Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 26
Filtrar
1.
Comput Inform Nurs ; 33(1): 21-7, 2015 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-25485866

RESUMO

Electronic portfolios can be used to record user performance and achievements. Currently, clinical learning systems and in-service education systems lack integration of nurses' clinical performance records with their education or training outcomes. For nurses with less than 2 years' work experience (nursing postgraduate year), use of an electronic portfolio is essential. This study aimed to assess the requirements of using electronic portfolios in continuing nursing education for clinical practices. Fifteen nurses were recruited using a qualitative purposive sampling approach between April 2013 and May 2013. After obtaining participants' consent, data were collected in a conference room of the study hospital by one-on-one semistructured in-depth interviews. Through data analyses, the following five main themes related to electronic learning portfolios were identified: instant access to in-service education information, computerized nursing postgraduate year training manual, diversity of system functions and interface designs, need for sufficient computers, and protection of personal documents. Because electronic portfolios are beginning to be used in clinical settings, a well-designed education information system not only can meet the needs of nurses but also can facilitate their learning progress.


Assuntos
Competência Clínica/normas , Capacitação em Serviço/métodos , Informática Médica , Recursos Humanos de Enfermagem Hospitalar/educação , Atitude do Pessoal de Saúde , Atitude Frente aos Computadores , Documentação , Educação Continuada em Enfermagem/métodos , Feminino , Humanos , Entrevistas como Assunto , Aprendizagem , Masculino , Pesquisa Qualitativa , Taiwan
2.
Hu Li Za Zhi ; 62(2): 57-65, 2015 Apr.
Artigo em Zh | MEDLINE | ID: mdl-25854948

RESUMO

BACKGROUND: The professional teaching competence of nurse preceptors must be monitored regularly. However, the existing instruments that are designed to measure nurse preceptor professional teaching competency seldom examine updated indicators such as inter-professional practice (IPP) and evidence-based practice. PURPOSE: This study constructs indicators for assessing the teaching competence of nurse preceptor. METHODS: Phase I used a literature review to identify appropriate indicators of nurse preceptor teaching competence. Phase II conducted focus-group interviews with 10 nurse preceptors and 6 new nurses from a teaching hospital in southern Taiwan. Content analysis was used to construct a preliminary framework of indicators. Phase III invited 15 experts to evaluate the content validity of the preliminary indicators in two rounds using the Delphi method. RESULTS: The teaching-related competence of nurse comprises 36 items in the five dimensions of passionate commitment to teaching, harmonious learning atmosphere, inductive teaching skills, objective feedback and evaluation, and inter-professional practice. CONCLUSIONS / IMPLICATIONS FOR PRACTICE: The indicators developed in this study may be used by nurse preceptors to examine their teaching abilities and by healthcare institutions to design preceptor training curricula.


Assuntos
Educação em Enfermagem , Preceptoria , Ensino , Enfermagem Baseada em Evidências , Humanos
3.
Hu Li Za Zhi ; 62(3): 49-56, 2015 Jun.
Artigo em Zh | MEDLINE | ID: mdl-26073956

RESUMO

BACKGROUND: The Taiwan Joint Commission on Hospital Accreditation established a nurse preceptor training program in 2012. However, there has been minimal assessment of the nurse preceptor training program from the respective perspectives of nurse preceptors and preceptees. PURPOSES: This study explores the teaching experiences of nurse preceptors and the learning experiences of new nurses, and reflects on the nurse preceptor training program. METHODS: Investigators used a qualitative method to conduct 5 focus group interviews with 15 nurse preceptors and 14 new nurses in a medical center in northern Taiwan. Interview data was analyzed using content analysis. RESULTS: Eight themes were categorized from the teaching experiences of preceptors and two themes were categorized from the learning experiences of preceptees. The analysis of the data shows that this nurse preceptor training program focused on enhancing teaching skills and assessment skills and lacked instruction in teaching affection, guidance skills, and emotion management. CONCLUSIONS / IMPLICATIONS FOR PRACTICE: This study may be used as a reference for developing training courses for nurse preceptors in Taiwan.


