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1.
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
2.
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
6.
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
9.
Br J Nurs ; 28(18): 1213, 2019 Oct 10.
Artículo en Inglés | MEDLINE | ID: mdl-31597057

RESUMEN

Sarah Eales, Senior Lecturer, Mental Health Nursing, Department of Nursing Science, Bournemouth University, discusses the importance of making mental health central to nurse education.


Asunto(s)
Educación en Enfermería/organización & administración , Salud Mental/educación , Curriculum , Humanos , Reino Unido
11.
Enferm. clín. (Ed. impr.) ; 29(5): 271-279, sept.-oct. 2019. tab
Artículo en Español | IBECS | ID: ibc-184151

RESUMEN

Objetivo: Conocer las opiniones de los tutores y de los estudiantes del Grado en Enfermería sobre las prácticas clínicas e identificar estrategias y propuestas de mejora para el desempeño de la labor docente. Método: Estudio cualitativo con perspectiva fenomenológica mediante grupos focales con enfermeros tutores de prácticas clínicas y estudiantes de Enfermería. Los participantes se segmentaron en 3 grupos: estudiantes, tutores del área médica y tutores del área quirúrgica. El número de grupos lo determinó la saturación de la información. Se transcribieron los discursos y se realizó un análisis manual sintáctico y semántico de los discursos para extraer las variables de análisis. Se obtuvieron los permisos del Comité de Ética de la Investigación Provincial y del centro correspondiente. Resultados: Tanto los tutores como los estudiantes destacan la necesidad de capacitar a los tutores en las habilidades formativas y proporcionarles herramientas que faciliten su labor, así como el reconocimiento formal de su función docente. En sus discursos, ambos colectivos proponen un cambio de visión y, sobre todo, de actitudes en el desarrollo de la enseñanza-aprendizaje. Y, por último, se manifiesta la necesidad de un cambio en el modelo de relaciones entre la Universidad y los servicios sanitarios. Conclusiones: Con base en lo anteriormente expuesto, se identifica la necesidad de incentivar y formar a los profesionales clínicos para la función tutorial y de plantear un cambio de modelo que propicie un acercamiento entre la Universidad y el sistema sanitario


Objective: To discover the opinions of the tutors and students of the Degree in Nursing on clinical practices and identify strategies and improvement proposals for teacher performance. Method: A qualitative study with a phenomenological perspective through focus groups with clinical nurse tutors and nursing students. The participants were divided into 3 groups: students, tutors from the medical area and tutors from the surgical area. The number of groups was determined by saturation of the information. The discourse was transcribed and a syntactic and semantic manual analysis of the discourse was made to extract the analysis variables. Permission was obtained from the Provincial Research Ethics Committee and the corresponding centre. Results: Both the tutors and the students emphasized the need to train tutors in teaching skills and provide them with tools that facilitate their work, as well as the need for formal recognition of their teaching function. In their discourse, both groups proposed a change of vision, and above all of attitudes, in the development of teaching-learning. Finally, there is a need for a change in the model of relations between the University and health services. Conclusions: Based on the above, the need to encourage and train clinical professionals as tutors is identified and a change of model proposed to bring the University and the health system closer together


Asunto(s)
Humanos , Prácticas Clínicas/organización & administración , Pautas de la Práctica en Enfermería/organización & administración , Pautas de la Práctica en Enfermería/normas , Mejoramiento de la Calidad , Mentores , Análisis Cualitativo , Estudiantes de Enfermería/estadística & datos numéricos , Educación en Enfermería/organización & administración
14.
Nurs Educ Perspect ; 40(5): 265-269, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436688

RESUMEN

AIM: The aim of the study was to engage in a critical reflective dialogue through a purposeful and strategic process to build, enhance, and sustain global partnerships. BACKGROUND: Expanding global health through partnerships necessitates a critical dialogue on shared values and understandings. Appreciating philosophical orientations, ethical perspectives, and broadening what counts as evidence serves to further inform scholarship and practice partnerships. METHOD: We engaged in a critical reflective dialogue by exploring our experiences through a purposeful and strategic process where we described, examined, and articulated the learning that informs our partnership. RESULTS: By listening to each other's stories, reflecting individually, and dialoguing together, we have shared and compared experiences that gave us more insight into how to build, enhance, and sustain our partnership. CONCLUSION: Continuously examining issues and discussions around partnerships through a critical reflective process supports the development of shared values and meaning, strengthens connections, and leads to new knowledge for sustaining global health partnerships.


