermería
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Artigo tem como objetivo discutir a problemática de cuidar, pesquisar e ensinar em enfermagem na prática hospitalar: traços gerais da Enfermagem Moderna - paradigma de ensino e prática; características do Sistema Nightingale. Moldagem metodológica com base na analítica de conceitos fundamentais de c [...] uidar, pesquisar e ensinar na prática da enfermagem com implicações técnico-gnoseológicas para a prática pedagógica e da pesquisa e ilustrações em exemplos de pesquisas realizadas na área hospitalar e com repercussões para uma epistemologia da enfermagem. Ressalta-se a atitude e posições profissional para a arte. A autora invoca a necessidade de evidência, de efetividade de métodos de investigação e de confiabilidade de resultados nas atividades de cuidar, pesquisar e ensinar na enfermagem (em oncologia?). A conclusão aponta para a relevância da enfermagem como prática social e da problemática de atuação da(o) enfermeira(o) em qualquer esfera da pragmática assistencial - hospitalar e não hospitalar. Abstract in spanish La finalidad de este artículo es discutir la problemática del cuidar, investigar y enseñar en enfermería en la práctica hospitalaria: trazos generales de la Enfermería Moderna - paradigma de enseñanza y práctica; características del Sistema Nightingale. El modelo metodológico fue basado en el anális [...] is de conceptos fundamentales cuidar, investigar y enseñar en la práctica de la enfermería con implicaciones técnico-gnoseologicas para la práctica pedagógica e investigativa e ilustraciones en ejemplos de investigaciones realizadas en el área hospitalaria y con repercusiones para una epistemología de la enfermería. Se destaca la actitud y posiciones profesionales para la arte. La autora invoca la necesidad de evidencia, de efectividad de métodos de investigación y de confiabilidad de resultados en las actividades de cuidar, investigar y enseñar en enfermería (¿en oncología?). La conclusión señala la relevancia de la enfermería como práctica social y de la problemática de actuación de los enfermeros en cualquier esfera de la pragmática asistencial - hospitalaria y no hospitalaria. Abstract in english This article aims to discuss the problem of caring, researching and teaching in hospital nursing: general characteristics of Modern Nursing - teaching and practice paradigm; characteristics of the Nightingale System. The research methodology was based on the analysis of fundamental care, research an [...] d teaching concepts in nursing practice, involving technical and gnoseological implications for pedagogical and research practice, which are illustrated through examples of hospital research. These entail repercussions for an epistemology of nursing. We highlight professional attitudes for the state of the art. The author evokes the need for disclosure, for efficient research methods and result reliability in (oncology?) nursing care, research and teaching activities. The conclusion points towards the relevance of nursing as a social practice and the problem of nursing activities in any area of care pragmatics - whether in or outside the hospital context.
Vilma de, Carvalho.
Background and Objectives: Effective nurse-physician communication is essential for provision of high quality clinical care. Research into nurse-physician communication is a new field in Iran, and the importance of the issue calls for further investigation. In response to this necessity, this study aimed to assess nurses’ perception of nurse-physician communication in teaching hospitals affiliated with Hormozgan University of Medical Sciences, situated in Bandar Abbas, at the shore of t...
Babak Moeini; Laleh Hasani; Teamur Aghamolaei; Sedigheh Sadat Tavafian
As university faculty, Certified Registered Nurse Anesthetists (CRNAs) are expected to meet the same obligations as other members of the academy. The purposes of this investigation were to describe the educational preparation and role expectations of nurse anesthesia faculty. Following institutional human assurance committee approval, an investigator-developed questionnaire was mailed to the directors of 85 nurse anesthesia programs recognized by the Council on Accreditation of Nurse Anesthesia Educational Programs. Responses were analyzed using descriptive statistics. Of the full-time faculty, 25% held doctoral degrees. CRNAs participated in all 3 traditional faculty roles of teaching, research, and service. Program administration and classroom teaching accounted for 66% of program directors' time. Assistant directors allocated 75% of their time to classroom teaching, clinical teaching, and program administration. Among all program faculty, limited time was reserved for research and scholarly activities. Increasing the percentage of doctorally prepared faculty and the amount of time allocated to research and scholarship are essential for full integration of nurse anesthetists into the university and to continue the development of nurse anesthesia's specialty knowledge. PMID:17048556
Lupien, Alfred E; Rosenkoetter, Marlene M
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
Ensino de teorias de enfermagem em Cursos de Graduação em Enfermagem do Estado do Paraná - Brasil / Teaching nursing theories in nursing schools within Paraná State - Brazil / Enseñanza de teorias de enfermería en el Pregrado en Enfermería del Estado de Paraná - Brasil
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese OBJETIVOS: Identificar de que formao ensino de teorias de enfermagem é abordado nos Cursos de Graduação em Enfermagem de escolas de ensino superior no Estado do Paraná. MÉTODOS: Estudo do tipo Survey, realizado com 35 coordenadores de Curso de enfermagem instituições de ensino superior do Estado do [...] Paraná- Brasil. RESULTADOS: Os 35 cursos abordam as teorias de enfermagem. O contato que os discentes têm com as teorias de enfermagem dá-se de forma pontual, geralmente, quando se inicia o curso de enfermagem. A teoria de Wanda Horta foi a mais citada, como teoria base do curso (60%). CONCLUSÃO: O ensino das teorias é ministrado, como conteúdo de forma fragmentada, o que pode contribuir para a formação de profissionais com baixa autonomia, sem delimitação de seu campo de atuação. Abstract in spanish OBJETIVOS: Identificar de qué forma se aborda la enseñanza de teorías de enfermería en el Pregrado de Enfermería de escuelas de enseñanza superior del estado de Paraná. MÉTODOS: Se trata de un estudio de tipo Survey, realizado con 35 coordinadores del Pregrado de Enfermería en instituciones de enseñ [...] anza superior del Estado de Paraná- Brasil. RESULTADOS: Los 35 cursos abordan las teorías de enfermería. El contacto que los discentes tienen con las teorías de enfermería se da de forma puntual, generalmente, cuando se inicia el curso de enfermería. La teoría de Wanda Horta fue la más citada, como teoría base del curso (60%). CONCLUSIÓN: La enseñanza de las teorías es administrado como contenido de forma fragmentada, lo que puede contribuir para la formación de profesionales con baja autonomía, sin delimitación de su campo de actuación. Abstract in english OBJECTIVES: To identify how education on nursing theory is addressed in undergraduate nursing courses in schools of higher education in the state of Parana. METHODS: A survey was conducted using a sample of the 35 coordinators of the nursing course of higher education institutions of the State of Pa [...] rana, Brazil. RESULTS: 35 courses were identified that focused on nursing theory. The students are introduced to nursing theory early in the curriculum, usually at the beginning of the nursing program. Wanda Horta's theory was mentioned as the theory on which many courses were based (60%). CONCLUSION: The teaching of nursing theory is conducted in a fragmented manner, which may contribute to nurses' experience of low autonomy, and a lack of clear understanding regarding all of the areas of concern that the profession encompasses.
Jéssica Carvalho de, Matos; Geisa dos Santos, Luz; Janaína de Souza, Marcolino; Maria Dalva de Barros, Carvalho; Sandra Marisa, Pelloso.
Documentation computer tools for nursing homes are uncommon, with few nursing homes having access to electronic systems. At St. Paul’s Nursing Home an UCSD student engineering team created a web based solution for the nursing staff progress notes. The purpose was to develop innovative design processes so other groups can emulate similar processes. By collecting information from nurse notes and feedback, a web based system with high level of user input standardization was created. The system...
Griswold, William; Jung, Kevin; Bormark, Sidsel
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.
Full Text Available Introduction. The purpose of the current study was to investigate the effects of oral feedback from standardized patients on medical students’ overall perceptions of an educational exercise. We chose a mixed-methods approach to better understand the following research questions: Does satisfaction with the standardized patient exercise differ among those students who receive oral feedback and those who do not? What is the quality of oral feedback provided by standardized patients? Procedures. In order to address the first question, a basic randomized design comparing treatment (or those receiving SP feedback to control (those not receiving SP feedback was conducted. To address the second question, students in the treatment group were surveyed about their impressions of the quality of the feedback provided to them by their SP. One hundred and thirty six first year medical students were divided into treatment and control groups and interviewed one standardized patient during a single 20-minute encounter. Standardized patients were trained to simulate one of two outpatient cases and provide feedback using standard training materials. Both treatment and control groups completed a rating scale and questionnaire regarding their satisfaction with the encounter and students in the treatment group responded to additional questions regarding the quality of the SP feedback. Results. A one-way multivariate analysis of variance (MANOVA revealed significant differences among control and treatment groups on the seven combined dependent variables, Wilks’ =.890, F(7, 127=2.25, p<.034, ?2=.110. Students reported that the quality of SP feedback was very strong and additional qualitative analysis revealed further evidence to support the efficacy of providing oral SP feedback in a formative pre-clinical educational activity.
Lisa Doyle Howley, PhD
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
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Diante das mudanças curriculares do ensino médico e da importância da promoção de saúde e da atenção primária, este trabalho, fruto do PET-Saúde, possui como objetivo relatar uma experiência dos alunos do curso de Medicina e Enfermagem na integração entre ensino e serviço na Atenção Básica à Saúde. [...] Além disso, mostra a importância do trabalho educativo na promoção de saúde e prevenção de doenças e evidencia os determinantes sociais no processo saúde-doença no território estudado. Este projeto foi dividido em duas fases: a primeira constou do cadastramento familiar do território adstrito à Unidade Saúde da Família do bairro utilizado como campo de ensino pela FMJ. A segunda trata da análise quanti-qualitativa realizada a partir dos dados colhidos, por meio dos quais foram elaboradas ações com foco na saúde da criança, saúde da mulher e saúde do adulto/idoso. Este artigo destaca as realizações na área de saúde da criança sobre os seguintes temas: acidentes na infância; aleitamento materno; obesidade; doenças respiratórias; anemia; e verminoses. Abstract in english Given curricular changes in medical education and the importance of health promotion and primary care, the current study, which resulted from the Educational Program for Health Work (PET-Saúde), aimed to report on the experience of a group of medical and nursing students with the integration of educ [...] ational activities and primary healthcare. The study also demonstrates the importance of educational work in health promotion and disease prevention and reveals social determinants in the health-disease process in the study area. The project included two phases: 1) enrollment of families in the coverage area of the Family Health Unit in the neighborhood used as the teaching area for the Jundiai School of Medicine (FMJ) and 2) a quantitative and qualitative data analysis, used to prepare activities with a focus on the health of children, women, and adults and the elderly. This article emphasizes the achievements in children's health on the following issues: prevention of childhood accidents; breastfeeding; obesity; respiratory diseases; anemia; and intestinal parasites.
