Developing a pediatric nursing simulation scenario template in South Korea: applying real-time Delphi methods.

PURPOSE: This study aimed to describe the process of developing a validated pediatric nursing simulation scenario template using the real-time Delphi method. METHODS: A panel of 13 pediatric nursing experts participated in a real-time Delphi survey conducted over two rounds. Initially, 83 items were included in the questionnaire focusing on the structure and content of the simulation scenario template. Data analysis involved calculating the content validity ratio (CVR) and the coefficient of variation to assess item validity and stability. RESULTS: Through iterative rounds of the Delphi survey, a consensus was reached among the experts, resulting in the development of a pediatric nursing simulation scenario template comprising 41 items across nine parts. The CVR values ranged from 0.85 to 1.0, indicating a high consensus among experts regarding the inclusion of all items in the template. CONCLUSION: This study presents a novel approach for developing a pediatric nursing simulation scenario template using real-time Delphi methods. The real-time Delphi method facilitated the development of a comprehensive and scientifically grounded pediatric nursing simulation scenario template. Our template aligns with the International Nursing Association for Clinical Simulation and Learning standards, and provides valuable guidance for educators in designing effective simulation scenarios, contributing to enhanced learning outcomes and better preparation for pediatric clinical practice. However, consideration of cultural and contextual adaptations is necessary, and further research should explore alternative consensus criteria.

Self-efficacy mediates the effect of professional identity on learning engagement for nursing students in higher vocational colleges: A cross-sectional study.

BACKGROUND: Learning engagement is a crucial predictor of academic achievement. It is essential to understand the factors influencing learning engagement among nursing students, especially from the learner's perspective, which is notably scarce but vital for designing effective educational interventions. OBJECTIVES: This study aims to investigate the mediating effect of self-efficacy on the relationship between professional identity and learning engagement for nursing students in higher vocational colleges. DESIGN: A cross-sectional electronic survey was conducted. SETTING: The study was conducted in four higher vocational colleges located in Guangdong Province, China. PARTICIPANTS: A total of 944 first- and second-year nursing students participated in the study between October and November 2022. METHODS: Data were collected with questionnaires on general information, professional identity, self-efficacy, and learning engagement and analyzed with SPSS 26.0 and PROCESS v4.1 (Model 4), exploring relationships among professional identity, self-efficacy, and learning engagement through Pearson correlations, multivariate regression, and mediation analysis with 5000 bootstrap samples. RESULTS: The participants exhibited moderate levels of professional identity (85.37 ± 13.52), self-efficacy (25.58 ± 5.74), and learning engagement (71.26 ± 16.17), which were all significantly correlated with each other (P < 0.01). In the model of the mediating effect, professional identity directly (ß = 0.811, t = 27.484, P < 0.001) and indirectly [ß = 0.112,95%CI (0.074-0.154)] significantly predicts college students' learning engagement; professional identity has a significant positive predictive effect on self-efficacy (ß = 0.182, t = 14.459, P < 0.001) and self-efficacy significantly predicts learning engagement (ß = 0.614, t = 8.292, P < 0.001). Furthermore, the direct effect of professional identity on learning engagement (0.699) and its mediating effect (0.112) account for 86.19 % and 13.81 % of the total effect (0.811), respectively. CONCLUSION: Participants exhibited moderate levels of professional identity, self-efficacy, and learning engagement. Professional identity and self-efficacy are interconnected and positively correlated, influencing learning engagement among nursing students, which highlights the need to foster these qualities to enhance education and future practice.

User experience and interface assessment for metaverse platforms on nurses and nursing students: A cross-sectional study.

BACKGROUND: The metaverse, a rapidly evolving virtual environment, offers new opportunities for healthcare education. The effectiveness of the metaverse as a learning tool depends on user readiness and platform characteristics. AIM: This study aimed to examine the current use of metaverse platforms among nurses and nursing students in South Korea and explore the relationship between user characteristics and their metaverse experience, focusing on presence, usability, and user experience. DESIGN: This was a cross-sectional descriptive study. SETTINGS: Registered nurses and nursing students from various healthcare settings and educational institutions in South Korea participated in this study. PARTICIPANTS: This study included 428 participants, comprising 188 nurses and 240 nursing students. METHODS: Between September and November 2022, participants provided voluntary informed consent. The participants engaged with one of the following two metaverse platforms: ZEPETO (mobile-based) or Gather (screen-based). After four structured exploration phases, the participants completed online questionnaires. These surveys assessed general characteristics, metaverse self-efficacy, sense of presence, usability, and user experience. RESULTS: Most participants had previous experience with the metaverse and rated their metaverse self-efficacy at 3.60. Nurses scored higher than nursing students in terms of presence, usability, and user experience in the metaverse. Higher work self-efficacy in nurses and academic self-efficacy in nursing students were associated with more positive experiences in the metaverse. Nurses consistently rated higher across all subdomains of presence, usability, and user experience than nursing students. The type of metaverse platform also significantly influenced user experience. CONCLUSIONS: A significant proportion of Korean nurses and nursing students are familiar with the metaverse, reflecting a global trend towards virtual environments in education and healthcare. Although the metaverse holds promise for healthcare education, its effectiveness depends on user readiness, platform characteristics, and the development of a reliable, structured, and user-friendly educational programme.

Application of an Antiracism Framework to Improve Pediatric APRN Education.

