O Brasil conta comigo na pandemia da Covid-19: ensaio reflexivo sobre a antecipação da formação em Enfermagem / Brazil counts on me in the Covid-19 pandemic: a reflective essay on advancing the timeline of Nursing education

Diante da atual pandemia de Covid-19, foi criada a Ação Estratégica "O Brasil Conta Comigo - Profissionais da Saúde", direcionada à capacitação e ao cadastramento de trabalhadores da saúde. Alinhada a essa estratégia, foi lançada uma portaria do Ministério da Educação que autoriza a antecipação da colação de grau para profissões da saúde, o que desencadeou uma onda de formaturas antecipadas. O contexto em questão instigou-nos a elaborar um ensaio reflexivo acerca dos problemas que envolvem a antecipação da formação de enfermeiros. As reflexões foram tecidas com base em referenciais teóricos que desvelam o cinismo no discurso governamental em voga. Concluímos que em vez de uma medida resolutiva para amenizar déficit de mão de obra, as iniciativas governamentais representam um retrocesso nos campos da educação e da saúde que inviabiliza a reversão da histórica precariedade nas condições de trabalho na Enfermagem. (AU)

The Strategic Action "Brasil Conta Comigo - Profissionais da Saúde" was created in the context of the current Covid-19 pandemic, directed to train and keep records of health workers. Aligned with this strategy, the Ministry of Education has issued an Ordinance authorizing to advance the timeline of graduation for health professions, triggering a wave of early graduations. This context prompted us to prepare a reflective essay on the problems involved when nurses' education is cut short. The reflections were woven based on theoretical references that unveil the cynicism present in the current government discourse. We conclude that, instead of a problem-solving measure to alleviate the labor deficit, government initiatives represent a setback in the field of education and health that precludes the reversion of the historical precariousness in nursing working conditions. (AU)

Ante la pandemia actual de Covid-19, se creó la Acción Estratégica "Brasil cuenta conmigo - Profesionales de la salud", dirigida a la capacitación y el registro de trabajadores de la salud. Alineada a esa estrategia, se lanzó el Decreto Administrativo del Ministerio de Educación que autoriza la anticipación de la entrega de diploma a profesiones de la salud, lo que desencadenó una ola de graduaciones anticipadas. El contexto en cuestión nos instigó a elaborar un ensayo reflexivo sobre los problemas que envuelven la anticipación de la formación de enfermeros. Tales reflexiones se tejieron con base en referenciales teóricos que desvelan el cinismo en el discurso gubernamental en boga. Concluimos que, en lugar de una medida de resolución para atenuar el déficit de mano de obra, las iniciativas gubernamentales representan un retroceso en el campo de la educación y de la salud que inviabiliza la reversión de la histórica precariedad en las condiciones de trabajo de Enfermería. (AU)

Review of State Boards of Nursing Rules and Regulations for Nurse Preceptors.

BACKGROUND: The clinical education of undergraduate nursing students relies heavily on the use of staff nurses who assume the preceptor role. The best and most efficient utilization of preceptors is unknown. METHOD: This study reviewed Board of Nursing rules and regulations for all 50 states, the District of Columbia, and the U.S. territories for their published requirements regarding preceptors. Specifically, this review focused on preceptor-student and faculty-student ratios, role responsibilities, and requirements of preceptors and faculty in undergraduate precepted clinical experiences. RESULTS: Although some commonalities were noted, such as eligibility (RN licensure), degree requirements (baccalaureate), and years of experience (1 to 3), 11 states had no documented regulations. The existing documents appear to lack depth, specificity, and consistency. CONCLUSION: Because preceptors are utilized to such a great extent, the eligibility, selection, preparation, and expectations of preceptors and faculty who work with them should be more explicit. [J Nurs Educ. 2018;57(3):134-141.].

Technical Standards for Nursing Education Programs in the 21st Century.

