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1.
J Interprof Care ; 30(6): 726-731, 2016 11.
Artículo en Inglés | MEDLINE | ID: mdl-27797633

RESUMEN

Effective interprofessional practice requires interprofessional education that facilitates learners' achievement of competency in the interprofessional domains. Unfortunately, educators currently have a limited number of tools to identify the level of competency of their learners. Previous investigations by some of the authors described the initial characteristics of a tool based on the Competencies for Interprofessional Collaborative Practice. Building on this work, this study describes a multi-institutional, three-part study refining this tool. The series of studies further established the validity, reliability, and usability of the assessment tool. Based on the data derived from this study, we created a shorter, more easily utilised version of the tool that retains previous psychometric strengths. This article describes a tool that consists of two domains, one linked to interprofessional interaction and one linked to interprofessional values. It is believed that this assessment tool may help educators define competence in interprofessional practice and guide assessment of both programmes and learners.


Asunto(s)
Conducta Cooperativa , Personal de Salud/educación , Relaciones Interprofesionales , Humanos , Psicometría , Reproducibilidad de los Resultados , Autoevaluación , Encuestas y Cuestionarios
2.
Nurs Educ Perspect ; 30(3): 148-52, 2009.
Artículo en Inglés | MEDLINE | ID: mdl-19606656

RESUMEN

Computer skills have been established as important for nursing students and for graduate nurses. No current research was found on the best method to evaluate the skills of incoming nursing students. The purpose of this descriptive, correlational study was to compare student ratings of their computer competency to their performance of those skills on a computer-graded assessment. A convenience sample of 87 nursing students was used. There was a low, but significant correlation between the scores on the survey and the assessment. The results suggest that students rate themselves higher on their skills than their actual performance of computer skills. Implications for educators are presented, and the value of using a computer-graded assessment is discussed.


Asunto(s)
Alfabetización Digital , Capacitación de Usuario de Computador , Bachillerato en Enfermería , Evaluación Educacional/métodos , Competencia Profesional , Estudiantes de Enfermería , Adulto , Actitud del Personal de Salud , Capacitación de Usuario de Computador/métodos , Bachillerato en Enfermería/métodos , Reentrenamiento en Educación Profesional , Femenino , Humanos , Internet , Masculino , Medio Oeste de Estados Unidos , Evaluación de Necesidades , Investigación en Educación de Enfermería , Informática Aplicada a la Enfermería/educación , Autoeficacia , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Encuestas y Cuestionarios , Procesamiento de Texto/educación
3.
J Adv Nurs ; 62(2): 209-15, 2008 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-18394033

RESUMEN

AIM: This paper is a report of a study to investigate Registered Nurses' perceptions, attitudes and knowledge/skills associated with evidence-based practice. BACKGROUND: Evidence-based practice has emerged as a marker for healthcare quality. Previous studies have primarily used researcher-developed descriptive surveys to examine nurses' perceptions, as well as facilitators and barriers, related to evidence-based practice. Research suggests the value of understanding the organizational context prior to taking steps to implement evidence-based practice. METHODS: This study, conducted in 2006, had a descriptive, cross-sectional survey design using a psychometrically-validated measure of evidence-based practice. All Registered Nurses (n = 1031) employed by a large medical centre in the United States of America were asked to complete the questionnaires. The final response rate was 40.9% (n = 422). FINDINGS: Participants had moderate scores on practice and attitudes towards evidence-based practice. The knowledge/skills mean scores were somewhat lower. Statistically significant differences were found for attitudes between those with baccalaureate and higher education compared to those with associate and diploma education. The two most cited barriers to implementing evidence-based practice were time and knowledge. CONCLUSION: The findings suggest the value of a methodical assessment when developing a systematic plan for implementing an institutional culture of evidence-based practice.


Asunto(s)
Actitud del Personal de Salud , Competencia Clínica/normas , Difusión de Innovaciones , Medicina Basada en la Evidencia , Investigación en Enfermería/educación , Personal de Enfermería/psicología , Adulto , Estudios Transversales , Educación Continua en Enfermería/estadística & datos numéricos , Escolaridad , Conocimientos, Actitudes y Práctica en Salud , Humanos , Persona de Mediana Edad , Investigación en Enfermería/normas , Encuestas y Cuestionarios , Estados Unidos
4.
J Prof Nurs ; 22(6): 373-9, 2006.
Artículo en Inglés | MEDLINE | ID: mdl-17141722

