Your browser doesn't support javascript.
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 3.358
Filtrar
1.
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
2.
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
4.
Nurse Educ Pract ; 38: 138-144, 2019 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-31279924

RESUMEN

Critical thinking in nursing is largely theorized as a clinically-based idea. In the context of mental health education, this presents a problem, given documented evidence of a shift to demedicalize mental illness. Using institutional ethnography, this article examines the critical thinking of nursing faculty in a baccalaureate nursing program in a Canadian university by way of focus group interviews, observation periods, and the analysis of a number of institutional and legislative texts. The findings suggest that the critical thinking of nursing faculty is caught within a constrained institutional-textual order. Drawing on critical theory and Foucauldian philosophy, recommendations for nursing education are made in order to diversify and extend critical thinking in mental health nursing.


Asunto(s)
Educación en Enfermería/métodos , Enfermería Psiquiátrica/educación , Pensamiento , Educación en Enfermería/tendencias , Grupos Focales/métodos , Humanos , Servicios de Salud Mental , Enfermería Psiquiátrica/métodos , Investigación Cualitativa
5.
Metas enferm ; 22(6): 12-18, jul. 2019. graf, tab
Artículo en Español | IBECS | ID: ibc-184043

RESUMEN

Objetivo: conocer el grado de satisfacción del alumnado de Enfermería y las dificultades encontradas con la metodología de aprendizaje-servicio en el desarrollo de la competencia de promoción de la salud, dentro de la asignatura de Salud Pública y Enfermería Comunitaria I. Método: el proyecto de aprendizaje-servicio fue llevado a cabo en tres fases: 1) formación del alumnado en conocimientos acerca de la Enfermería Comunitaria y Educación para la Salud; 2) contacto con las asociaciones cercanas a la universidad, y diseño de los talleres de salud y materiales que iban a ofrecer a las asociaciones (en grupos de 10 estudiantes); 3) implementación de los talleres por parte de alumnado. Se diseñó un cuestionario ad hoc para medir la satisfacción con el proyecto de aprendizaje-servicio. Para el análisis bivariante de la satisfacción con el sexo y la edad se utilizó la prueba de U de Mann-Whitney y el coeficiente de correlación de Spearman. Resultados: el alumnado tuvo un nivel de satisfacción muy alto (media: 8,07), con independencia del sexo y la edad. Se encontraron dificultades a la hora de poner en marcha esta metodología como la incompatibilidad de horarios entre el alumnado y las asociaciones, o la escasa asistencia de personas a las sesiones. Conclusiones: el desarrollo de actividades de aprendizaje-servicio para que el alumnado de Enfermería adquiera competencias en la promoción para la salud es una metodología con alto grado de satisfacción. No obstante, fueron encontradas barreras en su implementación como la dificultad en el cronograma entre alumnado y asociaciones


Objective: to understand the level of satisfaction among Nursing students and the difficulties found regarding the Service-Learning methodology in the development of Health Promotion skills, within the subject Public Health and Community Nursing I. Method: the Service-Learning Project was conducted in three stages: 1) training students in knowledge about Community Nursing and Health Education; 2) contact with those associations near the university, and design of Health Workshops and materials that would be offered to the associations (in 10-student groups); 3) implementation of workshops by the students. An ad hoc questionnaire was designed in order to measure the satisfaction with the Service-Learning project. The Mann-Whitney U Test and the Spearman Correlation Coefficient were used for the bivariate analysis of satisfaction with gender and age. Results: students had a very high satisfaction level (mean: 8.07), regardless of gender and age. Difficulties were found at the time of implementing this methodology, such as the incompatibility of schedules between students and the association, or the low attendance of people to the sessions. Conclusions: the development of Service-Learning activities for the Nursing students to acquire skills in Health Promotion is a methodology with a high level of satisfaction. However, barriers were found in its implementation, such as difficulties with the timetables of the students and the associations


Asunto(s)
Humanos , Masculino , Femenino , Adulto Joven , Adulto , Estudiantes de Enfermería/estadística & datos numéricos , Educación en Enfermería/tendencias , Promoción de la Salud/métodos , Aprendizaje , Satisfacción Personal , Enfermería en Salud Comunitaria/educación , Proceso de Enfermería , Servicio de Enfermería en Hospital , Servicios de Enfermería , Encuestas y Cuestionarios , Estilo de Vida Saludable
6.
Rev. pesqui. cuid. fundam. (Online) ; 11(4): 1081-1087, jul.-set. 2019.
Artículo en Inglés, Portugués | LILACS, BDENF - Enfermería | ID: biblio-1005567