Poor health outcomes for children are directly tied to poor social determinants of health and systemic, embedded health care inequities. To prepare the next generation of pediatric advanced practice registered nurses (APRNs), nursing schools must educate students to address inequities through innovative curricular models and teaching modalities. The purpose of this manuscript is to describe the application of an antiracism framework to a graduate APRN program. This article describes the application of this framework, which led to significant administrative, curricular, and course changes to prepare pediatric-focused APRN students to address the health inequities and poor social determinants of health facing children today. By describing our journey to embed an antiracism framework, other nursing schools can make substantive changes necessary to prepare their students to address these health inequities.

Early Career Nurses' Experiences of Engaging in a Leadership Role in Hospital Settings.

BACKGROUND: Early career nurses (ECNs) can be expected to assume shift charge nurse leadership roles quickly upon entering practice. Since the emergence of the COVID-19 pandemic, junior nurses may find their leadership capabilities tested further as the challenges of leadership are made increasingly complex in the context of an infectious disease outbreak. PURPOSE: The purpose of this qualitative study was to explore early career registered nurses' (RNs) experiences of engaging in shift charge nurse roles in hospital settings. METHODS: This study used an interpretive descriptive (ID) approach. Semi-structured, in-depth interviews were conducted with 14 RNs across Ontario, who had up to three years of experience and who had engaged in a shift charge nurse role in a hospital setting. Recruitment and data collection took place from January to May 2021 during the COVID-19 pandemic. Interviews were recorded, transcribed, and analyzed following the principles of content analysis. RESULTS: Content analysis of the 14 participant interviews revealed four main themes: nominated and necessitated into leadership, diverse and demanding responsibilities, factors that help and hinder, and leadership as an impactful experience. CONCLUSIONS: Study findings provide insights into potential strategies to support ECNs in shift charge nurse roles, during the remaining course of the COVID-19 pandemic and beyond. Greater support for nurses who engage in these roles may be achieved by promoting collaborative unit and organizational cultures, prioritizing leadership training programs, and strengthening policies to provide greater clarity regarding charge nurse role responsibilities.

A respiratory critical care nurse training program for settings without a registered respiratory therapists: A protocol for a multimethod study.

BACKGROUND: The increasing elderly population and prevalence of chronic diseases have raised the need for ICU beds. However, limited bed availability often causes delays in admission, leading to wasted treatment time. OBJECTIVES: This study aims to create and implement a training program for respiratory critical care nurses (RCCNs) in settings without registered respiratory therapists (RRTs). METHODOLOGY/DESIGN: The study will use a multimethod sequential research design, including a scoping review, content analysis, Delphi methods, and a randomized clinical trial. The scoping review will gather extensive information on respiratory care for critically ill patients and the responsibilities of RCCNs. Content analysis and expert interviews will identify opportunities and challenges in RCCNs' provision of respiratory care. The Delphi method will integrate the results to develop a comprehensive training program for RCCNs. Subsequently, five RCCNs will undergo theoretical and practical examinations after completing the three-month training program, and the impact of RCCNs on critically ill patients' outcomes will be evaluated through a clinical trial. ANTICIPATED FINDINGS: The study aims to provide a comprehensive training program for RCCNs and investigate its impact on the outcomes of critically ill patients through a clinical trial. CONCLUSION: The training program will equip RCCNs with the necessary skills and knowledge to provide respiratory critical care from the emergency department to hospital discharge. This pioneering study aims to improve patient outcomes in settings without RRTs by offering a unique program for RCCNs. IMPLICATIONS FOR CLINICAL PRACTICE: The development and implementation of this training program for RCCNs in settings without RRTs will address the gap in respiratory care and potentially improve patient outcomes. By empowering RCCNs with specialized training, healthcare facilities can ensure the provision of high-quality respiratory care throughout a patient's critical illness journey, enhancing the efficiency and effectiveness of healthcare teams, especially in resource-limited settings.

Inquiry in uncertainty-nursing students' learning experience in challenge-based learning: A qualitative study.

BACKGROUND: Currently, nursing students face a significant lack of preparedness in efficiently addressing complex issues. The use of challenge-based learning, a student-centred situational learning method that utilizes practice scenarios to solve complex problems, can help alleviate the challenges in nurse education. However, there remains to be more extensive exploration on the application of challenge-based learning in nurse practice education. OBJECTIVES: This study aims to explore the learning experiences of nursing students in challenge-based learning to gain a deeper understanding of the ways and mechanisms through which challenge-based learning enhances specific learning abilities. DESIGN/METHODS: This study utilized a hermeneutic phenomenological design, employing semi-structured interviews and thematic analysis. SETTINGS: A university in Hunan, China, hosted the nursing skills competition based on the principles of challenge-based learning, targeting senior students from nursing schools in Hunan province. PARTICIPANTS: A total of 24 fourth-year students from six colleges, including one male and twenty-three female students. RESULTS: Two themes and seven sub-themes emerged from the study. Theme 1 Constructing a knowledge system in complex scenarios with sub-themes: Case-based education centred on comprehensive knowledge promotes knowledge linkage; Reverse reasoning promotes knowledge differentiation; Making mistakes helps finding the correct path of knowledge; Traps inspire identification of potential problems. Theme 2 Inquiry in uncertainty with sub-themes: Unexpected changes promote exploration of general principles; Combining knowledge with diverse case scenarios promotes flexible thinking; The uncertainty of knowledge fosters independent thinking. CONCLUSIONS: The complexity and variability inherent in challenging learning situations promote the construction of students' knowledge systems and the cultivation of an inquisitive spirit. The identification of these mechanisms contributes to the optimization of instructional environment design, the development of a culture of continuous learning and innovation, and effectively tackling complex issues within an ever-evolving global context.