Bruna Brenha, Ribeiro; Juliane Beatrice, Eckert; Anna Carolina de Miranda e, Figueiredo; Wania Maria Papile, Galhardi; Célia Martins, Campanaro.
PESQUISA QUALITATIVA, ENSINO E ASSISTÊNCIA DE ENFERMAGEM: INTERAÇÃO QUE FAVORECE O CUIDADO CULTURAL INVESTIGACIÓN CUALITATIVA, ENSEÑANZA Y ASISTENCIA DE ENFERMERÍA: INTERACCIÓN QUE FAVORECE EL CUIDADO CULTURAL QUALITATIVE RESEARCH, TEACHING AND NURSING CARE: THE INTERACTION TO FACILITATE THE CULTURAL CARE
Full Text Available Este texto tem como objetivo mostrar a contribuição da tríade ensino, assistência de enfermagem e pesquisa qualitativa na identificação de dados que direcionam o cuidado cultural às mulheres moradoras em uma favela da cidade de São Paulo, Brasil. Apresenta a trajetória da pesquisadora desde sua inserção na comunidade prestando assistência de enfermagem obstétrica e realizando ensino de alunos de graduação em enfermagem até a conclusão de sua pesquisa, da qual apresenta o grupo cultural. A pesquisa que teve a antropologia cultural como referencial teórico e a etnografia como método colaborou na definição do cuidado culturalmente embasado às mulheres assistidas/estudadas.Este texto tiene como objetivo mostrar la contribución de la tríada enseñanza, cuidado de enfermería e investigación cualitativa en la identificación de información que se relaciona con el cuidado cultural en mujeres habitantes de un asentamiento urbano marginal de la ciudad de São Paulo, Brasil. Presenta la trayectoria de la investigadora desde su inserción en la comunidad prestando cuidado de enfermería obstétrica y desempeñando docencia con alumnos de pregrado en enfermería, hasta la conclusión de su investigación, de la cual presenta el grupo cultural. La investigación, que tuvo a la antropología como referencial teórico y a la etnografía como método, permitió definir el cuidado con una fundamento cultural en estas mujeres cuidadas/estudiadasThe aim of this text is to show the contribution of the tread: teaching nursing care and qualitative research in the identification of data related the cultural care of women living in a slum in the city of São Paulo, Brazil. This text also shows the steps of the researcher beginning with her insertion in the community giving obstetric nursing care to the women and teaching undergraduate students. The research was a qualitative study theoretically based on cultural anthropology and on ethnographic methodology. The results show the cultural group care conceptualization and allow a reflection of the cultural nursing care of those women.
NEIDE DE SOUZA PRAÇA
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
An Investigation into the Relationship between Culturally Responsive Teaching and Fourth-, Fifth-, and Sixth-Grade Student Performance on the California Standards Tests: Teacher Perceptions, Definitions, and Descriptions
This mixed-methods study is an investigation into the relationship between culturally responsive teaching and fourth-, fifth-, and sixth-grade student performance on the California Standards Tests (CSTs). The significance of this research lies in its evaluation of the way that the self-perceived cultural proficiency level of the teacher and…
Coghlan, Robert R.
This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The AgLTAS Statement will be aligned with the Science LTAS Statement published in 2011 and comprise a discourse on the nature and extent of the Agriculture…
Acuña, Tina Botwright; Kelder, Jo-Anne; Able, Amanda J.; Guisard, Yann; Bellotti, William D.; McDonald, Glenn; Doyle, Richard; Wormell, Paul; Meinke, Holger
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
The dissertation's purpose was to document and discuss what 10 elementary science teachers, deemed exemplary by administrators, do in the science classroom to reflect the National Science Education Teaching Standards. To make implications for teacher education this report also explored these teachers' science professional development backgrounds. A qualitative triangulated approach of surveys, interviews and observations was used to document actualities, of what theorists have proposed should take place in a standards-based elementary science classroom. Several behavior patterns were identified among these exemplary teachers and their students. These teachers organized for collaborative and individual responsibility; planned according to the needs and interests of their students; encouraged scientific discourse and decision making among their students; facilitated the scientific inquiry process with hands-on, higher-order activities; and used alternative assessment strategies. They were involved in collaboration with peers in planning, training, and decision malting at the school, district, state, and national levels. Exposure to professional development and experience were identified as having the greatest influence on these exemplary teachers. During science lessons taught by these teachers, students were observed in high degrees of cooperation and collaboration with peers while engaging in higher-order discourse and process inquiry, regardless of their academic or social levels. Implications for science teachers' professional development are made, as are suggestions for future research in this area.
Pittman, Margaret Evans
The author relates her experience in Benin during a 3 and 1/2 year tenure as a nurse under the aegis of the German Development Agency. In Malanville, she was responsible for starting the operating room, caring for hygiene, sterility, and the related training of domestic staff. A septic and aseptic operating room was set up along with a storage room for instruments, a sterilization room, and a changing room. For the operating and surgical station, the following personnel were available: 2 nurses with 3 years of training, 1 nurse with 2 years of training, and 3 orderlies without training. A nurse with 3 years of training was assigned to the author to carry on the project after her departure. The standard of operating care was very low. It took a month to teach the staff what was not sterile. There was a even problem with putting on sterile gloves which required an exercise in patience. There were an average of 5 relatives per patient taking care of the patient and cooking. The undernutrition center for infants had 6 beds with 2 German nurses who administered Bacillus Calmette-Guerin (BCG), diphtheria, polio, and tetanus vaccinations. Their activity was strengthened by nutrition counselling and plans for underweight and malnourished children. Abrupt weaning that resulted in harmful diarrhea and vomiting was prevalent. Clinical signs of marasmus and kwashiorkor were frequent. In the middle of 1990, AIDS educators informed students of the public school as well as registered prostitutes about condom use. In the hospital, there were about 900 births per year, and women were asked to follow recommendations for prenatal care, especially to achieve anemia prevention by getting iron tablets. They were urged to deliver in the clinic, not at home assisted by untrained midwives. Oxytocin and syntometrin were available as was a hand-driven, vacuum evacuation pump. This experience made a lasting impression on the author who has resolved to go to another developing country to train traditional birth attendants in midwifery. PMID:1619898
Preparing students to face the loss of patients through suffering and death is not an easy task. The author describes two separate and unique teaching/learning strategies that provided nursing students with practical applications to cope with their bereavement experiences during an oncology clinical rotation. The article's emphasis is on the critical need of adequate and contemporary clinical integration of death and bereavement concepts and nursing education. PMID:8788822
Clingerman, E M
Full Text Available Background: Duty of a nurse-manager is to realize importance of integration of newly employed nurse for forming coherent, unique and efficacious team. Integration of newly employed nurses, especially those without working experience, includes acceptance of standards that have been already accepted by other employees. The aim of this investigation was to show the importance of integration, in the first place the education for further professional improvement of young nurses. Methodology: Each year, in September/October the Educative Program (EP for young nurses is organized at the Institute for Oncology and Radiology of Serbia. The program consists of 24 hours of theoretical lectures, and of 28 hours of practical teaching. At the beginning and at end of EP, the written test for knowledge checking is obligatory for all participants. Results: From September 2001 till June 2002, a group of twenty-two young nurses with no working experience were employed on a full-time basis at the Institute for Oncology and Radiology of Serbia. The median age was 22 years (range: 20-24yers. Sixteen of them (73% started attending the EP during 2002/2003. At the end of course all of them passes the written exam (half of attendees showed excellent results. Conclusion: Integration of young nurses mainly depends on the organization of continual education - the activity that has to become an obligation in all health institutions.
This literature review aimed at identifying and analysing the knowledge production regarding nursing outcomes in a worldwide context. A systematized review was carried out using LILACS and MEDLINE databases. The following key words were used: outcomes, nursing and classification. No national production was identified. The main issues raised were: the use of the standardized outcomes classifications to measure changes in the patient's health condition; the use of the Nursing Outcomes Classifications (NOC) as the chosen terminology for nursing practice; the need to rank effectivity of nursing interventions by identifying the nursing-sensitive patient outcomes, as well as to make the nursing practice a profitable one to the institutions. It is important to develop and Brazilian studies addressing the issue. PMID:20339766
Seganfredo, Deborah Hein; Almeida, Miriam de Abreu
Explains why content related to role acquisition and transition is critical in preparing advanced practice nurses. Recommends teaching strategies and timing and placement options for role content in graduate education. (Contains 26 references.) (SK)
Hamric, Ann B.; Hanson, Charlene M.
Given the shortage of nurse educators, we sought to better understand teaching excellence because it is crucial for developing the next generation of nurses. A grounded theory approach was used. The sample included 17 respondents, thought to be excellent teachers, from universities across the United States. Consenting respondents were asked, "What do you do to bring nursing to life with your students?" Using line-by-line coding and the constant comparative method, five major themes emerged: (a) engagement, (b) relevance, (c) student centeredness, (d) facilitation of learning, and (e) dynamic process of becoming an excellent nursing educator. We found that the core category, engagement, included the faculty being (a) current and knowledgeable, (b) being clear in communication of objectives/outcomes, (c) being student centered, (d) being able to draw all students into active questioning and learning so that the process of discovery is enjoyable, and (e) using multiple strategies in teaching the content. The process of becoming an excellent teacher involved "change from 'instiller' to 'facilitator' and laid the foundation for continued development of my teaching self." Those beginning to teach or seeking to improve their teaching may find the results enlightening. PMID:19751930
Johnson-Farmer, Barbara; Frenn, Marilyn
Within cardiac practice, one area that has seen much development involves the nurse assessing, diagnosing, and prescribing thrombolytic therapy for patients with a myocardial infarction. Alongside this, a variety of titles aimed at defining these new roles have emerged, but instead of clarifying the situation they have created more confusion about the actual characteristics and functions of nurses engaged in these innovative posts. In addition advice regarding the nature of preparation and training required to ensure the competency of nurses for these specific roles has been sparse and inconspicuous. As posts such as 'acute chest pain nurse', 'thrombolysis nurse', 'nurse-initiated thrombolysis' or 'nurse-led thrombolysis' increase and National Health Service targets tighten, it is timely to critically review the educational preparation for these roles for evidence of coherence. In particular, this paper analyses the literature in order to examine the content of educational programmes, teaching methods and assessment strategies in relation to preparing nurses to initiate thrombolytic therapy. The implications for those managing practice and the higher education sector are discussed. Finally, it is stressed that there is a need for national consultation relating to guidelines, standards and accreditation of practice schemes in this area of patient care. PMID:19038138
Albarran, John W
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
Although care is pointed as the essence of the nursing profession, there is a lack of discussion on its meaning in the nursing education. The objective of this study is to identify the meaning of care for graduate students aiming at contributing to a more contextualized teaching. In order to guide the study, we used the concepts of affiliation and membership notion from ethnomethodology. The subjects were students from a state nursing graduation course in Rio de Janeiro. The data were collected through semi-structured interviews taken after group dynamics which objective was to apprehend the way students described care until that moment in their nursing course. We concluded that as students become more involved with nursing they incorporate concepts that contribute to reinforce or to transform their previous experiences and experiences acquired during the graduation course. Therefore, concepts and behaviors are apprehended and reproduced by students as components of their professional identity. PMID:12138440
Santo, F H; Escudeiro, C L; das Changas, F G
Nurses represent the single largest healthcare profession in the United States. A growing evidence base demonstrates nursing's direct influence on inpatient safety and healthcare outcomes. Support for nursing's essential role in quality and patient safety and mounting interest in publicly reporting performance results have led to efforts to standardized nursing-sensitive performance measures. To this end, in 2004, the National Quality Forum endorsed a set of 15 nursing-sensitive consensus standards intended for use by the public in assessing inpatient nursing care. However, until recently, only anecdotal knowledge existed regarding the implementation of these consensus standards. As a step toward better understanding the interest in and adoption of nursing performance measures, The Robert Wood Johnson Foundation funded a study that concluded in March 2007. In this article, findings from the study are summarized as they apply to nursing leadership and implications for the future role of the nurse executive. PMID:18580429
Kurtzman, Ellen T; Jennings, Bonnie M
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
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.
