Undergraduate Occupational Health Nursing Education in Chile, Colombia, Brazil, and Mexico.

BACKGROUND: Occupational health nursing plays a fundamental role in addressing the health of the working population; however, training in this area differs around the world in terms of levels, duration, content, and requirements, and the current situation in Latin American countries is unknown. The objective of this study was to analyze undergraduate nursing education in occupational health from an international perspective considering Chile, Colombia, Brazil, and Mexico. METHODS: We conducted a multicenter, descriptive study, based on bibliographic methodology, whose sample was documentary, consulting government databases in Chile, Colombia, Brazil, and Mexico. FINDINGS: Heterogeneity was identified within the training in the countries analyzed, with a small number of courses in the course structures; in most cases, the courses were taught in the last years of training and predominantly as elective courses. CONCLUSIONS: The authors recommend that training centers develop programs associated with occupational nursing, which is considered an imperative to strengthen public health in developing countries and an ethical and equitable response to the working population.

Components of professional satisfaction among novice nurses.

BACKGROUND: In Israel there are only 6.53 nurses per 1000 citizens, compared to 8.8 nurses per 1000 citizens in the OECD countries. The nursing shortage is even more severe in peripheral areas, especially in southern Israel. Nurses` professional satisfaction is crucial for preserving the nursing workforce. This study aimed to assess job satisfaction among novice nurses and identify components of professional satisfaction. METHODS: Cross-sectional study of 216 novice nurses who graduated in 2018-2022 and were approached ten months after graduation. Job satisfaction components were constructed using factor analysis. RESULTS: Professional satisfaction was based mainly on the intrinsic characteristics of the occupation related to personal accomplishment and organizational culture. In a multivariable model, a one-point increase in mean satisfaction with the training period during studies in the nursing department was associated with a more than a three-fold elevation in the odds for high and very high professional satisfaction (OR 3.0, 95% CI 1.7-5.1). Odds for high and very high professional satisfaction were more than four-fold and two-fold higher among graduates who rated their level of control over work schedule as high and medium vs. low (OR 4.2, 95% CI 1.0-16.7 and OR 2.8, 95% CI 1.2-6.3, respectively). Work-life balance without disturbance to daily life by work was found significantly associated with higher odds for high and very high satisfaction. Nurses who plan to continue professional development, i.e., an advanced professional course or Master's degree, had significantly higher mean professional satisfaction scales than others (4.2 vs. 3.7, p = .009 and 4.2 vs. 3.9, p < .001, respectively). CONCLUSION: The most important components of professional satisfaction among novice nurses are self-accomplishment, which was built from work-related challenges, interest and variety of tasks, personal growth and development, and the possibility of contributing to patients` care and organizational culture, which was built from relationships with co-workers. Persons who manage nurses should cultivate an atmosphere of support and guidance, provide new nurses with interesting work tasks, and increase their ability to control their work schedule. Young nurses should be encouraged to continue their professional and academic education.

The inclusion and representation of LGBTIQ+ content in undergraduate nurse education: A scoping review.

OBJECTIVES: The aim of this review was to gain an overview of existing empirical literature examining LGBTIQ+ content in undergraduate nursing curricula. DESIGN: An international scoping review was conducted using librarian assisted search strategies. DATA SOURCES: The databases CINAHL, SCOPUS and ERIC were searched. A total of 30 studies meeting the eligibility criteria were included in this review. REVIEW METHODS: Following a quality appraisal, thematic analysis was conducted to identify six key themes. RESULTS: 30 studies spanning 8 countries, across 5 continents were included in this review. 6 themes emerged 1) Level of Knowledge Regarding LGBTIQ+ People and Their Specific Health Needs, 2) Comfort and Preparedness in the Provision of Care to LGBTIQ+ People, 3) Attitudes Toward LGBTIQ+ People, 4) Inclusion of LGBTIQ+ Educational Content, 5) Framing of LGBTIQ+ Educational Content, 6) Pedagogical Strategies to Incorporate LGBTIQ+ Content. CONCLUSIONS: Nurse education is dominated by heteronormativity, deficit discourses, stereotypes, binary ideologies and western cultural perspectives. The body of literature surrounding LGBTIQ+ content in nurse education is largely quantitative, insular and contributes to the erasure of unique identities under the LGBTIQ+ umbrella.

Perspectiva de formandos em enfermagem: competências gerenciais na graduação / Perspective of nursing trainers: management skills in graduation / Perspectiva de los formadores de enfermería: habilidades de gestión en la graduación

Objetivo: Conhecer a percepção de graduando de enfermagem acerca da formação sobre as competências gerenciais e educacionais para os serviços de saúde. Métodos: Estudo descritivo-exploratório, de abordagem qualitativa, com acadêmicos do último ano do curso de Enfermagem no ano de 2017 de uma Universidade Pública do sul do Brasil. Resultados: Participaram do estudo 23 graduandos com idade média de 26 anos e predominância do sexo feminino. Os participantes responderam um questionário com caracterização sociodemográfica e questões relacionadas à sua formação para o desenvolvimento das competências gerenciais e educacionais. Considerou-se todos os domínios das competências gerenciais essenciais, com destaque para liderança. Alguns apontaram outras habilidades como a boa relação do trabalho em equipe, bom preparo teórico e prático, envolvimento, comprometimento com o serviço e comportamento ético. Evidenciou-se, ainda, que os acadêmicos reconhecem a importância da graduação para a construção de suas competências gerenciais educacionais. Conclusão: Uma vez que o curso possibilita a ampliação do conhecimento teórico sobre a temática, vivência prática e o desenvolvimento do pensamento crítico, conclui-se que os formandos consideraram ter aprendido sobre as competências gerenciais e educacionais durante a graduação e as destacaram de extrema importância para a atuação do enfermeiro nos serviços de saúde. (AU)

