Your browser doesn't support javascript.
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 8.725
Filtrar
1.
Rev Infirm ; 69(257): 45-46, 2020 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-32146968

RESUMEN

Today is a special day. After ten years of reliable and loyal service, Sophie is leaving Kensington Hospital to undertake a Master's degree in nursing. On this occasion, a farewell drink has been arranged with members of the staff in the Medical Unit.


Asunto(s)
Personal de Enfermería en Hospital , Reorganización del Personal , Educación de Postgrado en Enfermería , Hospitales , Humanos , Reino Unido
2.
Nurs Educ Perspect ; 41(1): 20-25, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-31860480

RESUMEN

AIM: This article discusses the challenges of international PhD nursing students and recommends strategies to support them. BACKGROUND: Approximately 10 percent of the students enrolled in research-focused nursing doctoral programs in the United States are non-US residents, challenging schools of nursing to examine ways to support these students. METHOD: We searched five electronic databases using international student* AND doctoral OR graduate as search terms; we integrated the authors' experiences. RESULTS: Faculty and peer support can promote a smooth transition into the United States. Participating on research teams or school committees promotes academic socialization. Dissertation work has multiple unique challenges, including international relevance of topics, translation, funding, and location of the research. CONCLUSION: Faculty advisers and universities can facilitate student adjustment. Once international students become familiar with the academic requirements and culture, they have the capacity to contribute rich, diverse perspectives that greatly enhance the quality of PhD education.


Asunto(s)
Éxito Académico , Educación de Postgrado en Enfermería , Estudiantes de Enfermería , Humanos , Internacionalidad , Estados Unidos
3.
Nurs Educ Perspect ; 41(1): 26-29, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-31860481

RESUMEN

AIM: The purpose of this study was to analyze uses of the Graduate Record Examinations® (GRE) General Test in doctoral nursing education. BACKGROUND: Doctoral study is a costly (time, money, resources, effort) investment for both students and institutions alike, and it is imperative students who are likely to succeed are admitted. Admission criteria such as the GRE General Test must be examined for appropriate use and necessity. METHOD: Literature regarding uses of the GRE General Test in doctoral nursing education was analyzed versus GRE General Test publisher evidence-based uses and guidelines while considering test psychometrics. RESULTS: Although the GRE General Test is widely used in doctoral nursing program admissions, it appears it is often not used according to evidence-based guidelines or uses. Notably, crucial self-validations are infrequent. CONCLUSION: Self-validations are essential when determining if doctoral nursing programs should start, stop, continue, or modify their use of the GRE General Test. Admission criteria analyses may help streamline admission processes and remove some unnecessary costs in doctoral education.


Asunto(s)
Educación de Postgrado en Enfermería , Evaluación Educacional , Humanos
4.
Nurs Educ Perspect ; 41(1): 30-32, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-31860482

RESUMEN

AIM: The aim of the study was to review education and role preparation in US direct-entry graduate nursing programs. BACKGROUND: In the last 15 years, there has been an increase in nursing programs targeting college graduates with nonnurse degrees. Educational pathways, role preparation, and doctoral study options vary. METHOD: A literature search was conducted. A secondary search of direct-entry graduate nursing programs was performed using electronic databases, including academic nursing sources and university websites. RESULTS: Forty-three journal articles were located. The secondary search identified 42 direct-entry graduate nursing programs. The majority of programs emphasize role preparation for clinical nurse leadership and advanced practice registered nursing (APRN) certification; 62 percent require doctoral preparation for entry to APRN practice. CONCLUSION: The growth of direct-entry graduate nursing programs will require educators to prepare and evaluate student outcomes to ensure competent entry to practice.


Asunto(s)
Educación de Postgrado en Enfermería , Liderazgo , Certificación , Humanos , Estados Unidos
5.
Clin Nurse Spec ; 34(1): 23-29, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-31789960

RESUMEN

PURPOSE: The purpose of this article is to describe an immersion model implemented in a doctor of nursing practice program with the goal of engaging students and optimizing learning. DESCRIPTION OF THE PROJECT: The immersion model was designed to support learners in an online doctor of nursing practice program to promote self-direction and active involvement in diagnosing, planning, implementing, and evaluating their own learning. The Community of Inquiry framework, based on learning and teaching theory, was used in developing this immersion model. OUTCOME: Students expressed positive opinions about immersion. Students valued simulation and skills practice, peer interaction, engagement with faculty, and the leadership colloquium. Faculty reported value in having group advising meetings and in collaborating across specialty tracks for skills laboratory experiences. CONCLUSION: The immersion model has enhanced student engagement and helped optimize learning outcomes. Students and faculty found the use of the immersion model to be beneficial for practicing skills, use of simulated learning experiences, and student advising.