Víctor, Soto; Enrique, Olano.
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
Patients frequently experience moderate to severe pain inthe postoperative period. Although the pain managementis an integral and important part of the nursing care, studiessuggest that, nursing management of postoperativepain remains inadequate.Postoperative care nurses are responsible to assess thepatient’s pain, teach the patient strategies to deal with thepain, apply the analgesic treatment plan, monitor the resultsof treatment, educate the patient and the family onpain management and d...
Responses from 140 nursing schools indicated that most taught health assessment to nurse practitioners as a separate course; public institutions were more involved in computer-assisted instruction. Faculty cited scarce resources and limited time to develop new teaching strategies. Most agreed that graduate courses should focus on differential…
Kelley, Frances J.; Kopac, Catharine
Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching-learning approach related to MC's. Finding little theory related to the topic of MCs, a constructivist-based teaching-learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching-learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching-learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching-learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed. PMID:24052999
Newton, Sarah E; Harris, Margaret; Pittiglio, Laura
This paper describes a school-based asthma education program for rural elementary school nurses. The program was designed to teach school nurses in 7 rural counties in Maryland how to implement and to reinforce asthma management behaviors in children with asthma and their caregivers. Rural nurses who participated in this program increased their…
Winkelstein, Marilyn L.; Quartey, Ruth; Pham, Luu; Lewis-Boyer, LaPricia; Lewis, Cassia; Hill, Kimberly; Butz, Arlene
Full Text Available In this paper, an online education tool for assisting the teaching and learning of the IEEE 1500 standard testability method, used to support the testing of complex system-on-a-chip (SoC integrated circuits (ICs, is developed and presented. The tool is an Internet browser based tool that supports the ability to investigate key aspects of the standard and its application to embedded core-based IC designs. The tool allows the user to create VHDL descriptions of both the test circuitry and the function circuitry via the Internet browser interface. The key considerations for developing this tool were to provide a computer based learning tool to support the teaching and learning of the standard and its application. This paper is an extended version of a paper presented at the EDUCON 2012 conference in April 2012.
Ian A Grout
... nurses work in home healthcare, managed care organizations, nursing schools, outpatient surgery centers and clinics. What Critical Care Nurses Do Critical care nurses practice in settings where patients require complex assessment, ... nursing vigilance. Critical care nurses rely upon a specialized ...
Ensino de Enfermagem Obstétrica no Brasil: (desacertos 1972-1996 Enseñanza de Enfermería Obstétrica en Brazil: (desaciertos 1972-1996 Teaching of Obstetrical Nursing in Brazil: successes and failures from 1972 to 1996
Full Text Available Pesquisa descritiva com abordagem qualitativa. Considera contexto político-social do ensino em Enfermagem (graduação, com ênfase na política de formação. Descreveu-se e analisou-se programas de ensino de Enfermagem Obstétrica (1972-1996, adotados por cinco Instituições de Ensino Superior, uma por região geográfica, para análise dialética da temática e conteúdos. Evidenciou-se que as disciplinas da área atendiam prioritariamente propostas governamentais centradas no ciclo gravídico-puerperal, embora houvesse alguma influência dos movimentos político-sociais, principalmente feminista e sanitarista progressista que fundamentavam o PAISM. Não foram explicitados conteúdos emergentes desses movimentos (saúde da família, subjetividade; violência, gênero, dentre outros. A maioria das instituições encontrava-se em reformulação curricular para atender ao Parecer Nº. 314/94 que determina currículo de formação do enfermeiro generalista no Brasil.Investigación descriptiva con abordaje cualitativo. Considera el contexto político-social de enseñanza en Enfermería (prégrado, con énfasis en la política de formación. Se describió y se analizó programas de enseñanza de Enfermería Obstétrica (1972-1996, adoptados por cinco instituciones de enseñanza superior, una por región geográfica, para análisis dialéctica de temática y contenidos. Se evidenció que disciplinas del área atendían prioritariamente propuestas gubernamentales centradas al ciclo grávido-puerperal, sin embargo influencia de movimientos políticos-sociales, principalmente feminista y sanitarista progresista que fundamentaban el PAISM. No fueran discriminados contenidos emergentes de eses movimientos (salud familiar, subjetividad, violencia, género, entre otros. La mayoría de las instituciones estudiadas se encontraban en reformulación curricular para atender al parecer nº 314/94, lo cual (determina currículo de formación del enfermero generalista en Brasil.Investigation with descriptive and qualitative approach. Political-social context of Nurse teaching are analyzed, with emphasis in policies formation. Teaching programs of Obstetrical Nursing from 1972 to1996 utilized by five graduate teaching schools were described and analyzed according to geographical region, for dialetic analysis of thematic and contents. It was evidenced that disciplines has given priority for governmental purposes centered on pregnant-puerperal cycle, although it should had some political-social movements influence, mainly feminist and progressive sanitation, on which the PAISM is based. The emerging content of these movements were not exposed (family health, subjectivity, violence, gender, among others. Most of institutions were on curricular reformulation to attend the 314/94 statement which determines generalist nurse curriculum in Brazil.
Maria Antonieta Rubio Tyrrel
Ensino de Enfermagem Obstétrica no Brasil: (des)acertos 1972-1996 / Teaching of Obstetrical Nursing in Brazil: successes and failures from 1972 to 1996 / Enseñanza de Enfermería Obstétrica en Brazil: (des)aciertos 1972-1996
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Pesquisa descritiva com abordagem qualitativa. Considera contexto político-social do ensino em Enfermagem (graduação), com ênfase na política de formação. Descreveu-se e analisou-se programas de ensino de Enfermagem Obstétrica (1972-1996), adotados por cinco Instituições de Ensino Superior, uma por [...] região geográfica, para análise dialética da temática e conteúdos. Evidenciou-se que as disciplinas da área atendiam prioritariamente propostas governamentais centradas no ciclo gravídico-puerperal, embora houvesse alguma influência dos movimentos político-sociais, principalmente feminista e sanitarista progressista que fundamentavam o PAISM. Não foram explicitados conteúdos emergentes desses movimentos (saúde da família, subjetividade; violência, gênero, dentre outros). A maioria das instituições encontrava-se em reformulação curricular para atender ao Parecer Nº. 314/94 que determina currículo de formação do enfermeiro generalista no Brasil. Abstract in spanish Investigación descriptiva con abordaje cualitativo. Considera el contexto político-social de enseñanza en Enfermería (prégrado), con énfasis en la política de formación. Se describió y se analizó programas de enseñanza de Enfermería Obstétrica (1972-1996), adoptados por cinco instituciones de enseña [...] nza superior, una por región geográfica, para análisis dialéctica de temática y contenidos. Se evidenció que disciplinas del área atendían prioritariamente propuestas gubernamentales centradas al ciclo grávido-puerperal, sin embargo influencia de movimientos políticos-sociales, principalmente feminista y sanitarista progresista que fundamentaban el PAISM. No fueran discriminados contenidos emergentes de eses movimientos (salud familiar, subjetividad, violencia, género, entre otros). La mayoría de las instituciones estudiadas se encontraban en reformulación curricular para atender al parecer nº 314/94, lo cual (determina currículo de formación del enfermero generalista en Brasil. Abstract in english Investigation with descriptive and qualitative approach. Political-social context of Nurse teaching are analyzed, with emphasis in policies formation. Teaching programs of Obstetrical Nursing from 1972 to1996 utilized by five graduate teaching schools were described and analyzed according to geograp [...] hical region, for dialetic analysis of thematic and contents. It was evidenced that disciplines has given priority for governmental purposes centered on pregnant-puerperal cycle, although it should had some political-social movements influence, mainly feminist and progressive sanitation, on which the PAISM is based. The emerging content of these movements were not exposed (family health, subjectivity, violence, gender, among others). Most of institutions were on curricular reformulation to attend the 314/94 statement which determines generalist nurse curriculum in Brazil.
Maria Antonieta Rubio, Tyrrel; Antonio Eduardo Vieira dos, Santos; Eduardo Alexander Júlio César F., Lucas.
Introduction: In nursing teaching, clinical field is where students can use from new information and skills and attention to professional values that students need them for work in clinical field. Propose of this study is assessment of information needs of nursing students in emergency wards. ?Findings of this study can influence on clinical teaching quality, better management of patients by nursing students, reduction of patient stay and increase patients satisfaction. Materials and Methods...
Mahdi Kahoee; Seyfollah Alaee
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
Excessive workload from employment and household duties may negatively affect married female nurses' health. This study explored job stress, family stress, social support, and health status among married female nurses to identify predictors of nurses' health status. Using a cross-sectional design, 233 married female nurses were recruited from two regional teaching hospitals. The results showed that working hours per week, job stress, and overcommitment to their jobs were significant determinants of health status. Based on study findings, nursing supervisors should avoid scheduling nurses to work more than 48 hours per week. Job stress adjustment courses could enable nurses to relax after work, avoiding overcommitment. [Workplace Health Saf 2014;62(11):447-452.]. PMID:25102479
Fang, Li; Hung, Chich-Hsiu
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.