Understanding the processes, practices and influences of calibration on feedback literacy in higher education marking: A qualitative study.

BACKGROUND: In the University setting, striving for consistency and reliability of assessment evaluation is essential to reducing the impact of marking variations. Marking processes such as consensus calibration have the potential to reduce issues which arise from the influence of markers professional knowledge and experience, as well as fixed and acquired marking habits. Furthermore, the influence of marker feedback which supports learning development is associated with the feedback literacy of both the teacher and the student. A gap is currently present in the literature as these practices are not discussed together. OBJECTIVES: To explore how nursing academics perceive and understand calibration practices and associated feedback literacy. DESIGN: Theoretical underpinnings in participatory and person-centred research methodology supported the critical ontological perspective of this study where the intent of the research was to explore the reality that exists within the context where the research was conducted. SETTING: A single School of Nursing in an Australian University with six campuses spanning metropolitan, regional and rural sites. PARTICIPANTS: Nursing academics and casual tutors with various levels of experience in assessment marking and feedback. METHODS: Semi-structured group interviews that were analysed using reflexive thematic analysis. RESULTS: Four overarching themes were identified; rubrics, calibration, feedback and justice. CONCLUSION: Calibration improves staff cohesion, fosters better practices and consistency, and permits nuanced interpretation of assessments while maintaining uniformity. Enhanced feedback literacy that integrates principles of equity, justice, and learner-centeredness is required. Fundamentally calibration guides educators toward holistic approaches that foster consistency, equity, and thorough feedback practices.

Exploring the live experiences of the nursing faculty, working in public sector institutions of Punjab regarding educational transformation from diploma to degree programme.

The objective of the study was to explore the faculty's views regarding nursing education transformation from diploma to degree programme. Phenomenological descriptive qualitative approach was adopted to explore the experiences of 10 nursing faculty members who were teaching for more than two years in two public sector nursing colleges (inclusion criteria) in Punjab-College of Nursing, Jinnah Hospital Lahore, and College of Nursing, Nishtar Hospital, Multan-from 2021 to 2022. Data was collected by in-depth interviews of the 10 participants. It was tape recorded, transcribed, and analysed by using Braun and Clarke`s thematic analysis technique. Seven themes were derived, in which good transition, change in instructional methodology, several strengths of degree programme, higher authorities' ignorance, lack of resources, resources can be managed at government level as well as institutional level, positive impact, improved skills in all dimensions were the main elements. This transition is facing challenges, and authorities need to pay proper attention, while policy formation for smooth implementation is needed.

O papel do enfermeiro educador no desenvolvimento da liderança / The role of the nurse educator in leadership development

Compreender o papel do enfermeiro educador no desenvolvimento da liderança. Método: Trata-se de um relato de experiência, realizado com cinco grupos de enfermeiros com a temática de acordo com as suas especializações: pediatria, gestão, cuidados paliativos, centro cirúrgico e geriatria no Hospital Cruz Azul de São Paulo, no período de 2021 até 2023. Resultados: Notou-se progresso nos pontos elencados a partir do plano estratégico anteriormente desenvolvido nos setores de gestão, cuidados paliativos e clínica cirúrgica. Na perspectiva de autonomia e participação, o enfermeiro docente é peça chave na promoção de mudanças no ensino, como também, deve ser responsável pela criação de medidas para fomentar o pensamento crítico e criativo de sua equipe. Conclusão: A inserção de práticas pedagógicas bem como a aproximação dos indivíduos em desenvolvimento de liderança à equipe multidisciplinar são estratégias metodológicas exitosas na formação de enfermeiros-líderes.(AU)

To understand the role of nurse educator in the development of leadership. Method: This is an experience report, conducted with five groups of nurses with the theme according to their specializations: pediatrics, management, palliative care, surgical center and geriatrics at the Cruz Azul Hospital of São Paulo, from 2021 to 2023. Results: Progress was noted in the points listed from the strategic plan previously developed in the management, palliative care and surgical sectors. From the perspective of autonomy and participation, the teaching nurse is a key player in promoting changes in teaching, as well as being responsible for creating measures to foster critical and creative thinking of his team. Conclusion: The insertion of pedagogical practices as well as the approach of individuals in leadership development to the multidisciplinar team are successful methodological strategies in training nurses-leaders.(AU)

Comprender el papel del enfermero educador en el desarrollo del liderazgo. Método: Se trata de un relato de experiencia, realizado con cinco grupos de enfermeros con la temática de acuerdo con sus especializaciones: pediatría, gestión, cuidados paliativos, centro quirúrgico y geriatría en el Hospital Cruz Azul de São Paulo, en el período de 2021 hasta 2023. Resultados: Se notó progreso en los puntos enumerados a partir del plan estratégico anteriormente desarrollado en los sectores de gestión, cuidados paliativos y clínica quirúrgica. En la perspectiva de autonomía y participación, el enfermero docente es pieza clave en la promoción de cambios en la enseñanza, como también, debe ser responsable por la creación de medidas para fomentar el pensamiento crítico y creativo de su equipo. Conclusión: La inserción de prácticas pedagógicas así como el acercamiento de los individuos en desarrollo de liderazgo al equipo multidisciplinar son estrategias metodológicas exitosas en la formación de enfermeros-líderes.(AU)

Enhancing competency in infection prevention and control: Identifying priorities for clinical nurse educational needs.

