Psychometric properties of the Incivility in Nursing Education - Revised Survey - Brazilian version.

OBJECTIVE: to analyze the psychometric properties of the Incivility in Nursing Education - Revised Survey - Brazilian version with undergraduate nursing students. METHOD: methodological study conducted in a nursing school in São Paulo state. It is the analysis of the psychometric properties (reliability and construct validity) of the items in the INE-R survey - Brazilian version. Construct validity was performed by Confirmatory Factor Analysis, and reliability by test-retest in order to verify the instrument's stability, as calculated by the Intraclass Correlation Coefficient and the Internal Consistency of the items according to Cronbach's alpha, ordinal alpha and McDonalds's omega coefficients. RESULTS: Confirmatory Factor Analysis fitted the proposed model with two factors (low and high incivility), with a suggestion to exclude one of student items. Most of the fitting values for the student items and all of the faculty-member items complied with the references established in the literature; the values for Internal Consistency Coefficients were greater than 0.80, and Intraclasss Correlation Coefficients were greater than 0.75. CONCLUSION: the Brazilian version of the Incivility in Nursing Education - Revised Survey is validated for the studied context, as it has shown satisfactory reliability and validity by means of factor analysis, which has confirmed the original two-factor model, with 23 items addressing student behaviors and 24 items applied to faculty behaviors. HIGHLIGHTS: (1) Incivility is a global and growing phenomenon in higher education.(2) An uncivil environment interferes with learning and health indicators.(3) A validated survey to measure incivility in nursing education is presented.

Suicide prevention in a virtual environment: a roadmap for simulation-based education.

OBJECTIVE: to build and validate a simulation-based education roadmap on suicide prevention in the virtual environment. METHOD: methodological research subdivided into a development and validation stage. The roadmap was built using a previously drafted template based on international guidelines on good clinical simulation practices and scientific literature on suicide prevention in the virtual environment. For validation, the roadmap was validated by experts through self-application of an assessment form with answers based on "adequate, fair, and inadequate", with a field for suggestions. Descriptive statistics and the Content Validity Index (CVI≥0.8) were used. RESULTS: nine experts took part in the study, the majority of whom were nurses (66.7%), female (55.6%), with an average age of 42.22 years. All the items in the roadmap met the acceptance criteria (CVI≥0.8). CONCLUSION: this study provides a useful roadmap for teaching suicide prevention in the virtual environment. BACKGROUND: (1) Innovative study on suicide prevention, simulated teaching, and the virtual environment. (2) Script validated by experts and available in full for simulated teaching. (3) Introduction of a prototype of a fictional virtual social network for simulated practice. (4) Results indicated the appropriateness of the construction, with good agreement in the analyses. (5) The script enhances professional training and development in the mental health context.

Estágio curricular supervisionado de enfermagem em tempos de pandemia da COVID-19 / Nursing internship programs in the pandemic COVID-19 times / Pasantía curricular supervisada de enfermería en tiempos de pandemia de COVID-19

Objetivo: refletir sobre os atos administrativos do Ministério da Educação do Brasil relacionados ao Estágio Curricular Supervisionado na área da saúde durante a pandemia do COVID-19 e as repercussões na enfermagem. Método: estudo com abordagem teórico - reflexivo, com base na literatura sobre Estágio Curricular Supervisionado no Brasil, tendo como referencial oito portarias governamentais na área da educação que se apresentam como medidas resolutivas para o enfrentamento aos desafios do contexto da pandemia. Resultados: foram explicitadas as intencionalidades subjacentes aos atos administrativos do Ministério da Educação, as lacunas, fragilidades e desafios na realidade do Estágio Curricular frente aos cenários das práticas de ensino no contexto da pandemia e as possibilidades de atividades remotas. Considerações finais e repercussões para a prática: espera-se que as mudanças, incertezas e desafios, destacados neste estudo, despertem cautela na tomada de decisão e condução de alternativas de adequações para o Estágio Curricular Supervisionado em enfermagem no contexto de pandemia e no percurso pós-pandemia