As increasing numbers of culturally and linguistically diverse learners are enrolled in nursing programs and employed in nursing service agencies, nurse educators must be aware of their own culture and how it influences their teaching and understand the learning needs of a diverse group of learners. This article offers strategies for nurse educators for being culturally and linguistically responsive while also establishing an inclusive learning environment. J Contin Educ Nurs. 2015;46(2):62-64. PMID:25633302
Billings, Diane M
Teaching research to undergraduates has its own challenges and involving undergraduates in research practical experience is just one of those challenges. As nursing students are in the process of becoming professional nurses, knowledge and skills in research are specific outcomes of the curriculum. One of the outcomes of the B Tech Nursing Science programme offered by the Tshwane University of Technology states that for the baccalaurcate nursing programme include analysis, interpretation and ...
Wright, S. C. D.; Benninghoff, I.
Integration of informatics competency into a nursing curriculum is important to ensure success throughout the education and career of contemporary nursing students. As enrollment in nursing programs increases, the diverse population of students from many different cultural and socioeconomic backgrounds presents a challenge for faculty in addressing unique learning needs. Competency in informatics will allow the beginning nursing student to navigate the on-line teaching software used by colleg...
Julie Edwards; O’connor, Patricia A.
Objectives. To determine the prevalence and nature of workplace violence against nurses, and how nurses deal with such aggression; and to identify the risk factors related to violence in the hospital environment. Design. Cross-sectional questionnaire study. Setting. University teaching hospital, Hong Kong. Participants. All nursing staff in the hospital, except nurses who were unable to read Chinese or who did not have patient contact (eg those worked in administrative positions), were invite...
Kwok, Rpw; Li, Ke; Ng, Yc; Cheung, Mh; Fung, Vkp; Kwok, Ktt; Tong, Jmk; Yen, Pf; Leung, Wc; Law, Yk
... such as family practice or pediatrics. Pediatric and family practice NPs can provide regular health care for kids. Nurse practitioners (also referred to as advanced practice nurses, or APNs) have a master's degree in nursing (MS or MSN) and board certification in their ...
NURSING KNOWLEDGE MODELLING FOR E-DOCUMENTATION The basis of electronic documentation of nursing care data lies in unified documentation, data standards, adequetely accessible information technology and existing legislation. The flaws in the aforementioned areas are the reason the nursing care data are still being taken down on paper and are not written in the electronic form. In my master’s thesis I have introduced the theory of nursing care, which is the basis for documentation of n...
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.
The Oncology Nursing Society (ONS) has worked diligently to improve the care of patients with cancer and their families. A recent project that demonstrates this commitment toquality care is the development of nursing-sensitive patient outcomes resources. ONS has teamed researchers, advanced practice nurses, and staff nurses to develop Putting Evidence Into Practice resources that provide guidance for nursing interventions based on the evidence. The ability to provide evidence for nursing interventions is critical to all aspects of patient care, including patient teaching, development of patient care policies and procedures, and provision of direct patient care. PMID:17063616
Gobel, Barbara Holmes; Beck, Susan L; O'Leary, Colleen
Aging nurse faculty members are vital human resources who serve as educators, researchers, and leaders within baccalaureate nursing (BSN) programs. On average, aging nurse faculty members are over 50 years of age and face key retirement decisions over the next decade. The purpose of this study was to begin to build substantive theory about academic nurse leaders' perceptions of extending the academic working life of aging nurse faculty members. Nine academic nurse leaders from BSN programs nationwide were interviewed in this grounded theory study. Data were analyzed using constant comparative analysis. Four categories emerged: valuing aging nurse faculty, enduring environmental challenges, recognizing stakeholder incongruence, and readjusting. Findings reveal that aging nurse faculty members are highly valued by academic nurse leaders, bringing wisdom, experience, and institutional, historical, and cultural awareness to their many roles. Yet, some aging nurse faculty fail to keep knowledge, skills, and teaching modes current, which is problematic given the multiple environmental challenges that academic nurse leaders face. Stakeholder incongruence arises as a mismatch between the needs of the BSN program and the skills and contributions of aging nurse faculty members. BSN programs, program leaders, and aging nurse faculty members can lessen incongruence by readjusting to address the pressures, tensions, and ongoing change. PMID:24503313
Falk, Nancy L
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
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.
Ensino de administração de serviços de saúde: perfil de enfermeiras que exerceram a docência Enseñanza de administración de los servicios de salud: perfil de enfermeras que ejercieron la docencia Teaching health services administration: profile of nurses engaged in education
Full Text Available 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 processo 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.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.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
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Alternativa metodológica para fortalecer el proceso enseñanza aprendizaje de Morfofisiología I en la carrera Enfermería / Methodological alternative to strengthen the teaching-learning process of Morphology and Phisiology I in the Nursing major
Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish Introducción: la insuficiente apropiación de los contenidos de la asignatura Morfofisiología I por los estudiantes, es uno de los problemas esenciales en la carrera de Enfermería. Objetivo: diseñar una alternativa metodológica que fortalezca el proceso enseñanza aprendizaje (PEA) de la asignatura Mo [...] rfofisiología I en la carrera de Enfermería. Método: investigación-acción en la Filial Universitaria Municipal de Ciencias Médicas Los Palacios; universo y muestra: total de estudiantes de 2do año de enfermería durante los cursos 2008-2009 y 2009-2010 (46) y durante los cursos 2010-2011 y 2011-2012 (23); se utilizaron métodos observacionales, entrevistas, enfoque de sistema y modelación. Resultados: Las clases observadas de Bien ascendieron de 16,6% a 83,3 % y las observadas de Mal descendieron de 61,1% a 5,6%. La promoción mejoró en calidad y se elevó de 28,2% a 95,6%, se logro la mayor motivación y participación activa y protagónica de los estudiantes, así como seguridad y dominio en el tratamiento de los contenidos. Conclusiones: La alternativa metodológica permitió a los docentes potenciar las dimensiones cognitivas y motivaciones en los estudiantes por la asignatura Morfofisiología I y demostró un salto cualitativo y cuantitativo en los resultados obtenidos. Abstract in english Introduction: the students´ insufficient aprehension of the course contents in Morphology and Phisiology I is one of the main problems in the Nursing major. Objective: to design a methodological alternative to strengthen the teaching-learning process in the course subject in the Nursing major. Mater [...] ial and method: research-action in Los Palacios Municipal University Affiliate of Medical Sciences; target group and sample: the sheer number of Nursing second year students during the academic years 2008-2009 and 2009-2010 (46) and 2010-2011 and 2011-2012 (23); observational methods were used, as long as interviews, system approach and modelling. Results: the lessons evaluated with Good increased from 16.6% to 83.3% and those evaluated with Wrong decreased from 61.1% to 5.6%. Promotion improved in quality and increased from 28.2% to 95.6%, greater motivation and active and student-centered involvement was achieved, as well as self-confidence and aprehension of the subject contents. Conclusions: the methodological alternative permitted the teaching faculty to potentiate the students cognitive dimensions and motivations for the subject Morphology and Phisiology I and proved a qualitative and quantitative leap in the results obtained.
Coralia, Quintero Martí; Magaly, Gort Hernández; Teresa, Verona Ferro; Marelis, Linares Miranda; José Luis, Cordero Pérez.
Estratégias de ensino do cuidado em enfermagem: um olhar sobre as tendências pedagógicas Estrategias de enseñanza del cuidado en enfermería: una mirada sobre las tendencias pedagógicas Teaching strategies of nursing care: a look on pedagogical trends
Full Text Available 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 enfermagem, 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.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 el 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.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.
Daniele Delacanal Lazzari
Percepção dos enfermeiros sobre o processo de ensino-aprendizagem da liderança / Nurses' perception of the teaching-learning process of leadership / Percepción de los enfermeros sobre el proceso de enseñanza-aprendizaje del liderazgo
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este estudo objetivou conhecer a percepção dos enfermeiros sobre o processo de ensino-aprendizagem da liderança durante o curso de graduação. A pesquisa, de abordagem qualitativa do tipo descritiva, adotou o estudo de caso como estratégia de investigação. Participaram do estudo 25 enfermeiros que tr [...] abalhavam em três hospitais gerais da cidade de Florianópolis, Santa Catarina. As informações foram obtidas de maio a dezembro de 2010. Para coleta dos dados foram realizadas entrevistas semi-estruturadas. Os dados foram analisados por meio da proposta operativa de Minayo. Os principais resultados demonstram que as práticas pedagógicas adotadas pelos docentes se aproximam das características da educação bancária, mencionada por Paulo Freire. A adesão ao ensino transversal da liderança e a educação permanente constituem-se nas estratégias que facilitam a formação de enfermeiros-líderes. Torna-se relevante repensar o processo de ensino-aprendizagem da liderança, a fim de contribuir para o desenvolvimento desta competência profissional. Abstract in spanish Este estudio objetiva conocer la percepción de los enfermeros sobre el proceso de enseñanza-aprendizaje del liderazgo durante el curso de graduación. La investigación, de abordaje cualitativo del tipo descriptiva, adoptó el estudio de caso como estrategia de investigación. Participaron 25 enfermeros [...] que trabajaban en tres hospitales de la ciudad de Florianópolis, Santa Catarina. Las informaciones fueron obtenidas de mayo a diciembre de 2010. Para recolección de los datos fueron realizadas entrevistas semi-estructuradas. Los datos fueron analizados atraves de la propuesta operativa de Minayo. Los resultados demuestran que las prácticas pedagógicas de los docentes se aproximan de las características de la educación bancaria, mencionada por Paulo Freire. La adhesión a la enseñanza transversal del liderazgo y la educación permanente se constituyen en las estrategias que facilitan la formación de enfermeros-líderes. Se hace relevante repensar el proceso de enseñanza-aprendizaje del liderazgo, a fin de contribuir para el desarrollo de esta cualificación profesional. Abstract in english This study aimed to investigate nurses' perception of the process of the teaching-learning of leadership during the undergraduate nursing course. The research, with a qualitative approach and of the descriptive type, adopted the case study as its investigative strategy. 25 nurses working in three ge [...] neral hospitals in the city of Florianópolis, Santa Catarina, participated in the study. The information was collected between May and December of 2010. Semi-structured interviews were undertaken for the data collection. The data was analyzed using Minayo's operative proposal. The main results show that the pedagogical practices adopted by the lecturers resemble the characteristics of the banking concept of education, mentioned by Paulo Freire. Adherence to transversal teaching of leadership, and continuous education, are strategies which facilitate the training of nurse-leaders. It is relevant to rethink the process of the teaching-learning of leadership, so as to contribute to the development of this professional competence.
Simone Coelho, Amestoy; Vânia Marli Schubert, Backes; Maira Buss, Thofehrn; Jussara Gue, Martini; Betina Hörner Schlindwein, Meirelles; Letícia de Lima, Trindade.