BACKGROUND: Healthcare-associated infections (HAIs) have become a significant concern globally, posing risks to patients and imposing social and economic burdens. Competency in infection prevention and control (IPC) practices is essential for nurses to effectively reduce the risk of transmission. However, there is a lack of research on educational needs for competency in IPC practices. OBJECTIVES: This study aimed to assess and prioritize educational needs for the development of educational content focused on the IPC practices of clinical nurses. DESIGN: A descriptive cross-sectional design was utilized. SETTINGS: This study was conducted at six general hospitals located in five urban regions in South Korea, each with 100 to 300 beds. PARTICIPANTS: A total of 226 nurses were recruited as participants for this study. METHODS: Data were collected from June to July 2021. A total of 226 nurses participated in this study. After examining the perceived importance and current performance of attributes related to IPC, educational needs were identified by paired-sample t-test, importance-performance analysis, Borich's needs analysis, and the Locus for Focus model. RESULTS: Items related to IPC were found to have lower performance than importance, highlighting the need for education. Educational needs were the highest for items in the "IPC practices according to microorganisms" category, such as MRSA, VRE, antimicrobial-resistant organisms, Clostridium difficile, scabies, and AIDS. Items in the "isolation precautions" category, including standard precautions, transmission-based precautions, management of isolation rooms, and wearing PPE, also demonstrated high priority in terms of educational needs. The findings suggest the need for training programs for clinical nurses with a focus on specific areas for improving IPC competency. CONCLUSIONS: The development and implementation of training modules tailored to the educational needs of clinical nurses may enhance their skills, knowledge, and attitudes, ultimately resulting in improved performance.

Child health nursing in the Solomon Islands: A qualitative evaluation of the impact of the 'Bachelor of nursing - Child health'.

AIM: To explore graduates' perceptions of the impact on nursing practice of a new postgraduate course in child health, developed and implemented in the Solomon Islands in 2016. BACKGROUND: The Bachelor of Nursing - Child Health was implemented in 2016 to develop nurses' knowledge and skills in child health and paediatric care with the intent to improve national child health outcomes. DESIGN: A qualitative exploratory, descriptive design was used to evaluate the impact of the Bachelor of Nursing - Child Health on graduates' nursing practice. METHODS: Fourteen nurses who graduated from the first cohort of students enrolled in the child health course were purposively selected to participate. Participants engaged in individual semi-structured interviews, conducted between August and December 2018. A thematic analysis was undertaken following Braun and Clarke's six-phase process. RESULTS: Findings from the study demonstrate positive impacts of the course on graduates' nursing practice. These include a perceived enhanced quality of care through their commitment to evidence-based practice, the ability to contribute to capacity building of colleagues, the reinforcement of provincial public health programmes and expanded participation in managerial activities. Following graduation, most alumni took on senior roles and greater responsibilities, felt more confident in managing unwell children, felt there was better access to and quality of child health care at the community and broader country levels and felt recognised by colleagues and communities. Some graduates faced resistance from colleagues to change practice and felt that despite being given greater responsibilities, nursing levels and salaries remained unchanged. This reflected a potential lack of recognition from hospital or provincial managers, the Nursing Council as the regulatory body for the nursing profession, and the Ministry of Health and Medical Services. A lack of human and material resources also impacted quality of care. IMPLICATIONS FOR NURSING AND HEALTH POLICY: Findings from this study underline the need for the Solomon Islands National University, the Nursing Council, the Public Service and the Ministry of Health and Medical Services to concord and delineate formal accreditation standards for child health nurses. Overall, collaborative efforts and commitments at local, regional and global levels are required to support child health nurses in their ability and ambition to improve national child health outcomes. CONCLUSIONS: Findings from this study demonstrate positive impacts of the course on graduates' nursing practice. The impact of increasing nurses' knowledge and skills on national child health outcomes could be significant. Ongoing implementation and recognition of this course in the Solomon Islands, as well as more broadly across the Pacific region, are recommended.

Trainee nursing associates in England: A multisite qualitative study of higher education institution perspectives.

AIM: To explore the experiences of university employees on the development and implementation of the nursing associate programme. BACKGROUND: As part of wider policy initiatives to address workforce shortages, provide progression for healthcare assistants and offer alternative routes into nursing, England recently introduced the nursing associate level of practice. Little research has yet considered university perspectives on this new programme. METHODS: An exploratory qualitative study reported following COREQ criteria. Twenty-seven university staff working with trainee nursing associates in five universities across England were recruited. Data, collected via semi-structured interviews from June to September 2021, were analysed through a combined framework and thematic analysis. RESULTS: Three themes developed: 'Centrality of partnerships' considered partnerships between employers and universities and changing power dynamics. 'Adapting for support' included responding to new requirements and changing pedagogical approaches. 'Negotiating identity' highlighted the university's role in advocacy and helping trainees develop a student identity. CONCLUSIONS: Nursing associate training in England has changed the dynamics between universities and healthcare employers, shifting learners' identity more to 'employee' rather than 'student'. Universities have adapted to support trainees in meeting academic and professional standards whilst also meeting employer expectations. While challenges remain, the ability of nurse educators to make adjustments, alongside their commitment to quality educational delivery, is helping establish this new training programme and thereby meet government policy initiatives. IMPLICATIONS FOR NURSING POLICY: The international movement of apprenticeship models in universities has the potential to change the status of the learner in nursing educational contexts. National policies that encourage this model should ensure that the implications and challenges this change of status brings to learners, employers and education institutions are fully considered prior to their implementation.