Objective: To know the perception of nursing students about training on managerial and educational competences for health services. Methods: Descriptive-exploratory study, with a qualitative approach, with academics from the last year of the Nursing course in 2017 from a Public University in southern Brazil. Results: 23 students participated in the study, with an average age of 26 years old and predominantly female. Participants answered a questionnaire with sociodemographic characterization and questions related to their training for the development of managerial and educational skills. All domains of essential managerial competencies were considered, with emphasis on leadership. Some pointed out other skills such as the good relationship of teamwork, good theoretical and practical preparation, involvement, commitment to service and ethical behavior. It was also evident that academics recognize the importance of graduation for the construction of their educational management skills. Conclusion: Since the course enables the expansion of theoretical knowledge on the theme, practical experience and the development of critical thinking, it is concluded that the trainees considered having learned about managerial and educational skills during graduation and highlighted them as extremely important for the nurses' performance in health services. (AU)

Objectivo: Conocer la percepción de los estudiantes de enfermería sobre la formación en competencias gerenciales y educativas para los servicios de salud. Métodos: Estudio descriptivo-exploratorio, con abordaje cualitativo, con académicos del último año del curso de Enfermería en 2017 de una Universidad Pública del sur de Brasil. Resultados: En el estudio participaron 23 estudiantes, con una edad promedio de 26 años y predominantemente mujeres. Los participantes respondieron un cuestionario con caracterización sociodemográfica y preguntas relacionadas con su formación para el desarrollo de habilidades directivas y educativas. Se consideraron todos los dominios de las competencias gerenciales esenciales, con énfasis en el liderazgo. Algunos señalaron otras habilidades como la buena relación de trabajo en equipo, buena preparación teórica y práctica, implicación, compromiso de servicio y comportamiento ético. También fue evidente que los académicos reconocen la importancia de la graduación para la construcción de sus habilidades de gestión educativa. Conclusión: Dado que el curso posibilita la expansión del conocimiento teórico sobre el tema, la experiencia práctica y el desarrollo del pensamiento crítico, se concluye que los becarios consideraron haber aprendido las habilidades gerenciales y educativas durante la graduación y las destacaron como de suma importancia para el desempeño de las enfermeras en servicios de salud. (AU)

Perspectivas docentes sobre ensino da liderança na formação do enfermeiro / Professors' perspectives on the teaching of leadership in nursing

RESUMO Objetivo: compreender o ensino da liderança na formação do enfermeiro, a partir das perspectivas de docentes. Método: estudo qualitativo, de método estudo de caso, realizado com 36 docentes de uma universidade pública localizada no Estado da Bahia. Os dados foram coletados por meio de entrevistas semiestruturadas e mediante investigação documental e submetidos à análise temática, com auxílio do software Nvivo. Adotou-se o referencial teórico de Paulo Freire. Resultados: a liderança envolve autodesenvolvimento, capacidade gerencial e trabalho em equipe. As estratégias didáticas facilitadoras utilizadas no ensino desta competência contemplam metodologias ativas, aulas dialogadas, discussões críticas e problematizadoras. Conclusão: é importante impulsionar debates e pesquisas sobre o ensino da liderança em enfermagem a fim de estimular o desenvolvimento dessa competência ainda durante a formação com o intuito de, dessa forma, contribuir para a qualidade da assistência em saúde.

RESUMEN Objetivo: comprender la enseñanza del liderazgo en la formación del enfermero, a partir de las perspectivas de docentes. Método: estudio cualitativo, de método estudio de caso, realizado con 36 docentes de una universidad pública ubicada en el Estado de Bahia/Brasil. Los datos fueron recogidos por medio de entrevistas semiestructuradas y mediante investigación documental y sometidos al análisis temático, con ayuda del software Nvivo. Se adoptó el referencial teórico de Paulo Freire. Resultados: el liderazgo involucra autodesarrollo, capacidad gerencial y trabajo en equipo. Las estrategias didácticas facilitadoras utilizadas en la enseñanza de esta competencia contemplan metodologías activas, clases dialogadas, discusiones críticas y problematizadoras. Conclusión: es importante impulsar debates e investigaciones sobre la enseñanza del liderazgo en enfermería a fin de fomentar el desarrollo de esa competencia aún durante la formación con el fin de, de esa forma, contribuir para la calidad de la asistencia en salud.

ABSTRACT Objective: to understand the teaching of leadership in nurses' training based on the professors' perspectives. Method: this case study with a qualitative approach addressed 36 professors of a public university in the state of Bahia, Brazil. Data were collected through semi-structured interviews and document research and later submitted to thematic analysis usingNvivo. Paulo Freire's theoretical framework was adopted. Results: leadership involves self-development, managerial capacity, and teamwork. Didactic strategies that facilitate the teaching of this competence include active methodologies, dialogue classes, and critical and problematizing discussions. Conclusion: it is essential to encourage debates and research on teaching leadership in the Nursing field to promote the development of this competence during the training of nurses to contribute to the quality of healthcare delivery.

Contributions of nursing students during their clinical practice in primary care: Adaptation and validation of a scale.

AIM: To adapt the 'Nursing Student Contributions to Clinical Settings' scale (CEEEC, Spanish acronym), designed for specialized care and to evaluate the validity and reliability of a measure in the primary health care setting. Additionally, a description of the contributions of nursing students to primary health care in Spain is presented, based on the perception of preceptor nurses. METHODS: A multicenter cross-sectional study was conducted in Spain, involving a committee of nursing experts who participated in a Delphi panel (n = 5) and cognitive interviews (n = 5) and a sample of nursing preceptors (n = 300) from 57 primary health care centers (2019-2020). The CEEEC was reviewed by experts for the conceptual semantic adequacy of the 24 items for its application in primary health care. Nurse preceptors' responses to the CEEEC scale were used to study the validity and reliability of the measure, including factor analysis, convergent validity with the Health Sciences-Evidence Based Practice scale and a matched test-retest over a three-week interval. RESULTS: According to the consensus of experts, the CEEEC scale is valid for primary health care with minimal modifications (change "patient" to "user"). Based on the analysis of responses to the scale, the corrected item-total correlations of the 24 items were ≥ 0.40 and were grouped into a single factor, explaining 46.3% of the variance. The Cronbach's alpha value was 0.95. Regarding convergent validity, there was a positive correlation between the CEEEC scale and the score of the Health Sciences-Evidence Based Practice scale (Pearson's coefficient= 0.33; p < 0.001). The overall intraclass correlation coefficient was 0.91. Finally, the mean CEEEC score was 61.9 points (range 0-96). The two most positive contributions were 'Nursing students enable nursing professionals to perform their teaching role' and 'Nursing students become future professionals who know the healthcare facility'. CONCLUSIONS: The CEEEC scale provides a valid and reliable measure of nursing students' contributions to primary health care. Nursing students' contributions to Spanish primary health care were positive, especially towards the nursing profession and healthcare organizations.