Objective: Reflect upon the administrative acts of the Brazilian Ministry of Education concerning Internship Programs in the health field during the COVID-19 pandemic and the consequences for the nursing field. Method: this study, with a theoreticalreflective approach, was based on the literature addressing Internship Programs in Brazil, considering eight ordinances in the field of education, intended to present decisive measures to deal with the challenges imposed by the pandemic. Results: The purposes underlying the administrative acts issued by the Ministry of Education, gaps, weaknesses, and challenges imposed to Internship Programs within the settings in which these programs are implemented are discussed considering the pandemic context and the possibility of implementing remote teaching modalities. Final considerations and repercussions for the practice: The changes, uncertainties, and challenges discussed in this study are expected to encourage prudence in decision-making when considering alternatives to adapt Nursing Internship Programs during and after the pandemic

Objetivo: reflexionar sobre los actos administrativos del Ministerio de la Educación de Brasil, relacionados a la Pasantía Curricular Supervisada en el área de la salud, durante la pandemia del COVID-19 y sus repercusiones en la enfermería. Método: estudio con abordaje teórico reflexivo, con base en la literatura sobre Pasantía Curricular Supervisada en Brasil, teniendo como referencial ocho ordenanzas gubernamentales en el área de la educación que se presentan como medidas resolutivas para el enfrentamiento de los desafíos en el contexto de la pandemia. Resultados: fueron explicitadas las intencionalidades subyacentes en los actos administrativos del Ministerio de la Educación, los vacíos, fragilidades e desafíos en la realidad de la Pasantía Curricular, frente a los escenarios de las prácticas de enseñanza, en el contexto de la pandemia y las posibles actividades remotas. Consideraciones finales y repercusiones para la práctica: se espera que los cambios, incertidumbres y desafíos, destacados en este estudio, despierten la precaución debida en la toma de decisiones y conducción de alternativas de adecuaciones para la Pasantía Curricular Supervisado en enfermería en el contexto de la pandemia y en el periodo de pospandemia

Design of a nursing objective structured clinical examination of a first-year clinical practice program.

OBJECTIVE: The aim of the present study was to design a content-valid nursing objective structured clinical examination attending a first-year clinical nursing practice program. METHOD: The examination was designed following a procedure based on the consensus of experts which was comprised of three phases: selection of the activities in which students should be competent according to the learning outcomes of the course, clinical case design, and integration of the clinical cases designed into the stations of the test. RESULTS: Of the 44 surveys submitted for the design of the stations, 37 were answered, of which 31 respondents met the inclusion criteria of the panel of experts. The activities on which the experts reached the highest degrees of consensus were: basic physical assessment and monitoring of vital signs, assessment of hygiene and skin status, ability to develop care plans, management of safety principles in administration of medication and administration of oral medication. Based on the selected activities, the experts developed 20 clinical cases, from which a four-station nursing objective structured clinical examination was designed. CONCLUSION: The structured methodology based on the design of experts enabled the design of a content-valid objective structured clinical examination appropriate for the evaluation of the learning outcomes achieved by the students attending a clinical practice program.

Spirituality and meaning of life in nursing education: report of experience in teaching.

OBJECTIVES: To report the experience in teaching internship in the elective discipline "Spirituality in the Health Field" of the curriculum of the graduation course in Nursing of Universidade Federal Fluminense. METHODS: This is a case report with descriptive-reflexive approach of the class "the meaning of life as spiritual care strategy in the nursing practice". For the elaboration of the discipline, a lesson plan and active methodologies were used. RESULTS: The strategy used for preparation of the class allowed transmitting and constructing knowledge objectively. The reflections disclosed along with students showed the importance of the meaning of life as spiritual care in nursing practices for the health professional and for the act of being cared for. FINAL CONSIDERATIONS: The class was considered a successful experience, as the theme proposed was essential for the theoretical-reflective construction about spirituality and meaning of life as a form of care that transcends technical procedures.

Psychiatric nursing and mental health teaching in relation to Brazilian curriculum.

OBJECTIVES: to know the scientific production on psychiatric nursing and mental health teaching in relation to Brazilian nursing curriculum. METHODS: an Integrative Literature Review with no temporal delineation, whose data collection took place in ten Brazilian and international databases, adding to the total 35 objects of analysis. RESULTS: a priori categories were adopted, consisting of the psychiatric nursing and mental health teaching in Brazil according to the 1923, 1949, 1962, 1972, 1994 and 2001 nursing curriculum, presented in the light of the dimensions: thought model; places of practice; methods or contents used; and profile or skills of the student. FINAL CONSIDERATIONS: the study made it possible to observe psychiatric nursing and mental health teaching historical evolution, indicating that teaching transformations involved changes in curriculum, Psychiatric Reform and the way nursing undergraduate courses and schools take these determinants.

