Nursing students' views on trauma-informed pediatric nursing care and family-centered care.

PURPOSE: We studied the views of nursing students on family-centered care (FCC) and their knowledge, opinions, self-rated competence, current practice, and perceived implementation barriers with regard to trauma-informed pediatric nursing care. METHODS: This survey was a descriptive correlational study. The sample consisted of 261 nursing students, 3rd and 4th years, who had completed the Child Health and Diseases Nursing Course. The data were obtained using the "Student Information Form," "Family-Centered Care Attitude Scale," and "trauma-informed care (TIC) Provider Survey." RESULTS: Nursing students were knowledgeable and held favorable opinions about TIC. The survey showed that students with higher levels and those with a hospitalization experience during childhood had higher scores regarding TIC. A positive relationship was found between the students' TIC to mean score and FCC attitude mean score. CONCLUSIONS: Nursing students are not competent to practice TIC, especially with pediatric patients. Therefore, they need to develop relevant skills for helping pediatric patients. PRACTICE IMPLICATIONS: Efforts to improve nursing students' trauma-informed pediatric care should highlight specific skills related to helping pediatric patients manage emotional responses to difficult medical experiences. By integrating TIC into the baccalaureate curricula, nursing educators can provide the students with appropriate skills and facilities so that they can provide holistic and highly effective care to highly vulnerable patients.

Estratégias de auxílio a famílias no enfrentamento do pós-diagnóstico de câncer infantil / Strategies for aid to families in the course of post-diagnosis of child cancer / Estrategias de ayuda a familias en el enfrentamiento del post-diagnóstico de cáncer infantil

Objetivo: analisar a produção científica de enfermagem acerca das estratégias utilizadas pelos enfermeiros para auxiliar familiares no enfrentamento do pós-diagnóstico de câncer infantil. Métodos: as produções foram localizadas nas bases de dados Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), National Library of Medicine/ National Institutes of Health (PubMed) e SciVerse Scopus (SCOPUS). Dos 460 artigos analisados, 11 respondiam à questão norteadora: quais as estratégias utilizadas pelos enfermeiros para auxiliar famílias no pósdiagnóstico de câncer infantil. Resultados: as estratégias de auxílio mais utilizadas pelos enfermeiros: o uso de amor, carinho e respeito para o cuidado de familiares e crianças; a comunicação para troca de informações, apoio emocional e encorajamento para a fé e a esperança. Conclusão: concluiu-se que existem boas estratégias utilizadas pelos enfermeiros para auxiliar os familiares no pós-diagnóstico do câncer infantil

Objective: to analyze the scientific production of nursing about the strategies used by nurses to assist family members in coping with post-diagnosis of childhood cancer. Methods: The productions were located in the Latin American and Caribbean Literature in Health Sciences (LILACS), National Library of Medicine / National Institutes of Health (PubMed) and SciVerse Scopus (SCOPUS) databases. Of the 460 articles analyzed, 11 answered the guiding question: what strategies were used by nurses to assist families in the post-diagnosis of childhood cancer. Results: the most commonly used nursing strategies: the use of love, caring and respect for the care of family and children; communication for information exchange, emotional support and encouragement for faith and hope. Conclusion: it was concluded that there are good strategies used by nurses to help their families in the postdiagnosis of childhood cancer

Objetivo: analizar la producción científica de enfermería acerca de las estrategias utilizadas por los enfermeros para auxiliar a familiares en el enfrentamiento del post diagnóstico de cáncer infantil. Métodos: las producciones fueron localizadas en las bases de datos Literatura Latinoamericana y del Caribe en Ciencias de la Salud (LILACS), National Library of Medicine / National Institutes of Health (PubMed) y SciVerse Scopus (SCOPUS). De los 460 artículos analizados, 11 respondían a la cuestión orientadora: cuáles son las estrategias utilizadas por los enfermeiros para auxiliar a las familias en el post diagnóstico de cáncer infantil. Resultados: las estrategias de ayuda más utilizadas por los enfermeros: el uso de amor, cariño y respeto para el cuidado de familiares y niños; la comunicación para el intercambio de información, el apoyo emocional y el fomento de la fe y la esperanza. Conclusión: concluyó que existen buenas estrategias utilizadas por los enfermeros para auxiliar a los familiares en el post diagnóstico del cáncer infantil

An Educational Intervention Incorporating Digital Storytelling to Implement Family Nursing Practice in Acute Care Settings.

