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1.
J Nurs Adm ; 50(2): 85-89, 2020 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-31977945

RESUMEN

OBJECTIVE: The aim of this study was to examine program effectiveness in changing Caritas leadership, self-caring behaviors, and perceptions of coworkers of participants who completed the Caritas Coach Education Program (CCEP). BACKGROUND: The CCEP has been a highly successful education program for individuals who wish to intellectually and experientially learn to teach, live, and practice human caring theory. METHODS: A pretest-posttest descriptive design was used to evaluate changes in perceptions of self-caring, caritas leadership, and coworker behaviors after completion of CCEP. RESULTS: The mean scores of all measures improved significantly. CONCLUSIONS: After completion of CCEP, participants demonstrated statistically significant changes in 3 caritas measures: leadership, coworker, and self-rating. Caritas Coach participants exhibited the greatest change in their self-caring scores.


Asunto(s)
Actitud del Personal de Salud , Educación en Enfermería/organización & administración , Empatía , Personal de Enfermería en Hospital/educación , Personal de Enfermería en Hospital/psicología , Filosofía en Enfermería , Adulto , Arizona , Estudios de Cohortes , Femenino , Humanos , Masculino , Persona de Mediana Edad , Evaluación de Programas y Proyectos de Salud
2.
Br J Nurs ; 29(1): 55, 2020 Jan 09.
Artículo en Inglés | MEDLINE | ID: mdl-31917938

RESUMEN

Sophie Emery, Student Children's Nurse at the University of Hertfordshire, reflects on her elective placement in Zambia.


Asunto(s)
Educación en Enfermería/organización & administración , Intercambio Educacional Internacional , Estudiantes de Enfermería/psicología , Humanos , Reino Unido , Zambia
3.
Nurs Educ Perspect ; 41(1): 61-62, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-31860494

RESUMEN

Lack of clinical sites and disparate experiences contribute to the challenge for RN-to-BS nursing programs to provide sufficient leadership and quality improvement opportunities. A virtual clinical learning experience using WordPress was developed as a faculty-graduate student think tank project and implemented in an RN-BS hybrid nursing leadership course. The unfolding case study created an interactive experience to portray use of systems thinking and transformational leadership. Mann-Whitney U analysis identified no significant difference in learning outcomes. The low-cost, easy-to-develop technology counteracted limited clinical sites, allowing for learning on the go with equivalent learning outcomes.


Asunto(s)
Aprendizaje , Estudiantes de Enfermería , Interfaz Usuario-Computador , Educación en Enfermería , Humanos , Liderazgo
7.
Nurs Educ Perspect ; 41(1): 4-9, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-31860477

RESUMEN

AIM: As an initial approach to determining representation of the NLN Core Competencies for Nurse Educators in Master's of Science in Nursing Education and Post-Master's Certificate programs, the study identified the presence of the competencies in course descriptions. BACKGROUND: The competencies are the gold standard to ensure academic nurse educators have the knowledge and skill to teach, assist learners, develop curricula, and implement effective evaluation methods. METHOD: A descriptive design that applied web scraping techniques was used to collect data from school web pages, including course descriptions, credit hours, practica information, distance accessibility, and Certified Nurse Educator exam preparation. RESULTS: Four competencies were well represented (≥85 percent), and four competencies were poorly represented (<50 percent) in a sample of 529 schools. CONCLUSION: Programs should review courses and course descriptions for inclusion of all competency areas that prepare nurse educators and make revisions to address poorly represented competencies.


