Rheumatology nurses' perceptions of undertaking a postgraduate education programme: A phenomenological study.

BACKGROUND: The expansion of the role of the rheumatology nurse specialist led to the instigation, in 1999, of the first Masters programme in rheumatology nursing, with the aim of supporting clinical advancement with evidence-based practice. This study explored the experience of rheumatology nurses undertaking postgraduate study at Masters level. OBJECTIVES: (1) To explore the perceptions and experiences of clinical nurse specialists undertaking a Masters programme in Rheumatology Nursing, including perceptions of impact. (2) To identify future educational needs. METHODS: Ten rheumatology nurses who had completed a Masters degree in rheumatology nursing participated in a semi-structured video link or telephone interview conducted between 17th March 2021-17th May 2021. Interpretive phenomenological analysis was undertaken by two researchers and two public contributors. RESULTS: Four themes were identified: (i) Increased confidence and the development of new clinical skills. (ii) The perceived impact on the organisation; (iii) Benefits of face-to-face learning; and (iv) Continuing evolution of the rheumatology nurse specialist role. Participants reported increased confidence in clinical skills and felt that their learning had benefited their employing organisation. However, lack of time and insufficient managerial support could impede the implementation of new skills. Learning examination techniques, engagement in learning and peer support were seen as advantages of face-to-face learning. Future educational needs focused on diagnostic and prescribing skills. CONCLUSIONS: Participant learners perceived that completing a face-to-face Masters in rheumatology increased confidence in delivering new clinical skills and fostered peer networks, whilst also benefiting their employing organisations. There is a need for organisational support to apply learning to the clinical setting.

Navigating and negotiating: Social processes to describe and explain the student experience of undertaking part-time, taught study on a Master's level degree course in dementia care.

Post graduate education in dementia care is delivered by a number of academic institutions worldwide. Aimed primarily at people in advanced and specialised roles in health and social care, it is designed to develop the knowledge and skills to advance practice and lead to positive changes and benefits to people living with dementia and their social networks. However, undertaking Master's level education can be challenging, particularly when this is undertaken alongside full-time work and family/domestic commitments. To illuminate this student experience further, this paper takes a case study approach to explore the experiences of three students who have successfully completed a Master's programme in dementia care in the North West of England. Their individual and collective experiences highlight the challenges of juggling competing demands and the dynamic processes of navigating the student journey and continually negotiating supports in order to successfully complete the course. The study highlights important implications for the design and supportive structures within post graduate Master's education in dementia care/studies, and potentially in other subject areas also, in order to support students' transition to post graduate study.

[Career prospects of graduate Bachelor nursing degree programs - Results of a nationwide study in Germany]. / Berufsperspektiven von Absolventinnen und Absolventen grundständig qualifizierender Pflegestudiengänge − Ergebnisse einer bundesweiten Verbleibstudie.

Career prospects of graduate Bachelor nursing degree programs - Results of a nationwide study in Germany Abstract. BACKGROUND: Graduates of Bachelor nursing degree programs are available on the labour market for a few years. Currently, there is no empirical evidence or reports on different fields of these academically prepared nurses in Germany. AIM: Aim of this study was to assess the whereabouts of academically prepared nurses in the German labour market, their satisfaction with their current working conditions, and future prospects of the graduates. METHODS: A cross-sectional design was conducted using an online survey to assess whereabouts of academically prepared nurses (n = 273) after graduation from all German Bachelor nursing degree programs. RESULTS: The majority of 77.6 % of participating nurses worked in direct acute settings or in elderly care. Those, working in direct patient care appeared to be significantly more dissatisfied with their working conditions in comparison to those in extended nursing practice (p = 0.000). High satisfaction scores were reported for qualification-adjusted activities, and working conditions in general. Positive perspectives for personal growth and development see 81.3 %. However, 31.1 % of this sample were enrolled in Master programs or plan to enrol in a further education study program into the next future. CONCLUSIONS: In order to become implicit, the process of academic nursing education needs to continue in all practice settings. However, innovative human resources development strategies are needed to use the benefit and full scope of practice in academically prepared nurses in Germany.

Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical Appraisal of Global Health Care in Doctor of Nursing Practice Programs.

UNLABELLED: Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. PURPOSE: This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland. METHOD: A focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences. RESULTS: Content analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care. CONCLUSION: This evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed.

Programa de pós-graduação em enfermagem da Universidade Federal de Santa Maria: trajetória e resultados / Programa de postgrado en enfermería de la Universidad Federal de Santa María: trayectoria y resultados / Graduate program in nursing at the Federal University of Santa Maria: trajectory and results

Estudo quantitativo, descritivo, exploratório, em base documental, tendo como objetivo relatar a história e trajetória do Programa de Pós-graduação em Enfermagem (PPGENF) da Universidade Federal de Santa Maria, de acordo com o panorama nacional. Os dados foram obtidos por meio de consultas a diferentes sites na internet e secretaria do PPGENF. O programa foi criado em 2006, sendo que, no primeiro triênio, houve uma ampliação no número de vagas e candidatos, e a concentração das publicações ocorreu nos Qualis B1 e A2. Foram desenvolvidas ações, como rodas de conversa, seminários, jornadas e workshops, direcionadas ao fortalecimento do programa para a integração de docentes/discentes, acadêmicos e profissionais de Enfermagem. Este programa está contribuindo para a expansão e o fortalecimento da Enfermagem no Rio Grande do Sul, na medida em que seus egressos estão inseridos em instituições de ensino superior, em doutoramento ou, ainda, em instituições de saúde públicas e privadas.

Estudio cuatitativo, descriptivo de registro, con base documental, cuyo objetivo es contar la trayectoria histórica del Programa de Postgrado en Enfermería (PPGENF) de la Universidad Federal de Santa María, de acuerdo a la escena nacional. Los datos fueron obtenidos a través de búsquedas en diferentes sites de internet y en la secretaría del PPGENF. El programa fue creado en 2006 y en el primer trienio hubo una amplitud en el número de vacantes y candidatos, y la concentración de publicaciones fue en qualis B1 y A2. Fueron desarrolladas acciones tales como conversaciones, seminarios, jornadas y workshops direccionadas al mejoramiento del programa y consecuente integración de docentes/discentes, académico y profesionales de enfermería. Este programa contribuye a la expansión y al fortalecimiento de la enfermería en Rio Grande ya que sus egresados están insertados en instituciones de enseñanza superior, en doctoramiento o instituciones de salud pública y privada.

A quantitative, descriptive, exploratory study based on documentation that aims to report the history of the Graduate Program in Nursing (PPGENF), Federal University of Santa Maria according to the national scenario. The data was collected through queries to different sites on the Internet and secretary of PPGENF. The program was created in 2006, and in the first triennium there has been an increase in the number of vacancies and candidates, and concentration of the publications was given in qualis B1 and A2. Actions have been developed such as discussions, seminars, conferences and workshops aimed at strengthening the program and subsequent integration of faculty/student, academic and professional nursing. This program is contributing to the expansion and strengthening of nursing in the Rio Grande as its egresses are inserted in institutions of higher education, or PhD in health care public and private.

A moderna química de produtos naturais no Brasil: as origens do Núcleo de Pesquisas de Produtos Naturais da UFRJ / The modern chemistry of natural products in Brazil: the origins of the Núcleo de Pesquisas de Produtos Naturais da UFRJ

Os depoimentos apresentam a história do Núcleo de Pesquisas de Produtos Naturais da Universidade Federal do Rio de Janeiro, criado em 1963 após a extinção do Instituto de Química Agrícola, do Ministério da Agricultura. Decorridos quase cinqüenta anos, dois dos remanescentes do antigo instituto contam as suas versões desta história.

The testimonies disclose the history of the Núcleo de Pesquisas de Produtos Naturais da Universidade Federal do Rio de Janeiro, created in 1963, after the closure of the Instituto de Química Agrícola (Agricultural Chemistry Institute), Ministry of Agriculture. Almost 50 years.