Humanization in the work of nursing faculty.

OBJECTIVE: To identify how nursing faculty perceive humanization at work; to describe the factors that enhance humanization and its implications on the health of nursing professors. METHOD: This was a descriptive and exploratory study carried out at a Brazilian public university with 19 nursing professors who answered a semi-structured interview. Thematic analysis was used to process data, yielding three analytical categories. RESULTS: The faculty indicated that humanization at work and the factors that enhance it are associated with interpersonal relationships, including dialogue and respect in work relationships, positively impacting their health. FINAL CONSIDERATIONS: The effective achievement humanization at work is a possibility that generates health and wellbeing for nursing faculty.

Depression among nursing students and its association with academic life.

OBJECTIVE: To measure the levels of depression among Nursing students from a public institution of higher education and the association with aspects of academic life. METHOD: Analytical and quantitative study with 203 students from a higher education institution that uses active methodologies. We used Beck's Depression Inventory and the Likert type scale of academic factors. RESULTS: We verified that 19.2% had moderate or severe levels of depression. Higher levels of depression were associated with female gender (p=0.003), working more than 40 hours per week (p=0.047), spending more than 90 minutes to reach academic activities (p=0.043) and with 12 academic factors specific to routines of the studied institution. CONCLUSION: The results contribute to managers' and professors' reflection and analysis concerning nursing students' mental health, in addition to indicating in which aspects there is a need to provide greater support to these students.

Système de santé et de soins infirmiers en France / Health and nursing system in France

Résumé Cet article concerne le Système de Santé en France. Il souligne que dans ce pays il est essentiel de former des professionnels insérés dans un «savoir-faire¼, et également préparés aux mutations actuelles et à venir de la profession infirmière. Ainsi, une revue de la littérature a été réalisée à partir de la classification et de l'analyse des textes et des documents recherchés, nous avons essayé de comprendre le Système de Santé Français et de soins infirmiers. Cela a permis la construction de deux catégories thématiques. La première est le Service Sanitaire réalisé par les étudiants des formations en santé qui traduit la volonté du Gouvernement de placer la prévention au cœur de son action. Et la deuxième aborde la Formation des infirmiers qui est un référentiel basé sur la compétence. La démographie des infirmières en France est également abordée, ce qui met en évidence l'augmentation du nombre d'infirmières de 2010 à 2018.

Abstract This paper concerns the French Health Care System that revolutionized the rationale of the existing social protection. It emphasizes that, in this country, it is essential to train professionals integrated into a "know-how", and also prepared for the current and future changes in the nursing profession. A literature review was carried out based on the classification and analysis of the texts and documents researched, and we tried to understand the French Health and Nursing System. This allowed the construction of two thematic categories. The first one is the "Health Service" that addresses health training courses for prevention, while the second one deals with Nursing Education, which is a competency-based framework. The demography of nurses in France is also discussed, which highlights the increased number of nurses from 2010 to 2018.

A formação do técnico em enfermagem: perfil de qualificação / Nursing technician training: qualification profile

Resumo A identificação do atual perfil de formação profissional de auxiliares e técnicos de enfermagem (A&TE) se torna elemento central na compreensão da dinâmica da qualificação desses trabalhadores em diferentes Estados, com o objetivo de revelar tanto a existência de tendências para sub e sobrequalificação, quanto a participação do setor público na oferta e expansão dos cursos de enfermagem no país. O artigo explora três aspectos relevantes da formação profissional a partir dos resultados encontrados na pesquisa "Perfil da Enfermagem no Brasil (FIOCRUZ/COFEN)": o nível de escolaridade/qualificação; a distribuição geográfica e a participação governamental na consolidação do quadro atual. Trata-se de um estudo analítico baseado na interpretação de indicadores definidos pelo Coeficiente de Assimetria de Pearson. O estudo utiliza o banco de dados gerado pela pesquisa, além de dados do MEC/Inep e do IBGE. Os resultados alcançados estabelecem relações entre as características de formação, distribuição de A&TE em todos os estados brasileiros com o fenômeno da superqualificação, além de evidenciar um aparente descolamento da Rede Federal de Educação com a real demanda por técnicos de enfermagem no país.

