[Primary health care in disaster situations: systematic reviewAtención primaria de salud en situaciones de desastre: revisión sistemática]. / Atenção primária à saúde em situações de desastres: revisão sistemática.

OBJECTIVE: To identify evidence from the literature regarding interventions related to preparedness and response of primary health care (PHC) teams in situations of natural disaster. METHOD: Systematic review of the following databases: PubMed, Scopus, Web of Science, Lilacs, Disasters, and Google Scholar. Quantitative case-control, cohort, or cross-sectional studies reporting interventions in the context of PHC on populations exposed to natural disaster were selected. RESULTS: Six studies were analyzed, performed in the Philippines, Vietnam, United States, Chile, and India. The preparedness interventions identified in the studies included the design of nursing preparedness and community education protocols; community vulnerability risk assessment; and identification of PHC services for implementation of disaster management plans. The response interventions described referred to trauma care, prevention of health problems, and participation in training. CONCLUSIONS: The evidence identified in the literature suggest that preparedness interventions are inadequate, and that the PHC response capacity is poor in situations of natural disaster.

OBJETIVO: Encontrar pruebas bibliográficas sobre intervenciones relacionadas con la preparación y la respuesta de los equipos de atención primaria de salud (APS) en situaciones de desastre relacionadas con amenazas naturales. MÉTODOS: Revisión sistemática de la bibliografía realizada en las bases PubMed, Scopus, Web of Science, Lilacs, Disasters y Google Scholar. Se seleccionaron estudios cuantitativos (de diseño transversal, de casos y testigos, o de cohortes) referentes a intervenciones en grupos poblacionales expuestos a desastres naturales en el contexto de la APS. RESULTADOS: Se analizaron seis estudios realizados en Chile, Estados Unidos, Filipinas, India y Vietnam. Las intervenciones de preparación encontradas incluyeron la elaboración de protocolos de preparación del personal de enfermería y de educación de la comunidad; la evaluación del riesgo de vulnerabilidad de la comunidad; y la identificación de los servicios de APS para realizar planes de gestión de desastres. Las intervenciones de respuesta descritas se centraron en el tratamiento de traumatismos, la prevención de afecciones de salud y la participación en cursos de capacitación. CONCLUSIONES: Las pruebas identificadas señalaron que las intervenciones de preparación son inadecuadas y que el desempeño en lo referente a la capacidad de respuesta de la APS es deficiente en situaciones de desastre.

Influence of curricular reforms in mental health nursing education between 1969 and 2014. / Influência das reformas curriculares no ensino de saúde mental em enfermagem: 1969 a 2014.

Objective To analyze the influence of curricular changes in mental health nursing education at the Federal University of Santa Catarina. Method Qualitative research, exploratory and descriptive. Data were collected in official ordinances in the Pedagogical Projects of the Nursing Course and in the Teaching Plans in the period from 1969 to 2014. The data collection was carried out between the months of March and December 2015. We used a spreadsheet to organize the data and they were analyzed according to the technique of documentary analysis. Results Trends in curricular changes were highlighted after the Curricular and Psychiatric Reforms. The most significant changes occurred since 2004 with the National Curriculum Guidelines and Law 10.2016. Conclusion It was found that the curricular changes occurred from induction and from outside the educational institution policies. The influences resulted in changes in the name of courses, course offerings and course objectives, and integration between courses and practical settings, among others.

Perception of nursing faculty on the care: Heidegger constructions.