A virtual peer mentoring intervention for baccalaureate nursing students: A mixed-methods study.

BACKGROUND: Final-year baccalaureate nursing students can experience a significant amount of stress that negatively impacts their well-being, academic performance, and transition to professional practice. PURPOSE: This pilot study aimed to evaluate the impact of a Virtual Peer Mentoring (VPM) program using alumni mentors in addressing mental well-being, self-compassion, and professional development needs of final-year baccalaureate nursing students. METHODS: An explanatory sequential mixed-methods design was employed. The quantitative research used a quasi-experimental pretest-posttest design and quantitative data was collected using three validated instruments to assess mental well-being and self-compassion. The qualitative research used an individual and focus group interview design. Twenty-three mentees and eight mentors participated in the VPM program during the 2018-2019 academic year. RESULTS: Quantitative results showed that while mental well-being and self-compassion scores improved post-intervention, the change was not statistically significant. Qualitative analysis uncovered new insights into the participants' experiences and revealed three categories: (1) Continuation of the Mentoring Relationship; (2) Growth as a Recipient of Mentorship; and (3) Continual Development by Being a Mentor. The categories illustrate how mentees perceived benefits to their professional socialization, academic expectations, and well-being while mentors similarly expressed enrichment with their personal growth and professional development as a result of VPM. CONCLUSION: VPM was well-received by participants and show promise in supporting nursing students to manage academic, practice, and socialization challenges. Both mentors and mentees described gaining mutual benefits and professional and personal growth.

Perioperative nursing education in Brazil: reviewing the past to survive the future / Educación de enfermería perioperatoria en Brasil: revisando el pasado para sobrevivir al futuro / Educação em enfermagem perioperatória no Brasil: rever o passado para sobreviver ao futuro

ABSTRACT Objectives: to summarize historical aspects related to perioperative nursing education in Brazil and to outline future perspectives. Methods: a descriptive-reflexive essay about the historical process of Brazilian perioperative teaching at undergraduate and graduate levels. Results: the reflection addresses the historical axes of perioperative nursing, teaching perioperative nursing, curriculum changes, graduate studies and relationship with the perioperative period and trends in perioperative nursing education. Curriculum changes reduced time available for teaching and learning, with a focus on the perioperative period, and diluted contents of surgical nursing in other subjects, which could cause irreversible losses for generalist nurses' training. Final Considerations: when reviewing historical aspects of national nursing curricula, it was found that the nomenclature perioperative nursing was never used in the curriculum, however, the surgical area has always been contemplated in undergraduate and graduate studies. Future trends indicate the need to integrate themes and prepare professionals with perspectives focused on global health and technology.

RESUMEN Objetivos: resumir aspectos históricos relacionados con la educación en enfermería perioperatoria en Brasil y esbozar perspectivas futuras. Métodos: se trata de un ensayo descriptivo-reflexivo sobre el proceso histórico de la enseñanza perioperatoria brasileña a nivel de pregrado y posgrado. Los cambios curriculares redujeron el tiempo disponible para la enseñanza y el aprendizaje, con foco en el período perioperatorio, y diluyeron los contenidos de enfermería quirúrgica en otras disciplinas, lo que podría ocasionar pérdidas irreversibles para la formación de enfermeros generalistas. Resultados: la reflexión aborda los ejes históricos de la enfermería perioperatoria, la enseñanza de enfermería perioperatoria, los cambios curriculares, los estudios de posgrado y la relación con el período perioperatorio y las tendencias en la formación de enfermería perioperatoria. Consideraciones Finales: al revisar aspectos históricos de los currículos nacionales de enfermería, se encontró que la nomenclatura enfermería perioperatoria nunca fue utilizada en los currículos, sin embargo, el área quirúrgica siempre ha sido contemplada en los estudios de grado y posgrado. Las tendencias futuras indican la necesidad de integrar temas y preparar profesionales con perspectivas centradas en la salud global y la tecnología.

RESUMO Objetivos: sumarizar aspectos históricos relacionados ao ensino de enfermagem perioperatória no Brasil e traçar perspectivas futuras. Métodos: trata-se de um ensaio descritivo-reflexivo acerca do processo histórico do ensino perioperatório brasileiro no âmbito da graduação e pós-graduação. Resultados: a reflexão aborda os eixos histórico da enfermagem perioperatória, ensino da enfermagem perioperatória, mudanças curriculares, pós-graduação e relação com o perioperatório e tendências do ensino de enfermagem perioperatória. Alterações curriculares reduziram o tempo disponível de ensino-aprendizagem, com enfoque no perioperatório, e diluíram os conteúdos de enfermagem cirúrgica em outras disciplinas, podendo causar perdas irreversíveis para a formação de enfermeiros generalistas. Considerações Finais: ao rever aspectos históricos dos currículos nacionais da enfermagem, constatou-se que a nomenclatura enfermagem perioperatória nunca foi utilizada nos currículos, contudo a área cirúrgica sempre foi contemplada na graduação e pós-graduação. Tendências futuras assinalam a necessidade de integrar temáticas e preparar profissionais com perspectivas direcionadas à saúde mundial e tecnologia.