An integrative review of teaching strategies to support clinical judgment development in clinical education for nurses.

OBJECTIVES: Historically, emphasis on task-completion and lack of intentional approaches that develop students' thinking skills have dominated clinical education. One contributing factor may be the limited literature about teaching to develop clinical reasoning and clinical judgment in the clinical environment. This integrative review accessed available literature to answer the question, What strategies are used to develop clinical judgment in the clinical education environment? DESIGN: The Whittemore and Knafl approach framed the integrative review. The framework includes the following steps 1) problem identification, 2) literature search, 3) data evaluation, 4) data analysis, and 5) presentation. DATASOURCES: The data bases CINAHL Plus with Full Text, OVID, and ProQuest were searched through the period of January 2000 through July of 2022. REVIEW METHODS: The PRISMA protocol informed review and screening of the literature. Authors assessed articles for eligibility via first screening by abstract review, followed by review of the full text. Both authors reviewed the articles, assessing qualification for inclusion and evaluating the content. Data from eligible articles were analyzed and synthesized to answer the research question. RESULTS: Of the initial 427 articles, a total of 20 articles met inclusion criteria for final analysis. Five general themes emerged for clinical judgment during clinical education. The findings identified the teaching strategies nurse educators use. Many of the teaching methods include deliberateness and intentionality in planning and implementing the strategies. In addition to evaluating clinical judgment, nurse educators guided and mentored student thinking. Finally, this review identified reported outcomes and results of the teaching strategies and methods. CONCLUSIONS: A limited number of articles describing teaching for clinical judgment in clinical environment were found. The articles analyzed found that nurse educators used a variety of teaching strategies for the purpose of developing students' clinical judgment. More research is needed to guide best-practices in clinical education. We must move the science forward to transform and leverage clinical education more deliberately to teach thinking in practice and decision-making about patient care.

Educação permanente para qualidade e segurança do paciente em hospital acreditado / Educación permanente para calidad y seguridad del paciente en hospital acreditado / Permanent education for quality and patient safety in an accredited hospital

Resumo Objetivo Compreender os desafios enfrentados pela educação permanente para o alcance da melhoria da qualidade e da segurança do paciente em um hospital público submetido à acreditação hospitalar. Métodos Estudo descritivo, transversal e com abordagem qualitativa. Realizaram-se entrevistas semiestruturadas com 22 profissionais, durando, em média, 22 minutos, as quais posteriormente foram analisadas e interpretadas por meio da análise de conteúdo temática de Bardin. Adotaram-se os softwares Iramuteq para a análise de corpus textual, e o BioEstat 5.3, para análise do perfil dos participantes. A coleta de dados ocorreu em junho de 2022, após aprovação nos Comitês de Ética em Pesquisa. Resultados Aplicou-se a análise de classificação hierárquica descendente, gerada pelo Iramuteq. Obtiveram-se três categorias: Desafios da Educação Permanente mediante o Processo de Melhoria Contínua; Educação Permanente para a Promoção da Qualidade e da Segurança do Paciente no Contexto da Acreditação Hospitalar; e Estratégias Educativas para a Melhoria da Qualidade e da Segurança do Paciente. Conclusão Identificaram-se desafios inerentes às ações de educação permanente em saúde, tais como resistência à mudança de cultura, adesão às atividades, alta rotatividade de profissionais e dificuldade para liberação da equipe de enfermagem para participar das atividades relacionadas à demanda de trabalho.

Resumen Objetivo Comprender los desafíos enfrentados por la educación permanente para lograr mejorar la calidad y la seguridad del paciente en un hospital público sometido a acreditación hospitalaria. Métodos Estudio descriptivo, transversal y con enfoque cualitativo. Se realizaron entrevistas semiestructuradas a 22 profesionales, con duración promedio de 22 minutos, que luego se analizaron e interpretaron mediante el análisis de contenido temático de Bardin. Se utilizaron los softwares Iramuteq para el análisis de corpus textual y BioEstat 5.3 para el análisis del perfil de los participantes. La recopilación de datos se llevó a cabo en junio de 2022, después de la aprobación de los Comités de Ética en Investigación. Resultados Se aplicó el análisis de clasificación jerárquica descendente, generado por Iramuteq. Se obtuvieron tres categorías: Desafíos de la educación permanente mediante el proceso de mejora continua, Educación permanente para la promoción de la calidad y de la seguridad del paciente en el contexto de la acreditación hospitalaria, y Estrategias educativas para la mejora de la calidad y la seguridad del paciente. Conclusión Se identificaron desafíos inherentes a las acciones de educación permanente en salud, tales como resistencia a cambios de cultura, adherencia a las actividades, alta rotación de profesionales y dificultad de autorizar al equipo de enfermería para participar en las actividades relacionadas con la demanda de trabajo.