This project describes implementation of an educational intervention designed to initiate practice changes that support families and nurses during acute illness. An academic-practice partnership and digital storytelling methodology provided a foundation. A quasi-experimental research design included quantitative and qualitative measurement before and after the educational intervention. Themes identified in digital stories of nurse experiences caring for families provided direction for the educational intervention including the digital stories, empirical evidence, and proposed changes in nursing practice focused on families. Nurse participants (n = 160) in the educational intervention reported positive responses on a qualitative questionnaire. Comparing pretest and posttest results of the Family Nurse Practice Scale reflected positive, though not significant change. Family members (n = 49) reported significantly improved perceptions of support on 7 of the 14 items on the Iceland Perceived Family Support Questionnaire. This project highlighted digital storytelling's power to promote family interventions and move family nursing knowledge into practice.

Implementing Family Systems Care Through an Educational Intervention With Nurses and Midwives in Obstetrics and Gynecological Care: A Mixed-Methods Evaluation.

This mixed-methods study examined Family Systems Care (FSC) implementation through a 1-day educational session combined with 4 months of guided application of FSC knowledge and skills in obstetrics and gynecology settings. Nurses and midwives' (n = 47) attitudes toward families and their practice skills with families were assessed before the educational intervention began (Time 0), after the completion of the 1-day educational session (Time 1), and after 4 months of the FSC guided implementation phase that included coaching and mentoring (Time 2). Four focus groups with the nurses and midwives explored their FSC implementation experiences. Participants reported an initial drive to implement FSC, which faltered over time. A perceived fit to the needs of families in obstetrics and gynecology, a supportive context, and facilitated learning on the units promoted FSC uptake. Participants understood FSC as: (a) involving family members in care, a practice they felt confident about; (b) assessing families' situations, needs, concerns, which were practices that were new and stressful; and (c) offering family nursing interventions, which they felt insufficiently prepared for. Practice skills in FSC increased after the 1-day educational session but decreased to baseline after the FSC guided implementation phase. Attitudes of the nurses and midwives toward the families did not change. Following the education and guided implementation, participants' ability to work with families in a relational, systemic way could not be fully established or sustained.

Supporting Graduate Nursing Education for Students From Disadvantaged Backgrounds.

BACKGROUND: There is a lack of diversity in the master's prepared nursing workforce. One nursing school implemented a scholarship program for students from disadvantaged backgrounds enrolled in the Family Nurse Practitioner and Adult Gerontology Primary Nurse Practitioner tracks. METHOD: Awardees were required to be full-time students from disadvantaged backgrounds with financial need. Each student was matched with a faculty member for regular mentorship. Student progress was evaluated every three months, with follow-up 1 year after graduation. RESULTS: A total of 45 students received the Scholarship for Disadvantaged Students (SDS) over 2 consecutive years. Of the 45 students, 26 (58%) identified themselves as Hispanic and 11 (24%) as black. A total of 42 (93%) of 45 SDS students completed the original plan of study and passed the national certification board. CONCLUSION: The SDS serves as a model of an effective mentorship program to assist nurse practitioner students from disadvantaged backgrounds. [J Nurs Educ. 2020;59(5):287-290.].

A mudança nas perceções dos enfermeiros de família sobre os pressupostos da intervenção familiar após o processo formativo MDAIF / Change in perceptions of family nurses about the assumptions of family intervention after the MDAIF formative process

The Dynamic Model of Family Assessment and Intervention (MDAIF) aims to constitute itself as a reference that promotes clinical decision processes based on systemic proposition. This study aimed to evaluate the changes in nurses' perceptions about the assumptions of family intervention after the training process centered on this referential. This is an exploratory and quantitative study with a sample of 553 family nurses who participated in the "MDAIF" training, organized by the Northern Regional Health Administration, until 2017. A 10 item Likert scale was used with responses between 1 "totally incompetent and 7" "fully compe-tent", based on MDAIF and applied in the pre and post training periods. T-test was performed for paired samples using SPSS version 23.0. There were very significant statistical changes regarding the perception of competence in all items evaluated, and participants after training perceived with higher competence on the assumptions of family intervention. The results confirm the importance of formative processes based on family health nursing theoretical references. May contribute to the development of family-centered practices as a client, as well as to investigate the health returns resulted from them

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Population Health in Childbearing Family Education in Nursing.