Effects of flower essences on nursing students' stress symptoms: a randomized clinical trial / Efectos de las esencias florales en los síntomas de estrés de estudiantes de enfermería: ensayo clínico randomizado / Efeitos das essências florais nos sintomas de estresse de estudantes de enfermagem: ensaio clínico randomizado

Abstract Objective: To analyze the effects of flower essence bouquets on the signs and symptoms of stress in nursing students. Method: Randomized clinical trial, triple blind, with two groups, flower essence group and placebo group, carried out with 101 nursing students. The groups used the formula for 60 days at a dosage of 4 drops 4 times a day. The outcome was evaluated using the Baccaro Test and the Perceived Stress Scale applied at the beginning and at the end of the intervention. The outcome analysis was performed using the mixed effects model, with 〈 = 5% and the effect size verified by the Cohen's d test. Results: There was no significant difference between the groups in stress reduction (p > 0.05). Both groups showed a reduction in scale scores (p < 0.001) with large effect size. There was an influence of the COVID-19 pandemic in the reduction of Baccaro Test scores. Conclusion: The intervention with flower essence therapy was not more effective than placebo in reducing stress signs and symptoms. Brazilian Registry of Clinical Trials: UTN U1111-1257-5715.

RESUMEN Objetivo: Analizar los efectos del buqué de esencias florales en los señales y síntomas del estrés en estudiantes de enfermería. Método: Ensayo clínico randomizado, triple ciego, con dos grupos: floral y placebo realizado con 101 estudiantes de enfermería. Los grupos utilizaron la fórmula por 60 días con la dosis de 4 gotas 4 veces al día. El resultado se evaluó por las escalas: Prueba de Detección del Estrés (Baccaro) y Escala de Estrés Percibido aplicadas al principio y al final de la intervención. El análisis del resultado se realizó por el modelo de efectos misto, con 〈 = 5% y el tamaño de efecto averiguado por la d de Cohen. Resultados: No hubo diferencia significativa entre los grupos en la reducción del estrés (p > 0,05), ambos los grupos tuvieron reducción en los scores de las escalas (p < 0,001) con tamaño de efecto grande. Hubo influencia de la pandemia COVID-19 en la reducción de los scores de la Prueba de Detección del Estrés (Baccaro). Conclusión: La intervención con terapia floral no fue más efectiva que el placebo en la reducción de señales y síntomas de estrés. Registro Brasileño de Ensayos Clínicos: UTN U1111-1257-5715.

RESUMO Objetivo: Analisar os efeitos do buquê de essências florais nos sinais e sintomas do estresse em estudantes de enfermagem. Método: Ensaio clínico randomizado, triplo cego, com dois grupos, floral e placebo, realizado com 101 estudantes de enfermagem. Os grupos utilizaram a fórmula por 60 dias na dosagem de 4 gotas 4 vezes ao dia. O desfecho foi avaliado pelas escalas Teste de Baccaro e Escala de Estresse Percebido, aplicadas no início e no final da intervenção. A análise do desfecho foi feita pelo modelo de efeitos misto, com 〈 = 5% e o tamanho de efeito verificado pelo teste d-Cohen. Resultados: Não houve diferença significativa entre os grupos na redução do estresse (p > 0,05). Ambos os grupos tiveram redução nos escores das escalas (p < 0,001) com tamanho de efeito grande. Houve influência da pandemia COVID-19 na redução dos escores do Teste de Baccaro. Conclusão: A intervenção com terapia floral não foi mais efetiva que o placebo na redução de sinais e sintomas de estresse. Registro Brasileiro de Ensaios Clínicos: UTNU1111-1257-5715.

Effective online learning strategies for leadership and policy undergraduate courses for nursing students: a rapid review.

OBJECTIVES: Due to the importance of developing leadership competencies during nursing education, it is critical to make evidence-based decisions regarding the transformation from face-to-face to online delivery of leadership and policy courses for nursing students in the wake of the COVID-19 pandemic. This rapid review aims to identify effective learning strategies for creating online leadership and policy courses for undergraduate nursing students. DATA SOURCES AND REVIEW METHODS: A rapid review methodology was used. Searches in CINAHL and ERIC yielded 4112 records. After screening, seven articles were included. The Criteria for Describing and Evaluating Training Interventions in Healthcare Professions (CRe-DEPTH) tool was used for quality appraisal and data extraction. A narrative synthesis approach was used to summarize the data. RESULTS: The learning activities were heterogeneous in terms of content and format. Articles described the use of discussion forums, case studies, virtual clinical learning experiences, microblogging, and video clips. The methods of evaluation for these learning activities also varied greatly. CONCLUSION: The findings will act as a steppingstone to help develop an online undergraduate leadership and policy nursing course. This review also demonstrated the need for rigorous evaluation of learning activities. The use of a tool such as the CRe-DEPTH can help instructors plan and report on their learning interventions or courses.

The Learning Environment of Student Nurses During Clinical Placement: A Qualitative Case Study of a Student-Dense Ward.

INTRODUCTION: Ensuring the quality of clinical placements has long been a challenge in nursing education. This is partly due to a growing aging population requiring health services, and an increased need for nursing workforce. Both in Norway and internationally, there is a rise in the use of student-dense models, wherein several students are placed together on the same ward at the same time where the supervision of the students is the collective responsibility of the nurses. OBJECTIVE: The aim of this study was to explore factors that promote or inhibit learning in a student-dense ward when used as a model for clinical placement in hospitals. We examined how clinical placement is experienced in a student-dense ward, as well as how learning is facilitated. METHODS: A qualitative case study design was used to capture the learning environment on the student-dense ward in a comprehensive way. We used focus group interviews, in-depth interviews, and observations with students and employees at a major hospital in Norway. RESULTS: Our findings showed that the orientation days and the teaching activities in student-dense wards, the feedback students receive, the clinical facilitator's role and the student community were factors that had particular importance for good learning environments in this placement model. CONCLUSIONS: To ensure the quality of clinical placements, more attention should be paid to these factors in the planning, organization, and facilitation of new and existing student-dense wards. It is paramount to provide students with thorough written feedback and to secure the clinical facilitators with enough time to conduct student supervision when organizing clinical placement as student-dense wards.