Abstract Objective To understand the challenges faced in terms of permanent education in health, for achieving quality improvements and patient safety at a public hospital undergoing hospital accreditation. Methods This was a descriptive, cross-sectional study with a qualitative approach. Semi-structured interviews were conducted with 22 professionals, lasting an average of 22 minutes. The interviews were subsequently analyzed and interpreted using Bardin's thematic content analysis. The software Iramuteq was used to analyze the textual corpus, and BioEstat 5.3 was used to analyze the profile of the participants. The data collection took place in June 2022, following approval by the Research Ethics Committees. Results The descending hierarchical classification analysis, generated by Iramuteq, was applied, resulting in three categories: Challenges of Permanent Education through the Continuous Improvement Process, Permanent Education for the Promotion of Quality and Patient Safety in the Context of Hospital Accreditation, and Educational Strategies for Improving Quality and Patient Safety. Conclusion Challenges inherent to the actions of permanent education in health were identified, such as resistance to cultural change, adherence to activities, high turnover of professionals, and difficulty in releasing the nursing team to participate in activities, due to work demand.

Desenvolvimento de um design de telessimulação para o suporte básico de vida / Elaboración de un diseño de telesimulación para el soporte vital básico / Development of a telesimulation design for basic life support

Resumo Objetivo Construir e validar um design de telessimulação síncrona e observacional em enfermagem para o atendimento segundo o protocolo de suporte básico de vida intra-hospitalar no adulto. Métodos Estudo metodológico baseado nas fases do procedimento teórico realizado por meio de uma scoping review; fase empírica desenvolvida através da validação de conteúdo do design telessimulado e fase analítica em que adotou-se o índice de validade de conteúdo. Resultados Construiu-se um design para o atendimento segundo o protocolo de suporte básico de vida percorrendo seis etapas: o planejamento, preparação, participação, teledebriefing, avaliação e feedback e a aprendizagem adicional, com Índice de Validade de Conteúdo de 0,96. Conclusão O design desenvolvido foi considerado válido em conteúdo para planejar e executar a telessimulação pela enfermagem e ainda ser adaptado a outros contextos educacionais.

Resumen Objetivo Elaborar y validar un diseño de telesimulación sincrónica y observacional de enfermería para la atención de acuerdo con el protocolo de soporte vital básico intrahospitalario en adultos. Métodos Estudio metodológico basado en las fases del procedimiento teórico realizado por medio de una scoping review, fase empírica llevada cabo a través de la validación de contenido del diseño telesimulado y fase analítica en la que se adoptó el índice de validez de contenido. Resultados Se elaboró un diseño para la atención de acuerdo con el protocolo de soporte vital básico que atravesó seis etapas: planificación, preparación, participación, teledebriefing, evaluación y feedback y aprendizaje adicional, con un Índice de Validez de Contenido de 0,96. Conclusión El diseño elaborado fue considerado válido en contenido para planificar y ejecutar la telesimulación por parte de enfermeros y además puede adaptarse a otros contextos educativos.

Abstract Objective To construct and validate a synchronous and observational telesimulation design in nursing for care according to in-hospital basic life support protocol for adults. Methods A methodological study based on the phases of the theoretical procedure carried out through a scoping review; empirical phase developed through the telesimulated design content validity and analytical phase in which the content validity index was adopted. Results A care design was constructed according to the basic life support protocol, going through six steps: planning, preparation, participation, teledebriefing, assessment and feedback and additional learning, with a Content Validity Index of 0.96. Conclusion The developed design was considered valid in content to plan and execute telesimulation by nursing and still be adapted to other educational contexts.

Primary Health Care nurses' role in treating Lower Urinary Tract Dysfunction / Papel de la enfermera de Atención Primaria de Salud en el tratamiento de la Disfunción del Tracto Urinario Inferior / Atuação do enfermeiro da Atenção Primária à Saúde no tratamento da Disfunção do Trato Urinário Inferior

ABSTRACT Objective: To understand Primary Health Care nurses' role in treating Lower Urinary Tract Dysfunction. Method: Cross-sectional multi-methodological research, composed of quantitative and qualitative steps, independently and sequentially. Data collected remotely, through a questionnaire and focus group, analyzed using descriptive statistics and thematic analysis by Braun and Clarke, respectively. The project was approved under Opinion 22691119.0.0000.0030. Results: A total of 145 nurses participated in the study in the quantitative step and 20 in the qualitative step, working in Primary Health Care in Brazil. Of the 93.1% nurses who reported having already cared for people with Urinary Tract Dysfunction, only 54.4% provided guidance, mainly for training the pelvic floor muscles. Conclusion: Even though they have legal support and access to demand, nurses do not have the knowledge to offer conservative treatment for Lower Urinary Tract Dysfunction. Despite this, they were motivated to do so as long as they received specific training.

RESUMEN Objetivo: Comprender el papel del enfermero de Atención Primaria de Salud en el tratamiento de la Disfunción del Tracto Urinario Inferior. Método: Investigación transversal multimetodológica, compuesta por etapas cuantitativas y cualitativas, de forma independiente y secuencial. Datos recopilados de forma remota, a través de un cuestionario y un grupo focal, analizados mediante estadística descriptiva y análisis temático de Braun y Clarke, respectivamente. El proyecto fue aprobado bajo Opinión 22691119.0.0000.0030. Resultados: Participaron del estudio 145 enfermeros en la etapa cuantitativa y 20 en la cualitativa, actuando en la Atención Primaria de Salud en Brasil. Del 93,1% de los enfermeros que afirmaron haber atendido ya a personas con Disfunción del Tracto Urinario, sólo el 54,4% brindó orientación, principalmente para el entrenamiento de los músculos del suelo pélvico. Conclusión: Incluso con apoyo legal y acceso a la demanda, los enfermeros no tienen el conocimiento para ofrecer tratamiento conservador para la Disfunción del Tracto Urinario Inferior. Pese a ello, estaban motivados para hacerlo siempre que recibieran una formación específica.