PURPOSE: The Institute of Medicine (2000, 2002) exposed serious safety problems in the health system and called for total qualitative system change. The Institute of Medicine (2011, 2015) also calls for improving the education of nurses to provide leadership for a redesigned health system. Intertwined with improving education is the need to recruit and retain diverse highly qualified students. Disability is part of diversity inclusion, but current technical standards (nonacademic requirements) for admission to many nursing programs are a barrier to the entry of persons with disabilities. Rehabilitation nurse leaders are in a unique position to improve disability diversity in nursing. The purpose of this paper is to discuss the importance of disability diversity in nursing. DESIGN: The history of existing technical standards used in many nursing programs is reviewed along with examples. METHODS: On the basis of the concept that disability inclusion is a part of diversity inclusion, we propose a new model of technical standards for nursing education. CONCLUSION AND CLINICAL RELEVANCE: Rehabilitation nurse leaders can lead in eliminating barriers to persons with disabilities entering nursing.

Nenhuma liberdade é plena se não for obtida pelas próprias mãos / Ninguna libertad es plena si no se obtiene con las propias manos / No freedom is complete if it is not achieved by one's own hands

Tramita no Congresso Nacional Brasileiro o Projeto de Lei 4930/2016 que altera a Lei nº 7.498, de 25 de junho de 1986, que regulamenta o exercício da enfermagem, para nela incluir a obrigatoriedade da realização de exame de suficiência para obtenção de registro profissional. A Associação Brasileira de Enfermagem, a Executiva Nacional dos Estudantes e a Federação Nacional dos Enfermeiros - entidades representativas da Enfermagem Brasileira, tornaram público posicionamento contrário ao referido exame. é necessário reforçar o rigor regulatório sobre a formação em enfermagem no Brasil, que atenda as especificidades da área, ampliando os mecanismos de avaliação de cursos, instituições de educação superior e ampliando o movimento pela qualidade da educação em enfermagem. (AU)

In the Brazilian National Congress, the law project No. 4930/2016 was drafted with a view to amending Law No. 7,498 of June 25, 1986, which regulates the exercise of nursing, in order to include in it the obligation to carry out a sufficiency test for obtaining professional registration. The Brazilian Nursing Association, the National Executive Committee of Students and the National Federation of Nurses - representatives of Brazilian nursing, made public a position contrary to this examination. It is necessary to reinforce the regulatory rigor on nursing education in Brazil, which meets the specificities of the area, expanding the evaluation mechanisms of higher education courses and institutions and expanding the movement for the quality of nursing education. (AU)

Se tramita en el Congreso Nacional Brasileño el Proyecto de Ley nº 4930/2016, con el propósito de alterar la Ley nº 7.498, del 25 de junio de 1986, que reglamenta el ejercicio de enfermería, con el fin de incluir en ella, la obligatoriedad de realizar exámenes de suficiencia para obtener el registro profesional. La Asociación Brasileña de Enfermería, la Ejecutiva Nacional de los Estudiantes y la Federación Nacional de los Enfermeros - entidades representativas de la enfermería brasileña, hicieron público su posicionamiento contrario al referido examen. Es necesario reforzar el rigor regulatorio sobre la formación en enfermería en Brasil, atendiendo las especificidades del área, ampliando los mecanismos de evaluación de los cursos e instituciones de educación superior y ampliando el movimiento por la calidad de la educación en enfermería. (AU)

Projeto político-pedagógico e formação crítico-reflexiva: elementos facilitadores e dificultadores / Political pedagogical project and critical thinking-based education: facilitators and hindrances / Proyecto político pedagógico y educación crítica-reflexiva: elementos facilitadores y dificultadores

Objetivo: identificar, na literatura científica da enfermagem, elementos facilitadores e dificultadores da construção do projeto político-pedagógico e da formação crítico-reflexiva de enfermeiros. Método: revisão integrativa guiada pelas questões: O que a literatura expressa sobre a construção do projeto político-pedagógico e a formação crítico-reflexiva? Que elementos são facilitadores e dificultadores desses processos? Pesquisados artigos entre 2001 e 2013 no banco de dados virtuais do SciELO; adotados os descritores: formação em enfermagem; projetos políticos pedagógicos; integralidade no cuidado, prática reflexiva em enfermagem, educação em enfermagem, liderança em enfermagem, educação superior e graduação. Resultados: os 12 artigos selecionados foram analisados a partir dos eixos: elementos facilitadores; elementos dificultadores. Conclusão: o processo de construção de projetos e a formação crítico-reflexiva em enfermagem requerem trabalho coletivo envolvendo direta e indiretamente discentes, docentes e profissionais envolvidos com o ensino. Os desafios, entre outros encontrados, estão neste processo de construção coletiva e participação.

