As contribuições da disciplina "Terapias complementares com ênfase em plantas medicinais" na prática profissional dos enfermeiros / Contribuciones de la asignatura "Terapias complementarias, com énfasis em plantas medicinales" em la práctica profesional de las enfermeras / Contributions of the discipline "Complementary therapies with emphasis on medicinal plants" in the nurses' professional practice

Objetivo: O estudo tem o objetivo de analisar as contribuições da disciplina optativa "Terapias complementares com ênfase em plantas medicinais" na prática dos enfermeiros egressos da Faculdade de Enfermagem da Universidade Federal de Pelotas. Método: Trata-se de uma pesquisa descritiva, de caráter exploratório com abordagem qualitativa. Os dados foram coletados em setembro e outubro de 2015, totalizando 12 enfermeiros. Resultados: Mostram a importância da disciplina na prática profissional e no contexto familiar dos participantes. Os enfermeiros destacaram o suporte teórico e prático da disciplina para a aplicabilidade das terapias complementares e plantas medicinais no cotidiano laboral. Contudo, relataram diversas dificuldades para sua aplicação, dentre os quais a falta de protocolos, a descontinuidade do cuidado nessa linha por colegas e a carência de conhecimento aprofundado da temática. Conclusão: Mudanças na educação das universidades são necessárias a fim de formar profissionais capacitados e qualificados para atuarem nessa área, aplicando o cuidado integral e fortalecendo o sistema de saúde

Objetivo: Analizar las contribuiciones de la asignatura optativa "Terapias complementarias, con énfasis en plantas medicinales" en la práctica de los enfermeros egresados de la facutad de enfermería de la Universidad Federal de Pelotas. Método: Investigación cualitativa realizada con 12 enfermeros en el año 2015. Resultados: Se evidenció la importancia de la asignatura en la práctica profesional y en el contexto familiar de los participantes. Las enfermeras destacaron el soporte de la asignatura para la aplicabilidad de las terapias complementarias y plantas medicinales en su trabajo. Sin embargo, reportaron dificultades en su aplicación, tales como la carencia de protocolos, la discontinuidad del cuidado y la falta de profundidad del conocimiento en esta temática. Conclusión: Se requieren cambios en los planes de estudio de las universidades para formar profesionales expertos, capaces de actuar en este ámbito. Esto se traduce en calificación de la atención y fortalecimiento del Sistema Único de Salud

Objective: The study's aim has been to analyze the contributions of the elective discipline "Complementary therapies with emphasis on medicinal plants" in the nurses' practice that have graduated from the Nursing School at Universidade Federal de Pelotas. Methods: It is a descriptive-exploratory research with a qualitative approach. Data were collected from September to October 2015, totaling 12 participating nurses. Results: The results show the importance of the discipline in professional practice and in the participants' family context. The nurses highlighted the theoretical and practical support of the discipline for the applicability of complementary therapies and medicinal plants in daily work practice. Nonetheless, they reported several difficulties for its application, among them the lack of protocols, the discontinuity of care by colleagues and the lack of in-depth knowledge of the theme. Conclusion: It is essential implementing changes in the education of universities in order to provide qualified training and qualified professionals willing to work in this area, and then applying comprehensive care and strengthening the health system

Developing leadership roles in nursing and midwifery.

This article is the first in a series of seven articles on an initiative undertaken in NHS Lanarkshire where a creative partnership with the University of the West of Scotland established a shared commitment to developing nursing and midwifery leadership. This article describes the national context within Scotland. It provides an overview of the innovative programmes of work and systems devised to support leadership throughout the organisation with a particular focus on quality of care.

Sesiones clínicas de cuidados para profundizar en el pensamiento enfermero / Clinical sessions on patient care in order to probe into what nurses think

Desde 2009 el Hospital Universitario Virgen de las Nieves (HUVN), en Granada, viene realizando sesiones clínicas de cuidados con el objetivo de profundizar en el uso de la metodología enfermera, y crear el hábito de la reflexión continua sobre la calidad de los cuidados que se aplican. Con este trabajo se pretende dar a conocer la experiencia desarrollada durante los años 2011-2012 en la realización de sesiones clínicas de cuidados. Durante el periodo estudiado se han desarrollado un total de 35 sesiones clínicas de este tipo, distribuidas en los centros asistenciales del complejo hospitalario, de las cuales 19 han sido casos clínicos, 12 actualizaciones en cuidados, tres revisiones de guías de práctica clínica y una revisión de proceso asistencial integrado. La media de asistencia a las sesiones ha sido de 16 profesionales por sesión. Los temas tratados incluyen situaciones de salud específicas de interés en las unidades asistenciales, la indagación en diagnósticos diferénciales y la incorporación de la evidencia científica. Como mejora se propone la incorporación de criterios para la evaluación del proceso enfermero y de la estructura de las sesiones clínicas de cuidados