Using Virtual Simulation to Teach Community Health Nursing Students About Public Health Nursing.

Purpose: To evaluate the effectiveness of a community/public health nursing virtual simulation. Design: Mixed-methods study. Methods: Sample (N = 121) consisted of community health nursing students, who completed a pretest, virtual simulation, posttest, and satisfaction and self-confidence in learning scale.Findings: Majority of participants' scores increased from pretest to posttest, and most participants agreed or strongly agreed with statements regarding satisfaction and self-confidence in learning; material learned and found most helpful, as well as knowledge application/utilization plans for practice were revealed. Conclusions: Community/public health nursing virtual simulation was effective at increasing participants' knowledge, and satisfaction and self-confidence in learning.Clinical Evidence: Virtual simulation is a strategy to improve students' knowledge of community/public health nursing.

Palliative and end-of-life care education in prelicensure nursing curricula: A nationwide survey in an Arab country.

BACKGROUND: In the Arab and Islamic world, data on palliative and end-of-life (PEOL) care education are minimal. OBJECTIVES: The current study's primary aim was to identify what PEOL care education is delivered to undergraduate nurses in Egypt and the teaching strategies used to deliver this education. A secondary aim was to assess the feasibility of using online surveys in nursing research in Egypt. DESIGN: This is a cross-sectional survey. SETTINGS: Ten randomly selected faculties of nursing across Egypt. PARTICIPANTS: Nursing educators who were working at three academic departments; Medical-Surgical Nursing, Critical Care Nursing, and Gerontological Nursing; in the participating faculties. METHODS: After face-to-face recruitment of participants, data were collected using an online questionnaire with an adjunctive use of paper questionnaires. The questionnaire assessed participants' and courses' characteristics, the inclusion of the PEOL Care Index content in the surveyed courses, and teaching strategies used to deliver this content. RESULTS: A total of 95 nursing educators were involved in the current study (response rate = 86.4%). All participants were female, and 87.4% responded via online questionnaires. The overall coverage of the PEOL care content ranged from 76% to 100%. End-of-life care and spiritual care were the least frequently reported PEOL care topics; on average, by 19.6% and 36% of the educators, respectively. Lecture was the most frequently used teaching strategy, followed by clinical field practice (mean percentages of utilization: 77.7% and 53.6%, respectively). CONCLUSIONS: In Egypt, most PEOL care topics are covered in undergraduate nursing curricula. Yet, educating these topics is predominantly theoretical. End-of-life care and spiritual care are the least frequently covered PEOL care topics. Online surveys are feasible for multisite curricular assessment, and this feasibility may be augmented by face-to-face recruitment of participants and adjunctive use of paper questionnaires.

Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study.

BACKGROUND: Blended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. OBJECTIVES: To investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. DESIGN: This was a quasi-experimental pre-post test design. SETTING: This study was conducted at an undergraduate university in Alberta, Canada. PARTICIPANTS: A total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. METHODS: A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423). RESULTS: There were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive. CONCLUSION: Blended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.

Academic motivation scale - reliability and validity evidence among undergraduate nursing students / Escala de Motivação Acadêmica: evidências de validade e confiabilidade com estudantes de graduação em enfermagem / Escala de Motivación Académica: evidencias de validez y confiabilidad en estudiantes del curso de enfermería

Objective: to assess the evidence of validity and reliability of the academic motivation scale (AMS) based on the internal structure. Method: this is a methodological study with 205 undergraduate nursing students. Dimensionality/internal structure of the AMS was assessed using factor analysis in the context of exploratory structural equation modeling (ESEM) and reliability of the factors was assessed by Cronbach's alpha (α) coefficient and composite reliability (CR) coefficient. Results: acceptable fit indexes were obtained (CFI = 0.92; RMSEA = 0.07; SRMR = 0.06) for a three-dimensional model: intrinsic motivation (10 items; α = 0.84; CR = 0.86); extrinsic motivation (8 items; α = 0.84; CR = 0.90); and demotivation (4 items; α = 0.84; CR = 0.88). A significant correlational pattern was found for the motivation continuum. Conclusion: the dimensionality analysis for the AMS presented a model with three factors: intrinsic motivation, extrinsic motivation and demotivation, and was considered a reduced alternative to the original version of seven factors. This study helped assess the validity of the measurement instrument and its theory refinement; further studies should be conducted to assess its invariance property.

Objetivo: avaliar as evidências de validade e a confiabilidade da Escala de Motivação Acadêmica (EMA) com base na estrutura interna. Método: pesquisa metodológica realizada com 205 estudantes de graduação em Enfermagem. A dimensionalidade/estrutura interna da EMA foi avaliada por meio de análises fatoriais, no contexto de Modelagens de Equações Estruturais Exploratórias (ESEM) e a confiabilidade dos fatores foi aferida pelos coeficientes alfa de Cronbach (α) e Confiabilidade Composta (CC). Resultados: foram obtidos índices de ajuste aceitáveis (CFI = 0,92; RMSEA = 0,07; SRMR = 0,06) para um modelo tridimensional: Motivação Intrínseca (10 itens; α = 0,84; CC = 0,86); Motivação Extrínseca (08 itens; α = 0,84; CC = 0,90); e Desmotivação (04 itens; α = 0,84; CC = 0,88). Encontrou-se padrão correlacional significativo para o continuum de motivação. Conclusão: a análise da dimensionalidade da EMA alcançou um modelo de três fatores: Motivação Intrínseca, Motivação Extrínseca e Desmotivação, sendo considerada uma alternativa parcimoniosa à versão original de sete fatores. Este estudo contribuiu para a avaliação da validade do instrumento de medida e seu refinamento teórico, apontando a necessidade de que investigações futuras avaliem sua propriedade de invariância.