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
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.
Daniele Delacanal, Lazzari; Eva Neri Rubim, Pedro; Márcia Otero, Sanches; Walnice, Jung.
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
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.
Development and use of digital educative objects in nursing teaching / Desenvolvimento e utilização de objetos educacionais digitais no ensino de enfermagem / Creación e utilización de objetos educativos digitales para la enseñanza de enfermería
Full Text Available SciELO Brazil | Language: English Abstract in portuguese Este trabalho descreve um projeto de desenvolvimento de objetos educacionais digitais em enfermagem e a avaliação da sua utilização junto aos alunos e professores de um curso de graduação em enfermagem. As estratégias para o desenvolvimento de objetos educacionais digitais em enfermagem foram consti [...] tuídas pelas etapas de modelagem conceitual, de desenvolvimento dos materiais instrucionais, sua implementação em ambiente virtual de aprendizagem e a avaliação. O estudo encontra-se em andamento e os resultados preliminares demonstram que os professores e os alunos consideram os objetos educacionais digitais sobre semiotécnica adequados quanto à sua apresentação visual e seu conteúdo, porém apresentam dificuldades quanto à utilização. Os resultados apontam para o impacto da inovação, que o uso de tecnologias educacionais digitais traz ao ensino de enfermagem, assim como a necessidade de atualização do corpo docente sobre o processo de ensino em ambiente virtual. Abstract in spanish Este trabajo constituye la descripción de un proyecto del desarrollo de objetos educacionales digitales en enfermería, y la evaluación de su utilización por alumnos de la carrera universitaria de enfermería. Las estrategias para su desarrollo se constituyeron por las etapas de modelaje conceptual, d [...] e desarrollo de los materiales instruccionales, su implementación en ambiente virtual de aprendizaje y la evaluación. El estudio se encuentra en curso, y los resultados preliminares demuestran que los profesores y los estudiantes evaluaron el diseño y el contenido de los objetos educacionales digitales en enfermería satisfactoriamente, pero demuestran dificultades al usarlas. Los resultados apuntan para el impacto con relación a la innovación, por la consolidación del uso de tecnologías educacionales integradas a la enseñanza de enfermería, así como un programa de ayuda para los profesores. Abstract in english 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.
Ana Luísa Petersen, Cogo; Eva Néri Rubim, Pedro; Denise Tolfo, Silveira; Ana Paula Scheffer Schell da, Silva; Rosa Helena Kreutz, Alves; Vanessa Menezes, Catalan.
Full Text Available Teaching ethics to nurses leads to their involvement in providing high quality care, enable them to duly encounter ethical issues. One of the key elements of educational systems is nursing instructors. Even though lots of studies show the role of instructors in students' learning, their role in promotion of professional ethics has been attended to less.The objective of this study is surveying the experience of nursing students with respect to the role of instructors in promotion of professional ethics.This qualitative study enrolled 15 undergraduate nursing students from three nursing schools in Teheran whom depth interview was performed. The interview was semi-structured with open ended questions. The analysis was accomplished by use of qualitative content-analysis method.Data analysis demonstrated 2 main themes and 7 subcategories in regard to the role of instructors in promotion of professional ethics in nursing students including: 1 the effective professional role model 2 facilitating creative learning. The effective professional role model encompasses individual characteristics and beliefs, clinical skills and professional commitment of role model. Creative learning facilitates by encouraging critical thinking and decision-making, Providing supportive learning conditions, providing proper space for sharing knowledge followed by evaluation and creative feedback.The findings of this study provides a background for strengthening the role of instructors in promotion of professional ethics with more emphasis on research which increase capability of instructors at nursing education centers.
Ensino de Biossegurança na Graduação em Enfermagem: uma revisão da literatura Enseñanza de Bioseguridad en la Graduación de Enfermería: una revisión de la literatura The teaching of Biosafety in Nursing Undergraduation: a literature review
Full Text Available 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 artigos 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.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 enfermería. 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.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, MEDLINE, 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
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
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.
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 exacerbate...
Booth, Rachel Z.
Nursing Facilities (NF) Nursing Facility Services are provided by Medicaid certified nursing homes, which primarily provide three ... provided by Medicaid or other state agencies. Where Nursing Facility Services are provided Medicaid coverage of Nursing ...
Full Text Available Patricia A Rosenau, Rita F Lisella, Tracey L Clancy, Lorelli S NowellFaculty of Nursing, University of Calgary, Calgary, AB, CanadaBackground: The nursing workforce and nursing education demographic trends reinforce the urgency to cultivate future nursing leaders, educators, and mentors. The changing realities of health care environments, involving crowded student placements, overtaxed clinical mentors and preceptors, and inexperienced staff, hamper student learning and professional development. Peer mentoring has been used successfully in nursing education to enhance student engagement and the quality of the student learning experience. Although various terms like peer mentor have been used to describe the role of senior students facilitating junior student learning, the literature is silent about how peer mentoring fosters the development of future nursing education leaders.Objectives: The aim of this study was to understand how peer mentorship fosters the development of nursing education leadership in senior undergraduate nursing students enrolled in an elective undergraduate peer-mentoring credit course, Introductory Concepts in Nursing Education and Leadership Through Peer-Led Learning.Design and method: This phenomenological study explored the development of nursing education leadership in senior undergraduate students through the analysis of critical reflections of individual senior students and online discussions between triads of senior students teaching/learning across diverse junior-level theory and practice courses.Participants: Seventeen senior undergraduate nursing students enrolled in the elective course participated in the study.Results: From the critical reflections and online discussions, four themes emerged: "developing teaching philosophies and pedagogies", "learning teaching strategies", "supportive peer relationship", and "benefits of the peer mentorship program".Conclusion: The creation and promotion of peer leadership opportunities provide peer-to-peer learning opportunities and increase leadership and teaching skills of senior nursing students. In the long term, successful peer leadership programs have the potential to benefit individuals outside of the mentorship relationship including peer leaders' future peers and coworkers, their clients or patients, and eventually their own students as they become nurse educators of the future.Keywords: nursing education, peer mentorship, qualitative study, nursing students
Full Text Available Under the aegis of a Canadian SSHRC project, The Reciprocal Learning in Teacher Education and School Education between China and Canada (RLTESECC, a group of Chinese pre-service teachers joined a three-month exchange immersion program in Canada, and had opportunities to attend university teacher education courses, work with local secondary teachers, and participant in education-related activities and events. This cross-cultural learning and teaching experience not only enriched these Chinese pre-service teachers’ cultural understanding, strengthen their English expression abilities, enrich their pedagogical knowledge and skills, but also changed their opinions on teachers between eastern and western more or less, leading to their new perspectives regarding teaching profession. This paper aims to explore the impact of this cross-cultural program on pre-service teachers’ perception of teachers’ qualities and teaching professional standards. Through surveys by questionnaire, interview, and participants’ reflections, the study found that some changes happened in pre-service teachers’ perception and understanding of elementary and secondary teachers’ qualities before and after they went abroad. And the causes of these changes are also discussed in this study. Findings of this study have practical implications for construction and implementation of teacher professional standards and pre-service teacher education for both China and Canada.
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
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
One of the goals of nursing education is to develop caring and responsible nurses with clinical reasoning skills who are capable of improving outcomes in complex healthcare systems. Using the Model of Situated Learning in Nursing Leadership, generalist entry graduate nursing students at Rush University in Chicago, part of a large academic medical centre with Magnet recognition for excellence in nursing practice, are educated using a curriculum based on the clinical nurse leader (CNL) competencies. This article presents a case study that demonstrates how the model is used to provide experiences for learning the CNL role. The students learn leadership in practice through their involvement in ongoing efforts at the medical centre to improve the care of patients with intellectual and developmental disabilities. The case study provides lessons in teaching CNL leadership competencies through efforts to improve the quality of care for an at-risk group of patients. PMID:25629348
Ailey, Sarah; Lamb, Karen; Friese, Tanya; Christopher, Beth-Anne
Time and motion (T&M) studies provide an objective method to measure the expenditure of time by clinicians. While some instruments for T&M studies have been designed to evaluate health information technology (HIT), these instruments have not been designed for nursing workflow. We took an existing open source HIT T&M study application designed to evaluate physicians in the ambulatory setting and rationally adapted it through empiric observations to record nursing activities in the inpatient se...
Zhang, Yi; Monsen, Karen A.; Adam, Terrence J.; Pieczkiewicz, David S.; Daman, Megan; Melton, Genevieve B.
This paper presents the findings of a Centre for Excellence in Teaching and Learning-funded project exploring the experience of student nurses making the transition from student to qualified nurse. The transition from student to staff nurse ‘is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of the professional journey as a nurse’ (Nash et al, 2009: 49). However, the extent to which newly qualified staff nurses are ab...
Draper, Janet; Sparrow, Shelagh; Gallagher, Donna
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...
Ma, Cheraghi; Salsali, M.
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...
Nancy Barr; Kathleen Brewer, M.; Martin, David L.
Technology development trends in the 21st century are increasingly focused on the development of interdisciplinary applications. Advanced information technology may be applied to integrate nursing care information, simplify nursing processes, and reduce the time spent on work tasks, thereby increasing the amount of time that clinical personnel are available to care for patients and ensuring that patients are provided with high-quality and personalized care services. The development of nursing information began in Taiwan in 2003 and has since expanded and thrived. The ability of nursing information to connect formerly insular national nursing communities promotes the international visibility of Taiwan. The rapid development of nursing information in Taiwan, resulting in the production of informative and outstanding results, has received worldwide attention. The Taiwan Nursing Informatics Association was established in 2006 to nurture nursing information professionals, develop and apply information technology in the health care domain, and facilitate international nursing information exchanges. The association actively promotes nursing information in the areas of administration, education, research, and clinical practice, thereby integrating nursing with empirical applications to enhance the service quality and management of nursing and increase the benefits of nursing teaching and research. To convert information into knowledge, the association develops individualized strategies for managing mobile care and employs an interagency network to exchange and reintegrate resources, establishing active, intelligent nursing based on network characteristics and an empirical foundation. The mid- and long-term objectives of the association involve introducing cloud computing and facilitating the meaningful use of nursing information in both public and government settings, thereby creating a milestone of developing and expanding nursing information unique to Taiwan. PMID:25125162
Feng, Rung-Chuang; Yeh, Yu-Ting
Full Text Available 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 the 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
O ensino e práticas de cuidado: o caso de um curso de graduação em enfermagem / The teaching and practices of caring in the nursing: el caso de un curso de pregrado en enfermeria / La enseñanza y las praticas de cuidado
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese 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 s [...] ob 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. Abstract in spanish 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 buscan [...] do 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. Abstract in english 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; Eleonora Meniccuci de, Oliveira.