Assuntos
Educação em Enfermagem , Recursos Humanos de Enfermagem Hospitalar/educação , Preceptoria , Humanos
4.
J Contin Educ Nurs ; 45(3): 124-31, 2014 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-24527892

RESUMO

BACKGROUND: A hospital in Taiwan committed to implementing a framework of caring in clinical practice. This study was conducted to develop online courses on caring for the hospital's nurses. METHOD: The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was applied to develop and evaluate this caring curriculum. Concrete caring and uncaring behaviors were identified through patient and nurse interviews. These were used to make 72 instructional videos and five live-action movies. Evaluation tools included quizzes, self-evaluations, focus group interviews, and a measurement of caring behavior. Patients used the same instrument to evaluate the nurses. RESULTS: Nurses' self-evaluations showed positive results. No significant difference was found between pre- and postcourse patient evaluations. CONCLUSION: This study shows the usefulness of ADDIE and provides a model for how research data and results can be used to inform administratively mandated organizational change. It also provides evidence on the effects of caring education.


Assuntos
Educação Continuada em Enfermagem , Modelos Educacionais , Sistemas On-Line , Educação a Distância , Avaliação Educacional , Humanos , Avaliação das Necessidades , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Taiwan
5.
J Contin Educ Nurs ; 45(11): 497-505, 2014 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-25347085

RESUMO

BACKGROUND: In Taiwan, regulatory bodies mandate that preceptor training programs comprise six mandatory topics used by all teaching hospitals. These programs have little empirical justification. This study explores the training needs of preceptors from the viewpoints of both preceptors and preceptees. METHOD: Investigators used qualitative methods to conduct 17 focus group interviews with 63 preceptors and 24 preceptees from five hospitals in Taiwan. A constant comparative method was used to analyze the data and extract themes and subthemes from participants' experiences. RESULTS: Seven themes were extracted from both preceptor teaching experiences and preceptee learning experiences. Analysis of the empirical data showed that the six mandated topics do not meet the needs of preceptors. This study also documented the concept of "nurses eating their young" for the first time in Taiwan. CONCLUSION: The findings of this study may serve as a reference for redesigning preceptor training programs in Taiwan.


Assuntos
Educação Continuada em Enfermagem/métodos , Mentores/psicologia , Avaliação das Necessidades , Recursos Humanos de Enfermagem/educação , Recursos Humanos de Enfermagem/psicologia , Preceptoria/métodos , Atitude do Pessoal de Saúde , Grupos Focais , Humanos , Relações Interprofissionais , Entrevistas como Assunto , Desenvolvimento de Pessoal/métodos , Taiwan
6.
J Contin Educ Nurs ; 44(4): 186-92, 2013 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-23458078

RESUMO

BACKGROUND: To promote the quality of nursing care, a hospital in Taiwan committed to implementing its SHARE framework for clinical practice. This study was conducted to develop caring content for the SHARE framework in the form of online continuing education videos. METHODS: Five focus group interviews were conducted with 19 exemplary nurses. A constant comparative method was used to extract caring themes that were integrated into the five components of SHARE: S: Sense patient's needs; H: Help patient out; A: Acknowledge patient's feelings; R: Respect patient's dignity and privacy; E: Explain what is happening. RESULTS: Concrete caring behaviors consistent with SHARE were identified. Real-world scenarios were used to produce five videos demonstrating the components of SHARE for use in online caring education. CONCLUSION: This project offers a new strategy for strengthening caring behavior in nurse-patient interactions and may help to establish a model for caring in nursing continuing education in Taiwan.


Assuntos
Educação a Distância , Educação Continuada em Enfermagem , Empatia , Relações Enfermeiro-Paciente , Sistemas On-Line , Grupos Focais , Humanos , Desenvolvimento de Programas , Taiwan , Gravação em Vídeo
7.
Hu Li Za Zhi ; 59(5): 5-9, 2012 Oct.
Artigo em Zh | MEDLINE | ID: mdl-23034541

RESUMO

Nursing is a clinical profession influenced by social and environmental change. Facing the continuing evolution of the medical practice environment, nursing educators should take into account both current issues and future trends. As nursing clinical education undergoes radical reform, it must address both current and future healthcare demands. Relevant articles in the literature indicate that students continue to face significant difficulties applying classroom knowledge to clinical practice. This article describes the meanings, purposes, elements and models of nursing clinical education as well as relevant factors of influence. We also offer suggestions for meeting future societal demands.