RESUMEN

Objetivo: Conhecer, na percepção dos docentes, quais as atitudes discentes que contribuem para a formação em enfermagem. Método: O estudo caracteriza-se como descritivo, exploratório, tipo qualitativo. Os resultados da pesquisa advêm de entrevistas com 46 docentes inseridos em dois cursos de universidades públicas, um curso de uma faculdade e de um centro de ensino, ambos privados. Resultados: Os dados evidenciam que os docentes consideram como atitudes discentes proativas o comprometimento com a formação; a formação crítica e reflexiva; a construção do conhecimento; e o comprometimento com a ética e a responsabilidade social. Conclusão: O estudo evidencia que o comprometimento e a participação efetiva dos acadêmicos, na visão docente, constituem-se em importantes estratégias de qualificação do processo de ensino aprendizado e na formação em enfermagem


Objective: To recognize, under the perception of teachers, which students' attitudes contribute to the formation in Nursing. Method: The study is characterized as descriptive, exploratory, qualitative type. The search results come from interviews with 46 teachers inserted in two public universities, a college course and a teaching Center, both private. Results: The data show that teachers consider students attitudes, commitment to proactive training; critical and reflective training; the construction of knowledge and the commitment to ethics and social responsibility. Conclusion: This study shows that the guarantee and the effective participation of academics, teaching, and vision are important strategies for qualification of the teaching learning process and Nursing training.


Objetivo: Conocer, en la percepción de los profesores, que las actitudes de los estudiantes contribuyen a la formación en Enfermería. Método: Este estudio se caracteriza por ser de tipo descriptivo, exploratorio y cualitativo. Los resultados de búsqueda provienen de entrevistas con los 46 profesores de dos universidades públicas, un curso de colegio y un centro de enseñanza, tantos privados. Resultados: Los datos muestran que profesores consideran las actitudes de los estudiantes apuestan por la formación proactiva; formación crítica y reflexiva; la construcción del conocimiento y el compromiso con la ética y responsabilidad social. Conclusión: El estudio muestra que el compromiso y la participación efectiva de los académicos, la enseñanza y la visión son estrategias importantes para la calificación del proceso de enseñanza y aprendizaje y la formación en Enfermería


Asunto(s)
Humanos , Masculino , Femenino , Estudiantes de Enfermería/psicología , Educación en Enfermería/tendencias , Docentes de Enfermería/psicología , Docentes de Enfermería/educación
7.
Nurs Philos ; 20(3): e12251, 2019 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-31157941

RESUMEN

Nursing and midwifery is, in the UK, regulated by the Nursing and Midwifery Council (NMC). Regulatory duties include establishing standards for education, and from January 2019, new educational programmes will be approved against standards detailed in the document Future nurse: Standards of proficiency for registered nurses (NMC, 2019-hereafter "the standards"). This publication lists "the knowledge and skills that registered nurses must demonstrate when caring for people" (NMC, 2019, p.3), and from September 2020, registration (licence) will require the successful completion of programmes that have been ratified against these standards. The importance of this document in a UK context cannot be understated. However, less parochially, learning outcomes contained in section 7 of the standards raise questions that require educator attention whenever politically sensitive topics (broadly conceived) are discussed. This study explores these questions insofar as they relate to the stance (neutrality or partisanship) that educators adopt in politicized discussion, and the management of student speech/expression. Pratt, Boll and Collins' (2007) paper Towards a plurality of perspectives for nurse educators is recruited to structure argument.


Asunto(s)
Educación en Enfermería/normas , Política , Educación en Enfermería/tendencias , Ética en Enfermería , Humanos
9.
J. Health NPEPS ; 4(1): 144-152, jan.-jun. 2019.
Artículo en Portugués | LILACS | ID: biblio-999661