Enseñanza de la Enfermería y relación docente asistencial en el marco educacional y sanitario chileno Ensino da Enfermaria e relação docente assistencial no marco educacional e sanitário chileno Nursing teaching and the relationship between healthcare and teaching activities in the Chilean educational and health frame
Full Text Available La enseñanza formal de la Enfermería tiene poco más de un siglo en Chile, y desde sus inicios nace ligada al ámbito de la asistencia. Esto ha generado una relación docente asistencial de larga data e implícita para todos los actores, pero no siempre clara, por no contar con marcos regulatorios formales. La evolución de la política actual en los ámbitos educacional y sanitario, han generado aires de cambio, normando esta relación existente entre Instituciones de educación superior y de salud. El presente artículo describe la evolución de la enseñanza de enfermería, en su relación docente asistencial y, como los recientes marcos regulatorios en educación y salud podrán influir en la calidad de la educación y la relación docente-asistencial.O ensino formal da Enfermaria tem pouco mais de um século no Chile, e desde seus inícios nasce unida ao âmbito da assistência. Isto gerou uma relação docente assistencial de longa data e implícita para todos os atores, mas não sempre clara, por não contar com marcos regulatórios formais. A evolução da política atual nos âmbitos educacional e sanitário, geraram ares de mudança, normando esta relação existente entre Instituições de educação superior e de saúde. O presente artigo descreve a evolução do ensino de enfermaria, em sua relação docente assistencial e, como os recentes marcos regulatórios em educação e saúde poderão influir na qualidade da educação e a relação docente-assistencial.Nursing formal education has a little more than a century in Chile and from its beginnings it was born linked to a care setting. This has generated a long data relationship between healthcare and teaching activities, implicit for all its actors but not always clear due to the absence of formal regulatory frames. The evolution of the current educational and health field politics has generated change airs, ruling this existing relationship between higher education and health care institutions. This article describes the evolution of nursing teaching in its relationship between healthcare and teaching activities and how the current educational and health regulatory frames could influence in the education quality and the relationship between healthcare and teaching activities.
Jacqueline Ester Salgado Par?
Enseñanza de la Enfermería y relación docente asistencial en el marco educacional y sanitario chileno / Nursing teaching and the relationship between healthcare and teaching activities in the Chilean educational and health frame / Ensino da Enfermaria e relação docente assistencial no marco educacional e sanitário chileno
Full Text Available SciELO Colombia | Language: Spanish Abstract in portuguese O ensino formal da Enfermaria tem pouco mais de um século no Chile, e desde seus inícios nasce unida ao âmbito da assistência. Isto gerou uma relação docente assistencial de longa data e implícita para todos os atores, mas não sempre clara, por não contar com marcos regulatórios formais. A evolução [...] da política atual nos âmbitos educacional e sanitário, geraram ares de mudança, normando esta relação existente entre Instituições de educação superior e de saúde. O presente artigo descreve a evolução do ensino de enfermaria, em sua relação docente assistencial e, como os recentes marcos regulatórios em educação e saúde poderão influir na qualidade da educação e a relação docente-assistencial. Abstract in spanish La enseñanza formal de la Enfermería tiene poco más de un siglo en Chile, y desde sus inicios nace ligada al ámbito de la asistencia. Esto ha generado una relación docente asistencial de larga data e implícita para todos los actores, pero no siempre clara, por no contar con marcos regulatorios forma [...] les. La evolución de la política actual en los ámbitos educacional y sanitario, han generado aires de cambio, normando esta relación existente entre Instituciones de educación superior y de salud. El presente artículo describe la evolución de la enseñanza de enfermería, en su relación docente asistencial y, como los recientes marcos regulatorios en educación y salud podrán influir en la calidad de la educación y la relación docente-asistencial. Abstract in english Nursing formal education has a little more than a century in Chile and from its beginnings it was born linked to a care setting. This has generated a long data relationship between healthcare and teaching activities, implicit for all its actors but not always clear due to the absence of formal regul [...] atory frames. The evolution of the current educational and health field politics has generated change airs, ruling this existing relationship between higher education and health care institutions. This article describes the evolution of nursing teaching in its relationship between healthcare and teaching activities and how the current educational and health regulatory frames could influence in the education quality and the relationship between healthcare and teaching activities.
Jacqueline Ester, Salgado París; Olivia, Sanhueza Alvarado.
The aim of the study was to compare standard nurse-led methotrexate self-injection patient education to a web-based methotrexate self-injection education video in conjunction with standard teaching on patient self-confidence for self-injection, as well as patient satisfaction, patient knowledge and teaching time. Consecutive rheumatology patients seen for methotrexate self-injection education were enrolled. Prior to education, patient self-confidence for self-injection, age, gender and education were recorded. Patients were randomized 1:1 to standard teaching or the intervention: a 12-min methotrexate self-injection education video followed by further in-person nurse education. Patients recorded their post-education confidence for self-injection, satisfaction with the teaching process and answered four specific questions testing knowledge on methotrexate self-injection. The time spent providing direct education to the patient was recorded. Twenty-nine patients participated in this study: 15 had standard (C) teaching and 14 were in the intervention group (I). Average age, gender and education level were similar in both groups. Both groups were satisfied with the quality of teaching. There was no difference in pre-confidence (C = 5.5/10 vs. I = 4.7/10, p = 0.44) or post-confidence (C = 8.8, I = 8.8, p = 0.93) between the groups. There was a trend toward improved patient knowledge in the video group versus the standard group (C = 4.7/6, I = 5.5/6, p = 0.15). Nurse teaching time was less in the video group (C = 60 min, I = 44 min, p = 0.012), with men requiring longer education time than women across all groups. An education video may be a good supplement to standard in-person nurse teaching for methotrexate self-injection. It equals the standard teaching practise with regard to patient satisfaction, confidence and knowledge while decreasing teaching time by 25 %. PMID:24951881
Katz, Steven J; Leung, Sylvia
China will face a dramatic transition from a young to an aged society in the coming 30 to 40 years. In 2000, there were 88,110,000 persons aged 65 years and older, which represented 7% of the population. This percentage is projected to increase to 23% in 2050. Regarding health and long-term care for older adults, the current challenge is to build a comprehensive system of care for older adults. Nursing home care is an inevitable care model for frail older adults in China, which is largely sponsored by the government of China with contributions from some nongovernment organizations and private investors. China is a large country. Within the country, long-term care varies greatly between rural and urban areas, and among the different economic developing areas. In urban and better-developed areas, the range of services exists; however, in rural and less-developed areas, the range of services is limited. The "Star Light Program" and "Beloved Care Engineering" were recent government initiatives to improve aged care. They were launched in 2001 and have dramatically increased the number of both senior centers and nursing homes for older adults. While the quantity of nursing homes is still inadequate with an additional mismatch problem between the supply and demand, the quality of care in most nursing homes is suboptimal. At present, most administrative and frontline workers in nursing homes have received little training in elder care. There is a need for good-quality structured training in long-term care for all types of staff. Moreover, quality standard for care, including standard setting, assessment, and monitoring, is an important issue and needs substantial improvement for nursing homes in China. Currently, 1.5% of older people live in nursing homes and apartments for older people. Because of the peculiar 4-2-1 family structure in China, we expect the prevalence of nursing home placement of older adults will increase in the coming years. The government of China has realized that it is financially not sustainable to expand in this area using only the government's resources. The current policy is to encourage private and foreign investors to participate in the nursing home business in China. PMID:18457798
Chu, Leung-Wing; Chi, Iris
Full Text Available I am absolutely thrilled to have such an opportunity to make a unique contribution to my profession and the wider community. At heart, I have been a nurse for a very long time. I have spent many years in clinical practice and have been fortunate to have personally thrived in the pursuit of scientific inquiry, analysis, reporting and scholarship in nursing. As this is the first editorial of Nursing Reports, I would like to share my vision. An open access journal of this kind is intended, first and foremost, to provide a communication platform from which all levels of credible knowledge relative to nursing, from all reaches of the world, could be disseminated, diffused and debated. A key objective is to make rigorously conducted research accessible to the full spectrum of practicing nurses, academics, educators and interested members of the public. It will be the job of the editorial team to ensure that high academic and ethical standards for research and reporting are reached so that we can build a strong and sound reputation; we want the journal to be widely read and influential within the broad fields of nursing, health and social care. A second objective relates to the relatively new paradigm of open access journals; there is huge scope here to reach out to nurses in the world, not only those who have subscriptions or affiliated with academic or health service libraries. The focus of the journal is to present a global perspective of nursing, its advances and issues of current concern. As nurses we are committed to the health of communities – our personal contribution may be clinical, political, educative or academic. Therefore submissions on all areas relevant to nursing are requested, whether they are in the form of empirical reports, reviews of literature, conceptual analyses, debates, short reports from around the globe or open letters that are of concern to the international community. I believe that this journal could be so vibrant and dynamic! Our esteemed associate editors and editorial board currently includes experts in mental health, cancer care, aging, public health and family, acute care, palliative care, social sciences, health promotion, empowerment, disadvantaged groups and education – and statistics. A huge welcome to ALL! Now, let’s get writing and communicating!!
Marilyn Kirshbaum, Editor-in-Chief
Created and maintained by Mesa Community College this large collection of material offers hands on tools and learning objects and would be of great use to nursing faculty, staff and students alike. The easy to navigate site is well organized with a topical set of links including assessments, systems, concepts, disciplines, basics and pharmacology. There is also a search box which remains displayed no matter where a user roams on the site. By navigating through the menu and choosing from topical areas like hematology, cardiac or neurological, users can then go on to explore case studies, assessments, diagnostic tools, patient teaching and much more.