Asunto(s)
Educación en Enfermería , Docentes de Enfermería , Competencia Profesional , Certificación , Curriculum , Humanos
9.
Br J Nurs ; 28(22): 1478-1484, 2019 Dec 12.
Artículo en Inglés | MEDLINE | ID: mdl-31835941

RESUMEN

BACKGROUND: the Nursing and Midwifery Council has emphasised that its recently introduced standards for student supervision and assessment aim to 'ensure that no one gets onto the register who shouldn't be there'. A key element in achieving this is the new practice assessor role, implemented to bolster practical assessment processes. AIM: to identify the key personal characteristics of robust practice assessors who are prepared to fail underperforming students. METHOD: a national study, using a grounded theory approach. Thirty-one nurses were interviewed about their experiences of failing students in practice-based assessments. FINDINGS: robust practical assessors have a 'core of steel', characterised as having five key features: solidarity, tenacity, audacity, integrity and dependability. CONCLUSION: organisations should base their selection of practice assessors on how strongly they exhibit these five characteristics. Designating all current mentors as new practice assessors, when it is known that often they are reluctant to fail, could perpetuate failure to fail.


Asunto(s)
Educación en Enfermería/organización & administración , Evaluación Educacional/normas , Mentores/psicología , Enfermeras y Enfermeros/psicología , Estudiantes de Enfermería , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa , Reino Unido
10.
Soins Psychiatr ; 40(325): 21-24, 2019 Dec.
Artículo en Francés | MEDLINE | ID: mdl-31836065

RESUMEN

The aim of the nurse tutor programme is to support the induction and training of newly recruited professionals, a real challenge for public mental health facilities. Such a facility in Ville-Évrard is experimenting with an innovative training course for nurse tutors. A practice analysis group is organised as part of advanced practice. This approach enables tutors to reinforce their position and their practice. It also helps to identify ways in which the institute can improve support of this function.


Asunto(s)
Educación en Enfermería , Humanos , Selección de Personal
11.
Enferm. intensiva (Ed. impr.) ; 30(4): 181-191, oct.-dic. 2019. tab
Artículo en Español | IBECS | ID: ibc-184482

RESUMEN

Introducción: Las competencias que abordan en su entorno laboral las enfermeras de cuidados intensivos (UCI), han aumentado con la adquisición de nuevas responsabilidades asociadas a cuidados y dispositivos a realizar al paciente crítico. Múltiples estudios avalan la necesidad de la especialización de las enfermeras que trabajan en este tipo de unidades. Apoyado en estas evidencias, la European Federation of Critical Care Nurse, recomienda unificar la formación de las enfermeras de cuidados intensivos. Por tanto, nos planteamos el siguiente objetivo: valorar las necesidades formativas que detectan las enfermeras de UCI a través de sus vivencias y experiencias profesionales. Método: Estudio cualitativo descriptivo, con enfoque fenomenológico, a través de una entrevista semiestructurada donde se estudiaron los 4 ámbitos que la European Federation of Critical Care Nurse recoge (clínico, profesional, gestión y educativo). Se entrevistaron a 15 enfermeras de una UCI polivalente. Resultados: Los entrevistados reconocen que la formación previa era deficiente para los cuidados y medidas de soporte que tuvieron que afrontar. Consideran que la formación posterior y la experiencia fueron determinantes para poder desarrollar efectivamente su labor profesional. Además afirman que las medidas de soporte y los cuidados son temas a desarrollar continuamente mediante una formación dirigida. Conclusión: Las enfermeras reconocen que debe existir una formación destinada a cumplir las competencias que las UCI requieren, y que estas se ven afectadas por el tipo de unidad y el tipo de pacientes atendidos


Introduction: The competences of intensive care (ICU) nurses in their healthcare environment, have increased with the acquisition of new responsibilities associated with new care and devices for critical patients. Many studies suggest the need for specific training of nurses that work in these units. Based on this evidence, the European Federation of Critical Care Nurses Associations, recommends unifying the training of intensive care nurses. Therefore we set ourselves the following objective: to assess the training needs detected by ICU nurses through their experience and practical knowledge. Method: Descriptive qualitative study, with a phenomenological approach, through semi-structured interview where the four areas (clinical practice, professional, management and educational) covered by the European Federation of Critical Care Nurses Associations were studied. Fifteen nurses from an adult polyvalent ICU were interviewed. Results: The interviewees acknowledged that the previous training was deficient for the care and support measures that they had to face. They considered that subsequent training and experience were decisive in order to carry out their work effectively. They also stated that support measures and care are topics to be developed continuously through targeted training. Conclusion: The nurses in this research study acknowledged that training is needed to achieve the competences required in ICU, and these are affected by the type of unit and patients