Assuntos
Educação em Enfermagem , Humanos
8.
Nurse Educ Today ; 66: 110-116, 2018 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-29702439

RESUMO

BACKGROUND: Clinical reasoning is an essential core competence for nurses. Maintaining quality of care and safety of patients results from cultivation of student's clinical reasoning competency. However, the concept of clinical reasoning in nursing students is complex and its meaning and process needs further clarification. OBJECTIVES: The objectives were to explore the meaning of clinical reasoning competency in Taiwanese nursing students and to operationalize the concept in order to structure a framework illustrating the process of clinical reasoning. SETTING AND PARTICIPANTS: Thirteen seasoned nursing experts who had more than ten years of experience in nursing education or clinical practice participated in the interviews. The interviews were conducted in settings that the participants perceived as convenient, quiet and free of disturbance. METHODS: Semi-structured interviews were conducted. The interviews were audio-recorded and field notes were taken. The data were analyzed using Waltz et al.'s (2010) method of content analysis. RESULTS: The data revealed four domains and 11 competency indicators. The four domains include: awareness of clinical cues, confirmation of clinical problems, determination and implementation of actions, and evaluation and self-reflection. Each domain comprises of 2-4 indicators of clinical reasoning competency. In addition, this study established a framework for cultivation of clinical reasoning competency in nursing students. CONCLUSION: The indicators of clinical reasoning competency in nursing students are interwoven, interactive and interdependent to form a dynamic process. The findings of this study may facilitate evaluation of nursing students' clinical reasoning competency and development of instruments to assess clinical reasoning in nursing students.


Assuntos
Competência Clínica , Docentes de Enfermagem/psicologia , Resolução de Problemas , Estudantes de Enfermagem , Adulto , Currículo , Bacharelado em Enfermagem , Feminino , Humanos , Entrevistas como Assunto , Pessoa de Meia-Idade , Pesquisa Qualitativa , Taiwan
9.
Int J Nurs Stud ; 44(1): 105-14, 2007 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-17027986

RESUMO

BACKGROUND: Caring is one of the most important domains of nursing research, peer caring among student nurses, and its potential effects on nurse caring behaviors remains largely unexplored. Few tools in the literature target peer caring interactions, and which were either irrelevant to our research purpose or culturally inappropriate for nursing student population in Taiwan. OBJECTIVES: The purpose of this study was to develop a culturally sensitive instrument to measure peer caring behavior from the student perspective and to offer a descriptive answer to "what is peer caring in Taiwan." DESIGN: The study uses both qualitative and quantitative methods in developing the "Peer Caring Measurement (PCM)" questionnaire. SETTINGS: Students from a 5-year associate degree nursing program in a university of technology in southern Taiwan were recruited into this study. PARTICIPANTS: Thirteen first- through fourth-year student volunteers between the ages of 16 and 20 were interviewed to explore caring behavior in student peer-to-peer interactions. Two classes from each of the first, second, third, and fourth year students, a total of 360 students were randomly selected to assess the internal consistency of "PCM", and 47 first-year students were conveniently selected to examine the stability of the tool. METHODS: Interviews were conducted in an unstructured manner. Qualitative data were analyzed by a constant comparative method. The questionnaire survey was used to assess the validity and reliability of "PCM". RESULTS: A 17-item "PCM" was developed; the content validity, construct validity, and reliability of the tool were ensured by expert review, factor analysis, and internal consistency. Three factors, labeled assistant caring, academic caring, and affective caring, accounted for 63.197% of the variance. CONCLUSIONS: The "PCM" addressed the multidimensional construct of peer caring. It was validated in a Chinese language version and can be used in college settings to evaluate student interactions and their peer caring behaviors.


Assuntos
Atitude do Pessoal de Saúde , Empatia , Grupo Associado , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários/normas , Adolescente , Adulto , Afeto , Análise de Variância , Atitude do Pessoal de Saúde/etnologia , Comunicação , Comportamento Cooperativo , Educação Técnica em Enfermagem , Análise Fatorial , Comportamento de Ajuda , Humanos , Relações Interprofissionais , Pesquisa Metodológica em Enfermagem , Pesquisa Qualitativa , Análise de Regressão , Sensibilidade e Especificidade , Apoio Social , Taiwan
10.
J Nurs Educ ; 46(12): 553-61, 2007 12.
Artigo em Inglês | MEDLINE | ID: mdl-18196839