RESUMEN

Objetivo: identificar como os docentes se preparam para ensinar a sistematização da assistência de enfermagem. Método: trata-se de um estudo exploratório, descritivo e com abordagem qualitativa, realizado em 2017, em uma instituição pública de ensino superior. Os dados foram coletados utilizando-se de entrevista semiestruturada e analisados pela análise do conteúdo. Resultados: o ensino da a sistematização da assistência de enfermagem provém desde a formação do professor até sua aplicabilidade em sala de aula. Os participantes do estudo consideram um desafio para esse ensino, em virtude do envolvimento de instituições de saúde para aplicabilidade desse aprendizado e muitas vezes, essas instituições inviabilizam a realização. Além disso, muitos discentes percebem esse conteúdo apenas como atividade extra, sem importância. O contato de muitos professores com esse conteúdo ocorre somente durante a graduação, o que dificulta posteriormente o ensino. Esses fatores prejudicam a implementação da sistematização da assistência de enfermagem tanto no contexto acadêmico como futuramente, no trabalho do enfermeiro. Considerações finais: conclui-se que durante a graduação as competências que regem este conteúdo são ensinadas em aulas teóricas e colocadas em práticas durante o estágio, porém há fragilidades no caminho que impossibilitam a consolidação do significado da a sistematização da assistência de enfermagem para o profissional.(AU)


Objective: to identify how teachers prepare to teach the systematization of nursing care. Method: this is an exploratory, descriptive study with a qualitative approach, carried out in 2017, in a public institution of higher education. Data were collected using a semistructured interview and analyzed by content analysis. Results: the teaching of the systematization of nursing care comes from the training of the teacher to its applicability in the classroom. The study participants consider this teaching a challenge, due to the involvement of health institutions in the applicability of this learning, and these institutions often make it unfeasible. In addition, many students perceive this content only as an extra and unimportant activity. The contact of many teachers with this content occurs only during graduation, which subsequently hampers teaching. These factors undermine the implementation of the systematization of nursing care both in the academic context and in the future, in the nurse's work. Conclusion: it is concluded that during graduation the competences that govern this content are taught in theoretical classes and placed in practices during the internship, but there are weaknesses in the path that make it impossible to consolidate the meaning of the systematization of nursing care for the professional.(AU)


Objetivo: identificar cómo los docentes se preparan para enseñar la sistematización de la asistencia de enfermería. Método: se trata de un estudio exploratorio, descriptivo y con abordaje cualitativo, realizado en 2017, en una institución pública de enseñanza superior. Los datos fueron recolectados utilizando entrevistas semiestructuradas y analizadas por el análisis del contenido. Resultados: la enseñanza de la sistematización de la asistencia de enfermería proviene desde la formación del profesor hasta su aplicabilidad en el aula. Los participantes del estudio consideran un desafío para esa enseñanza, en virtud de la participación de instituciones de salud para la aplicabilidad de ese aprendizaje y muchas veces, esas instituciones inviabilizan la realización. Además, muchos estudiantes perciben ese contenido sólo como actividad extra, sin importancia. El contacto de muchos profesores con ese contenido ocurre solamente durante la graduación, lo que dificulta posteriormente la enseñanza. Estos factores perjudican la implementación de la sistematización de la asistencia de enfermería tanto en el contexto académico, como en el futuro, en el trabajo del enfermero. Conclusión: se concluye que durante la graduación las competencias que rigen este contenido son enseñadas en clases teóricas y colocadas en prácticas durante la etapa, pero hay fragilidades en el camino que imposibilitan la consolidación del significado de la sistematización de la asistencia de enfermería para el profesional.(AU)


Asunto(s)
Humanos , Diagnóstico de Enfermería/tendencias , Educación en Enfermería/tendencias , Docentes de Enfermería/educación , Análisis Cuantitativo , Epidemiología Descriptiva
10.
PLoS One ; 14(5): e0216121, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31042747

RESUMEN

OBJECTIVE: Shortages in the speciality nursing workforce, both nationally and internationally are driving the need for the development of an evidence-based model to inform recruitment and retention into speciality nursing practice. This study aimed to identify the factors influencing rapid and early career transition into speciality nursing practice. METHODS: A comprehensive systematic review of the literature was undertaken using a convergent qualitative synthesis design where results from qualitative, quantitative and mixed methods studies were transformed into qualitative findings. Databases included CINAHL, Medline, Scopus and PsycINFO. Search terms were: nurse, early career, rapid career, transition, specialty, and Medical Subject Heading terms included: professional development and educational, nursing, and continuing. Using validated tools, papers were independently assessed by a minimum of two reviewers. RESULTS: Twenty-three research articles were included. There were no randomized control trials. Through thematic analysis and matrix mapping of the results, the TRANSPEC model was developed. The model outlines three phases of transition: pre-entry, incomer and insider. There has been little focus on pre-entry with programs being designed at the incomer and insider phases. Impacting on these phases are three concepts: the self (professional and personal), the transition processes (informal and formal) and a sense of belonging. The overarching theme influencing the phases and concepts is the context of practice. Enablers and inhibitors influence successful transition and therefore impact on recruitment and retention. Each nurse's transition is influenced by time. CONCLUSIONS: For successful transition, the enablers and inhibitors impacting on the three concepts, phases and the context of practice need to be considered when developing any program. It is apparent that while previous studies have focused on the transition processes, such as curricula, the development of the self and a sense of belonging are also essential to successful transition. Further studies should include the pre-entry phase.