Asunto(s)
Humanos , Masculino , Femenino , Enfermeras y Enfermeros/estadística & datos numéricos , Cuidados Críticos/tendencias , Educación en Enfermería/tendencias , Unidades de Cuidados Intensivos/estadística & datos numéricos , Análisis Cualitativo , Competencia Clínica , Entrevistas como Asunto/estadística & datos numéricos
12.
Enferm. clín. (Ed. impr.) ; 29(6): 336-343, nov.-dic. 2019. tab, graf
Artículo en Español | IBECS | ID: ibc-184653

RESUMEN

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


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


Asunto(s)
Humanos , Enfermería en Salud Comunitaria/educación , Enfermería de la Familia/educación , Educación en Enfermería/tendencias , Enfermeras Especialistas/educación , Salud Pública/educación , Estudios Transversales , Encuestas y Cuestionarios , Análisis de Datos , Internado no Médico/métodos , Internado no Médico/organización & administración
14.
J Forensic Nurs ; 15(4): 199-205, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31764523

RESUMEN

Initial conceptualizations of violence and trauma in forensic nursing have remained relatively narrowly defined since the specialty's inception. The advent of trauma-informed care has been important but has limitations that obfuscate social and structural determinants of health, equity, and social justice. As forensic nursing practice becomes more complex, narrow definitions of violence and trauma limit the effectiveness of trauma-informed care in its current incarnation. In keeping with the nursing model of holistic care, we need ways to teach, practice, and conduct research that can accommodate these increasing levels of complexity, including expanding our conceptualizations of violence and trauma to advance health equity and social justice. The objective of this article is to introduce the concepts of structural violence and trauma- and violence-informed care as equity-oriented critical paradigms to embrace the increasing complexity and health inequities facing forensic nursing practice.


Asunto(s)
Enfermería Forense , Equidad en Salud , Trauma Psicológico/enfermería , Justicia Social , Víctimas de Crimen , Curriculum , Educación en Enfermería , Política de Salud , Disparidades en el Estado de Salud , Humanos , Investigación en Enfermería
19.
Rev Lat Am Enfermagem ; 27: e3189, 2019.
Artículo en Inglés, Portugués, Español | MEDLINE | ID: mdl-31596420

RESUMEN

OBJECTIVE: analyze professional implication with the support of humanization and articulators of permanent education in health as a tool of Permanent Education in Health. METHOD: this is an interventional study of qualitative approach, based on the theoretical reference of Institutional Analysis. Thirty-five humanization supporters and/or permanent education articulators participated in this study. Semi-structured interviews, monthly meetings, restitution meetings and a daily logbook were used as tools for data production. The material was analyzed according to the principles of the study reference and the results were presented according to the ideological, organizational and libidinal dimensions of professional implication. RESULTS: this study identified a contradiction when finding a professional profile for the development of support and articulation; feelings of discouragement, pessimism and optimism in the development of these roles; influences of the nursing profession on the development of support and articulation; length of professional service; and the absence/presence of desire in such development. CONCLUSION: the analysis of professional implication consisted of a powerful tool generating training processes. It allowed learning and reflection of the practice through analysis of the actions performed by the professionals, generating changes in the conception of work in health.


Asunto(s)
Educación Continua , Personal de Salud/educación , Enfermería en Salud Pública/organización & administración , Brasil , Competencia Clínica , Educación en Enfermería , Humanismo , Humanos , Investigación Cualitativa
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