RESUMO

This article presents the development, design, implementation, and evaluation of the third-year course of a caring curriculum being developed for a 5-year associate degree nursing program in Taiwan. The course, titled Application of Caring Concepts, was taught to more than 800 students by 16 instructors recruited from various departments. The instructors attended workshops and seminars on caring and then developed the course materials and teaching strategies. Instructional strategies included role modeling, dialogue, discussions, journaling, simulations, readings, and projects that involved students' applying caring skills outside of the classroom. Students were evaluated by patients in clinical practice using the Caring Behavior Measurement, developed in a previous study, and the course was evaluated by qualitative analysis of student feedback. Student responses to course content and instructional strategies were positive. Patients generally indicated that students always or normally performed caring behaviors. The study showed that with an appropriate curriculum and learning strategies, students can learn caring skills.


Assuntos
Atitude do Pessoal de Saúde , Currículo , Educação Técnica em Enfermagem/organização & administração , Empatia , Estudantes de Enfermagem/psicologia , Competência Clínica , Conhecimentos, Atitudes e Prática em Saúde , Pesquisa sobre Serviços de Saúde , Humanos , Relações Interprofissionais , Modelos Educacionais , Modelos de Enfermagem , Papel do Profissional de Enfermagem/psicologia , Relações Enfermeiro-Paciente , Pesquisa em Educação em Enfermagem , Pesquisa Metodológica em Enfermagem , Filosofia em Enfermagem , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Pesquisa Qualitativa , Inquéritos e Questionários , Taiwan
11.
Hu Li Za Zhi ; 54(4): 53-60, 2007 Aug.
Artigo em Zh | MEDLINE | ID: mdl-17654428

RESUMO

Caring is the essence of nursing and the core of nursing education. This paper describes the experience of developing a caring curriculum in a five-year junior college nursing program which included three core courses in caring, in the hope of stimulating further dialogue with fellow educators and cultivating students' caring competencies. The first course was Introduction to Caring, which gave students an understanding of basic concepts of caring, along with the opportunity to practice and experience caring by caring for oneself, one's family and one's peers. The second course was Application of Caring Concepts, which enabled students to learn about caring models, especially the dynamic caring model, and expanded their knowledge of caring behaviors from interpersonal caring to caring for society. The third course was Professional Caring, which explained professional caring and related caring theories, and introduced the caring model used in nursing in Taiwan, showing students how to practice caring in clinical situations. The participating teachers used the action research method to plan, design, implement, and evaluate the caring curriculum. These teachers set the teaching objectives and developed course materials by working together in workshops and participating in teachers' caring groups. They adopted various teaching strategies, such as role modeling, dialogue, caring groups, confirmation, literature, film, caring action projects, reflection, and journaling, which have been proven to be effective at raising students' learning motivation and caring performance.


Assuntos
Currículo , Educação em Enfermagem , Empatia , Docentes , Humanos
12.
J Contin Educ Nurs ; 48(5): 220-229, 2017 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-28459495

RESUMO

BACKGROUND: Studies reveal that most nurse preceptor preparation programs do not meet nurse preceptors' training needs. This study thus developed a nurse preceptor-centered training program (NPCTP) in Taiwan. METHOD: The ADDIE model was used for the instructional design. On the basis of the nurse preceptors' training needs assessment, the research team developed the NPCTP. Content was adopted from the authentic experiences of preceptors and new graduate nurses (NGNs) using interview data to make 81 videos with computer avatars and 10 live actor films. Each course was taught as nine instructional events. The NPCTP was evaluated using reflection quizzes, preceptors' self-evaluations, NGNs' evaluations, and focus group interviews. RESULTS: The NPCTP enhanced preceptors' clinical teaching behaviors and had a positive influence on NGNs. The NGN evaluation was even better than the preceptors' self-evaluation. CONCLUSION: This article provides the what and how for an NPCTP in Taiwan. J Contin Nurs Educ. 2017;48(5):220-229.


