Use of Curriculum Mapping to Promote Licensed Practical Nurses' Attainment of a Baccalaureate Nursing Degree.

BACKGROUND: To increase the number of baccalaureate-prepared nurses, efforts have focused on degree completion for RNs. Less attention has been given to foster baccalaureate nursing (BSN) degree pathways for licensed practical nurses (LPNs). To facilitate the development of an LPN-to-BSN degree pathway, faculty at one BSN program used curriculum mapping as a form of inquiry. METHOD: A six-step curriculum mapping process was used to examine content congruency and alignment between North Carolina LPN concept-based curriculum and foundational courses in the BSN program. RESULTS: Analysis of the data revealed an alignment between LPN courses and three foundational BSN courses. CONCLUSION: Findings were used to inform faculty members of the decision-making process for a revised LPN-to-BSN pathway. Curriculum mapping can be used as a tool to facilitate the development of the LPN-to-BSN pathway. LPN-centered curriculum options may be key to increasing the number of BSN nurses. [J Nurs Educ. 2022;61(11):646-649.].

Responding to responsive behaviours: A clinical placement workshop for nursing students.

As our population ages, it is important for the next generation of nurses to feel prepared to care for people with dementia. Communicating with a person with dementia who is experiencing responsive behaviours can be challenging. Furthermore, new graduate nurses may experience a phenomenon called reality shock when they do not feel prepared for the reality of nursing. Reality shock can lead to nurse turnover and poor retention rates. This study evaluated a workshop for first-year practical nursing students focusing on applying a person-centered communication framework when caring for people with dementia experiencing responsive behaviours. The results suggested that training students during their clinical placements on dementia communication may be effective in helping prepare nurses to care for this patient population.

Procedimientos de sedoanalgesia pediátricos: formación y práctica profesional de los enfermeros en los servicios de urgencias españoles / Procedures for pediatric sedation and analgesia: professional training and practice of nurses in Spanish emergency departments

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Correlation between communication and preceptorship toward attitudes of nurse students

OBJECTIVE: to understand the correlation between the preceptorship, communication guidance and the attitudes of students studying the nurse profession programme. METHOD: A quantitative correlational study. A total of 131 students of Nurse Profession programme was recruited in one university in Jakarta from January to March 2018. Partial Least Square (PLS) identified the correlation among variables. RESULTS: Communication analysis style obtained the highest mean value of 12.54, and the environmental indicator obtained the lowest mean value of 8.13. The attitude analysis results revealed the highest mean value of 45.54. Structural equality analysis indicated that preceptorship was related to the attitudes and communication of students of nurse profession programme while communication was related to the attitudes of students of nurse profession programme. CONCLUSIONS: It expected that the implementation of preceptorship programme combined with communication guidance might improve nurse student attitude, especially empathy and caring in practice

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Integração ensino-serviço na formação técnica de enfermagem / Teaching-service integration in technical nursing training

Os técnicos de Enfermagem compõem a maior parcela de profissionais no setor saúde, logo sua formação e atuação merecem atenção. A integração ensino-serviço funciona como estratégia para reorganização simultânea, tanto do mundo da formação profissional quanto do mundo do trabalho. Esta pesquisa objetivou compreender a integração ensino-serviço na formação técnica em Enfermagem e utilizou-se de método qualitativo, exploratório-descritivo. Para estudo das informações, foram realizadas entrevistas coletivas com 34 participantes, sendo gestores, professores, estudantes e profissionais. Para tratamento das informações, utilizou-se análise de conteúdo. Verificou-se que a integração ensino-serviço, pode beneficiar a formação e a atuação profissional, entretanto há desafios a serem superados para consolidação de sua proposta. Conclui-se que, não há uma estrutura institucionalizada que norteie as práticas, tornando as instituições parceiras entre si, em uma postura dialógica e construtiva, com pactuação bilateral de objetivos, abrindo oportunidades para qualificação da assistência em saúde.

Nursing technicians make up the largest portion of professionals in the health sector, and as such, their training and performance deserve attention. Teaching-service integration works as a strategy for simultaneous reorganization, both in the world of professional training and in the world of work. This study aimed to understand teaching-service integration in technical nursing education using a qualitative, exploratory-descriptive method. To gather information, collective interviews were conducted with 34 participants, including managers, teachers, students and professionals. Content analysis was used for the treatment of information. It was found that teaching-service integration can benefit training and professional performance, although there are challenges to be overcome to consolidate its proposal. It is concluded that, there is no institutionalized structure that guides practices, causing institutions to create partnerships with one another, in a dialogical and constructive stance, with bilateral agreement of objectives, creating opportunities for healthcare qualification.