Asunto(s)
Movilidad Laboral , Enfermería/tendencias , Selección de Personal/métodos , Competencia Clínica , Educación en Enfermería/tendencias , Humanos , Selección de Personal/tendencias , Investigación Cualitativa
11.
Enferm. glob ; 18(54): 563-575, abr. 2019. tab
Artículo en Español | IBECS | ID: ibc-183494

RESUMEN

Objetivo: Identificar en la literatura científica, los matices identitarios de la enfermería en diversos contextos, especialmente en los campos de la gestión y de la enseñanza, para contribuir y desplegar nuevos apuntes sobre la temática propuesta.Método: Revisión integrativa, con el fin de aclarar la siguiente cuestión: ¿Cuáles son las configuraciones identitarias de la Enfermería como profesión en el contexto gerencial y de enseñanza? Los datos fueron recolectados en junio de 2017, sin delimitación temporal o de idioma, que estuvieran íntegramente, en la base de datos de Cinahl, en el portal de la BVS y del Dedalus, y en el directorio de revistas de Scielo. Al final del análisis de los datos, siete estudios fueron seleccionados.Resultados: Se percibió que estudios inherentes a la identidad profesional de la enfermera gestora insertada en un Programa de Integración Docente Asistencial, son todavía poco explorados. Sin embargo, se pudo discutir acerca de la referida temática sumergiéndose en publicaciones que reflexionan acerca de la identidad profesional de la enfermera docente y gerente.Consideraciones finales: La literatura enumerada en este estudio permitió vislumbrar las variantes que impactan en la construcción de un arquetipo identitario, permitiendo con ello, que nuevos desdoblamientos surgen como consecuencia de la necesidad de profundizarse en ese asunto eminentemente específico y peculiar, habida cuenta de que es un tema instigador, rico de posibilidades y de transformaciones


Objetivo: Identificar, na literatura científica, as matizes identitárias da Enfermagem em diversos contextos, especialmente nos campos da gestão e do ensino, para contribuir e desdobrar novos apontamentos sobre a temática proposta.Método: Revisão integrativa, visando sanar o seguinte questionamento: Quais são as configurações identitárias da Enfermagem quanto profissão no contexto gerencial e de ensino? Os dados foram coletados em junho de 2017, sem delimitação temporal ou de idioma, que estivessem na íntegra, na base de dados da Cinahl, no portal da BVS e do Dedalus, e no diretório de revistas da Scielo. Ao final da análise dos dados, sete estudos foram selecionados. Resultados: Percebeu-se que estudos inerentes à identidade profissional da enfermeira gestora inserida em um Programa de Integração Docente Assistencial, são ainda pouco explorados. Entretanto, pôde-se discutir acerca da referida temática imergindo-se em publicações que refletem a respeito da identidade profissional da enfermeira docente e gerente. Considerações finais: A literatura elencada nesse estudo permitiu vislumbrar as variantes que impactam na construção de um arquétipo identitário, permitindo com isso, que novos desdobramentos surjam em decorrência da necessidade de se aprofundar nesse assunto eminentemente específico e peculiar, haja vista que é um tema instigante, rico de possibilidades e de transformações


Objective: To identify, in the scientific literature, the identity nuances of Nursing in several contexts, especially in the fields of management and teaching, to contribute and unfold new notes on the proposed subject.Method: Integrative review, aiming to solve the following question: What are the identity settings of Nursing as a profession in both managing and teaching context? Data was collected in June 2017, without time or language delimitation, in full, from Cinahl database, from BVS and Dedalus portal, and from Scielo magazine directory. At the end of the data analysis, seven studies had been selected.Results: It was noticed that studies that are inherent to the professional identity of the nurse manager at IDA Program are still little explored. However, it was possible to discuss the subject matter by immersing itself in publications that reflect on the professional identity of the teaching and management nurse.Final considerations: The literature mentioned in this study allowed us to glimpse the variants that affect the construction of an identity archetype, thus allowing new developments to arise because of the need to explore this eminently specific and peculiar subject, since it is an exciting subject, abundant in possibilities and transformations