Assuntos
Educação em Enfermagem/organização & administração , Capacitação em Serviço/organização & administração , Avaliação das Necessidades , Preceptoria/organização & administração , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Taiwan
13.
J Am Geriatr Soc ; 64(3): 518-25, 2016 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-26865039

RESUMO

OBJECTIVES: To compare the effects of guided home-based tai chi chuan (TCC) and lower extremity training (LET) and of levels of self-practice on falls and functional outcomes in older fallers. DESIGN: Randomized controlled trial. SETTING: Taipei, Taiwan. PARTICIPANTS: Individuals aged 60 and older who had fall-related emergency department visits at least 6 months before participating in the study and ambulated independently at baseline (N = 456). INTERVENTION: Six months of TCC or LET. MEASUREMENTS: Four types of fall measures (falls, time to first fall, fallers, recurrent fallers) and six functional measures (handgrip strength, balance, mobility, fear of falling, depression, cognitive function). RESULTS: The TCC group was significantly less likely than the LET group to experience any falls during the 6-month intervention (incidence rate ratio (IRR) = 0.30, 95% confidence interval (CI) = 0.15-0.60), and the effects remained significant after 12 months of follow-up (IRR = 0.32, 95% CI = 0.14-0.71). These effects remained significant for injurious falls during the 6-month intervention (IRR = 0.33, 95% CI = 0.16-0.68) and the entire 18-month study (IRR = 0.39, 95% CI = 0.18-0.83). Similar results were obtained when another two fall measures (time to first fall, number of fallers) were used. Moreover, participants who independently practiced TCC or LET seven times per week or more were significantly less likely to experience injurious falls during the 6-month intervention (IRR = 0.41, 95% CI = 0.20-0.83) and the 18-month study (IRR = 0.43, 95% CI = 0.21-0.87) than their counterparts, had a significantly longer time to first injurious fall, and were significantly less likely to have an injurious fall during the 6-month intervention. Cognitive function improved to a greater extent in the TCC group than in the LET group over the 18-month study. CONCLUSION: Home-based TCC may reduce the incidence of falls and injurious falls more than conventional LET in older fallers, and the effects may last for at least 1 year.


Assuntos
Acidentes por Quedas/prevenção & controle , Técnicas de Exercício e de Movimento/métodos , Autocuidado/métodos , Tai Chi Chuan/métodos , Idoso , Idoso de 80 Anos ou mais , Cognição , Serviço Hospitalar de Emergência , Feminino , Humanos , Extremidade Inferior , Masculino , Pessoa de Meia-Idade , Taiwan
14.
Eur J Oncol Nurs ; 22: 78-84, 2016 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-27179896

RESUMO

PURPOSE: The purpose of this study was to understand the experiences of Taiwanese aboriginal adolescent survivors of childhood cancer during the process of recovery. METHOD: A snowball sampling strategy was used to recruit participants from the pediatrics unit of a medical center in the eastern region of Taiwan. In-depth interviews were conducted with 11 aboriginal adolescent childhood cancer survivors. The data were analyzed using content analysis. RESULTS: The results revealed three major themes with subthemes within each theme. The three major themes are: roots of resilience, transformation and growth, and meaning of traditional rituals for resilience. The three subthemes within "roots of resilience" include: "feeling secure through company of family, care and financial support", "receiving support from the important others and religion" and "learning to self-adjust". The three subthemes revealed within "transformation and growth" are: restructuring the relationship with peers, "appreciating parents' hard work", and "learning to seize the moment". The two subthemes within "meaning of traditional rituals to resilience" include: "feeling blessed with the power of ancestral spirits" and "strengthening ethnic identity". CONCLUSION: This study provided insight into the experiences of aboriginal adolescents as they recovered from childhood cancer. The experiences made positive impacts by inspiring growth in maturity and consolidating aboriginal ethnic identity. The adolescents were empowered by support from family, friends and clansmen, and by their participation in aboriginal rituals. As healthcare professionals care for the aboriginal adolescents, it is critical to consider this culturally and ethnically specific knowledge/experience of surviving cancer to improve quality of care.