Objective: to identify, in the nursing scientific literature, elements that facilitate and impede the construction of a political pedagogical project and nurse training based on critical thinking. Method: this integrative review was guided by the questions: What does the literature say about constructing a political pedagogical project and critical thinking-based training? What elements facilitate and hinder these processes? Articles from 2001 to 2013 were searched in the SciELO virtual database, using the descriptors: nursing training, pedagogical political projects, comprehensive care, thoughtful practice in nursing, nursing education, nursing leadership, higher education and graduation. Results: the 12 articles selected were analyzed in terms of facilitating elements and hindrances. Conclusion: the process of constructing projects and of training nurses on the basis of critical thinking requires a collective endeavor engaging, directly and indirectly, the students, teachers and other professionals involved in teaching. In part, the challenges were found to be in this process of collective construction and participation.

Objetivo: identificar, en la literatura científica de enfermería, los elementos facilitadores y dificultadores de la construcción del proyecto político-pedagógico y de la educación crítica-reflexiva de enfermeros. Método: revisión integrada guiada por las preguntas: ¿Qué expresa la literatura sobre la construcción del proyecto político-pedagógico y la formación crítico-reflexiva? ¿Qué elementos son facilitadores y dificultadores de estos procesos? Han sido investigados artículos entre 2001 y 2013 en la base de datos virtual SciELO; han sido adoptado los descriptores: educación en enfermería; proyectos político-pedagógicos; integralidad en la atención, la práctica reflexiva en enfermería, educación en enfermería, liderazgo en enfermería, educación superior y graduación. Resultados: los 12 artículos seleccionados fueron analizados a partir de los ejes: elementos facilitadores; elementos dificultadores. Conclusión: el proceso de construcción de proyectos y la educación crítico-reflexiva en enfermería requieren un trabajo colectivo involucrando directa e indirectamente a los estudiantes, profesores y profesionales que trabajan en la enseñanza. Los desafíos, entre otros encontrados, están en este proceso de construcción colectiva y participación.

Nursing faculty knowledge of the Americans with Disabilities Act.

A survey was conducted to assess nursing faculty (n=231) knowledge of the Americans With Disabilities Act requirements. Only 21% (n=46) of the participants received a passing score of 78%. While 76% (n=161) knew that students must provide documentation of a disability to receive accommodation, 49% (n=104) did not recognize that an individual faculty member may be held personally liable if he/she fails to provide accommodation. Participants' knowledge of the Act was low and could create barriers to student success.

BSN in 10: what is your opinion?

The purpose of this project was to elicit the opinions of members of AORN of Central Ohio regarding Ohio's BSN-in-10 initiative. Using a focus group, we sought to answer the following question: is there a need to legislate that newly licensed RNs in Ohio obtain a bachelor's degree in nursing (BSN) within 10 years? Participants valued higher education but were not informed about the need for more BSN-prepared nurses. They also were not aware of the professional and financial effects of obtaining a baccalaureate degree, the available resources to assist them in obtaining one, or collaborative nursing association partnerships that advocate for BSN-in-10 legislation. The results suggest that health care policy advocates need to find alternative means to communicate essential information to RNs.

O trabalho do acadêmico de enfermagem no hospital geral: riscos psicossociais / Undergraduate work in nursing at a general hospital: psychosocial risks / El trabajo del académico de enfermería en el hospital general: riesgos psicosociales

Objetivou-se neste estudo identificar os riscos psicossociais presentes no hospital geral na visão de acadêmicos de enfermagem e analisar como esses riscos afetam a saúde do grupo. Pesquisa quantitativa, exploratória, descritiva cujos dados foram coletados mediante um questionário autoaplicado contendo questões sobre os riscos psicossociais, avaliação da saúde do grupo e redes de apoio. Participaram do estudo 37 acadêmicos de uma universidade publica situada no município do Rio de Janeiro, em 2009. Os riscos psicossociais apontados pelo grupo em seu conjunto acarretam estresse ocupacional e encontram-se atrelados ao processo de formação e à pouca familiaridade do acadêmico com o processo de trabalho na área hospitalar. No enfrentamento do estresse no ambiente laboral, o acadêmico recorre ao suporte dos colegas, professores e supervisores. Concluiu-se pela necessidade de diagnosticar e monitorar os riscos psicossociais presentes no ambiente hospitalar e fortalecer os fatores protetores de modo a minimizar o estresse ocupacional no grupo.

