Professores ainda que enfermeiros: processo identitário de docentes de enfermagem / Professors who are also nurses: identity construction of nurse educators

Objetivou-se compreender as concepções e identificações acerca das atividades docentes e formação para a docência como parte do processo identitário de professores de enfermagem. Estudo descritivo analítico, qualitativo. Participaram 18 professores enfermeiros de duas universidades (uma pública e outra privada) da região sul do Brasil. A coleta de dados ocorreu entre os meses de julho e setembro de 2015, por meio de entrevista com roteiro semiestruturado. Para tratamento dos dados foi utilizada a codificação aberta e axial conforme proposta por Strauss e Corbin, com o auxílio do software Atlas ti® 7. Emergiram as seguintes categorias: Ser enfermeira ou estar professora, Escolhas profissionais e Formação para a docência: entre a formação pedagógica e o experimento cotidiano. Professores de enfermagem se identificam sobretudo com a profissão de origem, mediante ausência de formação para a docência, com entendimentos distantes dos pressupostos da pedagogia universitária, o que é definidor em seus processos identitários.

The objective of this study was to understand the conception and identification of teaching activities and training as part of the identity construction process of nurse educators. This is a descriptive, analytical and qualitative study. The participants were eighteen nurse professors from two universities (one public and another private) in the southern region of Brazil. Data were collected between July and September 2015, through semi-structured interviews. The data were processed using open and axial coding as proposed by Strauss and Corbin, with the aid of Atlas.ti® 7 software. The following categories emerged: Being a nurse or being an educator, Professional choices and Training for teaching: between educational training and the daily experiment. Nurse educators mainly identify with the profession of origin, because of an absence of teacher training, and have different assumptions concerning university education, which defines their identity formation.

La formación de especialistas en Enfermería Familiar y Comunitaria según las responsables de las unidades docentes / The training of specialists in Family and Community Health Nursing according to the supervisors of the teaching units

OBJETIVO: Analizar la situación actual de la formación de especialistas en Enfermería Familiar y Comunitaria desde la perspectiva de las enfermeras responsables de las unidades docentes. MÉTODOS: Análisis exploratorio mediante técnica de grupo nominal de las aportaciones realizadas por representantes de 19 unidades docentes multiprofesionales de atención familiar y comunitaria de 11 comunidades autónomas. Se categorizan y ponderan dichas aportaciones. RESULTADOS: Las categorías emergentes sobre las dificultades y fortalezas encontradas han estado en relación con las tutoras, al entorno donde se realiza la formación, con la propia estructura de la unidad docente, con la organización de la docencia y el programa oficial de la especialidad, con los apoyos externos y con la formación teórica. CONCLUSIONES: La formación en Enfermería Familiar y Comunitaria es una oportunidad de mejora de la atención primaria de salud para capacitar en competencias novedosas y necesarias aunque complejas de adquirir. Se hace necesario dar apoyo para que la formación sea efectiva y se debe dar a conocer la especialidad y su formación. Las tutoras son una pieza clave en este proceso

OBJETIVO: Analizar la situación actual de la formación de especialistas en Enfermería Familiar y Comunitaria desde la perspectiva de las enfermeras responsables de las unidades docentes. MÉTODOS: Análisis exploratorio mediante técnica de grupo nominal de las aportaciones realizadas por representantes de 19 unidades docentes multiprofesionales de atención familiar y comunitaria de 11 comunidades autónomas. Se categorizan y ponderan dichas aportaciones. RESULTADOS: Las categorías emergentes sobre las dificultades y fortalezas encontradas han estado en relación con las tutoras, al entorno donde se realiza la formación, con la propia estructura de la unidad docente, con la organización de la docencia y el programa oficial de la especialidad, con los apoyos externos y con la formación teórica. CONCLUSIONES: La formación en Enfermería Familiar y Comunitaria es una oportunidad de mejora de la atención primaria de salud para capacitar en competencias novedosas y necesarias aunque complejas de adquirir. Se hace necesario dar apoyo para que la formación sea efectiva y se debe dar a conocer la especialidad y su formación. Las tutoras son una pieza clave en este proceso (AU) - es OBJECTIVE: To analyze the current situation of the training of specialists in family and community nursing from the perspective of nurses responsible for teaching units. METHODS: Exploratory analysis using nominal group technique of the contributions made by representatives of 19 multidisciplinary teaching units in family and community care from 11 Spanish autonomous communities. They categorized and weighted those contributions. RESULTS: The emerging categories on the strengths and difficulties encountered related to the tutors, the environment where the training took place, the structure of the teaching unit, the organization of the teaching and the official programme of the speciality, the external supports and the theoretical training. CONCLUSIONS: Training in Family and Community Nursing is an opportunity to improve primary health care to train in news and necessary but complex skills. Support is required for training to be effective and the specialty and training should be made known. Tutors are a key part of this process

Percepción de la actividad física en estudiantes de enfermería frente a fisioterapia / Perception of physical activity among nursing students versus physiotherapy