Assuntos
Povo Asiático/psicologia , Neoplasias/etnologia , Neoplasias/psicologia , Sobreviventes/psicologia , Adolescente , Criança , Pré-Escolar , Feminino , Humanos , Acontecimentos que Mudam a Vida , Masculino , Neoplasias/terapia , Pais , Pesquisa Qualitativa , Resiliência Psicológica , Taiwan
15.
Nurse Educ Today ; 38: 107-14, 2016 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-26743525

RESUMO

BACKGROUND: Few studies have examined the perceptions of clinical teaching behaviors among both nurse preceptors and preceptees. PURPOSES: To develop a Clinical Teaching Behavior Inventory (CTBI) for nurse preceptors' self-evaluation, and for new graduate nurse preceptee evaluation of preceptor clinical teaching behaviors and to test the validity and reliability of the CTBI. METHODS: This study used mixed research techniques in five phases. Phase I: based on a literature review, the researchers developed an instrument to measure clinical teaching behaviors. Phase II: 17 focus group interviews were conducted with 63 preceptors and 24 new graduate nurses from five hospitals across Taiwan. Clinical teaching behavior themes were extracted from the focus group data and integrated into the domains and items of the CTBI. Phase III: two rounds of an expert Delphi study were conducted to determine the content validity of the instrument. Phase IV: a total of 290 nurse preceptors and 260 new graduate nurses were recruited voluntarily in the same five hospitals in Taiwan. Of these, 521 completed questionnaires to test the construct validity of CTBI by using confirmatory factory analysis. Phase V: the internal consistency and reliability of the instrument were tested. RESULTS: CTBI consists of 23 items in six domains: (1) 'Committing to Teaching'; (2) 'Building a Learning Atmosphere'; (3) 'Using Appropriate Teaching Strategies'; (4) 'Guiding Inter-professional Communication'; (5) 'Providing Feedback and Evaluation'; and (6) 'Showing Concern and Support'. The confirmatory factor analysis yielded a good fit and reliable scores for the CTBI-23 model. CONCLUSIONS: The CTBI-23 is a valid and reliable instrument for identifying the clinical teaching behaviors of a preceptor as perceived by preceptors and new graduate preceptees. The CTBI-23 depicts clinical teaching behaviors of nurse preceptors in Taiwan.


Assuntos
Docentes/psicologia , Enfermeiras e Enfermeiros/psicologia , Preceptoria/métodos , Inquéritos e Questionários/normas , Ensino , Técnica Delphi , Bacharelado em Enfermagem , Grupos Focais , Humanos , Reprodutibilidade dos Testes , Taiwan
16.
Int J Nurs Stud ; 42(5): 579-88, 2005 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-15921989

RESUMO

The purpose of this study was to develop a culturally sensitive instrument to measure caring behaviors in nursing students in Taiwan from the patient perspective. The study, involving expert assessment of content validity and face validity, a first test (n = 196), and a second test (n = 192) in medical-surgical patients, and the generation of descriptive statistics, resulted in a 28-item questionnaire, the caring behavior measurement (CBM). The findings suggest the CBM is a valid and reliable assessment tool of caring behaviors in students and practicing professional nurses, as well as offering a descriptive answer to "what is caring in nursing in Taiwan".


Assuntos
Atitude do Pessoal de Saúde , Atitude Frente a Saúde , Competência Clínica/normas , Empatia , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários/normas , Adulto , Análise Fatorial , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Pacientes Internados/psicologia , Masculino , Relações Enfermeiro-Paciente , Pesquisa em Avaliação de Enfermagem , Pesquisa Metodológica em Enfermagem , Psicometria , Pesquisa Qualitativa , Sensibilidade e Especificidade , Taiwan
17.
J Nurs Educ ; 44(4): 177-84, 2005 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-15862051

RESUMO

This study evaluated the effectiveness of the Caring Code, a tool for teaching caring to nursing students during clinical practice. An experimental, longitudinal design was used. A sample of 480 students from a 5-year junior nursing college program in Taiwan was randomly divided into experimental and control groups. Each member of the experimental group carried a copy of the Caring Code, the content of which was explained by the clinical instructors at the beginning of clinical practice, and about which reminders were provided weekly. A questionnaire was distributed to the patients during the nursing students' 1-year clinical practice, once prior to the implementation of the Caring Code and twice afterwards, to obtain quantitative data on the caring behaviors of the two student groups. Instructors and nursing students were interviewed for their experiences and perceptions of using the Caring Code. The Caring Code had a statistically significant positive effect on student caring behavior.