OBJECTIVE: To understand the perceptions of nursing teachers about care in the light of Heidegger's framework. It was used as theoretical and methodological reference Hei- degger's hermeneutics. METHOD: To capture the meanings we used phenomenological interviews with 11 teachers. e data analysis is based on heideggerian hermeneutic. RESULTS: The way to be a nurse determines their way of life to the care that re ects the construction of experiences in the nursing worldliness. The existence of the nurse for nursing care is evidenced in care relations established between being careful and being caregiver, deciding the mode of being-there of the nurse who has before him and on the other the possibilities of care. CONCLUSIONS: It is being in the world that the being-nurse is manifested in their subjectivity in care for sensitive, is the objectivity of scienti c care, and is in the interrelationship with being careful is that manifests the being of choices and existing decisions in his way of being. OBJETIVO: Compreender as percepções dos docentes de enfermagem sobre o cuidado à luz do referencial de Heidegger. Utilizou-se como referencial teórico-metodológico hermenêutica heideggeriana. MÉTODO: Para captar os significados utilizou-se entrevista fenomenológica realizada com 11 docentes. A análise dos dados baseou-se na hermenêutica heideggeriana. RESULTADOS: O modo de ser enfermeiro determina seu modo de ser para o cuidado, que é reflexo da construção das experiências na mundaneidade da enfermagem. A existência do ser enfermeiro para o cuidado de enfermagem é evidenciado nas relações de cuidado estabelecidas entre o ser cuidado e o ser cuidador, decidindo o modo de ser-aí do enfermeiro que tem diante de si e do outro as possibilidades de cuidado. CONCLUSÃO: É ser-no-mundo que o ser-enfermeiro se manifesta, em sua subjetividade no cuidar sensível, é na objetividade do cuidar científico, e é na inter-relação com o ser cuidado é que manifesta o ser de escolhas e decisões existindo em seu modo de ser.

Investigating the fundamental levels of a signature pedagogy in nursing education: A scoping review.

BACKGROUND: A signature pedagogy is a unique approach that provides a blueprint for curricular decision-making, as it reflects how we teach (surface structures), why we teach (deep structures), and what we believe are vital concepts or values all learners should embody (implicit structures). OBJECTIVE: To investigate what is known from the existing literature about a signature pedagogy to support undergraduate nursing education. DESIGN: This scoping review adopted Arksey and O'Malley's framework to guide the analysis of data. Two electronic databases were used to explore studies on educational strategies, content, and values published in Arabic, English, Filipino, French, Portuguese, and Spanish between 1972 and 2022. RESULTS: A total of 258 articles were included in this review. The analysis revealed that the majority of articles were at the surface (n = 189), followed by the deep (n = 123), with the least number examining the implicit level (n = 90) associated with signature pedagogy levels. Results reflect a limited focus on implicit level; the core concepts and values that all learners should understand and grasp for their future practice to construct their professional identity and engage in healthcare transformation. CONCLUSIONS: The findings from this scoping review, should not be an isolated movement within nursing education. The first step is to engage in discourse amongst all stakeholders, educational and healthcare nurse leaders, regarding the state of the profession. As a profession we need to understand what is the preferred future of nursing and what are the necessary educational processes to ensure the profession is actualizing their mandate. A call to action to develop a unique signature pedagogy should provide synergy between education and practice to enhance learner's competencies as a future professional.

[Nursing students' point of view on biosecurity and patient safety]. / A biossegurança e segurança do paciente na visão de acadêmicos de enfermagem.

This study is aimed at identifying the knowledge of nursing students about the subject area of patient safety and its relationship with the teaching of biosecurity. Exploratory qualitative study conducted at the Universidade Federal de Santa Catarina (Federal University of Santa Catarina), with 17 students in the third phase of the Undergraduate Nursing Program. Three categories emerged after an exhaustive reading of the responses caring for self and others; biosecurity and care for the environment; biosecurity: health education and continuing education in health services. The following issues were identified, students' concern about risk prevention, care and self care as prerogatives for patient's safety; and education as a proposal for the minimization of risks. The study of biosecurity is considered important in undergraduate studies, minimizing losses and mistakes in the undergraduate students' conduct.

Core competencies for the training of advanced practice nurses in oncology: a Delphi study.

OBJECTIVE: To map out and validate the core competencies for the training of advanced practice nurses in oncology. METHODS: Exploratory-descriptive research with a quantitative approach using the Delphi technique. Initially, a matrix composed of six domains outlining 112 core competencies of the clinical nurse specialist in oncology was elaborated. The Likert scale was used to measure the degree of agreement. Data collection took place through the Google Forms® platform from February to May 2021. Data were compiled and analyzed based on expert suggestions and literature. RESULTS: 100 competencies achieved consensus (agreement level above 85.7%) in the first round; 13 new competencies were proposed by expert members; and 125 were validated during the Delphi technique. CONCLUSION: The mapping and validation of core competencies will allow the development of new training models aimed at advanced practice in oncology and future educational harmonization.