Objetivo: evaluar las evidencias de validez y confiabilidad de la Escala de Motivación Académica (EMA) en base a la estructura interna. Método: estudio metodológico realizado con 205 estudiantes del curso de Enfermería. La dimensionalidad/estructura interna de la EMA fue evaluada por análisis factorial contextualizado en los Modelos de Ecuaciones Estructurales Exploratorias (ESEM). La confiabilidad de los factores fue comprobada por los coeficientes Alfa de Cronbach (α) y Confiabilidad Compuesta (CC). Resultados: fueron obtenidos índices de ajuste aceptables (CFI = 0,92; RMSEA = 0,07; SRMR = 0,06) para un modelo tridimensional: motivación intrínseca (10 ítems; α = 0,84; CC = 0,88), motivación extrínseca (08 ítems; α = 0,84; CC = 0,90) y desmotivación (04 ítems; α = 0,84. CC = 0,88). Se encontró estándar correlacional significativo para el continuum de motivación. Conclusión: el análisis de dimensionalidad de EMA alcanzó un modelo de tres factores: motivación intrínseca, motivación extrínseca y desmotivación, considerándoselo una alternativa simplificada de la versión original de siete factores. El estudio contribuyó evaluando la validez del instrumento de medición en su refinamiento teórico, destacando la necesidad de que su invariancia sea evaluada en investigaciones futuras.

Internacionalização e adaptação de graduandas/egressas do curso de enfermagem em mobilidade acadêmica internacional / Internacionalización y adaptación de académicos/egresos de grado en enferméria en movilidad academica internacional / Internationalization and adaptation of undergraduate/graduate students of the nursing course in international academic mobility

Objetivo: Compreender o processo de adaptação e as repercussões da internacionalização para graduandos e egressos do curso de Enfermagem que vivenciaram a mobilidade acadêmica internacional. Método: Estudo qualitativo, realizado por meio de entrevistas semiestruturadas, com oito ex-intercambistas do programa brasileiro Ciência sem Fronteiras, de cursos de enfermagem de Instituições de Educação Superior de diferentes localidades brasileiras. As entrevistas foram realizadas via videoconferência, as quais foram gravadas para posterior transcrição. Os dados foram analisados pela técnica do Discurso do Sujeito Coletivo. Resultados: Emergiram cinco discursos: adaptação na Austrália; apoio ao estudante; estilos de vida e comportamento; diversidade cultural e comparação do sistema de saúde e da enfermagem entre Brasil e Austrália. As diferentes culturas possibilitaram a reflexão sobre o contexto multi e interculturais vivenciados, reforçando seus potenciais para a formação profissional e humana. Conclusão: A experiência com o intercâmbio representou um marco transformador, com impactos na vida pessoal e na formação profissional.(AU)

Objective: To understand the adaptation process and repercussions of internationalization for undergraduate and graduate nursing students who experienced the international academic mobility. Method: This is a qualitative study based on semistructured interviews with eight students who joined the Science without Borders Brazilian Program from Higher Education Institutions from different locations in Brazil. The students were interviewed via videoconference, which were recorded for later transcription. The data were analyzed by means of the Collective Subject Discourse. Results: From the data analysis, five discourses emerged: Adaptation in Australia; Student support; Lifestyles and behavior; Cultural diversity; and Comparison of the health system and nursing between Brazil and Australia. The different cultures made it possible for students to reflect on the multicultural and intercultural contexts experienced, reinforcing their potential for professional and human training. Conclusion: The experience with an exchange program represented a milestone with positive impacts both in personal life and in professional training.(AU)

Objetivo: Comprender el proceso de adaptación y las repercusiones de la internacionalización en la formación profesional de enfermeros, a partir de la percepción de los estudiantes de pregrado y egreso de la carrera de Enfermería que han experimentado la movilidad académica internacional. Método: Estudio cualitativo, realizado a través de entrevistas semiestructuradas, con ocho ex alumnos de intercambio del programa Brasileño Ciencia sin Fronteras de cursos de enfermería en Instituciones de Educación Superior de diferentes lugares de Brasil. Las entrevistas se realizaron mediante videoconferencia, las cuales fueron grabadas para su posterior transcripción. Los datos se analizaron mediante la técnica del Discurso del sujeto Colectivo. Resultados: Del análisis de datos surgieron cinco discursos: adaptación en Australia; apoyo estudiantil; estilos de vida y comportamiento; diversidad cultural; y comparación del sistema de salud y enfermería entre Brasil y Australia. Se hizo evidente que la adaptación de los entrevistados en Australia se vio obstaculizada por el idioma. La poca participación del programa Ciencia sin Fronteras se identificó durante el proceso de adaptación de los estudiantes de intercambio en el país de destino. Las percepciones mostraron que hubo comparaciones entre diferentes culturas durante el período de intercambio, lo que permitió reflexionar sobre el contexto multicultural vivido, reforzando su potencial de formación profesional y humana. Conclusión: La experiencia con el intercambio representó un hito transformador, con impactos positivos en la vida personal y la formación profesional como enfermero.(AU)

Efeito das essências florais na redução do estresse em estudantes de enfermagem: ensaio clínico randomizado / Effect of flower essences in the reduction of nursing students stress: randomized clinical trial