Population health principles can be introduced in the undergraduate nursing curriculum during a course providing education about the childbearing family. Information regarding fertility and all stages of pregnancy and childbearing is discussed throughout the course. Knowledge regarding client resources, needs, risk factors, and health practices as related to client population is explored. Population health does not limit the clients' defining characteristics to only identified ethnicity or geographic area; clients may be members of more than one population. Introducing population health through the unfolding case study method stimulates a more thorough exploration of differing populations the student may not generally encounter.

A Qualitative Study About How Nurses in Belgium Offer Relationship Support to Couples in Palliative Care.

Although palliative care nurses are identified as key players in supporting couples during advanced illness, there is a lack of evidence about their knowledge and experiences with this particular role. The aim of the study was to explore palliative care nurses' attitudes, roles, and experiences in addressing relationship functioning of couples in daily practice. A qualitative study was conducted using in-depth interviews, observational research, and peer debriefing groups with palliative care nurses in Flanders, Belgium. Nurses support relationship functioning by creating a couple-positive care environment, by being present/acknowledging feelings, and by rectifying imbalances between couples. They do so in a proactive way, backed up by team support. Nurses hesitate toward explicitly unraveling and intervening in relationship problems, in favor of providing comfort or offering a strengths-based approach. The findings offer an urgent call to enhance the educational programs for palliative care nurses by integrating the theories and practice frameworks that guide relational assessment and intervention, which are being used in family nursing.

Teaching Systems Thinking for Advanced Family Nursing Practice: A Theory-Based Tool.

Systems thinking is essential for advanced family nursing practice, yet this skill is complex and not innate. The Family Nursing Assessment and Intervention Map (FN-AIM) was developed to support student development of systems thinking competencies for Family Systems Nursing practice (see Marigold Family Case Study). The FN-AIM is a pedagogical tool grounded in a family systems framework for nursing with a focus on core family processes as a foundation for interventions. The FN-AIM was implemented as an educational tool to support student skill development as part of a graduate family nursing course in the United States. Through a self-assessment of competence in family nursing practice, 30 students demonstrated an enhanced ability to articulate the distinction between family as context and family as system approaches to family nursing after using the FN-AIM mapping approach. The FN-AIM may be a useful strategy for supporting systems thinking in preparation for clinical skills development in graduate nursing students.

Desarrollo de la competencia de atención comunitaria para residentes de Enfermería Familiar y Comunitaria en una Unidad Docente Multiprofesional provincial. Tres años de experiencia / Community health training for Family and Community Health Nursing residents in a Multiprofessional Teaching Unit. Three years of experience

Objetivo: Conocer el grado el interés de los residentes en áreas formativas transversales de Enfermería Familiar y Comunitaria (EFyC) al inicio de su formación. Valorar el desarrollo de actividades comunitarias en los centros de salud y determinar el grado de satisfacción de los residentes con la formación recibida y actividades realizadas. Método: Se presenta una experiencia sobre metodología docente en salud pública y comunitaria en los residentes de EFyC desde el 2014 hasta el 2017. La formación se dividió en 3módulos formativos de 21h y se completó con 2actividades de campo: un programa de Educación para la Salud (EpS) y un mapeo de activos en la zona básica de salud (ZBS). Se cumplimentó un cuestionario de satisfacción del curso y de las actividades realizadas. Resultado: Durante este período se formaron 27 residentes. El 86,9% consideró la formación en atención comunitaria como muy necesaria. Se realizaron 26 programas de EpS y 17 mapeos de activos de sus ZBS. Con respecto a la satisfacción de la formación, se obtuvo una media global de 4,5 ± 0,1 sobre 5. Conclusiones: Los resultados evidencian un alto grado de interés en atención comunitaria, así como una valoración muy alta sobre las actividades realizadas y la formación recibida. La formación en salud comunitaria durante el período de residencia es un elemento esencial para integrar estas competencias en el rol profesional. Resulta imprescindible la dedicación por parte de las Unidades Docentes en el impulso en esta competencia, capacitando a los residentes en la integración del abordaje biopsicosocial, la orientación comunitaria y el trabajo en equipo en Atención Primaria