Practical nursing students' discursive practices on smoking in Finland.

PURPOSE: Based on focus groups, we analyse how practical nursing students deal with being as smokers and future healthcare workers. The way they justify their smoking is discussed within a group of peers. METHODS: The study has a qualitative design with an inductive approach using focus group interviews (FGIs) for data collection. A total of 29 students were interviewed in five groups of five and one group of four participants. RESULTS: In the analysis, we found four different discursive practices the students utilized for rationalizing their own smoking and coping with the moral dilemma of smoking in a context of health care where smoking is forbidden: (1) students normalized smoking with references to its prevalence within their social circles, (2) the students asserted that their smoking was under control, (3) students considered themselves responsible smokers, and (4) students identified smoking as a part of their identity. CONCLUSION: Training should support the growth of professional identity and address the smoker's identity right from the start of education. Smokers need special attention in the formulation of professional identity, however, without being stigmatized any further.

Percepción de estudiantes de enfermería sobre el aprendizaje basado en evidencias / Perception of Nursing Students about Evidence-Based Learning / Percepção de estudantes de enfermagem sobre a aprendizagem baseada em evidências

Objetivo: revelar la percepción de estudiantes de enfermería sobre la práctica basada en evidencias como estrategia de enseñanza y aprendizaje en la prevención de úlceras por presión. Métodos: estudio cualitativo realizado con doce estudiantes de graduación en enfermería de una universidad del sur de Brasil que participaron en un workshop teórico-práctico sobre la prevención de úlceras por presión. Los datos se recabaron a través de entrevistas semiestructuradas y se sometieron a análisis temático. Resultados: se evidenció la categoría temática como la estrategia de la práctica basada en evidencias en la enseñanza-aprendizaje de úlceras por presión, con cuatro subcategorías: facilitando la correlación entre teoría y práctica y la búsqueda de soluciones; activando las competencias del enfermero; fomentando la identificación de las fases de la úlcera por presión, y revelando la importancia de la escala de Braden. Conclusión: los estudiantes destacaron que la práctica basada en evidencias fomentó un aprendizaje amplio sobre las medidas para prevenir las úlceras por presión.

Objective: To reveal the perception of nursing students on the practice based on evidence as a teaching and learning strategy in the prevention of pressure ulcers. Methods: A qualitative study performed with 12 undergraduate nursing students of a public university in southern Brazil, who participated in a theoretical and practical workshop about the prevention of pressure ulcers. Data were collected by semi-structured interviews and submitted to thematic analysis. Results: It was noted the thematic category the strategy of evidence based on the teaching and learning of pressure ulcers practice, with four subcategories: facilitating the correlation between theory and practice and the search for solutions; awakening the nurse skills; enabling the identification of pressure ulcer stages and awakening to the importance of the Braden scale. Conclusion: The students emphasized that evidencebased practice provided a wide learning about measures to prevent pressure ulcers.

Objetivo: revelar a percepção de estudantes de enfermagem sobre a prática baseada em evidências como estratégia de ensino e aprendizagem na prevenção de úlceras por pressão. Métodos: estudo qualitativo realizado com 12 estudantes de graduação em enfermagem de uma universidade pública do sul do Brasil, que participaram de um workshop teórico-prático sobre a prevenção de úlceras por pressão. Os dados foram coletados por entrevistas semiestruturadas e submetidos à análise temática. Resultados: evidenciou-se a categoria a estratégia da prática baseada em evidências no ensino-aprendizado de úlceras por pressão, com quatro subcategorias: facilitando a correlação entre teoria e prática e a busca por soluções; despertando para as competências do enfermeiro; propiciando a identificação dos estágios da úlcera por pressão e despertando para importância da escala de Braden. Conclusão: os estudantes destacaram que a prática baseada em evidências propiciou uma aprendizagem ampla sobre as medidas para se prevenir as úlceras por pressão.