Asunto(s)
Actitud del Personal de Salud , Educación a Distancia/organización & administración , Educación de Postgrado en Enfermería/organización & administración , Docentes de Enfermería/psicología , Estudiantes de Enfermería/psicología , Humanos , Modelos Educacionales , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
6.
Enferm. foco (Brasília) ; 10(7): 87-93, dez. 2019.
Artículo en Portugués | LILACS, BDENF - Enfermería | ID: biblio-1051338

RESUMEN

Objetivo: relatar as ações coordenadas por meio da integração ensino-serviço para implantação e consolidação da sistematização da assistência de enfermagem (SAE) em um complexo hospitalar. Método: relatório técnico realizado por docentes do Programa de Pós-graduação em Enfermagem/UFCSPA sobre sua atuação no serviço de saúde por meio de projetos do mestrado profissional. Essa experiência ocorre progressivamente desde 2009, sendo que houve um incremento a partir do convênio CAPES/COFEN, o qual fomentou trabalhos de mestrado profissional vinculados à temática sobre a SAE. Resultados: Foram desenvolvidos cinco produtos com ações em diferentes focos como educação, comunicação, aperfeiçoamento do sistema e gestão. Todas as ações estão interligadas e repercutem em melhorias da SAE e junto aos registros eletrônicos de enfermagem. Conclusão: Ações desenvolvidas junto ao serviço, por meio de projetos do mestrado profissional contribuíram para implantação e consolidação da SAE. (AU)


Objective: to report the implementation of coordinated actions through the teaching-service integration for implantation and consolidation of the systematization of nursing care in a hospital complex. Methodology: Technical report by professors of the Postgraduate Program in Nursing / UFCSPA about their work in the health service through the professional master's degree. This experience has taken place progressively since 2009, and there was an incentive for the CAPES / COFEN agreement, which fostered professional master's degrees related to SAE. Results: Five products were developed with actions in different areas such as education, communication, improvement of the system, and management. All are interconnected and have repercussions on SAE improvements with electronic nursing records. Conclusion: Research developed with the professional master's degree helped in the implementation and consolidation of SAE. (AU)


Objetivo: relatar la implementación de acciones coordinadas a través de la integración enseñanza-servicio para implantación y consolidación de la sistematización de la asistencia de enfermería en un complejo hospitalario. Metodología: Informe técnico realizado por docentes del Programa de Postgrado en Enfermería / UFCSPA sobre su actuación en el servicio de salud por medio del máster profesional. Esta experiencia ocurre progresivamente desde 2009, siendo que hubo un incentivo del convenio CAPES / COFEN, el cual fomentó trabajos de maestría profesional vinculados a la temática sobre la SAE. Resultados: Se esarrollaron cinco productos con acciones en diferentes focos como educación, comunicación, perfeccionamiento del sistema, y gestión. Todas están interconectadas y repercuten en mejoras de la SAE junto a los registros electrónicos de enfermería. Conclusión: Investigaciones desarrolladas junto al máster profesional auxiliar en la implementación y consolidación de la SAE. (AU)


Asunto(s)
Capacitación Profesional , Enfermería , Asistencia , Educación de Postgrado en Enfermería , Proceso de Enfermería
7.
J Nurs Adm ; 49(12): 624-627, 2019 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-31725521

RESUMEN

Magnet designation requires that nurses be actively involved in activities that lead to obtaining evidence through conducting research. Unfortunately, several barriers limit nurses' ability to engage in research activities, including insufficient resources. This article explains how a community-based hospital implemented a fellowship model to circumvent some of these barriers. Two fellowship positions are described, 1 in research and 1 in library sciences. The method, outcomes, and cost of the fellowship model are discussed.


Asunto(s)
Educación de Postgrado en Enfermería/organización & administración , Becas/organización & administración , Hospitales Comunitarios/organización & administración , Rol de la Enfermera , Investigación en Enfermería/organización & administración , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Estudios de Casos Organizacionales , Sudeste de Estados Unidos
9.
AANA J ; 87(2): 105-109, 2019 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-31587722

RESUMEN

Early recognition of intraoperative critical events is essential in optimizing the health outcomes of surgical patients. Use of simulation in nurse anesthesia education allows students to practice recognizing changes in the patient's condition in a safe learning environment. Second- and third-year student registered nurse anesthetists were randomly assigned to 2 groups to explore differences in recognizing intraoperative myocardial infarction (MI) using highfidelity mannequin simulation vs virtual simulation. One group participated in a virtual simulation first, followed by a high-fidelity mannequin simulation. The other group participated in a high-fidelity mannequin simulation first, then virtual simulation. Second-year students recognized an intraoperative MI faster when using high-fidelity mannequin simulation than when using virtual simulation. However, there was no significant difference among third-year students in the time it took to recognize a critical event when using high-fidelity mannequin simulation vs virtual simulation. These findings indicate that both simulation modalities are useful in evaluating student registered nurse anesthetists' timely recognition of intraoperative critical events such as MI. However, for students with less didactic and clinical practicum experience in the program, such as second-year students, the use of high-fidelity mannequin simulation for recognizing an intraoperative MI may be more beneficial than virtual simulation.


Asunto(s)
Infarto del Miocardio/diagnóstico , Enfermeras Anestesistas/educación , Simulación de Paciente , Competencia Clínica , Estudios Cruzados , Educación de Postgrado en Enfermería , Femenino , Humanos , Masculino , Maniquíes , Infarto del Miocardio/enfermería , Periodo Perioperatorio , Evaluación de Programas y Proyectos de Salud , Estudiantes de Enfermería , Realidad Virtual , Adulto Joven
10.
AANA J ; 87(2): 138-143, 2019 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-31587727

RESUMEN

National and state legislative decisions have an impact on the care that Certified Registered Nurse Anesthetists (CRNA) provide their patients. Historically, professional advocacy resulted in CRNA title recognition and direct reimbursement for CRNA services and led to providing states an opt-out option for medical supervision when billing Medicare and Medicaid. It is critical that CRNAs continue to grow as advocacy leaders and, in preparing for this role, each CRNA must be provided with the knowledge and skills to be successful. The objective of this research project was to determine the impact that CRNA advocacy education in Pennsylvania nurse anesthesia educational programs has on students' professional involvement. Two surveys were distributed to all 12 Pennsylvania nurse anesthesia educational programs to determine the quality and quantity of advocacy education incorporated into their program and how it affected the professional political involvement of senior student registered nurse anesthetists. Pearson r calculations were conducted to assess for correlations between variables. The results showed a strong positive correlation between advocacy education in nurse anesthesia educational programs and the impact it has on students' professional advocacy involvement (r = 0.481, P = .001).


Asunto(s)
Enfermeras Anestesistas/educación , Rol de la Enfermera , Activismo Político , Estudiantes de Enfermería , Educación de Postgrado en Enfermería , Humanos , Pennsylvania , Encuestas y Cuestionarios
13.
Rev Lat Am Enfermagem ; 27: e3187, 2019.
Artículo en Inglés, Portugués, Español | MEDLINE | ID: mdl-31596419

RESUMEN

OBJECTIVE: to compare the clinical performance of nursing students in learning scenarios with and without debriefing in a simulation center. METHOD: a longitudinal, prospective, interventional, crossover randomized study, with a quantitative approach and before-and-after type, with a population composed of 120 nursing students distributed randomly between experimental and control group. The study phases included theoretical and demonstrative practice on child immunization; first Clinical Performance Test, which served as baseline measurement; randomization; scenarios with debriefing for the experimental group and without debriefing for the control group, according to clinical performance/intervention examination; exchange of groups or crossover; third Clinical Performance Test. RESULTS: debriefing was proven to be effective in improving the performance of the students in the clinical exams, because improvement in the performance of the experimental group both in relation to the baseline measurement examination and in comparison with the control group in the post-intervention performance examination and in the third examination, after crossover (p<0.001). CONCLUSION: the use of scenarios with debriefing constitutes a strategy facilitating the teaching-learning process in the undergraduate nursing course.


Asunto(s)
Educación de Postgrado en Enfermería/métodos , Aprendizaje , Aprendizaje Basado en Problemas/métodos , Estudiantes de Enfermería/psicología , Educación de Postgrado en Enfermería/normas , Femenino , Humanos , Masculino , Enseñanza/psicología , Adulto Joven
14.
Nurse Educ Pract ; 39: 32-36, 2019 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-31377678

RESUMEN

When the master's degree in midwifery was introduced in Norway, clinical midwives with a professional diploma soon requested the possibility to upgrade their education to a master's degree. In 2014, a part-time master's program worth 40 ECTS credits was introduced at a Norwegian university. In this study, we aimed to explore clinical midwives' experiences of how taking a part-time master's program in midwifery was received at their workplace. We employed a qualitative research design and an explorative descriptive approach. A convenience sample consisting of 47 clinical midwifes with varying seniority was recruited in 2016 and 2017, and five focus group interviews were conducted at the end of the study programs. Systematic text condensation was used to analyze the data, generating three themes. The first concerns the midwives' experiences of learning new tools to advance their profession. Secondly, they expressed hope for support, but found that education was a private matter. Finally, they experienced that financial support depended on goodwill from their employers. The study demonstrates that a master's degree in midwifery can be instrumental to strengthen clinical practice, but also points towards the need to update and strengthen management and leadership to facilitate and implement new knowledge.


Asunto(s)
Aprendizaje , Partería/educación , Enfermeras Obstetrices/educación , Estudiantes de Enfermería/psicología , Adulto , Educación de Postgrado en Enfermería , Femenino , Grupos Focales , Humanos , Noruega , Embarazo , Investigación Cualitativa , Lugar de Trabajo/organización & administración
15.
Glob Health Action ; 12(1): 1652022, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31411128

RESUMEN

Background: While setting international standards for midwifery education has attracted considerable global attention, the education and training of midwifery educators has been relatively neglected, particularly in low-resource settings where capacity building is crucial. Objective: The aim of this study was to describe the expectations of midwifery educators in Bangladesh who took part in a blended web-based master's programme in SRHR and the extent to which these were realized after 12 months of part-time study. Methods: Both quantitative and qualitative methods have been used to collect data. A structured baseline questionnaire was distributed to all participants at the start of the first course (n = 30) and a second endpoint questionnaire was distributed after they (n = 29) had completed the core courses one year later. At the start of the first course, five focus group discussions (FGD) were held with the midwifery educators. Descriptive statistics and content analysis were used for the analyses. Results: Midwifery educators who took part in the study identified expectations that can be grouped into three distinct areas. They hoped to become more familiar with technology, anticipated they would learn pedagogical and other skills that would enable them to better support their students' learning and thought they might acquire skills to empower their students as human beings. Participants reported they realized these ambitions, attributing the master's programme with helping them take responsibility for their own teaching and learning, showing them how to enhance their students' learning and how to foster reflective and critical thinking among them. Conclusions: Midwifery educators have taken part in a creative learning environment which has developed their engagement in teaching and learning. They have done this using a blended learning model which combines online learning with face-to-face contact. This model can be scaled up in low resource and remote settings.


Asunto(s)
Creación de Capacidad/métodos , Instrucción por Computador/métodos , Educación de Postgrado en Enfermería/organización & administración , Docentes de Enfermería/educación , Internet/estadística & datos numéricos , Partería/educación , Teléfono Inteligente/estadística & datos numéricos , Adulto , Bangladesh , Femenino , Grupos Focales , Humanos , Persona de Mediana Edad , Embarazo
16.
Stud Health Technol Inform ; 264: 625-628, 2019 Aug 21.
Artículo en Inglés | MEDLINE | ID: mdl-31437999

RESUMEN

Graduate nursing education is positioned to transform nursing documentation so that it more fully describes nursing assessments, diagnoses, interventions, and outcomes to measure improvements in care. Learning to document with structured nursing terminology is an integral part of "Information Technology for Evidence-Based Practice", a required online course taken by all students in the Rutgers Doctor of Nursing Practice program. Beginning with SOAP and terminology required for billing, students create a clinical note adding elements of the Nursing Minimum Data Set, using Clinical Care Classification terms. Next, students are asked to select a nursing-related clinical practice guideline, electronic clinical quality improvement measure, and a screening tool that applies to their encounter note. Then, they identify Patient Reported Outcome Measures as well as improvement activities in the CMS Quality Payment Program. The course is well-received; many graduate students now face changes in documentation and electronic tools and can predict future evolution.


Asunto(s)
Documentación , Estudiantes de Enfermería , Educación de Postgrado en Enfermería , Humanos , Aprendizaje , Estudiantes
17.
Nurs Outlook ; 67(6): 776-788, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31421860

RESUMEN

BACKGROUND: Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. PURPOSE: This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. METHOD: A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. FINDINGS: 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. CONCLUSIONS: Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.


Asunto(s)
Tesis Académicas como Asunto , Investigación Biomédica , Educación de Postgrado en Enfermería/organización & administración , Docentes de Enfermería/psicología , Tutoría/organización & administración , Mentores/psicología , Estudiantes de Enfermería/psicología , Adulto , Femenino , Humanos , Masculino , Encuestas y Cuestionarios , Estados Unidos , Adulto Joven
18.
J Nurses Prof Dev ; 35(5): 240-247, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31425311

RESUMEN

Graduate nursing education programs' focus on preparation for academia results in many graduate nurses being unprepared to function as nursing professional development (NPD) practitioners in the practice environment. This article describes the development of an innovative collaborative partnership designation program and how a specialty organization, health system, and academia partnered to create an educational program to prepare NPD practitioners. The designation program provides a practical tool for use by NPD departments to advocate for the NPD specialty.


Asunto(s)
Curriculum , Relaciones Interinstitucionales , Enfermeras Practicantes/educación , Especialidades de Enfermería , Desarrollo de Personal , Educación de Postgrado en Enfermería , Humanos
19.
Nurs Older People ; 31(3): 29-38, 2019 May 23.
Artículo en Inglés | MEDLINE | ID: mdl-31468788

RESUMEN

BACKGROUND: The global population is ageing and this trend is expected to continue. Attitudes towards older people differ worldwide. Ageism is a complex, multifaceted concept that includes attitudes and behaviours. In the UK, ageism and discriminatory practices exist in nursing, and educationalists and clinicians need to address ageist attitudes and promote the care of older people. In nursing there is a lack of synthesised evidence measuring ageism among nursing students. AIM: To explore the use of the Relating to Older People Evaluation (ROPE) questionnaire in different student populations in higher education, including nursing students. METHOD: A systematic search was conducted for articles written in English describing the use of ROPE, published between 2007 and 2017. Six quantitative studies were identified that met the inclusion criteria. Statistical analysis was not possible and a thematic analysis of these studies was completed. FINDINGS: Two themes emerged: attitudes predict behaviour and socialisation to ageism in higher education. Ageist attitudes were correlated with negative ageist behaviours and the socialisation of nursing students in clinical practice increased ageist attitudes. CONCLUSION: Ageism and the ageist attitudes of nursing students must continue to be explored. ROPE is a suitable tool to measure nursing students' ageist attitudes and behaviours.


Asunto(s)
Ageísmo , Actitud del Personal de Salud , Educación de Postgrado en Enfermería , Relaciones Enfermero-Paciente , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios , Anciano , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Reproducibilidad de los Resultados , Reino Unido
20.
J Nurs Adm ; 49(9): 430-435, 2019 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-31436741

RESUMEN

OBJECTIVE: The purpose of this integrative literature review is to examine the effects that nurse residency programs (NRPs) have on the retention of new graduates. BACKGROUND: The Institute of Medicine recommends implementing NRPs and evaluating their effectiveness. Nursing leaders need to understand if an investment in a residency program is beneficial to their organization. METHODS: A database search was performed for research from 2010 to 2016 reporting outcomes of new graduate NRPs relating to retention. RESULTS: In the articles reviewed, the 1-year retention was higher than the national average for new graduate nurses ranging from 74% to 100%. Higher rates were associated with national programs such as the University Hospital Consortium/American Association of Colleges of Nursing or Versant compared with organization-based programs. CONCLUSIONS: NRPs can increase 1-year retention of new graduate nurses. More controlled and comparative studies are needed to evaluate program differences. Nurse leaders need evidence to ascertain which programs are the most effective in supporting retention and return on investment.


Asunto(s)
Competencia Clínica , Educación de Postgrado en Enfermería/organización & administración , Admisión y Programación de Personal/organización & administración , Reorganización del Personal/estadística & datos numéricos , Preceptoría/organización & administración , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Adulto , Femenino , Humanos , Masculino , Factores de Tiempo , Estados Unidos , Adulto Joven
SELECCIÓN DE REFERENCIAS
DETALLE DE LA BÚSQUEDA