Asunto(s)
Humanos , Rol de la Enfermera , Proceso de Enfermería/organización & administración , Educación en Enfermería/tendencias , Enfermeras Administradoras/clasificación , Grupo de Enfermería/organización & administración , Formación de Concepto
13.
Enferm. univ ; 16(1): 15-30, ene.-mar. 2019. tab
Artículo en Español | LILACS, Repositorio RHS | ID: biblio-1001920

RESUMEN

Resumen Las estrategias de aprendizaje son actividades o procesos mentales que llevan a cabo los/as estudiantes, intencionalmente para procesar, entender y adoptar la información que reciben en el proceso educativo. Objetivo: Describir las estrategias de aprendizaje de estudiantes de la Carrera de Enfermería, Universidad Santo Tomás Temuco-Chile, y determinar la correspondencia entre ellas con el rendimiento académico y variables sociodemográficas. Métodos: Se realizó un estudio no experimental de corte transversal. La muestra, no-probabilística, de conveniencia, conformada por 185 estudiantes de enfermería de todos los niveles. Se utilizó la Escala de Estrategias de Aprendizaje ACRA-Abreviada (Adquisición, Codificación, Recuperación y Apoyo de la información). Se usó el Programa Stata 11.0, para comparar promedios la prueba t-test y ANOVA, y la correlación de Pearson, para la relación entre variables cuantitativas. Resultados: Los estudiantes emplean un número importante de estrategias, principalmente las de repetición y relectura (adquisición) y las de apoyo social (apoyo). Las mujeres utilizan más estrategias que los hombres, encontrándose diferencias en las de selección y organización (codificación) de elaboración (codificación) y de subrayado (adquisición). No se encontraron relaciones consistentes entre el uso de estrategias y el rendimiento académico. Conclusión: Se conocen un número importante de estrategias y hacen uso de ellas, pero no de manera profunda, empleándolas básicamente como elementos de memorización y apoyo al aprendizaje. Se propone, realizar diagnóstico de estrategias al ingreso universitario, capacitación docente y establecer programas donde se promueva la capacidad en los educandos de gestionar su aprendizaje, y la evaluación autentica de los contenidos.


Abstract Learning strategies are mental processes or activities intentionally carried out by students to process, understand, and adopt the information being received during the education process. Objective: To describe the learning strategies of students in the Nursing Program, Santo Tomas University, Temuco-Chile, and determine their relationships with academic performance and other sociodemographic variables. Methods: This is a transversal and non-experimental study with a non-probabilistic and by convenience sample constituted by 185 nursing students from all levels. The ACRS-Abbreviated Learning Strategies Scale (Acquisition, Coding, Recall, Support to information) was used. The Strata 11.0 was used to calculate averages, T-test, ANOVA, and Pearson correlations. Results: Students use diverse strategies, mainly those related to repetition and rereading (acquisition) and those related to social support. Female students use more strategies than male students; and differences were found on those strategies related to selection, organization and elaboration (coding), and highlighting (acquisition). No consistent relationships between the use of strategies and the academic performance were found. Conclusion: While several learning strategies are known, though not extensively used, they are basically applied as a memorization tool. A proposal is presented to develop the assessment of learning strategies during enrollment, and support teacher training, while at the same time establishing programs to improve the capacity of students to manage their learning process.