Abstract The identification of the current vocational training profile of nursing aides and technicians becomes a central element in understanding the dynamics of their qualification in several states, aiming to expose both the existence of trends for under- and overqualification and the participation of the public sector in the offer and expansion of nursing courses in the country. The article explores three relevant aspects of vocational training based on the results found in the research "Nursing Profile in Brazil (FIOCRUZ/COFEN)": the level of schooling/qualification; the geographical distribution and the governmental participation in the consolidation of the current situation. This is an analytical study based on the interpretation of indicators identified by Pearson's Asymmetry Coefficient. The study uses the database generated by the research, as well as data from MEC/Inep and IBGE. The achieved results establish relations between the characteristics of training, distribution of NA&T in all Brazilian states with the phenomenon of overqualification, besides revealing an apparent separation of the Federal Education Network from the actual demand for nursing technicians in the country.

Nursing technician training: qualification profile. / A formação do técnico em enfermagem: perfil de qualificação.

The identification of the current vocational training profile of nursing aides and technicians becomes a central element in understanding the dynamics of their qualification in several states, aiming to expose both the existence of trends for under- and overqualification and the participation of the public sector in the offer and expansion of nursing courses in the country. The article explores three relevant aspects of vocational training based on the results found in the research "Nursing Profile in Brazil (FIOCRUZ/COFEN)": the level of schooling/qualification; the geographical distribution and the governmental participation in the consolidation of the current situation. This is an analytical study based on the interpretation of indicators identified by Pearson's Asymmetry Coefficient. The study uses the database generated by the research, as well as data from MEC/Inep and IBGE. The achieved results establish relations between the characteristics of training, distribution of NA&T in all Brazilian states with the phenomenon of overqualification, besides revealing an apparent separation of the Federal Education Network from the actual demand for nursing technicians in the country.

A identificação do atual perfil de formação profissional de auxiliares e técnicos de enfermagem (A&TE) se torna elemento central na compreensão da dinâmica da qualificação desses trabalhadores em diferentes Estados, com o objetivo de revelar tanto a existência de tendências para sub e sobrequalificação, quanto a participação do setor público na oferta e expansão dos cursos de enfermagem no país. O artigo explora três aspectos relevantes da formação profissional a partir dos resultados encontrados na pesquisa "Perfil da Enfermagem no Brasil (FIOCRUZ/COFEN)": o nível de escolaridade/qualificação; a distribuição geográfica e a participação governamental na consolidação do quadro atual. Trata-se de um estudo analítico baseado na interpretação de indicadores definidos pelo Coeficiente de Assimetria de Pearson. O estudo utiliza o banco de dados gerado pela pesquisa, além de dados do MEC/Inep e do IBGE. Os resultados alcançados estabelecem relações entre as características de formação, distribuição de A&TE em todos os estados brasileiros com o fenômeno da superqualificação, além de evidenciar um aparente descolamento da Rede Federal de Educação com a real demanda por técnicos de enfermagem no país.

Health and nursing system in France. / Système de santé et de soins infirmiers en France.

This paper concerns the French Health Care System that revolutionized the rationale of the existing social protection. It emphasizes that, in this country, it is essential to train professionals integrated into a "know-how", and also prepared for the current and future changes in the nursing profession. A literature review was carried out based on the classification and analysis of the texts and documents researched, and we tried to understand the French Health and Nursing System. This allowed the construction of two thematic categories. The first one is the "Health Service" that addresses health training courses for prevention, while the second one deals with Nursing Education, which is a competency-based framework. The demography of nurses in France is also discussed, which highlights the increased number of nurses from 2010 to 2018.

Cet article concerne le Système de Santé en France. Il souligne que dans ce pays il est essentiel de former des professionnels insérés dans un «savoir-faire¼, et également préparés aux mutations actuelles et à venir de la profession infirmière. Ainsi, une revue de la littérature a été réalisée à partir de la classification et de l'analyse des textes et des documents recherchés, nous avons essayé de comprendre le Système de Santé Français et de soins infirmiers. Cela a permis la construction de deux catégories thématiques. La première est le Service Sanitaire réalisé par les étudiants des formations en santé qui traduit la volonté du Gouvernement de placer la prévention au cœur de son action. Et la deuxième aborde la Formation des infirmiers qui est un référentiel basé sur la compétence. La démographie des infirmières en France est également abordée, ce qui met en évidence l'augmentation du nombre d'infirmières de 2010 à 2018.