Training of advanced practice nurses in oncology for the best care: a systematic review.

OBJECTIVE: To search for evidence on the training of advanced practice nurses, through clinical practice and nursing care with cancer patients. METHOD: Systematic review, searching the databases: MEDLINE-PubMed, LILACS, Web of Science, Scopus, CINAHL and Cochrane CENTRAL. A manual search of the reference list and Google Scholar was also carried out. To assess the methodological quality of the studies, the following tools were used: Cochrane Collaboration Risk of Bias Tool (RoB 1) for randomized controlled trials and Risk of Bias in Non-randomized Studies of Interventions (ROBINS-I) for quasi-experimental studies. RESULTS: A total of 12 experimental studies were identified. The main intervention identified in the studies was educational guidance. The studies showed improvement in pain control or other symptoms related to disease and/or treatment, satisfaction and improvement in the quality of life of cancer patients. CONCLUSION: It is observed that there are studies that demonstrate the value of advanced practice nursing in oncology, through differentiated clinical training and advanced professional performance. Registration number of the systematic review: CRD42018098906.

Clinical outcomes of patient navigation performed by nurses in the oncology setting: an integrative review.

OBJECTIVE: to evidence the clinical outcomes of navigation performed by nurses in cancer patients. METHODS: this is an integrative literature review with collection in MEDLINE via PUBMED, LILACS, Web of Science, Scopus, and CINAHL databases. The final sample consisted of seven studies. The data were analyzed and presented descriptively. Data related to clinical outcomes were compiled and described in full. The Agency for Healthcare Research and Quality categorization was used to assess the level of evidence. RESULTS: the clinical outcomes demonstrated were decreased distress, anxiety and depression, improved control and management of symptoms, improved physical conditioning, improved quality and continuity of care, improved quality of life, reduced time to start treatment. FINAL CONSIDERATIONS: there is research that shows better clinical outcomes in cancer patients through navigation by nurses across the continuum of health care.

[A reflection upon an organizational system model for nursing care centered on best practices]. / Reflexão sobre um modelo de sistema organizacional de cuidado de enfermagem centrado nas melhores práticas.

This article aims at reflecting on nursing best practices and these practices as a perspective of systemizing care. Quality of nursing becomes evident from management practices instituted as a result of its development throughout time. Thinkers of the management area have really influenced nursing both at professional acting and theoretical basis levels. It is imperative that nursing comes closer to best practices, which are considered as a non linear manner of perceiving the world, where structuring of its actions is centered on complex perspective; the use of registers as a way for planning organization and care to take effect, as well as professional identification with issues that transcend personal care and are closer to universal ethics. Best practices are linked to social responsibility, sustainability and ecology as an essence of human actions to conduct management practices.

[Hospitality as an expression of nursing care]. / Hospitalidade como expressão do cuidado em enfermagem.

Qualitative research whose purpose was to reflect and argue about the relationship between hospitality, care and nursing according to experiences of PhD students. The research was developed from theoretic and practical meeting carried through by disciplines "the care in Nursing and Health" of PhD nursing Program at Santa Catarina Federal University. Its chosen theoretical frame of Hospitality perspective while nursing care. Data were collected applying a semi-structured questionnaire at ten doctoral students. The analysis of the data was carried through under the perspective of the content analysis according to Bardin. Hospitality it is imperative for the individuals adaptation in the hospital context or any area where it is looking for health care.

Cross-cultural validation of the Child Adolescent Teasing Scale for Colombian students.

OBJECTIVE: to carry out the cross-cultural validation of the instrument "Child Adolescent Teasing Scale" for the Colombian student population. METHOD: methodological study carried out with students aged 8 to 15, from public and private educational institutions in the municipality of Ibagué, Colombia. The form for the characterization of students and the Child Adolescent Teasing Scale were used. RESULTS: the cross-cultural adaptation process was organized in seven steps: comparison of the Spanish version of the instrument with the original English version, back-translation, consensus version, face validity and terminology adjustment by students, face and content validity by experts, assessment committee for the final version, pilot test and reliability. CONCLUSION: the version adapted to the Spanish spoken in Colombia of the Child Adolescent Teasing Scale (Escala de burlas para niños y adolescentes), which assesses the frequency and distress caused by teasing, showed desirable results in terms of validity and reliability.