Since 2009, the Hospital Universitario Virgen de las Nieves (HUVN) has been conducting clinical sessions on patient care, with the objective of achieving a deep understanding about the use of nursing methodology, and creating the habit of continuous reflection about the quality of careapplied. This paper intends to make public the experience developed during the years 2011-2012 in terms of clinical sessions on patient care. During the period studied, 35 clinical sessions on patient care have been conducted, distributed among the healthcare centres of the hospital complex; 19 of these have been clinical cases, 12 have been patient care updates, three reviews of clinical practice guidelines, and one review of integrated healthcare system. The average attendance to these sessions was of 16 professionals per session. The topics covered included specific health situations of interest for patient care units, investigation into differential diagnoses, and the incorporation of scientific evidence. As an improvement, it has been suggested to incorporate criteria forthe assessment of the nursing process, and of the structure of clinical sessions on patient care

Competencies for practice in renal care: a national Delphi study.

The aim of this study was to describe essential competencies relevant for professional renal nursing in Sweden. A Delphi study with four rounds was conducted from November 2008 to April 2009. A national sample of renal nurses was used to achieve consensus about the core competencies required. The 43 competencies were reviewed for face validity by external experts representing general nursing, renal nursing, stakeholders and nephrologists. The core competencies were categorised in nine areas according to their structure; nursing and medical science, information and teaching, examinations and therapies, promoting health and preventing ill health, palliative care, safety and quality, care environment, research and development and management and cooperation in the patient care pathway. Altogether these categories represent a national description of competence in renal nursing.

Simulation in healthcare and nursing: state of the science.

The face of nursing education and continuing education as we currently know it is changing at a phenomenal pace. The state of the science of simulation in nursing and healthcare exist on a continuum of various types of simulation. Several driving forces have influenced the development and diffusion of the science of simulation. Today's consumers of education have higher expectations for curricula. Healthcare is evolving with fewer resources and more complex roles. Advancing technology is creating a dependence on simulation as a teaching and learning strategy. Society in general, in the form of both public and professional organizations, supports simulation as a viable teaching and learning strategy. Current use and future research will decide the fate of simulation and if it will become embedded in nursing and healthcare education.

El segundo ciclo en enfermería. Un proyecto de continuidad histórica / The second cycle in nursing: a project with an ongoing history

El año 2000 ha irrumpido con un debate controvertido y acelerado sobre la Licenciatura de Enfermería, proyecto que se está gestando desde principios de los años noventa, como la consecuencia de una serie de reivindicaciones y proyectos planteados anteriormente. En el artículo, Marta Durán, profesional de reconocido prestigió y cuya figura está teniendo una importancia destacada en todo este proceso, plantea desde una rigurosa y fundamentada posición, cuáles deben ser, en su opinión, los referentes disciplinares y académicos que nos lleven a elegir un modelo que cubra las expectativas abiertas. Se aborda desde las siguientes perspectivas: El contexto del desarrollo humano y social. La propuesta académica para el d esarrollo de la enfermería (AU)

Planning flexible learning to match the needs of consumers: a national survey.

The injection of market forces into the National Health Service (NHS) has led to nurse education being viewed as a commodity which educational institutions supply and NHS employers purchase. Conscious of the costs of paying for courses within this new consumer culture, NHS trusts and other health service employers are increasingly looking for cost-effective flexible training to educate their workforce quickly and efficiently. Parallel to this is the accelerated demand for continuing professional development (CPD) brought about by the inception of the UKCC's Post-Registration Education and Practice Project (PREPP). Both registered and enrolled nurses are finding they need professional updating and skills and thus increased access to courses. The increased demand for education and training brought about by these changes cannot be met through traditional methods alone, requiring educational institutions to re-appraise their methods of delivery and introduce more flexible approaches to learning. There is every evidence that this is now the case with open learning, distance learning and flexible approaches to learning ever growing in popularity as providers of nurse education recognize the benefits such approaches offer. The emphasis is on meeting the diverse needs of the health care employers and individuals by providing education that is flexible, learner-centred and customer focused. This paper presents the findings of a national survey to ascertain how providers of flexible education plan educational programmes to meet the needs of their customers. Based on data collected from 120 educational institutions within the higher education, health and social care and private sectors, it highlights: the ways in which flexible learning programmes and courses are delivered; what aspects of flexibility are considered important when designing programmes to meet the needs of prospective customers; and what approaches are used to assess demand for flexible education. The study stresses the need for providers of flexible education to take into account the dual perspectives of those who have a stake in the flexibility of nurse education; NHS employers as funders of students and individual healthcare professionals themselves.