Humanization in the work of nursing faculty / Humanización en el trabajo docente de enfermería / A humanização no trabalho docente de enfermagem

ABSTRACT Objective: To identify how nursing faculty perceive humanization at work; to describe the factors that enhance humanization and its implications on the health of nursing professors. Method: This was a descriptive and exploratory study carried out at a Brazilian public university with 19 nursing professors who answered a semi-structured interview. Thematic analysis was used to process data, yielding three analytical categories. Results: The faculty indicated that humanization at work and the factors that enhance it are associated with interpersonal relationships, including dialogue and respect in work relationships, positively impacting their health. Final considerations: The effective achievement humanization at work is a possibility that generates health and wellbeing for nursing faculty.

RESUMEN Objetivo: Identificar la percepción del docente sobre la humanización en su trabajo, describir los factores potenciadores para la humanización y sus implicancias para la salud del trabajador docente de enfermería. Método: Estudio descriptivo, exploratorio, realizado en una universidad pública brasileña con diecinueve docentes de enfermería que respondieron una entrevista semiestructurada. Datos tratados mediante análisis temático, generándose tres categorías analíticas. Resultados: Los docentes perciben que la humanización en el trabajo y los factores que la impulsan están asociados a las relaciones interpersonales, incluyendo al diálogo y al respeto en las relaciones laborales, lo cual impacta positivamente en la salud del docente. Consideraciones finales: La puesta en práctica de la humanización en el trabajo consiste en una posibilidad de promoción de la salud y el bienestar del trabajador docente de enfermería.

RESUMO Objetivo: Identificar a percepção do docente acerca da humanização em seu trabalho; descrever os fatores potencializadores para a humanização e suas implicações para a saúde do trabalhador docente de enfermagem. Método: Estudo descritivo, exploratório, realizado em uma universidade pública brasileira, com dezenove docentes de enfermagem que responderam à entrevista semiestruturada. Utilizou-se a análise temática para o tratamento dos dados, gerando três categorias analíticas. Resultados: Os docentes percebem que a humanização no trabalho e os fatores que a potencializam estão associados às relações interpessoais, abrangendo diálogo e respeito nas relações de trabalho o que implica favoravelmente à saúde do docente. Considerações finais: A efetivação da humanização no trabalho consiste numa possibilidade geradora de saúde e bem-estar para o trabalhador docente de enfermagem.

Psychiatric nursing and mental health teaching in relation to Brazilian curriculum / Enseñanza de la enfermería psiquiátrica y salud mental frente a los currículos brasileños / Ensino de Enfermagem Psiquiátrica e Saúde Mental face aos currículos brasileiros

ABSTRACT Objectives: to know the scientific production on psychiatric nursing and mental health teaching in relation to Brazilian nursing curriculum. Methods: an Integrative Literature Review with no temporal delineation, whose data collection took place in ten Brazilian and international databases, adding to the total 35 objects of analysis. Results: a priori categories were adopted, consisting of the psychiatric nursing and mental health teaching in Brazil according to the 1923, 1949, 1962, 1972, 1994 and 2001 nursing curriculum, presented in the light of the dimensions: thought model; places of practice; methods or contents used; and profile or skills of the student. Final considerations: the study made it possible to observe psychiatric nursing and mental health teaching historical evolution, indicating that teaching transformations involved changes in curriculum, Psychiatric Reform and the way nursing undergraduate courses and schools take these determinants.

RESUMEN Objetivos: conocer la producción científica sobre la enseñanza de la enfermería psiquiátrica y salud mental en relación con los currículos de enfermería brasileños. Métodos: Revisión Integrativa de la Literatura sin delimitación temporal, cuya recolección de datos se realizó en diez bases de datos nacionales e internacionales, sumando al total de 35 objetos de análisis. Resultados: se adoptaron categorías a priori, que consistían en la enseñanza de la enfermería psiquiátrica y salud mental en Brasil de acuerdo con los programas de enfermería de los años 1923, 1949, 1962, 1972, 1994 y 2001, presentados a la luz de las dimensiones: modelo de pensamiento; lugares de práctica; Métodos o contenidos utilizados; y perfil o habilidades del alumno. Consideraciones finales: el estudio permitió observar la evolución histórica de la enseñanza de la salud mental y la enfermería psiquiátrica, lo que indica que las transformaciones de la enseñanza implican cambios curriculares, la Reforma Psiquiátrica y la forma en que los cursos y escuelas de enfermería de pregrado toman estos determinantes.