Expanding the roles of nurses in primary health care

For more than forty years Primary Health Care (PHC) has been recognized as the cornerstone of an effective and responsive health system. The Alma-Ata Declaration of 1978 reaffirmed the right to the highest attainable level of health, with equity, solidarity and the right to health as its core values. It stressed the need for comprehensive health services, not only curative but services that addressed needs in terms of health promotion, prevention, rehabilitation and treatment of common conditions. A strong resolutive first level of care is the basis for health system development. Countries begun the implementation of the PHC approach in the 1980 but several factors, including the economic crisis, and structural adjustment policies led to the diminishing of the Alma-Ata vision. The slogan of Alma-Ata, "Health for All by the Year 2000" was the rallying call for the movement, which stressed the need for community participation and intersectoral coordination in PHC. (AU)

Ampliación del rol de las enfermeras y enfermeros en la atención primaria de salud / Expanding the roles of nurses in primary health care

Por más de cuarenta años la atención primaria de salud (APS) ha sido reconocida como la piedra angular de un sistema de salud eficaz y receptivo. La Declaración de Alma-Ata de 1978 reafirmó el derecho al goce del grado máximo de salud que se pueda lograr, con la equidad, la solidaridad y el derecho a la salud como valores fundamentales. Hizo hincapié en la necesidad de servicios de salud integrales, no solo curativos sino también servicios que aborden las necesidades en cuanto a la promoción de la salud, la prevención, la rehabilitación y el tratamiento de enfermedades comunes. Un fuerte primer nivel de atención es la base para el desarrollo del sistema de salud. Los países de la Región empezaron la aplicación del enfoque de la APS en 1980, pero varios factores, incluida la crisis económica y las políticas de ajuste estructural condujeron a que la visión de Alma-Ata perdiera fuerza. El lema de Alma-Ata, "Salud para todos en el año 2000" fue la convocatoria del movimiento, que subrayó la necesidad de participación comunitaria y coordinación intersectorial en la APS. (AU)

Entre la disociación y la armonía: la compleja relación entre teoría y práctica enfermera / Dissociation and harmony: the complex relationship between theory and practice of nursing

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Contribuições do Estágio Supervisionado para a Formação da Identidade Profissional do Enfermeiro / Contribuciones de la Etapa Supervisada para la Formación de la Identidad Profesional de las enfermeiras / Contributions of Supervised Stage to Development Identity of Training Professional Nurses

Estudo qualitativo, descritivo e exploratório. Foram entrevistados onze estagiários de enfermagem do oitavo e nono períodos e dez preceptores de estágio de duas instituições de ensino superior, utilizando como cenário da pesquisa seus respectivos hospitais de ensino. As entrevistas foram consolidadas à luz da análise dos seus conteúdos. Descreve e analisa as contribuições do Estágio Supervisionado para a formação da identidade profissional do enfermeiro. Por que somos e como nos constituímos enfermeiros foram questões que emergiram ao longo da pesquisa direcionando- -nos ao estudo do processo de construção da identidade pelo estagiário de enfermagem. As associações entre o ser enfermeiro idealizadas e a realidade vivida no ambiente de trabalho apontam e ajudam a compreender a construção da identidade do profissional. Na enfermagem a identidade profissional se forma dentro de um ambiente de trabalho coletivo, de relações com parceiros (equipe interdisciplinar, paciente e família) inseridas em situações de trabalho, marcadas por uma divisão hierárquica do trabalho e de percursos de vida, marcados por imprevistos, continuidades e rupturas, êxitos e fracassos. Defronte ao estagiário, o enfermeiro preceptor abre as cortinas do saber e da profissão, mostrando-lhe o cotidiano do ser enfermeiro. Este espaço de trabalho ajuda os estagiários na definição de si mesmo, como pessoa e como profissional, contribuindo para a construção da identidade profissional (AU)