Objective: To determine the interest of nursing residents in the training areas of Family and Community Nursing (EFyC) at the beginning of their training, to evaluate community activities in health centres and to determine satisfaction with the training received and activities carried out. Method: We present the experience of training in the public and community health competencies of EFyC Nursing from 2014 to 2017 in a multiprofessional teaching unit. The training was divided into 3 theoretical modules. The training was completed with 2 activities: the design and development of a health education programme and an asset mapping in the basic health area. A questionnaire was completed on satisfaction with the course and the activities carried out. Result: During this period, 27 residents received training. As part of the training process, 26 health education programmes and 17 asset mappings were conducted in accredited health centres. The areas of intervention addressed were: lifestyles, life transitions and health problems. The overall satisfaction with the course was 4.5 ±.1 out of 5. Conclusions: The results show a high degree of interest in this area, as well as high evaluation of the activities carried out and the training received. Training in community health and health education during the period of residence is essential to include these competencies in the professional role. The dedication and involvement of the multiprofessional teaching units is essential in the development of these competences, training the residents through the integration of a biopsychosocial approach, community health and teamwork in primary care

El reconocimiento de la acción tutorial en la formación especializada de enfermeras de familia y comunitaria / Recognition of tutorial action in specialist family and community nurse training

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Reflexiones sobre la competencia investigadora en la especialidad de Enfermería Familiar y Comunitaria / Reflections on research competence in Family and Community Nursing

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Community and family nurse: Present keys, future challenges. / Enfermería Familiar y Comunitaria: claves de presente, retos de futuro.

It is the mission of the Community and Family Nurse through an integral and holistic approach to accompany people from cradle to death in developing their health potential, and promote different family, work and social environments to facilitate this development. Throughout history, various international, European and national organizations have regulated the figure of the Community and Family Nurse, and now their functions, powers and professional performance are fully regulated. The Community and Family Nurse can respond to the needs of a changing population and take on new responsibilities in management and research. Their extensive basic and advanced skills gathered under a rigorous training programme, benefit the health system, the nursing profession, citizenry and its communities. Many challenges remain for the Health Departments of each Autonomous Region to make it possible for this specialty to develop its full potential for improving care.

Family and community nursing, chronology of a specialty. / Enfermería familiar y comunitaria, cronología de una especialidad.

More the 30 years have passed since the first Royal Decree that regulated nursing specialties was published in 1987. It is the Royal Decree published in 2005 that really allowed the training development of part of the specialties recognized in it (family and community nursing, paediatric nursing, geriatric nursing and occupational health nursing) since the obstetric-gynaecological specialist nurses (midwives) and mental health specialists had long since already started their training processes through the resident internal nurse model, today, training in the specialty of family and community nursing has been implemented in all the autonomous communities, but has not had the same development in terms of the incorporation of specialists in the health institutions of the respective health services of the autonomous communities This circumstance is generating a great lack of motivation among community nurses, both specialists and those who hope to obtain the qualification through a specialty exam. Many of the objectives achieved to date have been made possible thanks to the work of the scientific societies of community nursing (Association of Community Nursing [AEC] and Federation of Associations of Community Nursing and Primary Care [FAECAP]), which have allowed progress to be made and the process not to be halted, although there are still many achievements to be made on which the aforementioned scientific societies continue to work. In a society in which nursing care is increasingly necessary and demanded, it must have greater consideration and position in health policies, since it has demonstrated its effectiveness and can be the model that allows the health system to be sustainable. Therefore, nurses who specialize in family and community nursing must cease constituting an opportunity and become a reality.

La formación especializada en enfermería familiar y comunitaria: oscuro objeto de deseo / Specialised training in the field of community and family nursing: dark object of desire

La formación especializada en Enfermería Familiar y Comunitaria viene desarrollándose desde que en 2010 se publicó su Programa Oficial. Se ha integrado en las Unidades Docentes Multiprofesionales de Atención Familiar y Comunitaria, lo cual ha supuesto ciertas ventajas pero también inconvenientes. La especialidad tiene unas amplias competencias que abarcan integralmente a las personas, las familias y las comunidades en el entorno en el que desarrollan su vida. Algunas competencias vienen a cubrir áreas actualmente no atendidas por el sistema sanitario e implican una cierta complejidad para su adquisición. La oferta formativa se ve incrementada paulatinamente desde los inicios de la especialidad. Está pendiente de que se dé el paso para que las especialistas formadas desarrollen sus competencias en el sistema sanitario; las Comunidades Autónomas avanzan en ese sentido

Specialised training in the field of community and family nursing has been developed since 2010, when its Official Programme was published. It has been integrated in the Multiprofessional Training Units of Family and Community Care, which implies certain advantages, but also some drawbacks. This specialised training covers a wide range of competences that involve people, family and communities in their living environment. Some of these competences cover areas that are currently not taken into account by the medical system and they imply certain complexity in their acquisition. The training programme has been gradually increased since the beginning of this specialised training. The acquisitions of these competences by the professionals working in this field are still pending and the regions of Spain are making progress in this direction

Reducing Digital Storytelling Implementation Barriers in Nursing Education Workshops.