RESUMO Objetivos: conhecer a produção científica sobre o ensino de Enfermagem Psiquiátrica e Saúde Mental face aos currículos brasileiros de enfermagem. Métodos: Revisão Integrativa de Literatura sem delineamento temporal, cuja coleta de dados ocorreu em dez bases de dados nacionais e internacionais, somando-se ao total 35 objetos de análise. Resultados: adotaram-se categorias apriorísticas, consistindo no ensino de Enfermagem Psiquiátrica e Saúde Mental no Brasil conforme os currículos de enfermagem dos anos de 1923, 1949, 1962, 1972, 1994 e 2001, apresentados à luz das dimensões: modelo de pensamento; locais de prática; métodos ou conteúdos utilizados; e, perfil ou competências do discente. Considerações finais: o estudo possibilitou observar a evolução histórica do ensino de Enfermagem Psiquiátrica e Saúde Mental, indicando que as transformações do ensino envolveram mudanças curriculares, na Reforma Psiquiátrica e no modo como os cursos e escolas de graduação em Enfermagem se apropriam destes determinantes.

Clinical supervision and preceptorship/tutorship: contributions to the Supervised Curricular Internship in Nursing Education / Supervisión clínica y preceptoría/tutoría: contribuciones a la Práctica Curricular Supervisada en la educación en Enfermería / Supervisão Clínica e preceptoria/tutoria - contribuições para o Estágio Curricular Supervisionado

ABSTRACT Objective: To reflect on the contributions of the clinical supervision and preceptorship/tutorship as means to approach and engage nurses of healthcare services in activities related to the Supervised Curricular Internship, discussing conceptual, theoretical, and practical approaches for higher education in nursing. Method: This is a reflection based on the discursive formulation concerning clinical supervision and preceptorship/tutorship. Results: Clinical supervision has been widely used by international healthcare institutions to qualify the work processes of nurses, supporting their self-development. Currently, is has been supporting the work of nurses who are preceptors/tutors and monitors students on clinical internships. Final considerations: The clinical supervision of nursing students features a robust and effective strategy for the development of interns and for the completion of the teaching-service integration.

RESUMEN Objetivo: Reflexionar sobre las contribuciones de la supervisión clínica y de preceptoría/tutoría como forma de acercamiento y participación de los enfermeros de los servicios de salud en las actividades de Práctica Curricular Supervisada, discutiendo los enfoques conceptuales, teóricos y prácticos para la enseñanza superior en enfermería. Método: Se trata de un estudio reflexivo a partir de la formulación discursiva acerca de la supervisión clínica y de la preceptoría/tutoría. Resultados: la supervisión clínica es ampliamente utilizada por las instituciones de salud internacionales para calificar los procesos de trabajo de los enfermeros, apoyando su autodesarrollo. Actualmente motiva la actuación del enfermero preceptor/tutor el que acompaña a los estudiantes en las prácticas clínicas. Consideraciones finales: La supervisión clínica de estudiantes de enfermería se caracteriza como una estrategia robusta y eficaz para el desarrollo del estudiante en las prácticas y para la efectividad de la integración enseñanza-servicio.

RESUMO Objetivo: Refletir sobre as contribuições da supervisão clínica e da preceptoria/tutoria como meios para a aproximação e envolvimento dos enfermeiros dos serviços de saúde nas atividades de Estágio Curricular Supervisionado, discutindo enfoques conceituais, teóricos e práticos para o ensino superior em enfermagem. Método: Trata-se de estudo reflexivo fundamentado na formulação discursiva acerca da supervisão clínica e da preceptoria/tutoria. Resultados: a supervisão clínica tem sido amplamente utilizada pelas instituições de saúde internacionais para qualificar os processos de trabalho dos enfermeiros, apoiando seu autodesenvolvimento. Atualmente tem fundamentado a atuação do enfermeiro preceptor/tutor que acompanha estudantes na realização de estágios clínicos. Considerações finais: A supervisão clínica de estudantes de enfermagem se apresenta como estratégia robusta e eficaz para o desenvolvimento do estudante em estágio e para a efetivação da integração ensino-serviço.