Objetivo: Describir y analizar las contribuciones de la Práctica Profesional Supervisada para la formación de la identidad profesional del enfermero. Metodología: se trata de un estudio de investigación cualitativa, descriptiva y exploratoria. Se ha entrevistado a once practicantes de enfermería del octavo y noveno semestres y diez instructores de práctica profesional de dos instituciones de la enseñanza superior, utilizando como escenario de la investigación sus respectivos hospitales universitarios. Las entrevistas fueron tratadas a la luz del análisis de sus contenidos. Resultados: El ¿por qué somos? y ¿cómo nos hicimos enfermeros?, fueron cuestiones que emergieron a lo largo de la investigación haciendo que volviéramos nuestra mirada hacia el proceso de construcción de la identidad por el practicante de enfermería. Las relaciones entre el ser enfermero, lo que generalmente es idealizado, y la realidad vivida en el ambiente de trabajo apuntan y ayudan a comprender la construcción de la identidad del profesional. Conclusiones: En la enfermería la identidad profesional se construye dentro de un ambiente de trabajo colectivo, de relaciones entre compañeros (equipo interdisciplinario, paciente y familia) insertadas en situaciones de trabajo, señalados por contratiempos, continuidades y rupturas, éxitos y fracasos. Frente al practicante, el instructor abre las puertas del saber mostrándole el cotidiano del ser enfermero. Este espacio de trabajo ayuda a los practicantes en la definición de uno mismo, como persona y como profesional, contribuyendo, por lo tanto, para la construcción de la identidad profesional (AU)

Objectives: To describe and analyze the contributions of Supervised Training for the training of professional nursing identity. Methodology: Qualitative, descriptive study. Were interviewed eleven nursing trainees from the eighth and ninth periods and ten stage tutors of two institutions of higher education, using as research scenario their respective teaching hospitals. Interviews were consolidated in the light of the analysis of its contents. Results: Why we are and how we are constituted nurses were issues that emerged during the research directing us to study the process of identity construction by nursing intern. Associations between being an idealized nurse and the reality experienced in the workplace point and help to understand the construction of the identity of the professional. Conclusions: In nursing professional identity is formed within a collective work environment, relationships with partners (interdisciplinary team, patient and family) inserted in work situations, marked by a hierarchical division of labor and life paths, marked by unforeseen, continuities and ruptures, successes and failures. In front of the trainee, the preceptor nurse opens the curtains of knowledge and profession, showing the daily life of nurses. This workspace helps the trainees to define yourself as a person and as a professional, contributing to the construction of professional identity (AU)

Collaborative Baccalaureate Programs: Preliminary Data on Canadian Undergraduate Nursing Students' Satisfaction.

BACKGROUND: Ten years ago, nursing education in Ontario, Canada, changed when entry to practice and licensure became a bachelor's of science in nursing (BScN) for RNs. This article presents the initial results of an ongoing 5-year longitudinal study on undergraduate students' satisfaction within a collaborative BScN program and predictors of satisfaction with their nursing education. METHOD: BScN nursing students from one group of collaborative sites participated in a survey pertaining to satisfaction with their program. Data were collected via paper and pen or online. RESULTS: Initial data found that students were satisfied or strongly satisfied with their collaborative nursing education (M ± SD = 183.9 ± 32.7). However, any type of conflict had a significant negative relationship with satisfaction in all domains. No other significant predictors of satisfaction were uncovered. CONCLUSION: Overall, students were very satisfied with a collaborative model of baccalaureate nursing education. Conflict of any type decreases satisfaction within all domains of nursing education. [J Nurs Educ. 2017;56(7):420-424.].

Rejuvenating EN education.

The level 5 diploma is a huge milestone in enrolled nursing's journey. The future of enrolled nursing depends on the health sector committing to employing diploma graduates as ENs.

Valuing the EN workforce.

Some district health boards are embracing ENs in their skill mix but others remain resistant. Is the EN workforce at a tipping point and is the lack of workforce planning to blame?

Joint Education Fosters Collaboration and Role Clarity Between Practical and Degree Nursing Students.

BACKGROUND: Tensions and hierarchies among nurses who have different educational preparations can hinder effective communication and collaborative practices. METHOD: A 2-year longitudinal cohort study involving 214 participants explored the influences of joint education on Canadian Practical Nursing (PN) and Bachelor of Science in Nursing (BScN) students. RESULTS: Joint education helps students dismantle unhelpful power relations, address myths and misconceptions about the other, and develop respect for each other's contributions to patient care. CONCLUSION: Joint education enhances collaboration between nursing designations by placing a focus on the actual knowledge, skill, and judgment rather than on the hierarchies established through credentialing. Joint education also assists students to see overlap in scope of practice and points of intersection requiring collaboration. This understanding promotes safe patient-focused care. Contextualizing the findings within broader discourses, such as the professions, institutions, regulating organizations, and sociopolitical relations within nursing, exposes future possibilities within nursing education. [J Nurs Educ. 2016;55(11):623-630.].