Nursing care to people admitted in emergency for attempted suicide.

OBJECTIVE: to analyze the nursing care to people admitted in emergency for attempted suicide in the perception of the nursing staff. METHOD: descriptive and exploratory study, of qualitative approach, developed from semi-structured interviews with eight nurses and eight nursing technicians of the emergency service of a University Hospital in south Brazil. Data analysis was performed through content analysis. RESULTS: three categories emerged: nursing care to the person who attempted suicide; the adult emergency service as a scenario of mental health practices; and permanent education-related needs in mental health. FINAL CONSIDERATIONS: initiatives capable to potentialize good practices in mental health care are still incipient and lack encouragement in the health service. There is an urgent need to think about changes in the care culture of the emergency service, especially to ensure the scope of psychosocial care actions.

Diagnostic validity of biomarkers in Parkinson's Disease: systematic review and meta-analysis.

OBJECTIVE: To identify biomarkers for Parkinson's disease, cerebrospinal fluid, blood, saliva, and urine. METHOD: The studies were collected from the Cochrane, LILACS, PubMed, SCOPUS, WEB OF SCIENCE, OpenGrey, ProQuest and Google Scholar databases starting from May 3, 2016 and updated on March 20, 2017. Twenty-two studies were evaluated, by the Quality Assessment Tool for Diagnostic Accuracy Studies and Review Manager 5.3. RESULTS: Evidence shows that serum antibodies can be used as highly specific and accurate biomarkers for the diagnosis of Parkinson's disease at the outset. Biomarkers in the cerebrospinal fluid are related to increased motor severity, postural instability, gait abnormality, and cognitive impairment. CONCLUSION: Serum and cerebrospinal antibodies can be used as diagnostic biomarkers at the onset of the disease.

Core competencies for the training of advanced practice nurses in oncology: a Delphi study / Competencias centrales para la formación del enfermero de práctica avanzada en oncología: un estudio Delphi / Competências centrais para a formação do enfermeiro de prática avançada em oncologia: um estudo Delphi

ABSTRACT Objective: To map out and validate the core competencies for the training of advanced practice nurses in oncology. Methods: Exploratory-descriptive research with a quantitative approach using the Delphi technique. Initially, a matrix composed of six domains outlining 112 core competencies of the clinical nurse specialist in oncology was elaborated. The Likert scale was used to measure the degree of agreement. Data collection took place through the Google Forms® platform from February to May 2021. Data were compiled and analyzed based on expert suggestions and literature. Results: 100 competencies achieved consensus (agreement level above 85.7%) in the first round; 13 new competencies were proposed by expert members; and 125 were validated during the Delphi technique. Conclusion: The mapping and validation of core competencies will allow the development of new training models aimed at advanced practice in oncology and future educational harmonization.

RESUMEN Objetivo: Mapear y validar competencias centrales para la formación del enfermero de práctica avanzada en oncología. Métodos: Investigación exploratoria-descriptiva, de abordaje cuantitativo, con utilización de la técnica Delphi. Inicialmente, elaborado una matriz compuesta por seis dominios, con 112 competencias centrales del enfermero clínico especialista en oncología. Utilizado la escala de Likert para mensurar el grado de concordancia. La recolecta de datos ocurrió mediante la plataforma Google Forms® de febrero a mayo de 2021. Los datos fueron compilados y analizados basados en las sugestiones de especialistas y la literatura. Resultados: 100 competencias obtuvieron consenso (nivel de concordancia arriba de 85,7%) en la primera rodada; 13 nuevas competencias fueron propuestas por los miembros especialistas; y 125 fueron validadas en el transcurrir de la técnica Delphi. Conclusión: El mapeo y validación de competencias centrales permitirán la elaboración de nuevos modelos de formación vueltos a la práctica avanzada en oncología y harmonización educacional futura.