Resumo As estratégias de aprendizagem são atividades ou processos mentais que realizam os/as estudantes, intencionalmente para processar, entender e adoptar a informação que recebem no processo educativo. Objetivo: Descrever as estratégias de aprendizagem de estudantes da Carreira de Enfermagem, Universidade Santo Tomás Temuco-Chile, e determinar a correspondência entre elas com o desempenho escolar e variáveis sociodemográficas. Métodos: Realizou-se um estudo não experimental de corte transversal. A amostragem, não-probabilística, de conveniência, conformada por 185 estudantes de enfermagem de todos os níveis. Utilizou-se a Escala de Estratégias de Aprendizagem ACRA-Abreviada (Aquisição, Codificação, Recuperação e Apoio da informação). Usou-se o Programa Stata 11.0, para comparar a média da proba t-test e Anova, e a correlação de Pearson, para a relação entre variáveis quantitativas. Resultados: Os estudantes empregam um número importante de estratégias, principalmente as de repetição e releitura (aquisição) e as de apoio social (apoio). As mulheres utilizam mais estratégias quanto os homens, encontrando-se diferenças nas de seleção e organização (codificação) de elaboração (codificação) e de sublinhado (aquisição). Não se encontraram relações consistentes entre o uso de estratégias e o desempenho escolar. Conclusão: Conhecem-se um número importante de estratégias e fazem uso delas, mas não de maneira profunda, empregando-as basicamente como elementos de memorização e apoio à aprendizagem. Propõe-se, realizar diagnóstico de estratégias para o ingresso universitário, capacitação docente e estabelecer programas onde se promova a capacidade nos aprendizes de gerenciar sua aprendizagem, e a avaliação autentica dos conteúdos.


Asunto(s)
Humanos , Investigación en Evaluación de Enfermería/tendencias , Educación en Enfermería/tendencias , Solución de Problemas , Estudiantes de Enfermería , Chile
15.
Nurs Adm Q ; 43(1): 5-9, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-30516701

RESUMEN

In many Western democracies, nursing consumes a comparatively large proportion of the health service budget and delivers the highest proportion of direct patient care. Therefore, identifying and representing the contribution of nurses to clinical effectiveness as well as the wider social benefit to populations and the economy is crucial. Predictive models on health and social care requirements for the next quarter of a century report a staggering shift in population age, multimorbidity, and complexity of need. This is leading to the widespread realization that change is needed to ensure that health care throughout the world meets the emerging needs of humankind. Currently, 97% of health budgets are spent on treatment, while only 3% are invested in prevention. Targeted initiatives that redistribute a higher proportion of national health policy budgets to the prevention of disease offer opportunities for nurses to address gaps in service provision. Nursing Now is a campaign focused on raising the status and profile of nursing globally while maximizing the contribution that nurses make to the health and well-being of individuals and communities. Nursing Now is a 3-year campaign, launched in 2018. The campaign has a very clear strategic goal to position nursing to optimize the profession's potential to fully contribute and make a real difference to the health of the global population.


Asunto(s)
Predicción/métodos , Empleos en Salud/tendencias , Educación en Enfermería/economía , Educación en Enfermería/métodos , Educación en Enfermería/tendencias , Humanos , Liderazgo , Calidad de la Atención de Salud/normas
16.
Nurse Educ Pract ; 34: 104-110, 2019 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-30504011

RESUMEN

Bioterrorism content is too often absent from nursing education post-licensure. According to the Centers for Disease Control and Prevention (CDC), bioterrorism is defined as "the deliberate release of viruses, bacteria, or other germs (agents) used to cause illness or death in people, animals, or plants." The purpose of this scholarly work was to develop and pilot a curriculum on introductory bioterrorism concepts for practicing nurses. A literature search and a review of available resources elucidated pertinent content items on bioterrorism and its associated precautions for nurses. Next, two rounds of expert panel consisting of five members rated the identified content and provided comments to validate the curriculum's content. Based on the results, content items were expanded into a curriculum that was piloted as a four hour in person educational session and nurses in attendance were invited to participate in pre-test and post-test questions. They were also asked for their perceptions of the educational session's usefulness and influence on patient care in case of a bioterrorism event. All respondents strongly agreed that the information presented would be useful to them and would influence their patient care in a bioterrorism event. Further refinement, evaluation, and implementation of the developed curriculum are recommended.


Asunto(s)
Bioterrorismo , Educación en Enfermería/métodos , /organización & administración , Curriculum/tendencias , Educación en Enfermería/tendencias , Práctica Clínica Basada en la Evidencia/métodos , Humanos , Proyectos Piloto , Estados Unidos
18.
Rev Esc Enferm USP ; 52: e03397, 2018 Dec 13.
Artículo en Portugués | MEDLINE | ID: mdl-30570084

RESUMEN

OBJECTIVE: To understand the contradictions involved in the process of curriculum reconstruction in the training of nurses, on the professors' perception. METHOD: Qualitative interpretative study, in which professors of nursing courses from three public and three private institutions were interviewed. The analysis was based on dialectical hermeneutics. RESULTS: 21 professors participated in the study. The proposals of changes are associated with advances and resistances, since the extended view of the health-disease process is opposed to the biological view; the diversification of learning scenarios is confronted with the hegemony of the hospital scenario; the integration of teaching and service faces the inequality of participation of the parties; and integration between the basic and the clinical cycle finds resistance in the knowledge accumulated in each discipline. CONCLUSION: The contradictions found, although inherent to the change process, indicate that persistence and continuous movement towards curriculum reformulation are necessary.