Clinical supervision and preceptorship/tutorship: contributions to the Supervised Curricular Internship in Nursing Education.

OBJECTIVE: To reflect on the contributions of the clinical supervision and preceptorship/tutorship as means to approach and engage nurses of healthcare services in activities related to the Supervised Curricular Internship, discussing conceptual, theoretical, and practical approaches for higher education in nursing. METHOD: This is a reflection based on the discursive formulation concerning clinical supervision and preceptorship/tutorship. RESULTS: Clinical supervision has been widely used by international healthcare institutions to qualify the work processes of nurses, supporting their self-development. Currently, is has been supporting the work of nurses who are preceptors/tutors and monitors students on clinical internships. FINAL CONSIDERATIONS: The clinical supervision of nursing students features a robust and effective strategy for the development of interns and for the completion of the teaching-service integration.

Continuing Education for Haitian Nurses: Evidence from Qualitative and Quantitative Inquiry.

BACKGROUND: There is increasing evidence that to improve nursing practice, nurses must embrace lifelong learning. Research indicates that engagement in lifelong learning positively affects the quality of nursing care, improves patient outcomes, and increases nurses' job satisfaction. Both lack of standardized initial education and nurses' limited opportunities for lifelong learning are challenges in Haiti. It is crucial to ensure adequate continuing education in order to support the professional growth and development of Haiti's existing nursing workforce. OBJECTIVES: The objectives of this study were to: 1) assess the continuing education nursing needs and desires of practicing Haitian nurses and 2) contribute to the body of knowledge about nursing in Haiti to help inform practice and policy. METHODS: A multimodal needs assessment approach was used, with semi-structured focus groups and written surveys. The results were analyzed, and common themes were identified. FINDINGS: The results were analyzed from 100 surveys and four focus groups (n = 33). Overwhelmingly, Haitian nurses desire continuing nursing education. Major themes include: recognition that continuing education is necessary to provide high quality patient care, continuing education saves lives, and more consistent and standardized initial nursing education is needed. Barriers to participation in continuing education opportunities were also identified. CONCLUSIONS: This study was one of the first formal studies that addressed continuing education needs of Haitian nurses. By identifying the barriers to important resources, we hope to continue to collaborate with our Haitian nursing colleagues to build curriculum and improve education programs. We also hope that this research will ensure that Haitian nurses voices are heard and will serve to foster change within the Haitian nursing education system. These results were shared with our nurse colleagues in Haiti.

Avaliação de profissionalismo como competência na formação do enfermeiro: uma revisão integrativa / Evaluation of professionalism as a competence in in nursing education: an integrative review / Evaluación de competencias de profesionalismo como en la formación en enfermería: una revisión integrativa

Trata-se de revisão da literatura com o objetivo de identificar pelas evidências na literatura como é realizada a avaliação do profissionalismo nos cursos de enfermagem no período de 2014- 2018. Foi realizada a busca dos artigos na base de dados PubMed, utilizando os descritores Profissionalism, Evaluation, Nursing.Selecionaram-se 8 artigos conforme os critérios de inclusão e a análise destes permitiu a identificação de 5 categorias que subsidiaram a discussão sobre as formas de avaliar profissionalismo nos cursos de enfermagem. Os resultados apresentaram distintas formas de avaliação, como o impacto dos modelos de avaliação, os métodos de aprendizagem que estimulam atitudes dos estudantes, a avaliação dos comportamentos e atitudes dos docentes em sala de aula ou em campo de prática e a avaliação das instituições formadoras, incluindo a forma como instituem o profissionalismo em seus currículos e planejamentos de aprendizagem.

This is a literature review to identify, through the evidence in the literature, how the assessment of professionalism in nursing courses in the 2014-2018 period is performed. The search of articles was performed in PubMed database, using the descriptors Professionalism, Evaluation, Nursing. Eight articles were selected according to the inclusion criteria, and their analysis allowed the identification of 5 categories that subsidized the discussion on ways of assessing professionalism in nursing courses. The results showed different forms of assessment, such as the impact of assessment models, learning methods that stimulate students' attitudes, the assessment of teachers' behaviurs and attitudes in the classroom or in the field of practice and the evaluation of the institutions, including how they establish professionalism in their curricula and learning plans