Resumo Objetivo: Mapear e validar as competências centrais para a formação do enfermeiro de prática avançada em oncologia. Métodos: Pesquisa exploratório-descritiva, de abordagem quantitativa, com utilização da técnica Delphi. Inicialmente, elaborou-se uma matriz composta por seis domínios, com 112 competências centrais do enfermeiro clínico especialista em oncologia. Utilizou-se a escala de Likert para mensurar o grau de concordância. A coleta de dados ocorreu por meio da plataforma Google Forms® de fevereiro a maio de 2021. Os dados foram compilados e analisados com base nas sugestões de especialistas e na literatura. Resultados: 100 competências obtiveram consenso (nível de concordância acima de 85,7%) na primeira rodada; 13 novas competências foram propostas pelos membros especialistas; e 125 foram validadas no transcorrer da técnica Delphi. Conclusão: O mapeamento e a validação de competências centrais permitirão a elaboração de novos modelos de formação voltados para a prática avançada em oncologia e harmonização educacional futura.

Transcendence, historicity and temporality of being elderly: nursing reflection-using Heidegger.

The objective is to reflect on historicity and temporality as paths for the transcendence of being elderly, based on the phenomenological concepts of Martin Heiddeger. A review of the concepts of transcendence, historicity and temporality was carried out in the work of Martín Heidegger, integrating them in the perspective of nursing for the elderly. The transcendence of the elderly adult is feasible by accessing the temporality of self in the path of its historicity to arrive at the understanding of itself that he has achieved: transcending, which is but a process of the Being itself. Being is time in itself existing in the world, existence given by the encounter of the past (to have been), present and future (becoming), the same encounter that determines the historicity of the Being. The encounter has been consummated and the Being is transcendence, with the understanding of the Being itself as a supreme point.

El objetivo es reflexionar en la historicidad y temporalidad como caminos para la trascendencia del ser adulto mayor, basado en los conceptos fenomenológicos de Martín Heiddeger. Se llevó a cabo una revisión de los conceptos de trascendencia, historicidad y temporalidad en la obra de Martín Heidegger, realizando su integración en la perspectiva de enfermería al adulto mayor. La trascendencia del ser adulto mayor es factible accediendo a la temporalidad del mismo en el camino de su historicidad para llegar a la comprensión de sí a la que ha llegado: trascendiendo, que no es sino un proceso del mismo ser. El ser es el tiempo en sí mismo existiendo en el mundo, existencia dada por el encuentro del pasado (haber sido), presente y futuro (devenir), mismo encuentro que determina la historicidad del ser. El encuentro se ha consumado y el ser es trascendencia, como punto supremo la comprensión del ser mismo.

Training of advanced practice nurses in oncology for the best care: a systematic review / Capacitación de enfermeros de práctica avanzada en oncología para un cuidado mejor: revisión sistemática / Formação de enfermeiros de prática avançada em oncologia para o melhor cuidado: uma revisão sistemática

ABSTRACT Objective: To search for evidence on the training of advanced practice nurses, through clinical practice and nursing care with cancer patients. Method: Systematic review, searching the databases: MEDLINE-PubMed, LILACS, Web of Science, Scopus, CINAHL and Cochrane CENTRAL. A manual search of the reference list and Google Scholar was also carried out. To assess the methodological quality of the studies, the following tools were used: Cochrane Collaboration Risk of Bias Tool (RoB 1) for randomized controlled trials and Risk of Bias in Non-randomized Studies of Interventions (ROBINS-I) for quasi-experimental studies. Results: A total of 12 experimental studies were identified. The main intervention identified in the studies was educational guidance. The studies showed improvement in pain control or other symptoms related to disease and/or treatment, satisfaction and improvement in the quality of life of cancer patients. Conclusion: It is observed that there are studies that demonstrate the value of advanced practice nursing in oncology, through differentiated clinical training and advanced professional performance. Registration number of the systematic review: CRD42018098906.