RESUMO Objetivo: Compreender a atuação dos enfermeiros da Atenção Primaria à Saúde no tratamento da Disfunção do Trato Urinário Inferior. Método: Pesquisa transversal multi-metodológica, composta por etapas quantitativa e qualitativa, de forma independente e sequencial. Dados coletados de forma remota, por meio de questionário e grupo focal, analisados por estatística descritiva e análise temática de Braun e Clarke, respectivamente. O projeto foi aprovado sob Parecer no. 22691119.0.0000.0030. Resultados: Participaram do estudo 145 enfermeiros na etapa quantitativa e 20 na qualitativa, atuantes na Atenção Primária à Saúde do Brasil. Dos 93,1% enfermeiros que referiram já terem atendido pessoas com Disfunção do Trato Urinário, apenas 54,4% prestaram orientações, sendo principalmente para treinamento da musculatura do assoalho pélvico. Conclusão: Mesmo possuindo respaldo legal e acesso à demanda, os enfermeiros não têm conhecimento para oferecer tratamento conservador para Disfunção do Trato Urinário Inferior. Apesar disso, mostraram-se motivados para tal atuação desde que recebam capacitação específica.

Cultural adaptation and validity evidence of the Student Nurse Stressor-15 (SNS-15) Scale for Brazil / Adaptación cultural y evidencia de validez de la Student Nurse Stressor-15 (SNS-15) Scale para Brasil / Adaptação cultural e evidências de validade da Student Nurse Stressor-15 (SNS-15) Scale para o Brasil

ABSTRACT Objectives: to carry out the cultural adaptation and evaluation of validity evidence of the Student Nurse Stressor-15 (SNS-15) Scale for use in Brazil. Methods: psychometric study, conducted from the stages of translation, synthesis, back-translation, review by a committee of seven experts, pre-test and evaluation of measurement properties with 32 and 238 nursing students, respectively. Descriptive statistics, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA) were performed. The reliability of the instrument was estimated using McDonald's Omega (ω). Results: EFA subsidized the distribution of the fifteen SNS-15 items into four factors. Using AFC, satisfactory fit indices were achieved (Comparative Fit Index = 0.94; Tucker-Lewis Index = 0.93; Root Mean Square Error of Approximation = 0.06; Standardized Root Mean Square Residual = 0.16) and ω = 0.86. Conclusions: the Brazilian version of the SNS-15 presents evidence that confirms its validity and reliability.

RESUMEN Objetivos: realizar adaptación cultural y evaluación de evidencia de validez de la Student Nurse Stressor-15 (SNS-15) Scale para su uso en Brasil. Métodos: estudio psicométrico, realizado desde las etapas de traducción, síntesis, retrotraducción, revisión por un comité de siete expertos, pretest y evaluación de propiedades de medición con 32 y 238 estudiantes de enfermería, respectivamente. Se realizó estadística descriptiva, Análisis Factorial Exploratorio (AFE), Análisis Factorial Confirmatorio (AFC). La confiabilidad del instrumento se estimó mediante el Omega de McDonald (ω). Resultados: AFE subvencionó la distribución de los quince ítems del SNS-15 en cuatro factores. A través de la AFC se lograron índices de ajuste satisfactorios (Comparative Fit Index = 0,94; Tucker-Lewis Index = 0,93; Root Mean Square Error of Approximation = 0,06; Standardized Root Mean Square Residual = 0,16) y ω = 0,86. Conclusiones: la versión brasileña del SNS-15 presenta evidencias que confirman su validez y confiabilidad.

RESUMO Objetivos: realizar a adaptação cultural e a avaliação das evidências de validade da Student Nurse Stressor-15 (SNS-15) Scale para uso no Brasil. Métodos: estudo psicométrico, conduzido a partir das etapas de tradução, síntese, retrotradução, revisão por um comitê de sete especialistas, pré-teste e avaliação das propriedades de medida com 32 e 238 estudantes de enfermagem, respectivamente. Realizou-se estatística descritiva, Análise Fatorial Exploratória (AFE), Análise Fatorial Confirmatória (AFC). Estimou-se a confiabilidade do instrumento através do Ômega de McDonald's (ω). Resultados: a AFE subsidiou a distribuição dos quinze itens da SNS-15 em quatro fatores. Mediante AFC, alcançou-se índices satisfatórios de ajuste (Comparative Fit Index = 0,94; Tucker-Lewis Index = 0,93; Root Mean Square Error of Approximation = 0,06; Standardized Root Mean Square Residual = 0,16) e ω = 0,86. Conclusões: a versão brasileira da SNS-15 apresenta evidências que confirmam sua validade e confiabilidade.

Nursing rights in comics: educational technological innovation report / Los derechos de enfermería en el cómic: informe de innovación tecnológica educativa / Direitos da enfermagem em quadrinhos: relato de inovação tecnológica educacional

ABSTRACT Objectives: to report an educational technology construction on nursing professionals' rights. Methods: an experience report on educational technology construction during the crediting of university extension hours in an undergraduate nursing course at a Brazilian public university, between March and June 2023. The Deming cycle was used as a procedural method. Results: four meetings were held between students and extension workers. Eight comic books were produced based on the Code of Ethics for Nurses, addressing professional autonomy, fair remuneration, risk-free work, denial of exposure in the media and others. The Deming cycle proved to be an important strategy for constructing products. Conclusions: nursing professionals' rights must be discussed and improved. Educational technologies, such as comic books, provide playful and reflective learning.