Asunto(s)
Educación en Enfermería/organización & administración , Salud Global , Cooperación Internacional , Humanos
15.
Nurs Educ Perspect ; 40(5): 270-277, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436689

RESUMEN

AIM: This study used postcolonial theory as a critical lens to examine the factors that supported or hindered equitable partnership formation within an innovative international service-learning (ISL) program in nursing education. BACKGROUND: As ISL programs proliferate, ethical concerns have arisen as minimal attention has been given to both the host and visiting partners' experience and perceptions and how these impact partnership development and outcomes. METHOD: A hybrid intrinsic, instrumental, single embedded case study design, including observations, interviews (n = 70), and document analysis, was used to analyze in depth varied partnerships within a US-Kenyan ISL program. RESULTS: Central themes of dispelling assumptions, making connections, revealing privilege, and sharing power emerged and formed a theoretical model, Establishing and Strengthening Partnerships. CONCLUSION: Attention needs to be given to preconceived assumptions, imbalances in privilege, and issues surrounding power and decision-making for equitable, impactful, partnership development. Leadership philosophy, style, and approach make a difference.


Asunto(s)
Educación en Enfermería/organización & administración , Cooperación Internacional , Teoría Social , Humanos , Kenia , Estados Unidos
16.
Nurs Educ Perspect ; 40(5): 295-299, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436693

RESUMEN

AIM: This article describes the process of developing the Nursing Global Health Competencies Framework. BACKGROUND: Despite progress in the identification of global health competencies in nursing education, a theoretical underpinning to guide curriculum development and research in global health nursing was needed. METHOD: Scoping review of the literature; deduction. DISCUSSION: The framework contains one dimension, nursing core value and principles, delineated with seven subcategories: social justice and equity, holistic care, advocacy, health as human right, sustainability, advocacy, and collaboration. The framework also contains four assumptions: environmental focus, care focus, education focus, and competency leveling. CONCLUSION: A framework for global health in nursing education is critical to guide the development of competencies and relevant curricula to reflect the core values and principles of nursing. The literature germane to global health nursing was synthesized to define the relationships of core values in a graphic framework that depicts the essential concepts.


Asunto(s)
Competencia Clínica , Educación en Enfermería/organización & administración , Salud Global/educación , Curriculum , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
17.
Nurs Educ Perspect ; 40(5): 300-302, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436694

RESUMEN

The purpose of this study was to explore nursing students' perceptions of global health experiences from an international partnership. Nursing organizations have identified global health care as core knowledge. To address global health care competencies and culture awareness, activities were designed by nursing faculty in Finland and the United States. A mixed-method questionnaire was given to 111 students. Data suggest contact with international nursing peers and learning activities increased understanding of health issues in another culture and increased student self-confidence and communication. Developing a partnership between nursing schools can result in positive global health learning experiences for students.


Asunto(s)
Educación en Enfermería/organización & administración , Intercambio Educacional Internacional , Satisfacción Personal , Estudiantes de Enfermería/psicología , Finlandia , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estados Unidos
18.
Nurs Educ Perspect ; 40(5): 306-308, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436695

RESUMEN

Global experiential learning using clinical internships and microsemesters is expanding in nursing as an alternative to full-semester study abroad. When incorporated into the curriculum, students have a broader perspective on global health care issues. For example, students learn historic and cultural concepts that are uniquely Australian while studying diversity in a condensed two-week microsemester. We describe the development and incorporation of global internships and alternative global experiences for undergraduate nursing students.


Asunto(s)
Educación en Enfermería/organización & administración , Salud Global/educación , Intercambio Educacional Internacional , Estudiantes de Enfermería/psicología , Australia , Curriculum , Humanos , Internado y Residencia , Innovación Organizacional
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