RESUMEN Objetivo: Buscar evidencias de la capacitación de los enfermeros de práctica avanzada mediante la actuación clínica y los cuidados de enfermería de pacientes oncológicos. Método: Se trata de una revisão sistemática, con búsqueda realizada en las bases de datos: MEDLINE-PubMed, Lilacs, Web of Science, Scopus, Cinahl y Cochrane CENTRAL. Se llevó a cabo, también, una búsqueda manual en la lista de referencias y en el Google Scholar. Para evaluar la calidad metodológica de los estudios se utilizaron las herramientas: Cochrane Collaboration Risk of Bias Tool (RoB 1) para los ensayos clínicos randomizados y el Risk of Bias in Non-randomised Studies of Interventions (ROBINS-I) para los cuasi experimentales. Resultados: Se identificaron doce estudios experimentales. La principal intervención encontrada fue la orientación educativa. Los estudios mostraron una mejora en el control del dolor u otros síntomas relacionados con la enfermedad y/o el tratamiento, satisfacción y mejora de la calidad de vida de los pacientes con cáncer. Conclusión: Se observa que hay estudios que demuestran el valor de la enfermería de práctica avanzada en el escenario oncológico, a través de una formación clínica diferenciada y una actuación profesional avanzada. Número de registro de la revisão sistemática: CRD42018098906.

RESUMO Objetivo: Buscar evidências da formação de enfermeiros de prática avançada, mediante a atuação clínica e os cuidados de enfermagem com pacientes oncológicos. Método: Revisão sistemática, com busca nas bases de dados: MEDLINE-PubMed, Lilacs, Web of Science, Scopus, Cinahl e Cochrane CENTRAL. Realizou-se também uma busca manual na lista de referências e no Google Scholar. Para a avaliação da qualidade metodológica dos estudos utilizaram-se as ferramentas: Cochrane Collaboration Risk of Bias Tool (RoB 1) para os ensaios clínicos randomizados e Risk of Bias in Non-randomised Studies of Interventions (ROBINS-I) para os quase-experimentais. Resultados: Foram identificados 12 estudos experimentais. A principal intervenção identificada nos estudos foi a orientação educacional. Os estudos apresentaram melhora no controle de dor ou outros sintomas relacionados a doença e/ou tratamento, satisfação e melhora na qualidade de vida dos pacientes com câncer. Conclusão: Observa-se que há estudos que demonstram o valor da enfermagem de prática avançada no cenário da oncologia, mediante uma formação clínica diferenciada e atuação profissional avançada. Número de registro da revisão sistemática: CRD42018098906.

Clinical outcomes of patient navigation performed by nurses in the oncology setting: an integrative review / Resultados clínicos da navegação de pacientes realizada por enfermeiros no cenário da oncologia: revisão integrativa

ABSTRACT Objective: to evidence the clinical outcomes of navigation performed by nurses in cancer patients. Methods: this is an integrative literature review with collection in MEDLINE via PUBMED, LILACS, Web of Science, Scopus, and CINAHL databases. The final sample consisted of seven studies. The data were analyzed and presented descriptively. Data related to clinical outcomes were compiled and described in full. The Agency for Healthcare Research and Quality categorization was used to assess the level of evidence. Results: the clinical outcomes demonstrated were decreased distress, anxiety and depression, improved control and management of symptoms, improved physical conditioning, improved quality and continuity of care, improved quality of life, reduced time to start treatment. Final considerations: there is research that shows better clinical outcomes in cancer patients through navigation by nurses across the continuum of health care.

RESUMEN Objetivo: destacar los resultados clínicos de la navegación realizada por enfermeras en pacientes oncológicos. Métodos: revisión integradora de la literatura, con recogida en las bases de datos MEDLINE vía PUBMED, LILACS, Web of Science, Scopus y CINAHL. La muestra final consistió en siete estudios. Los datos fueron analizados y presentados de forma descriptiva. Los datos relacionados con los resultados clínicos se recopilaron y describieron en su totalidad. Se utilizó la categorización de la Agency for Healthcare Research and Quality para evaluar el nivel de evidencia. Resultados: los resultados clínicos demostrados fueron disminución del sufrimiento, ansiedad y depresión, mejor control y manejo de los síntomas, mejor acondicionamiento físico, mejor calidad y continuidad de la atención, mejor calidad de vida, menor tiempo para iniciar el tratamiento. Consideraciones finales: existen estudios que muestran mejores resultados clínicos en pacientes con cáncer a través de la navegación por enfermeras a lo largo del continuo de la atención de salud