Digital stories have the potential to transform health care systems by cultivating understanding and compassion; however, limited research explores the use of this innovative strategy in continuing education. This article describes how a collaborative partnership of an Academic Team and Translational Partners (n = 15) implemented a four-phase study that included a continuing education workshop with digital stories as the central strategy. The study's guiding questions focused on adapting approaches to creating digital stories to reduce logistic concerns and overcome implementation challenges yet empower nurses in their practice with families. Numerical and narrative responses from workshop participant evaluations (n = 160) affirmed storytelling as the most valuable component, and reflection increased understandings to influence their thinking and actions. This study affirms using digital stories as an implementation strategy in health care systems has the potential to transform nursing education, supports the transfer of family nursing practice knowledge, encourages reflection, and develops empathy for families and nurse peers. [J Contin Educ Nurs. 2019;50(9):411-416.].

It's Complicated: Improving Undergraduate Nursing Students' Understanding Family and Care of LGBTQ Older Adults.

Research has identified the need for improved cultural competence of health care providers regarding the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community's needs. This article articulates the teaching approach and methodology of an unfolding LGBTQ family case study for undergraduate nursing students. This method provided a forum for exploration of personal biases and gender-affirming techniques, and addressed the challenges of aging for a transgender woman and family within the context of societal stigma and discrimination. Students gained knowledge concerning shifts in family structures and understanding of the nurses' role encouraging inclusiveness and equitable access in health care settings, advocating for vulnerable populations, and addressing specific health concerns for transgender older adults. Student responses demonstrated increased knowledge of family diversity, and critical thought regarding the intersectionality of discrimination and aging. The findings revealed the case study methodology facilitated student understanding of the unique health and social issues for LGBTQ older adults within a family context.

[Cancer Family Care Learning Materials for Japanese General Ward Nurses].

Families of cancer patients are also subject to care, and early intervention is necessary. In general hospital wards, nurses have difficulty in performing satisfactory nursing care for families of cancer patients due to limited time to get involved. Their priority is to provide essential care for patients, thus it is inevitable that they cannot offer intervention for patients' families. In recent years, overtime work by nurses has been regarded as a problem, and implementation of in-service education within the working hours is recommended. Based on these backgrounds, we developed "Learning materials for nurses, with a view to standardized care for the families of cancer patients hospitalized in general wards". In this paper, we report on this learning program and the development process.

Adaptação cultural e validação da versão brasileira da Family Nursing Practice Scale (FNPS) para a população de enfermeiros do contexto hospitalar / Cultural adaptation and validation of the brazilian version of the Family Nursing Practice Scale (FNPS) to the population of nurses of the hospital context