A Study on the Effectiveness of XMOOC Teaching in Improving Practical Nursing Teaching.

This article studies the effectiveness of xMOOC teaching in the area of nursing education, by making a comparison between two study groups. Though observation, academic tests and interview, this study finds out that the application of xMOOC to teaching scheme practice could effectively increase teaching ability of teachers, learning ability of students and their test scores which had positive significance in improving clinical nursing teaching quality.

We have gone full circle.

In 1983 I qualified as a state enrolled nurse (SEN). Our role was supposed to be complementary to the registered nurses, but most SENs carried out the same duties as their registered colleagues. We were valued members of the nursing team.

Instrumento para avaliação do paciente candidato ao cateter venoso central de inserção periférica valvulado / Instrumento para la evaluación del paciente candidato al catéter venoso central de inserción periférica valvulado / Instrument to evaluate the patient candidate to valved peripherally inserted central venous catheter

RESUMO Neste estudo propôs-se desenvolver e validar o conteúdo de um Instrumento de avaliação dos pacientes candidatos à colocação do Cateter Central de Inserção Periférica (CCIP) valvulado, abordando as condições adequadas para seu uso prolongado. Trata-se de uma pesquisa quanti-qualitativa, exploratória e descritiva. A construção do Instrumento ocorreu mediante busca as bases de dados LILACS e PubMed, livros e manuais de capacitação. Para a validação do conteúdo do instrumento foi utilizada a técnica Delphi, em três etapas, com a participação de 11 enfermeiras capacitadas, sendo excluídas as que possuíam a capacitação há menos de um ano ou que não realizavam a técnica há pelo menos um ano. A pesquisa ocorreu no período de março a novembro de 2014. Todas as dimensões incluídas no instrumento inicial obtiveram aprovação de, pelo menos, 72,7%, e duas dimensões atingiram aprovação de 100% dos especialistas. O instrumento foi ajustado quanto à clareza, classificação do perfil do paciente e organização das questões. A versão final do Instrumento possibilitou melhor avaliação e padronização de todas as variáveis que interferem na inserção e manutenção no longo prazo do CCIP valvulado.

RESUMEN El objetivo del estudio fue desarrollar y validar el contenido de un Instrumento de evaluación de los pacientes candidatos a la colocación de Catéter Central de Inserción Periférica (PICC) valvulado, frente a las condiciones adecuadas al uso prolongado. Se trata de una investigación cuanti-cualitativa, exploratoria y descriptiva. La construcción del Instrumento se llevó a cabo a través de la búsqueda en las bases de datos LILACS y PubMed, libros y manuales de capacitación. Para la validez de contenido del instrumento se utilizó la técnica Delphi, en tres etapas, con la participación de 11 enfermeras capacitadas, siendo excluidas del estudio las que poseían la capacitación a menos de un año o que no realizaban la técnica durante al menos un año. La investigación se llevó a cabo entre marzo y noviembre de 2014. Todas las dimensiones incluidas en el instrumento inicial obtuvieron la aprobación de, al menos, el 72,7%, y dos dimensiones alcanzaron la aprobación de 100% de los expertos. El instrumento fue ajustado en cuanto a la claridad, clasificación del perfil del paciente y organización de las preguntas. La versión final del Instrumento permitió una mejor evaluación y estandarización de todas las variables que interfieren en la inserción y en el mantenimiento a largo plazo del PICC valvulado.

ABSTRACT This study proposes to develop and validate the content of an Evaluate Instrument of patients who are candidates to place a valved Peripherally Inserted Central Catheter (PICC), which will discuss the adequate conditions to its long-term use. This is a quanti-qualitative research, with exploratory and descriptive approaches. The construction of the Instrument was supported by searches on LILACS and PubMed databases, as well as books and training manuals. To validate the content of the instrument, the Delphi technique was used, which is subdivided in three stages and with the participation of 11 capacitated nurses, excluding those professionals who were capacitated less than a year ago, or those who did not use the mentioned technique for more than one year. The research took place from March to November 2014. All dimensions included in the initial instrument were approved, with at least 72.7% for a positive score, and two dimensions achieved a 100% approval by the specialists. The instrument was adjusted as suggested in clarity, classification of patient's profile, and organization of questions. The final version of the Instrument enabled better evaluation and standardization of the variables that interfere in the insertion and maintenance of the valved PICC in the long-run.