Revisión de la literatura para identificar la evidencia en la literatura como es realizada la evaluación de la profesionalidad en cursos de enfermería en el período 2014-2018. Se realizó una búsqueda en la base de datos de artículos en PubMed, utilizando los descriptores de profesionalismo, evaluación, enfermería. Fueron seleccionados 8 artículos según sus criterios de inclusión y análisis, eso permitió la identificación de las 5 categorías que subsidiaron la discusión sobre las formas de evaluar la profesionalidad en los cursos de enfermería. Los resultados mostraron diferentes formas de evaluación, como el impacto de los modelos de evaluación, métodos de aprendizaje que estimulan actitudes de los estudiantes, la evaluación del comportamiento y actitudes de los docentes en el aula o en el campo de esa práctica y la evaluación de las instituciones de formación, incluyendo cómo establecer profesionalismo en sus currículos y planes de aprendizaje

Competências para enfermeiros generalistas e especialistas atuarem na prevenção e controle de infecções no Brasil / Skills for generalist and specialist nurses working in the prevention and control of infections in Brazil / Competencias para enfermeros generalistas y especialistas actúan en la prevención y control de infecciones en Brasil

Objetivo definir as competências para a prevenção e o controle de infecções relacionadas à assistência à saúde que devem ser desenvolvidas pelo enfermeiro generalista e pelo enfermeiro especialista em controle de infecções no Brasil. Método empregou-se a técnica Delphi, desenvolvida em quatro rodadas. Participaram do estudo 31 enfermeiros e oito médicos com expertise em prevenção e controle de infecções. Para a coleta de dados, utilizaram-se instrumentos com perguntas abertas cujas respostas foram tratadas por meio da técnica de análise de conteúdo e instrumentos estruturados para avaliar a importância de cada competência por meio de escala Likert, sendo os dados analisados e apresentados de forma descritiva, uso de mediana e de coeficiente de variação. Resultados as competências foram organizadas em 04 centrais, 14 genéricas e 17 específicas, com nome e a descrição de cada competência. Conclusão a definição das competências para a prevenção e o controle de Infecções Relacionadas à Assistência à Saúde é o primeiro passo para se iniciar o repensar acerca do processo de ensino e aprendizagem na formação inicial dos enfermeiros. Os dados encontrados auxiliam na reestruturação do ensino, além de fundamentar programas de educação permanente em saúde.

Objective to define the competencies for the prevention and control of healthcare-related infections that should be developed by the generalist nurse and the specialist nurse in infection control in Brazil. Method the Delphi technique, developed in four rounds, was used. Thirty-one nurses and eight physicians participated in the study, with expertise in infection prevention and control. Data were collected using open-ended questionnaires, whose answers were treated using the content analysis technique. Structured instruments were used to evaluate the importance of each competency using a Likert scale. Data were analyzed and presented in a descriptive way, use of median and coefficient of variation. Results the competences were organized in 4 core, 14 generic and 17 specific, with name and description of each competency. Conclusion the definition of competencies for the prevention and control of healthcare-related infections is the first step to begin the rethinking of the teaching and learning process in the initial training of nurses. The data found in the present study may help to restructure education and support permanent education programs in health.

Objetivo definir las competencias para la prevención y el control de infecciones relacionadas a la asistencia a la salud que deben ser desarrolladas por el enfermero generalista y por el enfermero especialista en controle de infecciones en Brasil. Método se empleó la técnica Delphi, desarrollada en cuatro rodadas. Participaron del estudio 31 enfermeros y ocho médicos, con experiencia en prevención y control de infecciones. Para la recolección de datos se utilizaron instrumentos con preguntas abiertas, cuyas respuestas fueron tratadas por medio de la técnica de análisis de contenido, e instrumentos estructurados para evaluar la importancia de cada competencia por medio de escala Likert, siendo los dados analizados y presentados de forma descriptiva, uso de mediana y de coeficiente de variación. Resultados las competencias fueron organizadas en 04 centrales, 14 genéricas y 17 específicas, con nombre y la descripción de cada competencia. Conclusión la definición de las competencias para la prevención y el control de Infecciones Relacionadas a la Asistencia a la Salud es el primer paso para iniciarse el repensar acerca del proceso de enseñanza y aprendizaje en la formación inicial de los enfermeros. Los datos encontrados auxilian en la reestructuración de la enseñanza además de fundamentar programas de educación permanente en salud.