Asunto(s)
Curriculum/tendencias , Educación en Enfermería/tendencias , Docentes de Enfermería/psicología , Adulto , Brasil , Femenino , Humanos , Entrevistas como Asunto , Masculino , Persona de Mediana Edad , Investigación Cualitativa
19.
Rev. Rol enferm ; 41(11/12,supl): 258-262, nov.-dic. 2018. tab
Artículo en Inglés | IBECS | ID: ibc-179972

RESUMEN

Introduction and objectives: The Bologna Process led to the reorganization of the education system into three academic degrees: Bachelor's degree, Master's de-gree and Doctorate, differentiated by focusing on the research area only after the Bachelor's degree. The present study aims to understand the relevance of research in Nursing for undergraduate students. Methodology: Through a mixed descriptive-correlative investigation, the data was collected through an online form, sent via social networks. The sample is made up of 250 students, in the 4th year of the Nursing Bachelor's degree, from 17 higher education institutions in Portugal. Results and discussion: All students consider nursing research important, but 35.2% of the respondents are undecided about contributing to this area and 5.6% do not intend to contribute to it. It was also noted that, although 99.6% of the students reported they had a curricular unit associated to research, 53.2% of the students considered their ability to analyse a scientific article as "Sufficient". The relevance attributed to this component of research analysis is mostly evaluated as "Very im-portant" (42%). Conclusions: Most students value nursing research, and are interested in projects that contribute to the subject and to the development of their personal and pro-fessional skills, but there is a lack of incentive for investment in this area. It is also possible to identify gaps in learning regarding the analysis and interpretation of scientific articles. It is possible to conclude that in the educational system there must be structural and content changes to respond to the students' needs


No disponible


Asunto(s)
Humanos , Educación en Enfermería/tendencias , Investigación en Enfermería/tendencias , Actitud , Estudiantes de Enfermería/estadística & datos numéricos , Modelos de Enfermería , Curriculum/tendencias , Evaluación Educacional
20.
Rev. Rol enferm ; 41(11/12,supl): 302-306, nov.-dic. 2018. ilus
Artículo en Inglés | IBECS | ID: ibc-179980

RESUMEN

Introduction: Young students' transition to higher education is a particularly challenging and a stressful event, likely to trigger emotions that can potentially affect their adaptation to a new and more demanding learning environment. This issue has been a focus of growing interest for researchers involved in mentorship programmes developed by higher education institutions, which are intended to contribute to a healthy integration of students and, consequently, promote academic inclusion and success. This project intends to understand the role of mentorship in promoting emotional competence and well-being of nursing students. Methods: A research project of qualitative nature, with an analytical focus, using a sociopoetic approach. Participants will be nursing professors and students (se-cond-year of the undergraduate degree) recruited from several public and private, Portuguese and Brazilian, nursing schools. The methodological procedure includes the creation of negotiation and data production workshops, data content analysis, counter-analysis workshop and socialisation of data production. Conclusions: We hope with this study to strengthen the relationship established with the mentor may constitute a healthier and more adaptative emotional expe-rience, and potentiate generalization to other social contexts, improving daily life interpersonal skills and promoting emotional competence, essential to personal and professional development. This study will enable the development of the men-torship process in the higher education institutions involved in this type of project, grounded on the mentorees' abilities to learn easily, to increase their socialisation and their networks, to develop feelings of organizational citizenship, to potentiate satisfaction with work and career, to improve their self-efficacy and reduce their stress levels


No disponible


Asunto(s)
Humanos , Educación en Enfermería/tendencias , Inteligencia Emocional , Mentores , Estrés Psicológico/prevención & control , Estudiantes de Enfermería/estadística & datos numéricos , Relaciones Interpersonales , Autoeficacia , Ajuste Emocional , Socialización
SELECCIÓN DE REFERENCIAS
DETALLE DE LA BÚSQUEDA