The role of nurse practitioner has been established because of a shortage of doctors. In May 2007, the first cohort of 582 nurse practitioners were licensed in Taiwan. The post of nurse practitioner in Taiwan is formally moving towards systematization and the most urgent matters in that regard are the sorting out of contentious issues and the establishment of clear job descriptions. Competence in critical thinking and problem-based learning is important and has to be improved with practice. The application of teaching assessment tools such as direct observation procedural skills (DOPS), objective structured clinical examination (OSCE), miniclinical evaluation exercises (Mini-CEX), and 360 degree assessments may contribute to the improvement of nurse practitioners' skills in conducting research, appraising evidence-based nursing literature, and developing teaching strategies and advanced systems by making policy clear, evaluating, auditing and monitoring the clinical competence of nurse practitioners, and incorporating essential findings into hospitals' evaluations of such staff, enabling them all the better to perform their role functions. Obviously, nursing accreditation is necessary in improving the intervention quality of nurse practitioner. PMID:18098104
Wang, Man-Hsi; Lin, Wen-Ling
In this article the results of a critical reflection on the analysis of 564 technology education lesson plans are discussed. The critical reflection draws on the responses of approximately 120 South African technology education teachers in a teaching practice workbook where they had to choose a project and base five lessons on the project. The…
This report continues a series analyzing proposals and blueprints for transforming schools from the perspective of how well they delineate ways to enable equity of opportunity for "all" students to succeed at school. The focus of this report is on the July 2010 draft of CCSSO's (Council of Chief State School Office's) "Model Core Teaching…
Center for Mental Health in Schools at UCLA, 2010
The demands of a dynamic health care environment have altered the roles and responsibilities of nurses, creating employment situations where distinctions across educational levels are becoming increasingly important. The 1995 Pew Foundation Report projected that, in the next decade, there would exist a shortage of registered nurses with baccalaureate and higher degree preparation. This deficit creates a unique opportunity to provide innovative approaches to career mobility for registered nurses. Constraints related to juggling the demands of home life, child rearing, and employment have been obstacles for diploma and associate degree nurses wishing to continue their education. Web-based instruction offers exciting possibilities for a new paradigm in nursing education that takes advantage of both the interactivity and substantial resources of the internet. On-line registered nurse completion programs offer flexible, cost-effective, and easily accessible alternatives to traditional education. This article describes the application of adult learning theory for use in re-engineering courses for on-line instruction. Hardware and software needs, technical support, development of an instructional model, teaching-learning considerations, and program evaluation also are discussed. PMID:10659515
O'Brien, B S; Renner, A
Calidad de la atención de enfermería en los servicios quirúrgicos del Hospital Clinicoquirúrgico Docente "Dr. Joaquín Castillo Duany" / Quality of the nursing care in the surgical services of "Dr. Joaquín Castillo Duany" Teaching Clinical Surgical Hospital
Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish Se realizó una investigación evaluativa de sistemas y servicios de salud en el Hospital Clinicoquirúrgico Docente "Dr. Joaquín Castillo Duany" de Santiago de Cuba, de enero de 2011 a octubre de 2012, a fin de evaluar la calidad de la atención de enfermería en las salas quirúrgicas de esta institució [...] n, para lo cual se consideraron los pacientes ingresados en estos servicios (97) durante ese período y el personal de enfermería que se encontraba laborando al momento de efectuar el estudio. Entre los resultados se evidenciaron dificultades en el completamiento de los recursos materiales (termómetros y fuentes alternativas de iluminación), la evaluación del desempeño reveló dificultad en los procedimientos y la demora en la recepción del paciente constituyó uno de los aspectos que más incidió en la no satisfacción de los investigados en relación con el personal de enfermería. De igual modo, se identificó insatisfacción de los prestadores de servicios con la estimulación, y se pudo concluir que en el proceso general de atención al paciente en las salas quirúrgicas fueron identificadas las principales deficiencias que constituyen proyecciones de trabajo inmediatas a mejorar para una atención de excelencia Abstract in english An evaluative investigation of health systems and services was carried out in "Dr. Joaquín Castillo Duany" Teaching Clinical Surgical Hospital in Santiago de Cuba from January, 2011 to October, 2012, in order to evaluate the quality of nursing care in the surgical rooms of this institution, for whic [...] h the patients admitted to these services during that period (97), and the nursing staff working at the moment of carrying out the study were considered. Among the results difficulties were evidenced in the disposable material resources (clinical thermometers and alternative illumination sources), the evaluation of performance revealed difficulty in the procedures and the delay in the patient's admission constituted one of the aspects impacting the non satisfaction of those investigated in relation to the nursing staff. Likewise, dissatisfaction of the care giver with the stimulation was identified, and it could be concluded that in the general process of care to the patient in the surgical rooms the main deficiencies which constitute immediate work projections to improve for an excellence care were identified
Yainit, Román Mengana; José Arturo, de Dios Lorente.
Relato de experiência: ensinando a administração em enfermagem através da educação em saúde Ensenando la administración en enfermeria a través de la educación en salud Teaching nursing administration through health education
Full Text Available Este trabalho aborda uma experiência de ensino na Disciplina de Administração em Enfermagem de uma Universidade Federal, com alunos que estão cursando o oitavo período do curso de graduação em enfermagem. A partir da concepção de que as gerências da unidade e do cuidado estão associadas, uma vez que o enfermeiro ao gerenciar recursos em geral deve estar voltado para o processo assistencial e não pode perder de vista a qualidade da assistência, os alunos construíram uma proposta de educação em saúde para ser desenvolvida com adolescentes em uma escola pública, integrando Unidade Básica de Saúde/Escola/Universidade. Através deste trabalho os alunos puderam associar a teoria à prática fazendo um exercício de planejamento, tomada de decisão, liderança, trabalho em equipe, avaliação e controle.Este trabajo aborda una experiencia de ensenanza en la Disciplina de Administración en Enfermeria de una Universidad Federal, con alumnos que están cursando el octavo periodo dei curso de graduación en enfermeria. A partir de la concepción de que las gerencias de la unidad y dei cuidado están asociadas, una vez que el enfermero ai dirigir recursos en general debe estar volcado ai proceso asistencial y no puede perder de vista la calidad de la asistencia, los alumnos construirán una propuesta de educación en salud para ser desarrol/ada con adolescentes en una escuela pública, integrando Unidad Básica de Salud / Escuela / Universidad. A través de este trabajo los alumnos podrán asociar la teoria a Ia práctica haciendo un ejercicio de planeamiento, toma de decisión, liderazgo, trabajo en equipo, evaluación y control.This artic/e analyzes a teaching experience in the course of Nursing Administration at a Federal University, with fourth-year students majoring in Nursing. Based on the conception by which unit and care managements are associated, since nurses who manage funds should typical/y aim at the assistance process and cannot lose sight of the assistance qua/ity, students bui/t a health education proposal to be developed with adolescents at a public school by integrating basic health unit, school, and university. Through this work, students were able to associate theory and practice by carrying out an exercise comprehending planning, decision-making, leadership, teamwork, evaluation, and control.
Rosangela Maria Greco
Relato de experiência: ensinando a administração em enfermagem através da educação em saúde / Teaching nursing administration through health education / Ensenando la administración en enfermeria a través de la educación en salud
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este trabalho aborda uma experiência de ensino na Disciplina de Administração em Enfermagem de uma Universidade Federal, com alunos que estão cursando o oitavo período do curso de graduação em enfermagem. A partir da concepção de que as gerências da unidade e do cuidado estão associadas, uma vez que [...] o enfermeiro ao gerenciar recursos em geral deve estar voltado para o processo assistencial e não pode perder de vista a qualidade da assistência, os alunos construíram uma proposta de educação em saúde para ser desenvolvida com adolescentes em uma escola pública, integrando Unidade Básica de Saúde/Escola/Universidade. Através deste trabalho os alunos puderam associar a teoria à prática fazendo um exercício de planejamento, tomada de decisão, liderança, trabalho em equipe, avaliação e controle. Abstract in spanish Este trabajo aborda una experiencia de ensenanza en la Disciplina de Administración en Enfermeria de una Universidad Federal, con alumnos que están cursando el octavo periodo dei curso de graduación en enfermeria. A partir de la concepción de que las gerencias de la unidad y dei cuidado están asocia [...] das, una vez que el enfermero ai dirigir recursos en general debe estar volcado ai proceso asistencial y no puede perder de vista la calidad de la asistencia, los alumnos construirán una propuesta de educación en salud para ser desarrol/ada con adolescentes en una escuela pública, integrando Unidad Básica de Salud / Escuela / Universidad. A través de este trabajo los alumnos podrán asociar la teoria a Ia práctica haciendo un ejercicio de planeamiento, toma de decisión, liderazgo, trabajo en equipo, evaluación y control. Abstract in english This artic/e analyzes a teaching experience in the course of Nursing Administration at a Federal University, with fourth-year students majoring in Nursing. Based on the conception by which unit and care managements are associated, since nurses who manage funds should typical/y aim at the assistance [...] process and cannot lose sight of the assistance qua/ity, students bui/t a health education proposal to be developed with adolescents at a public school by integrating basic health unit, school, and university. Through this work, students were able to associate theory and practice by carrying out an exercise comprehending planning, decision-making, leadership, teamwork, evaluation, and control.
Rosangela Maria, Greco.
Full Text Available Trata-se de um artigo reflexivo acerca da necessidade de introdução da disciplina de oncologia nas Escolas de Graduação em Enfermagem em nosso meio. Tem como objetivos pensar a disciplina de oncologia no currículo de graduação em enfermagem, pontuando aspectos relevantes de sua inserção, considerando a capacitação e qualificação profissional, a necessidade do mercado de trabalho, o perfil epidemiológico brasileiro e uma formação reflexiva e crítica acerca das competências profissionais do enfermeiro. Pontua-se também o papel do desenvolvimento tecnológico contribuindo nessa formação e educação de novos profissionais de saúde.Tratamos de un artículo reflexivo sobre la necesidad de introducción de la disciplina de oncologia en las Escuelas de Graduación en Enfermería de nuestro medio. Tiene como objetivos pensar en la disciplina en el currículo de graduación en enfermería, puntuando aspectos importantes de su inserción. Para tanto, considera la capacitación y calificación profesional, la necesidad del mercado de trabajo, el perfil epidemiológico brasileño y una formación reflexiva y crítica sobre las competencias profesionales del enfermero. También es puntuado el papel del desarrollo tecnológico contribuyendo en esa formación y educación de nuevos profesionales de la salud.The aim of the present study was to think the Oncology Course in the baccalaureate nursing curriculum pointing relevant issues about its introduction, considering professional training and qualification, labor market demand and a critical reflection about nurse's professional competences. Score is also the role of technology in helping training and education of new health professionals.
Ana Maria Calil
Full Text Available Trata-se de um artigo reflexivo acerca da necessidade de introdução da disciplina de oncologia nas Escolas de Graduação em Enfermagem em nosso meio. Tem como objetivos pensar a disciplina de oncologia no currículo de graduação em enfermagem, pontuando aspectos relevantes de sua inserção, considerando a capacitação e qualificação profissional, a necessidade do mercado de trabalho, o perfil epidemiológico brasileiro e uma formação reflexiva e crítica acerca das competências profissionais do enfermeiro. Pontua-se também o papel do desenvolvimento tecnológico contribuindo nessa formação e educação de novos profissionais de saúde.Tratamos de un artículo reflexivo sobre la necesidad de introducción de la disciplina de oncologia en las Escuelas de Graduación en Enfermería de nuestro medio. Tiene como objetivos pensar en la disciplina en el currículo de graduación en enfermería, puntuando aspectos importantes de su inserción. Para tanto, considera la capacitación y calificación profesional, la necesidad del mercado de trabajo, el perfil epidemiológico brasileño y una formación reflexiva y crítica sobre las competencias profesionales del enfermero. También es puntuado el papel del desarrollo tecnológico contribuyendo en esa formación y educación de nuevos profesionales de la salud.The aim of the present study was to think the Oncology Course in the baccalaureate nursing curriculum pointing relevant issues about its introduction, considering professional training and qualification, labor market demand and a critical reflection about nurse's professional competences. Score is also the role of technology in helping training and education of new health professionals.