La actividad física en la actualidad se convierte en una estrategia de prevención de enfermedades, la percepción de los profesionales en formación se convierte en un proceso importante al momento de generar estrategias de intervención en la población. Objetivo: Establecer la percepción frente a la realización de actividad física en estudiantes de dos programas de ciencias de la salud. Método: Se realizó un estudio de corte transversal descriptivo e inferencial en estudiantes de primero y segundo semestre de la Universidad de la Sabana. Chía, Colombia. Resultados: La población de estudio estuvo conformada por 99 estudiantes; en la evaluación de la percepción frente a la actividad física se evidencian diferencias estadísticamente significativas entre los estudiantes (p=0,000) Discusión: La percepción frente a la actividad física es importante al momento de generar estilos de vida saludable en la población, la actividad física es un factor determinante en estilos de vida saludable (AU)

Physical activity now becomes a disease prevention strategy, the perception of undergraduate students becomes an important process when generating intervention strategies in the population. Objective: To establish the perception towards the realization of physical activity for students in two programs in health sciences. Method: A descriptive and inferential study was performed in cross section from first and second half of the Universidad de la Sabana. Chia, Colombia. Results: The study population consisted of 99 students; the evaluation of perception from physical activity statistically significant differences between students (p = 0.000) Discussion: Perception from physical activity are important when generating healthy lifestyles in the population, physical activity is a key factor in healthy lifestyles (AU)

Cultural meaning of course evaluation among nursing students and faculties in Korea.

BACKGROUND: Course evaluations have been used widely in universities without studying how they are perceived in different cultural backgrounds. PURPOSE: The purpose of this study was to explore the perception of course evaluations in nursing schools in Korea from both students' and faculty's perspectives with a consideration for their cultural background. DESIGN: An ethnographic approach was used to explore the meaning of course evaluations in a cultural context. SETTINGS: Participants were recruited from four nursing schools in urban and rural areas of Korea. DATA: Data were acquired from individual and focus group interviews, course evaluation tools, a course evaluation diary, and debriefing notes. METHODS: Data were analyzed using a five-step approach suggested by Roper and Shapira. FINDINGS: Faculty changed their attitudes concerning course evaluations from negative to positive over time, while students maintained a negative attitude. Unique features of the nursing curriculum and nursing training were identified as influencing factors. Both the faculty and students made useful suggestions to create more meaningful course evaluations. CONCLUSIONS: A means to reconcile the gap in course evaluation perceptions between faculty and students is necessary. Evaluating systems and tools need to be developed with a consideration to particular disciplinary characteristics and cultural backgrounds.

Community need for university-based mental health services: identifying the top 5.

The purpose of this study was to determine the community need for mental health and health promotion services provided by advanced practice nursing faculty at a small university in the midwestern United States. Fifty participants from a three-county service area were selected to complete a needs assessment survey. Survey results indicated strong community need for primary mental health services for low-income residents, older adults, pregnant women, and families with children. Mental health services (particularly for depression), health promotion, wellness information, and primary mental health care were among the leading areas of need. In addition, low-cost mental health services were identified as the most significant need, which was magnified in the underserved, Hispanic population.

A guide to assist nurse practitioners with standardized nursing language.

The purpose of this project was to develop a guide to support use of the Omaha System in primary care. The Omaha System is a community practice-based standardized nursing language developed by the Visiting Nurses Association (VNA) of Omaha, NE. Nurse practitioners at a primary care faculty practice clinic began using the Omaha System to describe more completely the advanced nursing care provided to clients, beyond ICD-9 and CPT codes. After 9 months of data collection, key faculty members convened to analyze the data and discuss issues in coding and interpretation. To simplify use of the system and facilitate orientation of new faculty, this group devised a Primary Care Guide for the Omaha System. High-frequency problems and interventions were identified. Definitions of the intervention categories were reviewed, and targets appropriate for the primary care environment were recorded. The result was a concise, user-friendly guide to assist the primary care nurse practitioner in the use of standardized nursing language.

Schools with nursing centers: a 5-year follow-up study.

The article reviews the growing body of literature that examines academic nursing centers in the aggregate including the first such study conducted by the primary author 5 years earlier. A follow-up study to this original work was conducted to determine current demographics and faculty practice policies of schools or colleges of nursing that operate nursing centers and to compare these findings with those of schools without nursing centers. A survey was sent to the deans or directors of the 462 National League of Nursing (NLN)-accredited baccalaureate nursing programs. Although there were 362 respondents to the survey (78 per cent), only 41 indicated they had a nursing center. Schools with nursing centers were significantly more likely to be in public institutions (P = .05), and offer master's degrees (P = .01). They also were significantly larger (P = .01), with a mean of 34 full time-equivalent (FTE) faculty members. Then the administrative policies of schools with nursing centers (N = 41) were compared with those of schools without centers but with practicing faculty (N = 187). Requiring practice was not a common policy in either group. While about one-third of both groups had practice plans, the majority were described as informal. More schools with nursing centers had other formalized practice arrangements than did schools without centers (P = .01). Faculty practice was more likely to be a criterion for promotion (P = .05) but not for tenure in schools with nursing centers. An inverse relationship (P = .05) was found between the amount of practice revenue generated and the presence of a nursing center.(ABSTRACT TRUNCATED AT 250 WORDS)