RESUMEN

The undergraduate nursing faculty of a large Midwestern university initiated a program of standardized computerized testing for two purposes: to provide students experience with standardized computerized testing prior to taking the National Council Licensure Exam for Registered Nurses (NCLEX-RN) and to increase the students' NCLEX-RN passing rate. This article chronicles the process of implementing a comprehensive testing program developed by the Assessment Technologies Institute (Overland Park, KS). Although the first class of students to have taken the entire testing package has just graduated, midprogram results have demonstrated potential as key indicators for identifying at-risk students. The trends in scores on standardized computerized tests, grades in prerequisite science courses, and grades in medical-surgical courses are used to identify students who are at risk for failure in the program and on the NCLEX-RN. Faculty advisors meet with these students to develop individual plans of study and to provide additional resources. The testing process is going on smoothly, and faculty members are learning to use the extensive information on students' test scores to further assist them in passing the NCLEX-RN.


Asunto(s)
Instrucción por Computador/métodos , Bachillerato en Enfermería/organización & administración , Evaluación Educacional/métodos , Licencia en Enfermería , Actitud del Personal de Salud , Curriculum , Toma de Decisiones en la Organización , Docentes de Enfermería/organización & administración , Humanos , Medio Oeste de Estados Unidos , Investigación en Educación de Enfermería , Desarrollo de Programa , Evaluación de Programas y Proyectos de Salud , Educación Compensatoria , Medición de Riesgo , Estudiantes de Enfermería/psicología
5.
Nurs Educ Perspect ; 25(1): 30-5, 2004.
Artículo en Inglés | MEDLINE | ID: mdl-15017798

RESUMEN

The faculty of a large, Midwestern, public university implemented a community-based baccalaureate curriculum to prepare students for the changing health care environment. Evaluation was planned as the curriculum was developed. The constituents of the School of Nursing were determined to be the students, alumni, employers, clinical agencies, and faculty. Surveys, focus groups, questionnaires, and meetings with agency representatives were some of the methods used to gather data from the constituents. Information gathered during a three-year period resulted in further curriculum revision, increased community partnerships, and more positive feedback from students.


Asunto(s)
Enfermería en Salud Comunitaria/educación , Curriculum , Bachillerato en Enfermería , Evaluación de Programas y Proyectos de Salud/métodos , Adulto , Humanos , Medio Oeste de Estados Unidos
6.
J Nurs Meas ; 12(2): 101-22, 2004.
Artículo en Inglés | MEDLINE | ID: mdl-16092709

RESUMEN

The valid measurement of nurses' job satisfaction is critical because job satisfaction is important for the retention of qualified nurses to provide patient care in hospitals. Two studies were conducted to adapt the Stamps Index of Work Satisfaction (1997b) to measure work satisfaction at the patient care unit level for use by the National Database of Nursing Quality Indicators (NDNQI). In Study 1 (n = 918 RNs) exploratory factor analysis of data obtained using the NDNQI-Adapted Index replicated the conceptual dimensions of the Stamps measure. Associations with scores on Job Enjoyment were evidence that the Index measured the intended construct. Using theta, the reliability of the composite subscales was .91. The adapted Work Satisfaction subscale scores explained 46% of the variance in Job Enjoyment, with each subscale contributing uniquely (p < .001). In Study 2 (n = 2277 RNs) confirmatory factor analysis using structural equation modeling supported the 7-subscale structure for the Adapted Index (CFI [719] = .88; RMR = .05). Replication of associations between scores on the Index subscales and Job Enjoyment provided further evidence regarding validity of the data, since the Work Satisfaction subscales explained 56% of the variance in Job Enjoyment. The feasibility of using an on-line version of the Adapted-Index for data collection was demonstrated. The findings from the two studies indicate that the adapted Index of Work Satisfaction has a structure similar to the original instrument and is a reliable and valid measure of work satisfaction at the patient care unit level.


Asunto(s)
Satisfacción en el Trabajo , Enfermeras y Enfermeros/psicología , Psicometría/métodos , Encuestas y Cuestionarios , Análisis Factorial , Humanos , Proyectos Piloto , Reproducibilidad de los Resultados , Estados Unidos
7.
J Perinat Educ ; 11(3): 10-9, 2002.
Artículo en Inglés | MEDLINE | ID: mdl-17273304

RESUMEN

The purpose of this literature review was to identify and describe recent empirical studies of childbirth education outcomes and to identify areas for further study. The search produced 63 studies; only 12 met the inclusion criteria. The literature demonstrated inconclusive evidence regarding the effectiveness of childbirth education. None of the studies used a theoretical framework that proposed multiple factors, as opposed to childbirth education alone, that impact the outcomes. Health-focused versus illness-focused outcomes were also addressed.

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