Ana Maria Calil
Full Text Available The purpose of this study was to identify factors that enhance and hinder interdisciplinary collaborative practice (ICP among doctors and nurses at the Nnamdi Azikiwe teaching hospital, Nnewi, southeast Nigeria. The study was a cross-sectional descriptive survey and the quantitative method of data collection was employed. The population was all doctors irrespective of area of specialty and all nurses employed and working in the hospital as at the time of study. Proportionate stratified and convenience sampling methods were used to select study participants according to their categories. Using validated structured questionnaire, data were collected from 110 doctors and 95 nurses in the teaching hospital on their perception on ICP and factors that enhance/hinder ICP. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentages, standard deviation and graphic presentation were used for descriptive analysis of scores while the unpaired t test of mean score using Graph Pad Prism, Version 5.30 was used to determine the influence of profession, gender, and years of experience on perception of ICP at 0.05 level of significance. The study found that both doctors and nurses have positive perception on ICP. Their years of experience have significant influence on their perception. Clear individual roles and good working relationships enhance ICP while giving priority to professional status rather than expertise was seen as a prominent hindrance to ICP. The study recommends collaborative continuing education for doctors and nurses to enhance ICP in patient care. In addition, the inclusion of interdisciplinary collaborative practice programmme into the curriculum of medical and nursing students (where it does not exist would go a long way to strengthen ICP and decrease hindrances when they graduate.
Ijeoma L. Okoronkwo
The purpose of this study was to identify the perception of nurse experts on the contribution of nursing interventions to Nursing Outcomes Classification NOC nursing outcomes. A nursing outcome is a nursing-sensitive patient outcome primarily affected by nursing interventions. As one of the standardized language systems of nursing outcomes, the NOC must be examined for applicability before it is used in Korea. Data were collected in February and March 2003 using a 5-point Likert scale. For data collection, 230 quality improvement (QI) or quality assurance (QA) nurses from general hospitals in Korea were asked to rate the extent that nursing interventions contribute to each of the NOC nursing outcomes (2,000) in their hospitals. Ninety-six nurses from 63 hospitals responded and the response rate was 41.7%. Mean scores for perception of contribution of nursing interventions to each of the NOC nursing outcomes ranged from 2.18 to 4.54. Vital Signs Status had the highest score (M=4.54), and Abuse Recovery: Financial, the lowest score (M=2.18). Of the seven NOC domains, the mean score was highest for Physiologic Health (M=3.91) and lowest for Community Health (M=2.92). Of the 29 NOC classes, the mean score for perceived contribution was highest for Metabolic Regulation (M=4.32) and lowest for Community Well-Being (M=2.92). Participants perceived that nursing interventions in general hospitals in Korea contributed, at least to a certain extent, to most of the NOC nursing outcomes. Based on these results, NOC should have relatively good applicability in Korea. PMID:16037718
The development and composition of a hospitalwide medication policies and standards manual are described. Medication policies and procedures developed independently by individual hospital departments and services at a 789-bed private teaching institution created problems related to consistency, the approval process, accreditation standards, and retrievability. Therefore, a joint nursing-pharmacy task force was formed to create a master document containing medication policies and standards for the entire institution. The manual also contains departmental medication-related procedures, the formulary of approved drugs, and key drug information. Its format allows for periodic updating and ease of use by nurses, pharmacists, physicians, and other health care professionals. It meets the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) requirement of a collaborative framework to ensure optimal medication-use outcomes. All medication-related procedures in individual departments must comply with the new policies and standards. A hospitalwide medication policy manual, created through multidisciplinary collaboration, made the policies and procedures consistent and more accessible and met JCAHO and other regulatory requirements. PMID:7879805
Laine, G A; Galt, M A; Langford, J A; Prout, D L; Puckett, W H
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
Research indicates significant differences between nurse cohorts in many work-related factors. This study compared nurse competence between three generational cohorts comprising the current nursing workforce. The Nurse Competence Scale was used to collect data for this cross-sectional study from 2052 nurses in a university hospital in Finland. Data were analysed statistically. Significant differences were found between nurse cohorts in their competence. The length of work experience had a significant impact on the development of competence. The oldest cohort, with the longest work experience, had the highest competence scores (70.1 on a visual analogue scale), and the youngest had the lowest (59.0). All cohorts were most competent in patient-related nursing tasks, in maintenance of professional competence and in ethical care. Nurses were weakest in the development of nursing practice and the use of evidence-based knowledge. Targeted interventions in teaching-coaching for different nurse generations are needed to ensure the maintenance of nurse competence and high-quality patient care. PMID:24689751
Meretoja, Riitta; Numminen, Olivia; Isoaho, Hannu; Leino-Kilpi, Helena
Estratégias de ensino-aprendizagem em cursos de graduação em Enfermagem Estrategias de enseñanza-aprendizaje en cursos de graduación en Enfermería Teaching-learning strategies in undergraduate Nursing courses
Full Text Available Objetivo: Trata-se de uma revisão integrativa que teve como objetivo identificar as estratégias de ensino utilizadas em cursos de graduação em Enfermagem e o objetivo de sua aplicação. Metodologia: A pesquisa foi realizada através da busca direta de artigos completos nas bases de dados: Scielo, Scopus, Wilsonweb, ERIC, Lilacs e Sciencedirect. Resultados: A amostra foi composta de 72 artigos. A análise evidenciou 29 diferentes estratégias de ensino utilizadas na graduação em Enfermagem. As quatro estratégias mais utilizadas são: a simulação (19%, Programas on-line (16%, Aprendizagem Baseada em Problemas - PBL (16% e Estudo de Caso (5%. Discussão: Todas mencionam buscar com tais estratégias o pensamento crítico e uma atitude mais ativa do aluno, considerandoas metodologias ativas de ensino. Entretanto, não fica claro nos artigos como acontece a relação entre o aluno e o professor tanto em sala de aula como nos laboratórios e nos campos práticos. Conclusão: muitas são as estratégias de ensino-aprendizagem utilizadas no ensino de graduação em Enfermagem, reconhecidas como ativas. Todavia a utilização de tais estratégias, ainda que inovadoras e ativas, não necessariamente transforme o aluno no protagonista de seu aprendizado e faça do professor um facilitador deste processo, nem mesmo o torna mais crítico e reflexivo, pois o pensar crítico requer reflexão sobre aquilo que se faz e não somente um fazer com habilidade e com conhecimento.Objetivo: Se trata de una revisión integrativa que tuvo como objetivo identificar las estrategias de enseñanza utilizadas en cursos de graduación en Enfermería y el objetivo de su aplicación. Metodología: La investigación fue realizada a través de la búsqueda directa de artículos completos en las bases de datos: Scielo, Scopus, Wilsonweb, ERIC, Lilacs e Sciencedirect. Resultados: La muestra estaba compuesta por 72 artículos. El análisis evidenció 29 estrategias diferentes de enseñanza utilizadas en la graduación en Enfermería. Las cuatro estrategias más utilizadas son: la simulación (19%, Programas en línea (16%, Aprendizaje Basado en Problemas - PBL (16% y Estudio de Caso (5%. Discusión: Todas concuerdan en buscar, a través de tales estrategias, el pensamiento crítico y una actitud más activa por parte del alumno, considerando las metodologías activas de enseñanza. Sin embargo, no queda claro en los artículos como es que se da la relación entre el alumno y el profesor tanto en el salón de clase como en los laboratorios y en los campos prácticos. Conclusión: son muchas las estrategias de enseñanza - aprendizaje que se reconocen como estrategias activas y que se utilizan en la carrera de Enfermería. No obstante, el uso de dichas estrategias, a pesar de ser innovadoras y activas, no necesariamente transforme al alumno en el protagonista de su aprendizaje y haga del profesor un facilitador de este proceso, ni tampoco lo vuelve más crítico y reflexivo, dado que el pensamiento crítico amerita reflexionar sobre aquello que se hace y no solamente un hacer con habilidad y con conocimiento.Objective: This is a comprehensive review aimed to identify strategies used in teaching undergraduate Nursing courses and their goals. Methodology: The research was conducted through direct search of full articles in databases: Scielo, Scopus, Wilsonweb, ERIC, Lilacs and Sciencedirect. Results: The sample consisted of 72 papers. The analysis revealed 29 different teaching strategies used in nursing undergraduate courses. The four most commonly used strategies are: simulation (19%, online programs (16%, Problem-Based Learning-PBL (16% and Case Study (5%. Discussion: They all seek, through such strategies, to achieve critical thinking and a more active approach by students, considering the active teaching methodologies. However, it is unclear in the papers how the relationship between students and teacher develops both in the classroom and in labs and in the field. Conclusion: There are many teaching-learning strategies recognized
Full Text Available This article explores the confusion that exists in the clinical areas concerning proper accompaniment of student nurses. There is a feeling that professional nurses in clinical areas are not always actively involved in clinical teaching. The clinical instructors and nurse educators are unable to accompany student nurses properly because of staff shortages. Some hospitals have identified one professional nurse per unit to work as a nurse preceptor for accompaniment of student nurses. This has resulted in the need to find out if the professional nurse preceptor is solving the problem of lack of student accompaniment in clinical areas. The aim of this study therefore is to investigate the roles and functions of nurse preceptors in improving student accompaniment as compared to other professional nurses in clinical areas namely, clinical instructors, nurse educators and professional nurses working in clinical areas as viewed by student nurses themselves. A comparative descriptive study was done in one of the hospitals in KwaZulu-Natal (Region D on a purposely selected sample of (80 4 years comprehensive diploma student nurses, (16 nurse preceptors and (40 randomly-selected professional nurses. Open and closed-ended questions were used for collection of data. The study revealed that the most student nurses 87,5% (70 identified nurse preceptors as playing an important role in their accompaniment as compared to other professional nurses.
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
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.
Comportamento docente no ensino de graduação em enfermagem: a percepção dos alunos Comportamiento docente en la enseñanza del pre-grado de enfermería: la percepción de los alumnos Faculty's behavior in undergraduate nursing teaching: the students' perception
Full Text Available 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.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.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
Full Text Available SciELO South Africa | Language: English Abstract in english The South African Qualification Authority Act (58/1995) requires that the facilitators of the education and training programme for nursing students imple