Introdução: Dentre os estudantes acadêmicos da área da saúde, os da enfermagem são os que apresentam maiores manifestações psicológicas e fisiológicas de estresse. Em função da formação, durante o período acadêmico, algumas situações podem ser consideradas estressoras como aulas práticas, avaliações de aprendizado, diferenças entre teoria e a realidade da prática assistencial, situações de limites humanos (doenças/morte), horas intensivas de aula, entre outros. A terapia floral, por sua atuação sutil, pode auxiliar a trazer o equilíbrio emocional ajudando na redução dos sinais e sintomas psicoemocionais do estresse. É uma prática integrativa, não farmacológica e de fácil acesso. Objetivo: Analisar o efeito do buquê de essências florais composto pelas essências: Impatiens, Cerato, Elm, White Chestnut, Olive, Cherry Plum, Larch na redução de sinais e sintomas de estresse dos estudantes de enfermagem medidos pelo Teste de Baccaro, Escala de Estresse Percebido e Instrumento de Avaliação de Estresse de Estudantes de Enfermagem. Método: Ensaio clínico randomizado, triplo cego, com dois grupos: Floral (GF) que recebeu um buquê de essências florais composto por: Impatiens, Cerato, Elm, White Chestnut, Olive, Cherry Plum, Larch e grupo Placebo (GP) que recebeu uma fórmula composta somente do veículo sem essência floral. Os grupos utilizaram a fórmula por 60 dias na dosagem de 4 gotas 4 vezes ao dia. A amostra foi composta por 101 estudantes de enfermagem de duas instituições públicas e duas privadas (49 GP e 52 GF) com pontuação acima de 20 pontos pelo Teste de Baccaro. O desfecho primário foi avaliado pelas escalas: Teste de Baccaro, Escala de Estresse Percebido e Avaliação de Estresse em Estudantes de Enfermagem. O desfecho secundário foi avaliado pela percepção do uso da fórmula pelos estudantes ao final do estudo. As escalas de estresse foram aplicadas no início e no final da intervenção. A escala de COPE Breve e o Questionário de Senso de Coerência de Antonovsky foram utilizadas como variáveis moderadoras. A análise utilizou a estatísitca descritiva, comparação dos grupos pelo t-student, teste de Fisher, qui-quadrado e teste Wilcoxon-Mann-Whitney de acordo com o tipo de variável e tamanho de efeito pelo teste d-Cohen. Adotou-se nível de significância =5%. Resultados: Não houve diferença significativa entre os GF e GP na redução do estresse medido pelo Teste de Baccaro e Escla de Estresse Percebido (p>0,05), ambos os grupos tiveram redução nas pontuações das escalas (p<0.001) com tamanho de efeito grande nos dois grupos. Na Avaliação de Estresse do Estudante de Enfermagem não houve redução significativa entre os grupos e para os dois grupos ao longo do tempo. A analise de interação mostrou que houve interferência ao longo do estudo do ano do curso na Escala de Estresse Percebido e o fato de ser aluno USP na Avaliação de Estresse em Estudantes de Enfermagem, e nesta escala também houve uma influência do ano de curso e pandemia. A análise da percepção sobre a utilização do efeito floral mostrou nos relatos do GF efeito terapêutico na mudança de padrões de comportamento, não observados no GP. Conclusão: A intervenção com terapia floral não foi mais efetiva que o placebo na redução de sinais e sintomas de estresse O efeito da terapia floral se evidenciou nos relatos dos estudantes. A fórmula floral contribuiu para a melhora da qualiade do sono, autoconfiança e padrão de comportamento frente a determinadas situações.

Introduction: Among healthcare college students, the nursing ones are those demonstrate the biggest psychological and physiological stress manifestations. On account of the daily academic life, some situations can be considered stressors such as practical classes, learning assessments, differences between theory and reality of care practice, human boundary situations (disease/death), intensive class hours, amongst others. The floral therapy, for its subtle action, can help bring the emotional balance by helping to reduce the psycho-emotional signs and symptoms of stress. It s an integrative practice, no pharmacological and with easy access. Objective: To analyse the effect of a flower essence bouquet composed by the essences: Impatiens, Cerato, Elm, White Chestnut, Olive, Cherry Plum, Larch in the reduction of nursing students signs and symptoms of stress measured by Baccaro s Test, Perceived Stress Scale and Scale of Assessment of Stress Among Nursing Students. Method: Randomized clinical trial, triple blind, with two groups Floral (FG) that received a flower essence bouquet composed of: Impatiens, Cerato, Elm, White Chestnut, Olive, Cherry Plum, Larch and Placebo group (PG) that received a formula composed only of the vehicle without flower essence. The groups used the formula for 60 days in the dosage of 4 drops 4 times a day. The sample was composed of 101 nursing students from two public and two private institutions (49 PG e 52 FG) with score above 20 points by the Baccaro s Test. The primary outcome was rated by the scales: Baccaro s Test, Perceived Stress Scale and Scale of Assessment of Stress Among Nursing Students. The secondary outcome was rated by the students perception of the formula use by the end of the study. The stress scales were applied in the beginning and at the end of the intervention. The Brief COPE scale and the Antonovsky s Sense of Coherence Scale were used as moderators variables. Descriptive analysis of the data was performed, comparing the groups by t-student test, Fisher test, chi-square and Wilcoxon-Mann-Whitney test according to variable type and size effect by d-Cohen test. The significance level = 5% was adopted. Results: There was no significant difference between GF and GP in the stress reduction measured by Baccaro s Test and Perceived Stress Scale (p>0,05), both groups had scale scores reductions (p<0.001) with large effect size in the two groups. In the Scale of Assessment of Stress Among Nursing Students there was no significant reduction between the groups and for the two groups in the long term. The interaction analysis showed that there was interference throughout the academic year study in the Perceived Stress Scale and the fact of being USP student in the Scale of Assessment of Stress Among Nursing Students, and this scale had also an influence in the academic year and pandemic. The perception analysis about the use of the floral effect showed in the FG reports therapeutic effects in the changing behavior patterns, not observed in the PG. Conclusion: The floral therapy intervention was not more effective than placebo in reducing signs and symptoms of stress. The effect of flower essence therapy was evident in the students' reports. The floral formula contributed to an improvement in sleep quality, self-confidence, and behavioral patterns when faced with certain situations.

Simulation in nursing baccalaureate courses of Brazilian educational institutions / Simulación en cursos de bachillerato de enfermería de instituciones educativas brasileñas / O uso da simulação em cursos de bacharelado em enfermagem de instituições de ensino brasileiras

ABSTRACT Objective: to characterize simulation practices in nursing courses in Brazil, considering the attributes developed, facilities, and challenges encountered. Methods: this is a cross-sectional and descriptive study, with a quantitative approach. Ninety-one coordinators of undergraduate courses participated in the study. An electronic questionnaire was used with open- and closed-ended questions. Results: the most used simulation modality is Specific Skills. Private courses and courses with integrated curricula most often use High Fidelity Simulation. Understanding the mobilization of affective attributes is still insufficient. Conclusion: it is important that undergraduate course managers are aware and take ownership of the elements that permeate simulation and invest to create a favorable environment for its effectiveness.