RESUMEN Objetivos: informar la construcción de una tecnología educativa sobre los derechos de los profesionales de enfermería. Métodos: relato de experiencia sobre la construcción de tecnología educativa durante la acreditación de horas de extensión universitaria en una carrera de pregrado en enfermería en una universidad pública brasileña, entre marzo y junio de 2023. Se utilizó el ciclo de Deming como método procesal. Resultados: se realizaron cuatro reuniones entre estudiantes y extensionistas. Se produjeron ocho historietas basadas en el Código de Ética para los Profesionales de Enfermería, abordando la autonomía profesional, la remuneración justa, el trabajo libre de riesgos, la negación de la exposición en los medios de comunicación y otros. El ciclo de Deming demostró ser una estrategia importante para la construcción de productos. Conclusiones: los derechos de los profesionales de enfermería deben ser discutidos y mejorados. Las tecnologías educativas, como los cómics, proporcionan un aprendizaje lúdico y reflexivo.

RESUMO Objetivos: relatar a construção de uma tecnologia educacional sobre os direitos dos profissionais de enfermagem. Métodos: relato de experiência sobre a construção de tecnologia educacional durante a creditação de horas de extensão universitária em uma disciplina da graduação em enfermagem de uma universidade pública brasileira, entre março e junho de 2023. Utilizou-se o ciclo de Deming como método processual. Resultados: foram realizados quatro encontros entre estudantes e extensionistas. Oito histórias em quadrinhos foram produzidas pautadas no Código de Ética dos Profissionais de Enfermagem abordando autonomia profissional, remuneração justa, trabalho sem riscos, negação à exposição em mídias e outros. O ciclo de Deming mostrou-se importante estratégia para construção dos produtos. Conclusões: os direitos dos profissionais de enfermagem devem ser discutidos e aprimorados. Tecnologias educacionais, como histórias em quadrinhos, proporcionam aprendizagem lúdica e reflexiva.

Uso da moulage na simulação clínica de curativos entre estudantes de enfermagem: relato de experiência / Use of moulage in the clinical simulation of dressings among nursing students: an experience report / Utilización del moulage en la simulación clínica de apósitos entre estudiantes de enfermería: informe de experiencia

Objetivo: relatar o uso de moulage na simulação clínica de curativos em lesões tegumentares entre estudantes de enfermagem. Método: relato de experiência sobre o uso de moulage para representar lesões tegumentares em simulação clínica de curativos para estudantes de enfermagem. Desenvolveu-se em cinco etapas: ponto de partida, perguntas iniciais, recuperação do processo vivido, reflexão de fundo e pontos de chegada. Resultados: realizaram-se três simulações clínicas, com 28 estudantes. Na produção da lesão tegumentar, utilizaram-se látex, massinha de maquiagem, amido de milho, tinta antialérgica, pincéis, esponja, sangue artificial e algodão, com um custo de R$107,35. No cenário simulado, havia um ator que representou o papel de paciente com lesão, após acidente automobilístico. As simulações ocorreram em três etapas: briefing, cena simulada e debriefing. Conclusão: a simulação clínica com moulage é uma estratégia para o ensino de curativos em lesões tegumentares e contribui para o processo de ensino-aprendizagem de estudantes de enfermagem.

Objective: to report on the use of moulage in the clinical simulation of dressings for skin injuries among nursing students. Methodology: experience report on the use of moulage to represent skin injuries in a clinical simulation of dressings for nursing students. It was developed in five stages: starting point, initial questions, recovery of the experienced process, background reflection and end points. Results: three clinical simulations were carried out with 28 students. In order to produce the skin injury, latex, makeup paste, cornstarch, anti-allergic paint, brushes, sponge, artificial blood and cotton were used, at a cost of R$107.35. In the simulated scenario, there was an actor who played the role of a patient with injuries after a car accident. The simulations took place in three stages: briefing, simulated scene and debriefing. Conclusion: clinical simulation with moulage is a strategy for teaching dressings for skin injuries and contributes to the teaching-learning process for nursing students.

Objetivo: informar sobre la utilización del moulage en la simulación clínica de apósitos para lesiones cutáneas entre estudiantes de enfermería. Metodología: informe de experiencia sobre la utilización del moulage para representar lesiones cutáneas en una simulación clínica de apósitos para estudiantes de enfermería. Se desarrolló en cinco etapas: punto de partida, preguntas iniciales, recuperación del proceso vivido, reflexión de fondo y puntos de llegada. Resultados: se realizaron tres simulaciones clínicas con 28 estudiantes. Para producir la lesión cutánea, se utilizó látex, pasta de maquillaje, almidón de maíz, pintura antialérgica, pinceles, esponja, sangre artificial y algodón, con un coste de R$107,35. En el escenario simulado, había un actor que representaba el papel de un paciente herido tras un accidente de coche. Las simulaciones se desarrollaron en tres etapas: briefing, escena simulada y debriefing. Conclusión: la simulación clínica con moulage es una estrategia para la enseñanza sobre apósitos de lesiones cutáneas y contribuye al proceso de enseñanza-aprendizaje de los estudiantes de enfermería.