RESUMO Objetivo: evidenciar os resultados clínicos da navegação realizada por enfermeiros no paciente com câncer. Métodos: revisão integrativa da literatura, com coleta nas bases de dados MEDLINE via PUBMED, LILACS, Web of Science, Scopus e CINAHL. A amostra final foi composta por sete estudos. Os dados foram analisados e apresentados descritivamente. Dados relacionados aos resultados clínicos foram compilados e descritos na íntegra. Utilizou-se a categorização da Agency for Healthcare Research and Quality para avaliação do nível de evidência. Resultados: os resultados clínicos demonstrados foram diminuição do sofrimento, ansiedade e depressão, melhora no controle e manejo dos sintomas, melhora no condicionamento físico, melhora na qualidade e continuidade dos cuidados, melhora na qualidade de vida, redução do tempo para o início do tratamento. Considerações finais: hápesquisas que evidenciam melhores resultados clínicos no paciente com câncer por meio da realização da navegação pelo enfermeiro em todo o continuum de assistência à saúde.

Prácticas pedagógicas desarrolladas por docentes en la enseñanza de enfermería / Pedagogical practices developed by nursing teachers

Resumen Marco contextual: Las prácticas pedagógicas en la enseñanza de la enfermería constituyen un amplio campo de estudio debido a las nuevas necesidades de salud. Objetivo: Conocer las prácticas pedagógicas desarrolladas por los docentes en un curso de pregrado en enfermería. Metodología: Investigación cualitativa, a modo de estudio de caso, cuyos datos fueron recolectados a través de entrevistas en profundidad, en 2020. Participaron cinco profesores de enfermería que laboran en una universidad pública de México. Los datos fueron organizados y analizados de manera inductiva con base en la propuesta operativa de Minayo. Resultados: Surgieron cuatro categorías: por qué y para qué enseñar; Preparación pedagógica para la docencia; Estrategias de enseñanza-aprendizaje utilizadas por los profesores de enfermería; Retos del ejercicio pedagógico en la percepción del profesorado de enfermería. Conclusión: Los docentes informan que no tenían formación pedagógica y que, al iniciar la docencia, buscaron individualmente la preparación necesaria para trabajar en la docencia.

Abstract Background: The pedagogical practices in nursing education are a wide field of study due to the new health needs. Objective: To identify the pedagogical practices developed by teachers in an undergraduate nursing program. Methodology: Qualitative research, case study type. Data were collected in 2020 through in-depth interviews with five nursing teachers working at a public university in Mexico. Data were organized and analyzed using an inductive approach based on Minayo's operational proposal. Results: Four categories emerged: Teaching - Why and for what; Pedagogical preparation for teaching; Teaching-learning strategies used by nursing teachers; Challenges of pedagogical practice from the perception of nursing teachers. Conclusion: Teachers report that they did not have pedagogical training and that, at the beginning of their teaching career, they individually sought the necessary preparation to teach.

Resumo Enquadramento: As práticas pedagógicas de enfermeiros constituem um amplo campo de estudo em virtude das novas necessidades de saúde. Objetivo: Conhecer as práticas pedagógicas desenvolvidas por docentes num curso de graduação em enfermagem. Metodologia: Pesquisa qualitativa, tipo estudo de caso, cujos dados foram colhidos através de entrevistas em profundidade, em 2020. Participaram cinco docentes de enfermagem que exercem funções numa universidade pública do México. Os dados foram organizados e analisados indutivamente com base na proposta operacional de Minayo. Resultados: Emergiram quatro categorias: Porquê e para o que ensinar; Preparação pedagógica para o ensino; Estratégias de ensino-aprendizagem utilizadas por docentes de enfermagem; Desafios do exercício pedagógico na percepção de docentes de enfermagem. Conclusão: Os professores relatam que não tiveram formação pedagógica e que, ao iniciarem a docência, procuraram individualmente a preparação necessária para o ensino.