RESUMEN Objetivo: caracterizar las prácticas de simulación en cursos de enfermería en Brasil considerando los atributos desarrollados, las instalaciones y los desafíos encontrados. Métodos: estudio transversal y descriptivo, con enfoque cuantitativo. En el estudio participaron 91 coordinadores de cursos de pregrado. Se utilizó un cuestionario electrónico con preguntas abiertas y cerradas. Resultados: la modalidad de simulación más utilizada fue Habilidades Específicas. Los cursos privados y los cursos con planes de estudio integrados suelen utilizar la Simulación de Alta Fidelidad. La comprensión de la movilización de atributos afectivos es aún insuficiente. Conclusión: es importante que los gerentes de los cursos de pregrado estén sensibilizados, apropiándose de los elementos que permean la simulación e invirtiendo para crear un entorno propicio para su efectividad.

RESUMO Objetivo: Caracterizar práticas de simulação nos Cursos de Enfermagem do Brasil, considerando os atributos desenvolvidos. Métodos: Estudo transversal e descritivo, com abordagem quantitativa. Participaram do estudo 91 coordenadores de cursos de graduação. Foi utilizado questionário eletrônico com questões abertas e fechadas. Resultados: A modalidade de simulação mais utilizada foi a de Habilidades Específicas. Cursos privados e os cursos com currículos integrados utilizam com maior frequência a Simulação de Alta Fidelidade. A compreensão sobre a mobilização dos atributos afetivos ainda é insuficiente. Conclusão: É importante que os gestores dos cursos de graduação sejam sensibilizados e apropriem-se dos elementos que permeiam a realização da simulação e invistam para oportunizar um ambiente favorável para sua efetivação.

Brazilian Sign Language teaching in undergraduate nursing courses / Enseñanza del Lenguaje Brasileño de Signos en cursos de graduación en enfermería / Ensino da Língua Brasileira de Sinais nos cursos de graduação em enfermagem

ABSTRACT Objective: to characterize the Brazilian Sign Language teaching in undergraduate nursing courses. Method: a cross-sectional study, carried out on the curriculum matrices of 553 higher education nursing courses. Data collection took place through access to the websites of the Ministry of Education and educational institutions. Results: the nursing courses that offered Libras were located predominantly in the Southeast (36%), coming from private institutions (87.2%). Most Libras courses (82%) were offered on a mandatory basis in the second half of the course (46.7%). The semester in which the offer was most frequent was the eighth (15.9%). There was an association (p <0.001) between the offer of course and the variable "public or private category". Conclusions: there was a predominance of Libras course in private institutions, in the Southeast region, with a 40-hour workload, offered in the second half of the course.

RESUMEN Objetivo: caracterizar la enseñanza de la Lengua de Signos Brasileña en cursos de pregrado en enfermería. Método: estudio transversal, realizado en las matrices curriculares de 553 cursos de enfermería de educación superior. La recopilación de datos se realizó mediante el acceso a los sitios web del Ministerio de Educación y las instituciones educativas. Resultados: los cursos de enfermería que ofrecieron la disciplina Libra se ubicaron predominantemente en el Sureste (36%), provenientes de instituciones privadas (87,2%). La mayoría de las asignaturas Libras (82%) se ofertaron, de forma obligatoria, en la segunda mitad del curso (46,7%) y el semestre en el que más se presentó la oferta fue el octavo (15,9%). Hubo asociación (p <0,001) entre la oferta de disciplina y la variable "categoría pública o privada". Conclusiones: predominó la oferta de la disciplina Libra en instituciones privadas de Sureste, con una carga de trabajo de 40 horas, ofrecida en la segunda mitad del curso.

RESUMO Objetivo: caracterizar o ensino da Língua Brasileira de Sinais nos cursos de graduação em enfermagem. Método: estudo transversal, realizado nas matrizes curriculares de 553 cursos superiores de enfermagem. A coleta dos dados ocorreu por meio do acesso aos websites do Ministério da Educação e das instituições de ensino. Resultados: os cursos de enfermagem que ofereciam disciplina de Libras se localizavam, predominantemente, no Sudeste (36%), oriundos de instituições privadas (87,2%). A maioria das disciplinas de Libras (82%) foi ofertada, de forma obrigatória, na segunda metade do curso (46,7%) e o semestre no qual mais ocorreu a oferta foi o oitavo (15,9%). Houve associação (p<0,001) entre a oferta de disciplina e a variável "categoria pública ou privada". Conclusões: houve predomínio de oferta de disciplina de Libras em instituições privadas na Região Sudeste, com carga horária de 40 horas, ofertada na segunda metade do curso.

The evolution of cultural competence theories in American (United States) nursing curricula: An integrative review.

INTRODUCTION: Baccalaureate nursing students develop cultural competence through curricula of theories and frameworks which evolve to reflect new knowledge, but their synthesis and impact upon health quality outcomes is not known. METHODS: A cross-platform literature review was conducted to identify innovation and use of cultural competency theories and frameworks in nursing. Optimal literature included a formal theory, pedagogy, measures, and outcomes, which were then classified and evaluated. Additional perspectives and interventions were reviewed for potential influence on curricula and impact through the lens of integrative review. RESULTS: A shift in theory from essentialism to constructivism has occurred in undergraduate curricula. Challenges to measuring outcomes have been noted. All studies reported positive outcomes but suffer from self-selection, unvalidated instruments, and little to no longitudinal data. CONCLUSIONS: Nursing students are exposed to culturally competent care via several validated and canonical frameworks, but self-efficacy and long-term impact have not been assessed.