Diversos estudos indicam que o cuidado centrado na família tem benefícios superiores aos cuidados em saúde centrados apenas no indivíduo. A enfermagem é uma categoria profissional que vem se tornando proeminente no campo das abordagens familiares. No entanto, as atitudes dos enfermeiros assistenciais e administrativos sobre a inclusão da família no plano de cuidado podem constituir um entrave para a transposição do conhecimento já produzido para a prática clínica. Esse problema tem guiado a busca por métodos de avaliação das práticas e atitudes dos enfermeiros para que sejam planejadas intervenções de aperfeiçoamento da prática em enfermagem familiar. Um dos instrumentos disponíveis atualmente é a Family Nursing Practice Scale (FNPS) que pretende avaliar as atitudes dos enfermeiros diante do trabalho com as famílias, sua avaliação crítica sobre a prática da enfermagem familiar e sua reflexão sobre o relacionamento enfermeiro-família. É um questionário de autorrelato desenvolvido na língua inglesa e formado por 10 itens de escala tipo Likert e por 3 questões abertas. Sendo assim, este estudo metodológico teve o objetivo de adaptar e validar a FNPS para Brasil. O processo de adaptação adotou os passos sugeridos pela literatura: 1. Tradução Inicial; 2. Síntese; 3. Análise pelo comitê de juízes; 4. Retrotradução; 5. Síntese da retrotradução; 6. Avaliação pelo autor original; 7. Análise semântica; 8. Piloto; 9. Validação. Os dados foram coletados em um hospital universitário do interior do estado de São Paulo e a amostra foi composta por 144 enfermeiros. A Validade de Conteúdo foi avaliada pelo comitê de juízes com o Coeficiente de Validade de Conteúdo (CVC), obtendo todos os resultados acima de 0,8; A Validade de Construto foi avaliada pela técnica Análise Fatorial Exploratória (AFE) e pela Análise Fatorial Confirmatória (AFC). A AFE encontrou uma estrutura fatorial similar à do estudo de desenvolvimento da FNPS, enquanto a AFC confirmou os dois fatores (Avaliação da Prática e Relacionamento Enfermeiro-Família), correlacionados entre si, com cinco itens carregados em cada um. Todas as cargas fatoriais ficaram acima de 0,5 e a correlação entre os fatores foi de 0,41. Nem todos os índices de ajuste para o primeiro modelo foram adequados. Deste modo, foi estabelecida a correlação entre os resíduos dos itens 6 e 8 e os índices de ajuste mostraram-se adequados (X2/g.l.= 2,29; CFI = 0,92; SRMR = 0,06; PNFI = 0,63; PCFI = 0,67; RMSEA = 0,09). A validade convergente foi avaliada pela Variância Média Extraída (VME) acima de 0,4 com Confiabilidade Composta (CC) acima de 0,6. Os valores obtidos foram VME=0,46 e CC=0,82 para o fator AP e VME=0,47 e CC=0,82 para o fator REF. A validade discriminante foi avaliada pela comparação entre a VME de cada fator com a correlação ao quadrado entre eles. A confiabilidade foi avaliada pelo índice alfa de Cronbach, obtendo valores todos acima de 0,8, e pela Confiabilidade Composta, com valores todos acima de 0,8. Conclui-se que a FNPS adaptada para o português é válida e confiável para ser utilizada com enfermeiros brasileiros do contexto hospitalar

Several studies indicate that family centered care has superior benefits for health than the care centered only on the individual. Nursing is a professional category that has become prominent in the field of family approaches. However, the attitudes of care and administrative nurses about the inclusion of the family in the care plan may constitute a barrier to the transposition of the knowledge already produced for clinical practice. This problem has guided the search for methods of evaluating the practices and attitudes of nurses in order to plan interventions to improve the practice in family nursing. One of the instruments currently available is the Family Nursing Practice Scale (FNPS), which aims to evaluate nurses' attitudes towards working with families, their critical evaluation of family nursing practice and their reflection on the nurse-family relationship. It is a self-report questionnaire developed in the English language and consists of 10 items of Likert-type scale and 3 opened questions. Therefore, this methodological study aimed to adapt and validate the FNPS for Brazil. The adaptation process adopted the steps suggested by the literature: 1. Initial Translation; 2. Synthesis; 3. Analysis by the judges committee; 4. Back-translation; 5. Synthesis of back-translation; 6. Evaluation by the original author; 7. Semantic analysis; 8. Pilot; 9. Validation. Data were collected at a university hospital in the interior of the state of São Paulo and the sample was composed of 144 nurses. Content Validity was evaluated by the judges committee with the Content Validity Coefficient (CVC), obtaining all results above 0.8; The Construct Validity was evaluated by the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) technique. The EFA found a factorial structure similar to that of the FNPS development study, while the CFA confirmed the two factors (Practice Assessment and Nurse-Family Relationship), correlated with each other, with five items loaded in each one. All factorial weights were above 0.5 and the correlation between the factors was 0.41. Not all fit indices for the first model were adequate. In this way, the correlation between the residuals of items 6 and 8 was established and the fit indexes were adequate (X2 / gl = 2.29, CFI = 0.92, SRMR = 0.06, PNFI = 0.63; PCFI = 0.67, RMSEA = 0.09). The convergent validity was evaluated by Average Variance Extracted (AVE) above 0.4 with Composite Reliability (CC) above 0.6. The values obtained were AVE = 0.46 and CC = 0.82 for the PA factor and AVE = 0.47 and CC = 0.82 for the FNR factor. The discriminant validity was evaluated by comparing the AVE of each factor with the square of the correlation between them. Reliability was assessed by the Cronbach alpha index, obtaining values all above 0.8, and by CC, with values all above 0.8. It is concluded that the FNPS is adapted, validated and reliable for use with Brazilian nurses in the hospital context