Clinical simulation in nursing teaching: student experience in Chile / Simulação clínica no ensino de enfermagem: experiência do estudante no Chile / Simulación clínica en la enseñanza de la enfermería: experiencia de estudiantes en Chile

ABSTRACT Objective: to describe the experiences lived in clinical simulation by nursing students at the University of Magallanes, Punta Arenas, Chile, in relation to the use of clinical simulation as a learning methodology for the achievement of skills for nursing care. Method: the simulation by the students was carried out in 2017, while they attended the seventh and eighth semester of professional training. The study carried out was qualitative, exploratory descriptive, in which eight students participated using the semi-structured interview instrument applied during the second semester of 2018. Results: it was observed that the simulation experience was good and very good. It stands out that the main points of discussion for the participants were that the clinical simulation gave them tools that allowed them to acquire professional identity, empowerment of the professional role, clinical reasoning, professional practice and organization. On the other hand, it also allowed them to apply theoretical knowledge. Conclusion: although this experience allowed the students to acquire comprehensive skills, it also has the limitation that feelings of fear and anxiety emerge that may make it impossible to develop it.

RESUMO Objetivo: descrever as experiências vividas em simulação clínica por estudantes de enfermagem da Universidad de Magallanes, Punta Arenas, Chile, em relação ao uso da simulação clínica como metodologia de aprendizagem para o alcance de competências para o cuidado de enfermagem. Método: a simulação pelos alunos foi realizada em 2017, enquanto eles cursavam o sétimo e o oitavo semestres de formação profissional. O estudo realizado foi qualitativo, exploratório descritivo, no qual participaram oito alunos por meio do instrumento de entrevista semiestruturada aplicado durante o segundo semestre de 2018. Resultados: observou-se que a experiência de simulação foi boa e muito boa. Destaca-se que os principais pontos de discussão para os participantes foram que a simulação clínica lhes deu ferramentas que lhes permitiram adquirir identidade profissional, empoderamento do papel profissional, raciocínio clínico, prática profissional e organização. Por outro lado, também lhes permitiu aplicar conhecimentos teóricos. Conclusões: embora esta vivência tenha permitido aos alunos adquirir competências abrangentes, também tem como limitação o surgimento de sentimentos de medo e ansiedade que podem impossibilitar o seu desenvolvimento.

RESUMEN Objetivo: describir las experiencias vividas en simulación clínica por los estudiantes de enfermería de la Universidad de Magallanes, Punta Arenas, Chile, en relación al uso de la simulación clínica como metodología de aprendizaje para el logro de habilidades para el cuidado en Enfermería. Método: la simulación por los estudiantes se realizó el año 2017, mientras cursaron séptimo y octavo semestre de formación profesional. El estudio realizado fue cualitativo, exploratorio descriptivo, en el cual participaron ocho estudiantes utilizando el instrumento de entrevista semiestructurada aplicada durante el segundo semestre año 2018. Resultados: se observó que la experiencia en simulación fue bueno y muy bueno. Destaca que los principales puntos de discusión para los participantes fue que la simulación clínica les entrego herramientas que les permitió adquirir identidad profesional, empoderamiento del rol profesional, razonamiento clínico, práctica profesional y organización. Por otra parte, también les permitió aplicar los conocimientos teóricos. Conclusiones: si bien esta experiencia les permitió a los estudiantes adquirir habilidades integrales también posee la limitante que afloran sentimientos de temor, ansiedad que pueden imposibilitar el desarrollo de la misma.

Experiential learning in nursing consultation education via clinical simulation with actors: action research.

This was an action research study conducted during an undergraduate nursing course. The objective was to propose and implement experiential learning for nursing consultation education using clinical simulation with actors. The 4 steps of action research were followed: planning, action, observation and reflection. Three nursing undergraduate students participated in the study. Data were collected in May and July 2013 via participant comments and interviews and were analyzed in accordance with the operative proposal for qualitative data analysis. Planning included constructing and validating the clinical guides, selecting and training the actors, organizing and preparing the scenario and the issuing invitations to the participants. The action was carried out according to Kolb's (1984) 4 stages of learning cycles: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. Clinical simulation involves different subjects' participation in all stages, and action research is a method that enables the clinical stimulation to be implemented. It must be guided by clear learning objectives and by a critical pedagogy that encourages critical thinking in students. Using actors and a real scenario facilitated psychological fidelity, and debriefing was the key moment of the reflective process that facilitated the integral training of students through experiential learning.