Assuntos
Atitude do Pessoal de Saúde , Competência Clínica/normas , Bacharelado em Enfermagem/organização & administração , Empatia , Docentes de Enfermagem , Relações Enfermeiro-Paciente , Estudantes de Enfermagem/psicologia , Adulto , Códigos de Ética , Comunicação , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Estudos Longitudinais , Modelos Educacionais , Modelos de Enfermagem , Pesquisa em Educação em Enfermagem , Pesquisa Metodológica em Enfermagem , Filosofia em Enfermagem , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Inquéritos e Questionários , Taiwan
18.
J Contin Educ Nurs ; 46(9): 416-24, 2015 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-26352045

RESUMO

BACKGROUND: A hospital in Taiwan implemented a framework of caring in clinical practice. After the pilot study, the current study was conducted to implement and evaluate the effectiveness of the program. METHOD: One hundred four nurses from two hospitals were recruited for the intervention (n = 50) and comparison (n = 54) groups in a mixed-method, quasi-experimental pre- and postintervention design. Audiovisual materials based on the authentic caring and uncaring experiences of nurses and patients were created as the curriculum content. Role modeling and reflective practice were used as learning strategies. Both groups of nurses and patients completed a pre- and postintervention evaluation of nurse caring behaviors, using the SHARE (Sense patients' needs before they ask, Help patients out, Acknowledge patients' feelings, Respect the dignity and privacy of patients, Explain what is happening) caring behavior measurement. A focus group interview was conducted. RESULTS: The intervention group exhibited higher frequency of caring behavior than the comparison group (p < 0.001). CONCLUSION: Authentic experiences, reflective practice, and online videos were effective teaching strategies in enhancing nurse caring behavior in an online continuing education program.


Assuntos
Instrução por Computador , Educação Continuada em Enfermagem , Empatia , Modelos Educacionais , Modelos de Enfermagem , Relações Enfermeiro-Paciente , Currículo , Avaliação Educacional , Grupos Focais , Humanos , Entrevistas como Assunto , Projetos Piloto , Desenvolvimento de Programas , Taiwan
19.
J Nurs Educ ; 43(9): 391-400, 2004 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-15478691

RESUMO

The purpose of this study was to plan, develop, implement, and evaluate the effectiveness of the first-year course of a 5-year nursing caring curriculum. An action research method involving participant observation investigated how 18 instructors in a junior college nursing program implemented caring in the course. Data gathered through observation, interviews, and questionnaires were used for evaluation and revision of the course. Results included development of the framework for the caring curriculum and the contents of the first-year course, Introduction to Caring. Course content included the concepts of caring ("love and sincerity," "caring communication," "empathy and respect," "acceptance and trust," and "offering of self"), performance of caring actions ("care of self," "care of family members," and "care of peers"), and caring motivations ("caring reinforcing factors" and "caring restraining factors"). Teaching strategies included role modeling, dialogue, reflection, journaling, and caring groups. Evaluation showed that student caring knowledge, attitudes, and behavior improved after course implementation.


Assuntos
Currículo , Educação em Enfermagem , Pesquisa em Enfermagem , Taiwan
20.
J Nurs Educ ; 42(12): 536-45, 2003 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-14694994

RESUMO

This 3-year longitudinal study used a questionnaire to evaluate the clinical nursing competence of RN-to-BSN students in a nursing concept-based curriculum in Taiwan. The research sample consisted of 52 full-time and 69 part-time RN-to-BSN students. A four-dimensional Clinical Nursing Competence Questionnaire was developed to measure student caring, communication/coordination, management/teaching, and professional self-growth competence. Results indicated full-time students' scores on self-evaluations of overall clinical nursing competence significantly increased with each successive evaluation (p < .05). The scores of part-time students fell significantly with successive evaluations, with the exception of professional self-growth competence (p < .01). Instructor evaluations generally showed no significant difference between the two groups. Student self-evaluations were significantly higher than instructor evaluations (p < .05). The results of this study may serve as a reference for nurse educators developing curricula for RN-to-BSN education.


Assuntos
Competência Clínica/normas , Currículo/normas , Bacharelado em Enfermagem/normas , Reeducação Profissional/normas , Modelos de Enfermagem , Adulto , Atitude do Pessoal de Saúde , Comunicação , Avaliação Educacional , Empatia , Docentes de Enfermagem , Humanos , Estudos Longitudinais , Modelos Educacionais , Pesquisa em Educação em Enfermagem , Filosofia em Enfermagem , Avaliação de Programas e Projetos de Saúde , Autoeficácia , Estudantes de Enfermagem/psicologia , Taiwan
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA