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1.
Nihon Yakurigaku Zasshi ; 156(2): 103-106, 2021.
Artículo en Japonés | MEDLINE | ID: mdl-33642527

RESUMEN

In nursing degree course education, it is needed to enhance contents of pharmacology education for acquiring nursing practice ability in the nursing education model core curriculum and revision of designation regulations. Therefore, it is intended to consider pharmacology education in nursing degree course in universities in the current study in order to cultivate nurses skilled in drug therapy. We have conducted a survey on knowledge required for students of universities of nursing as well as an analysis on contents of inquiries made by nurses on drugs. As a result, it has been revealed that students have recognized effect and side effects of drugs as basic knowledge required for a nurse. With less recognition required on pharmacokinetics and practical contents, however, the knowledge held by students was dissociated with practical knowledge often required for nurses when administering drugs. A possibility has been also revealed by the current survey that nurses may not be able to make use of pharmacokinetics as pharmacological knowledge for patients' treatment management. From results of the survey and previous study, it is believed to be necessary in university education to extend pharmacological knowledge from its basic to clinical stage and build up adequate basic knowledge and thinking power of pharmacology in nursing degree course as well as to sufficiently learn and understand necessity of pharmacokinetics for conducting evaluation of drug efficacy.


Asunto(s)
Bachillerato en Enfermería , Educación en Enfermería , Farmacología , Curriculum , Humanos , Farmacología/educación , Universidades
2.
Nihon Yakurigaku Zasshi ; 156(2): 86-91, 2021.
Artículo en Japonés | MEDLINE | ID: mdl-33642537

RESUMEN

In 2020, the number of nursing universities in Japan increased to 274. One out of three universities has a nursing school, and the number of nursing universities continues to increase. The Ministry of Education, Culture, Sports, Science and Technology introduced the "Model Core Curriculum for Nursing Science Education in Japan" (MCCNSE) in 2017. The MCCNSE aims to include indispensable nursing competencies to the undergraduate course, enumerating the learning targets that will be useful for students. The MCCNSE includes seven aspects that aim to develop the qualities and abilities of a nurse for a lifetime. A consists of the basic qualities/abilities required by nursing professionals. B comprises social and nursing science. C consists of the basic knowledge necessary for understanding the objectives of nursing, including pharmacological science. D includes basic knowledge of the specialty underlying nursing practice. E comprises the basic knowledge necessary for nursing practice in various settings. F relates to clinical and regional training practice, and G includes research in nursing science. Nursing universities are required to comply with both the School Education Act and the Act on Public Health Nurses, Midwives, and Nurses. Nursing universities are expected to formulate a more complete and original curriculum based on the revision of Rules for the Designation of Public Health Nurses, Midwives, Nursing Schools, and Training Schools.


Asunto(s)
Educación en Enfermería , Partería , Enfermeras de Salud Pública , Humanos , Japón , Embarazo , Facultades de Enfermería , Universidades
3.
Nihon Yakurigaku Zasshi ; 156(2): 92-96, 2021.
Artículo en Japonés | MEDLINE | ID: mdl-33642538

RESUMEN

There are a wide variety of drugs used in acute care hospitals. When giving medication, the nurse must first understand the instructions and decide whether the instructions are safe for the patient or can be implemented by the nurse. Then, after the work of preparing the drug, he plays the role of giving the drug by using nursing techniques such as injection, infusion, and tube injection as the final performer. In addition, it plays a role in observing the patient's reaction and promptly responding to any abnormalities. The medication by nurses is a very important, responsible and complex task. In clinical field, we are working to improve knowledge about drugs and simplify work in order to avoid medical accidents caused by medication. However, incidents of medication by nurses have not diminished, and serious medical accidents have not disappeared. In clinical field, we are exploring how to improve the education system and working environment. Appropriate judgment and reliable medication technology are required to safely administer medication. The basis for this is understanding of treatment and knowledge of drugs. What we hope for basic nursing education from the clinical field is to deepen our understanding of the pathophysiology and treatment methods of diseases, the various actions of drugs and their mechanisms, and to practice learning about the dangers hidden in medications performed by nurses.


Asunto(s)
Educación en Enfermería , Humanos , Masculino
4.
Ann Glob Health ; 87(1): 12, 2021 02 02.
Artículo en Inglés | MEDLINE | ID: mdl-33598410

RESUMEN

This viewpoint examines the impact of COVID-19 travel bans and remote education on the global health education of students from high-income countries (HIC) and low- and middle-income countries (LMIC) and explores potential opportunities for strengthening global health education based upon more dispersed and equitable practices. Global health is unique in the opportunities it can offer to students during the pandemic if programs can manage and learn from the pandemic's many challenges. Global health educators can: shift to sustainable remote engagement and mobilize resources globally to facilitate this; collaborate with partners to support the efforts to deal with the current pandemic and to prepare for its next phases; partner in new ways with health care professional students and faculty from other countries; collaborate in research with partners in studies of pandemic related health disparities in any country; and document and examine the impact of the pandemic on health care workers and students in different global contexts. These strategies can help work around pandemic travel restrictions, overcome the limitations of existing inequitable models of engagement, and better position global health education and face future challenges while providing the needed support to LMIC partners to participate more equally.


Asunto(s)
Control de Enfermedades Transmisibles , Educación Médica/tendencias , Educación en Enfermería/tendencias , Educación en Salud Pública Profesional/tendencias , Educación , Salud Global/educación , /epidemiología , Control de Enfermedades Transmisibles/métodos , Control de Enfermedades Transmisibles/organización & administración , Educación/métodos , Educación/organización & administración , Educación a Distancia/métodos , Educación a Distancia/organización & administración , Humanos , Cooperación Internacional , Modelos Educacionales , Cuarentena
5.
J Nurses Prof Dev ; 37(2): 87-92, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33630515

RESUMEN

The disruption of the COVID-19 pandemic had a significant impact in the transition of the new graduate nurse to independent practice. This article describes the conversion of a nurse residency program from a traditional classroom to a virtual setting and the barriers the team encountered. Curriculum changes and processes are described, including ideas for future implementation. These processes may be used as a guide for other institutions.


Asunto(s)
Educación a Distancia/organización & administración , Educación en Enfermería/organización & administración , Internado y Residencia/organización & administración , Curriculum , Humanos
7.
Hu Li Za Zhi ; 68(1): 4-5, 2021 Feb.
Artículo en Chino | MEDLINE | ID: mdl-33521912

RESUMEN

Although many resources have been explored and applied in our environment, personal internal and external resources have yet to be adequately exploited. A nursing theory and model for internal and external resources may be developed and discussed deeply (Zauszniewski, 2018) to provide newer vision and direction, while helping face the challenges of caring for patients with psychiatric disorders or mental obstacles. Recently, many breaking news stories have highlighted the hidden worries affecting our society due to patients with psychiatric disorders who live in the community. This has resulted in people, including student nurses, to retain their stigma toward mental illnesses and psychiatric patients and express negative perceptions and fear toward psychiatric patients (Choi et al., 2016). Therefore, it has been a challenge of psychiatric nursing education to develop and use a new and more-acceptable teaching model to help student nurses better understand and hold a more-correct perception toward psychiatric patients. The practice of clinical nursing profession still needs to be focused while we remain committed to psychiatric nursing education. The number of psychiatric patients who need more continuous care in community settings has increased significantly. The needs of psychiatric home care nursing should be particularly emphasized, as the manpower / capabilities necessary for psychiatric nursing are limited in community health nursing practice (Huang & Wang, 2015). More resources and psychiatric practice nursing professionals should be made available to communities for continuous psychiatric care (Wu et al., 2016). Strong and authentic partnerships are very important to acute care, education, evidence-based research, and practical policy development in psychiatric & mental health nursing (McInnis-Perry et al., 2015). In this column, resourcefulness theory is introduced as a new theory that may be applied in the psychiatric and mental health nursing practice; alternative teaching models are recommended for psychiatric nursing education; and finally, the importance of overcoming the difficulties and addressing the needs in community psychiatric home care nursing is also emphasized. It is hoped that this approach will help facilitate the further, positive advance of psychiatric and mental health nursing.


Asunto(s)
Educación en Enfermería , Servicios de Atención de Salud a Domicilio , Enfermería Psiquiátrica , Estudiantes de Enfermería , Humanos , Estigma Social
8.
Rech Soins Infirm ; (143): 45-61, 2021 Jan 13.
Artículo en Francés | MEDLINE | ID: mdl-33485283

RESUMEN

Introduction : Wound care represents a public health issue and is an important concern for nursing care.Context : Despite the availability of best practice recommendations and clinical practice guidelines, there is a lack of use of this evidence in clinical practice.Objectives : The aim of this integrative review is to identify the barriers to nurses’ optimal knowledge transfer in wound care.Method : An integrative literature review based on Whittemore and Knalf’s (2005) methodology was conducted ; six databases were searched.Results : Of the 82 articles that were retrieved, 13 were retained for analysis. They were all published in English. The literature highlights a theory–practice gap in wound care. Barriers related to knowledge, attitudes, and environmental factors contribute to this gap.Discussion : Nursing could benefit from interventions to improve its role in wound care. The perspectives of new graduate nurses as well as nurses working in rural healthcare settings were limited.Conclusion : A strategic plan, adapted to the situation of each healthcare facility, could improve the quality of wound care practice.


Asunto(s)
Educación en Enfermería , Heridas y Traumatismos , Humanos , Heridas y Traumatismos/enfermería
9.
Rech Soins Infirm ; (143): 7-18, 2021 Jan 13.
Artículo en Francés | MEDLINE | ID: mdl-33485286

RESUMEN

Introduction : A discussion paper based on a teaching experience, and presenting a reflective viewpoint developed as part of the university nursing course Theory in Nursing.Context : A critical look at the historiography and reference works used in nursing courses.Objectives : To shed new light on the foundations of the nursing discipline by seeking to better integrate the participation of religious communities in the development of nursing knowledge.Method : Analysis of articles from Recherche en soins infirmiers and a reflective approach influenced by an interdisciplinary perspective linking nursing science, history, and the contribution of Pierre Bourdieu’s work.Results : Observation of the complete absence of contributions to nursing knowledge before Florence Nightingale (1820-1910) and of a century-long silence after her.Discussion : Analysis of the observed reflex to disavow the legacy of nursing sisters in Quebec through the analysis of three aspects : the Nightingalian episteme, the historiographical positioning of nurses and historians, and the construction of knowledge based on the experience of the Sisters of Providence at the Hôpital Saint-Jean-de-Dieu.Conclusion : By ignoring the Franco-Catholic origin of the scientific field of nursing, this disciplinary knowledge deprives itself of a powerful nursing model.


Asunto(s)
Educación en Enfermería , Curriculum , Educación en Enfermería/historia , Educación en Enfermería/organización & administración , Historia del Siglo XIX , Historia del Siglo XX , Humanos , Quebec
10.
Nurse Educ Pract ; 50: 102967, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33465565

RESUMEN

In nursing education, virtual simulations are used to augment in-person simulation and prepare and supplement students for clinical placements. More recently, as a result of the COVID-19 pandemic, virtual simulations are being used to replace clinical hours. Many virtual simulations require the user to make decisions that affect the outcome of the simulated experience. In this article, we provide a historical account of the virtual gaming simulations that members of our team developed and the processes that led to successful uptake into curriculum. In addition, we share lessons learned from our experiences in terms of maximizing curricular uptake. We found engagement of the teaching team is essential when using VGS in a course. In addition, when using VGS, it is important to follow the process of prebrief, enactment, debrief and evaluation. Educators can build on and grow from our lessons learned so that the path to embedding virtual gaming simulation in curriculum becomes clear.


Asunto(s)
Curriculum , Educación en Enfermería/organización & administración , Entrenamiento Simulado , Juegos de Video , Realidad Virtual , Humanos
12.
Nurs Ethics ; 28(1): 58-65, 2021 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-33427018

RESUMEN

The COVID-19 pandemic crisis has had profound effects on global health, healthcare, and public health policy. It has also impacted education. Within undergraduate healthcare education of doctors, nurses, and allied professions, rapid shifts to distance learning and pedagogic content creation within new realities, demands of healthcare practice settings, shortened curricula, and/or earlier graduation have also challenged ethics teaching in terms of curriculum allotments or content specification. We propose expanding the notion of resilience to the field of ethics education under the conditions of remote learning. Educational resilience starts in the virtual classroom of ethics teaching, initially constituted as an "unpurposed space" of exchange about the pandemic's challenging impact on students and educators. This continuously transforms into "purposed space" of reflection, discovering ethics as a repertory of orientative knowledge for addressing the pandemic's challenges on personal, professional, societal, and global levels and for discovering (and then addressing) that the health of individuals and populations also has moral determinants. As such, an educational resilience framework with inherent adaptability rises to the challenge of supporting the moral agency of students acting both as professionals and as global citizens. Educational resilience is key in supporting and sustaining professional identify formation and facilitating the development of students' moral resilience and leadership amid moral complexity and potential moral transgression-not only but especially in times of pandemic.


Asunto(s)
Bioética/educación , Personal de Salud/educación , Resiliencia Psicológica , Educación en Enfermería/organización & administración , Humanos
13.
Rev. enferm. UFPE on line ; 15(1): [1-19], jan. 2021. ilus, tab
Artículo en Portugués | BDENF - Enfermería | ID: biblio-1145805

RESUMEN

Objetivo: compreender a importância das disciplinas semipresenciais no Ensino Superior em Enfermagem. Método: trata-se de um estudo bibliográfico, descritivo, tipo revisão integrativa, por meio de busca de artigos na íntegra nas bases de dados LILACS, BDENF e biblioteca virtual SciELO. Selecionaram-se artigos trilíngues, disponíveis na íntegra, empregando os descritores selecionados. Discutiram-se os resultados de forma descritiva e a partir dos dados gerados. Resultados: elegeram-se 15 artigos para a análise. Observaram-se como pontos importantes para as disciplinas semipresenciais na Enfermagem: a inclusão digital e a propagação da informática no ensino de Enfermagem; a flexibilização do acesso; o tempo. Conclusão: propõe-se que as disciplinas semipresenciais constituem recurso que favorece o processo de ensino-aprendizagem, que permitem capacitação e geram estímulos para profissionais com maior autonomia, criatividade e capacitação para o mercado de trabalho cada vez mais informatizado.(AU)


Objective: to understand the importance of semi-presential classes in the Nursing course. Method: This is a bibliographic, descriptive, integrative review type study, through the search of articles in their entirety in the LILACS, BDENF and SciELO virtual libraries. Trilingual articles were selected, available in full, using the selected descriptors. The results were discussed in a descriptive way and from the generated data. Results: 15 articles were elected for the analysis. The following were observed as important points for the semi-presential classes in Nursing: the digital inclusion and the propagation of information technology in Nursing teaching; the flexibility of access; time. Conclusion: it is proposed that the semi-presential classes represent a resource that promotes the teaching-learning process, which allows qualification and generates stimuli for professionals with greater autonomy, creativity and qualification for the increasingly computerized labor market.(AU)


Objetivo: comprender la importancia de las asignaturas semipresenciales en la Educación Superior en Enfermería. Método: se trata de un estudio tipo revisión bibliográfica, descriptiva, integradora, mediante la búsqueda de artículos completos en las bases de datos de la biblioteca virtual LILACS, BDENF y SciELO. Se seleccionaron artículos trilingües, disponibles en su totalidad, utilizando los descriptores seleccionados. Los resultados se discutieron de forma descriptiva y en base a los datos generados. Resultados: se eligieron 15 artículos para análisis. Se observaron puntos importantes para las asignaturas semipresenciales en Enfermería: inclusión digital y difusión de las tecnologías de la información en la enseñanza de Enfermería; acceso flexible; el tiempo. Conclusión: se propone que las asignaturas semipresenciales son un recurso que favorece el proceso de enseñanzaaprendizaje, lo que permite la formación y genera incentivos para profesionales con mayor autonomía, creatividad y formación para el mercado laboral cada vez más informatizado.(AU)


Asunto(s)
Humanos , Masculino , Femenino , Estudiantes de Enfermería , Educación a Distancia , Educación Superior , Educación en Enfermería , Bachillerato en Enfermería , LILACS
14.
Rev. enferm. UFPE on line ; 15(1): [1-15], jan. 2021. ilus, tab
Artículo en Portugués | BDENF - Enfermería | ID: biblio-1145845

RESUMEN

Objetivo: descrever os aspectos operacionais e as vivências de discentes do curso de Enfermagem em um projeto de extensão universitária em Enfermagem Oncológica. Método: trata-se de um estudo descritivo, tipo relato de experiência relacionado a um projeto de extensão em Enfermagem. Resultados: dividiu-se o projeto em três etapas, incluindo a oferta de curso livre na área de oncologia, atividades extensionistas na comunidade e pesquisa em oncologia. Compôs-se a equipe por oito discentes, cinco docentes e quatro enfermeiras. Revela-se que, nas atividades de ensino e extensão, participaram 103 estudantes e 120 pessoas da comunidade, entre profissionais de saúde e outros residentes do município. Produziram-se 12 trabalhos científicos apresentados em eventos com abrangências local, regional e nacional. Permitiu-se, pela vivência dos discentes no projeto, a aproximação com a prática de Enfermagem Oncológica, consolidando os princípios de integralidade das ações de saúde na formação universitária. Conclusão: demonstrou-se, pelo estudo, a aplicação de um modelo de ensino-aprendizagem na Enfermagem que busca integrar universidade e comunidade, contribuindo para a abordagem de temas ainda pouco trabalhados na formação profissional e suscitando possibilidades de práticas interdisciplinares, com a reflexão crítica do ser "enfermeiro" nesse campo de atuação.(AU)


Objective: to describe the operational aspects and experiences of students in a university extension project in Oncology Nursing. Method: it is a descriptive study, like an experience report related to an extension project in Nursing. Results: The project was divided into three stages, including offering a free course in oncology, extension activities in the community, and research in oncology. The team consisted of eight students, five teachers and four nurses. It is revealed that 103 students and 120 people from the community participated in the teaching and extension activities, among health professionals and other residents of the municipality. There were 12 scientific papers presented in events with local, regional and national scope. Through the experience of the students in the project, the approach to the practice of Oncology Nursing was allowed, consolidating the principles of integrality of the health actions in the university education. Conclusion: The study demonstrated the application of a teaching-learning model in Nursing that seeks to integrate university and community, contributing to the approach of themes still little worked on in professional training and raising possibilities of interdisciplinary practices, with the critical reflection of being a "nurse" in this field of action.(AU)


Objetivo: describir los aspectos operacionales y las experiencias de los estudiantes de la carrera de Enfermería en un proyecto de extensión universitaria en Enfermería Oncológica. Método: se trata de un estudio descriptivo, tipo de relato de experiencia relacionado con un proyecto de extensión en Enfermería. Resultados: el proyecto se dividió en tres etapas, que incluyeron la oferta de cursos gratuitos en el área de oncología, actividades de extensión en la comunidad e investigación en oncología. El equipo estaba compuesto por ocho estudiantes, cinco profesores y cuatro enfermeras. Se revela que, en las actividades de docencia y extensión, participaron 103 estudiantes y 120 personas de la comunidad, entre profesionales de la salud y otros vecinos del municipio. Se produjeron 12 trabajos científicos presentados en eventos de alcance local, regional y nacional. A través de la experiencia de los estudiantes del proyecto, fue posible acercar la práctica de la Enfermería Oncológica, consolidando los principios de integralidad de las acciones de salud en la educación universitaria. Conclusión: el estudio demostró la aplicación de un modelo de enseñanza-aprendizaje en Enfermería que busca la integración de la universidad y la comunidad, contribuyendo al abordaje de temas aún poco trabajados en la formación profesional y generando posibilidades de prácticas interdisciplinarias, con reflexión crítica de ser un "enfermero" en este campo de actuación.(AU)


Asunto(s)
Humanos , Masculino , Femenino , Enfermería Oncológica , Estudiantes de Enfermería , Relaciones Comunidad-Institución , Educación en Enfermería , Bachillerato en Enfermería , Capacitación de Recursos Humanos en Salud , Integralidad en Salud , Prácticas Interdisciplinarias , Aprendizaje , Epidemiología Descriptiva
15.
Rev. enferm. UFPE on line ; 15(1): [1-12], jan. 2021. ilus, tab
Artículo en Portugués | BDENF - Enfermería | ID: biblio-1146751

RESUMEN

Objetivo: identificar, no tocante à sexualidade, a composição das grades curriculares dos cursos de graduação em Enfermagem nas universidades. Método: trata-se de um estudo qualitativo, descritivo, exploratório, de campo. Analisaram-se, os currículos das três universidades que oferecem graduação em Enfermagem, os quais foram encontrados nos sites das instituições, e foram utilizadas literaturas sobre a temática, presentes em bases de dados LILACS, MEDLINE e Science Direct, e Biblioteca Virtual SCIELO. Analisaram-se as disciplinas obrigatórias, eletivas e suas devidas ementas. Correlacionaram-se, tais dados com a literatura temática encontrada nas fontes pesquisadas. Resultados: identificou-se, nas grades curriculares das universidades do Recife, a ausência de conteúdos sobre sexualidade. Contribui-se, com isso, para a falta de informações inerentes à temática, o que pode limitar o conhecimento do estudante para a demanda da população LGBTQIA+ e comprometer a assistência prestada pelos futuros profissionais. Conclusão: conclui-se que a inclusão do debate da sexualidade no programa pedagógico das universidades é um desafio no fortalecimento de uma política de atenção integral à saúde dessa população e implica a necessária amplitude de conhecimento dos futuros profissionais de Enfermagem para a promoção da equidade e universalidade do acesso aos serviços de Enfermagem.(AU)


Objective: to identify, with regard to sexuality, the composition of the curricular grids of undergraduate nursing courses at universities. Method: it is a qualitative, descriptive, exploratory, field study. The curricula of the three universities offering undergraduate nursing courses were analyzed, which were found on the institutions' websites, and literature on the subject was used, present in LILACS, MEDLINE and Science Direct databases, and the SCIELO Virtual Library. Compulsory and elective courses and their corresponding menus were analyzed. These data was correlated with the thematic literature found in the researched sources. Results: in the curricula of universities in Recife, the absence of sexuality content was identified. This contributes to the lack of information inherent to the theme, which can limit student knowledge to the demand of the LGBTQIA + population and compromise the assistance provided by future professionals. Conclusion: it is concluded that the inclusion of the debate on sexuality in the pedagogical program of universities is a challenge in strengthening a comprehensive health care policy for this population and implies the necessary breadth of knowledge of future nursing professionals to promote equity and universality of the access to nursing services.(AU)


Objetivo: identificar, en materia de sexualidad, la composición de los planes de estudio de los cursos de pregrado en Enfermería en las universidades. Método: se trata de un estudio de campo cualitativo, descriptivo, exploratorio. Se analizaron los currículos de las tres universidades que ofrecen cursos de pregrado en Enfermería, los cuales se encontraron en los sitios web de las instituciones, y se utilizó la literatura sobre el tema, presente en las bases de datos LILACS, MEDLINE y Science Direct, y la Biblioteca Virtual SCIELO. Se analizaron los cursos obligatorios y optativos y sus correspondientes menús. Estos datos se correlacionaron con la literatura temática encontrada en las fuentes investigadas. Resultados: se identificó la ausencia de contenido de sexualidad en los planes de estudio de las universidades de Recife. Esto contribuye a la falta de información inherente a la temática, que puede limitar el conocimiento del estudiante a la demanda de la población LGBTQIA + y comprometer la asistencia brindada por los futuros profesionales. Conclusión: se concluye que la inclusión del debate sobre la sexualidad en el programa pedagógico de las universidades es un desafío en el fortalecimiento de una política de atención integral en salud para esta población e implica la necesaria amplitud de conocimientos de los futuros profesionales de Enfermería para promover la equidad y universalidad del acceso a los servicios de Enfermería.(AU)


Asunto(s)
Humanos , Masculino , Femenino , Universidades , Sexualidad , Curriculum , Educación en Enfermería , Bachillerato en Enfermería , Minorías Sexuales y de Género , Diversidad de Género , Epidemiología Descriptiva , Investigación Cualitativa , Integralidad en Salud
16.
Am J Otolaryngol ; 42(1): 102777, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33125907

RESUMEN

IMPORTANCE: Adequate sampling of the nasopharynx is crucial to performing accurate SARS-CoV-2 (COVID) testing. Formalized education of nasal anatomy may improve provider testing technique and reduce false-negative test results. OBJECTIVE: To assess the effect of nasal anatomy education on medical providers' comfort level and knowledge base in performing accurate SARS-CoV-2 (COVID) testing. STUDY DESIGN: Pre-post survey. SETTINGS: Tertiary care academic hospital. PARTICIPANTS: 17 nurses performing COVID testing were enrolled. INTERVENTION: An educational session on COVID nasopharyngeal testing technique and nasal anatomy was presented by an otolaryngologist. MAIN OUTCOMES AND MEASURES: A pre-session survey assessed providers' prior nasal testing training and COVID testing challenges. Provider comfort level with COVID testing was surveyed pre-and post-session. A 6-question nasal anatomy test was administered pre- and post-session. RESULTS: 16 out of 17 nurses performed fewer than 10 COVID tests prior to the educational session (94%). Reported challenges with COVID testing included patient discomfort (79.6%), inability to pass the test swab (23.5%) and nasal bleeding (11.8%). The number of providers comfortable with independently performing COVID testing increased from pre- to post-session (5 and 14, p = 0.013). The average number of correct responses to the 6-question nasal anatomy test increased following the session (3.2 ± 1.2 to 5.1 ± 1.1, p = 0.003). Specifically, the number of providers able to localize the nasopharynx increased from 8 providers pre-session to 14 providers post-session (p = 0.04). CONCLUSION: Early implementation of nasal anatomy and nasopharyngeal swab technique education can help improve provider comfort and knowledge in performing accurate COVID testing.


Asunto(s)
/métodos , ADN Viral/análisis , Educación en Enfermería/métodos , Nariz/anatomía & histología , Pandemias , /genética , /epidemiología , Humanos , Reproducibilidad de los Resultados
17.
Nurs Sci Q ; 34(1): 33-38, 2021 01.
Artículo en Inglés | MEDLINE | ID: mdl-33349174

RESUMEN

This is a dialogue between two PhD nurses who have served as chief nursing officers; one is now in academia wondering about current scholarly endeavors in practice. Topics addressed include working relationships at the executive level, the chief nursing officer that is PhD prepared, theory in practice, scrambling to honor nursing's pact with society during the COVID-19 pandemic, and some recommendations for academia.


Asunto(s)
Liderazgo , Enfermeras Administradoras/psicología , Educación en Enfermería , Educación de Postgrado en Enfermería , Humanos , Relaciones Interprofesionales , Rol de la Enfermera , Teoría de Enfermería
19.
Nurs Educ Perspect ; 42(1): 11-16, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33350639

RESUMEN

AIM: The aim of the study was to answer the research question: What is known from the literature about academic grading practices and grade inflation in nursing education? BACKGROUND: Nursing students require authentic assessment that supports their professional formation. For teachers and students, integrity is fundamental to professional nursing excellence. METHOD: Arskey and O'Malley's framework was used to integrate and reinterpret findings from qualitative, quantitative, and mixed-method studies. RESULTS: Twelve studies were reviewed. Contributing factors are described as institutional constraints, external standards, team teaching, lack of faculty confidence, and student incivility. Strategies that may mitigate grade inflation include establishing grading expectations and increasing pedagogical rigor with precise rubrics, valid and reliable examinations, interrater reliability, and faculty development. CONCLUSION: Academic grading is a complex faculty responsibility grounded in ethical and relational competencies that can support or hinder students' professional formation. Evaluation of strategies to mitigate grade inflation in nursing education is urgently needed.


Asunto(s)
Educación en Enfermería , Estudiantes de Enfermería , Docentes , Docentes de Enfermería , Humanos , Reproducibilidad de los Resultados
20.
Nurs Educ Perspect ; 42(1): E7-E11, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33350643

RESUMEN

AIM: The purpose of this study was to examine the attitudes of nursing students regarding nurses' involvement in health care policy and influencing factors. BACKGROUND: Nurses have the potential to influence health care policy. In practice, their involvement in policy-making decisions has been unremarkable. METHOD: A cross-section study was performed. A self-report questionnaire measuring nurses' involvement in determining health care policy was distributed among 400 nursing students from three universities in Israel. RESULTS: Most students intended to become involved in determining health care policy; however, they claimed that their level of awareness and training in the field was not adequate. Recently, a new model predicted a 74.8 percent involvement of future nurses in determining health care policy. CONCLUSION: Nursing leaders and designers of nursing education programs must create professional and personal resources through political activism among nursing students in order to preserve patients' rights and treatment quality.


Asunto(s)
Educación en Enfermería , Estudiantes de Enfermería , Actitud del Personal de Salud , Humanos , Israel , Políticas , Encuestas y Cuestionarios
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