This study aimed both at identifying psychosocial risks at a general hospital under the nursing undergraduate students’ view, and at analyzing how psychosocial risks affect the health of that group. An exploratory quantitative and descriptive piece of research. Data were collected through closed questionnaires on psychosocial risks, group health assessment, and support net. The study was conducted in 2009 with the participation of thirty-seven undergraduate students from a state-owned university in Rio de Janeiro, RJ, Brazil. The psychosocial risks identified by that group cause occupational stress and are linked to the learning process as well as to the undergraduate student’s low familiarity with the work process in the hospital area. To cope with the stress in the work environment the undergraduate student addresses colleagues, and looks up professors and advisors for help. Conclusions show that it is necessary to diagnose and monitor psychosocial risks at hospital environment as well as strengthen protection factors to minimize group occupational stress.

Se objetivó en este estudio identificar los riesgos psicosociales presentes en el hospital general en la visión de académicos de enfermería y analizar como los riesgos psicosociales influyen en la salud del grupo. Investigación cuantitativa, exploratoria, descriptiva cuyos datos fueron recolectados mediante un cuestionario autoaplicado conteniendo cuestiones sobre los riesgos psicosociales, evaluación de la salud del grupo y redes de apoyo. Participaron del estudio 37 académicos de una facultad pública del municipio de Rio de Janeiro – Brasil, en 2009. Los riesgos psicosociales apuntados por el grupo en su conjunto provocan estrés laboral y están ligados al proceso de formación y a la poca familiaridad del académico con el proceso de trabajo en el ámbito hospitalario. En el enfrentamiento del estrés en el ambiente laboral, el académico busca el soporte de los colegas, profesores y supervisores. Se concluyó por la necesidad de diagnosticar y monitorizar los riesgos psicosociales presentes en el ambiente hospitalario y fortalecer los factores de protección de modo a minimizar el estrés ocupacional en el grupo.

A percepção do enfermeiro, graduado na década de 1990, sobre o seu processo de formação / How nurses who graduated in the 1990s perceive their education process / La percepción del enfermero, graduado en la década de 1990, sobre su proceso de formación

Pesquisa histórica com o objetivo de descrever a percepção dos enfermeiros graduados na década de 1990 sobre o ensino de enfermagem na Universidade Federal de Juiz de Fora. Foram analisados documentos escritos e entrevistas com quatro enfermeiros, estudantes no período pesquisado. Os depoimentos foram obtidos em 2009, na perspectiva da história oral temática. Os participantes evidenciaram uma formação de caráter hospitalocêntrico, com um currículo mínimo que refletia uma postura positivista dos docentes, dificultando a reorientação do ensino em conformidade com as mudanças do sistema de saúde brasileiro e do paradigma educacional. Este estudo soma à história da enfermagem brasileira aspectos da formação de enfermeiros na universidade que contribuem com o ensino e a pesquisa em enfermagem.

This historical study aimed to describe how nursus who graduated in the 1990s at Juiz de For a Federal University (UFJF) perceive their education process. Written documents and interviews of four nursus, who were students during the study period, were analyzed. The declarations, obtained in 2009, were treated on a thematic oral history approach. The participants highlighted the hospital-centered nature of nursing training, with the minimum curriculum reflecting the positivistc stance among faculty, which hindered any reorientation of education to align with changes in Brazil’s health system and with the educational paradigm. This study adds to the history of nursing in Brazil by examining aspects of university nursing education that contribute to nursing teaching and research.

Esta investigación histórica tuvo como objetivo describir la percepción de enfermeros, graduados en la década de 1990, sobre la enseñanza en enfermería en la Universidad Federal de Juiz de Fora-MG-Brasil. Fueron analizados documentos escritos y entrevistas, realizadas en 2009 con cuatro estudiantes de enfermería, en la perspectiva de la historia oral temática. Los participantes evidenciaron una formación de carácter hospitalocéntrico, con un currículo mínimo que refleja una postura positivista de los docentes, dificultando la reorientación de la enseñanza en conformidad con los cambios del sistema de salud brasileño y del paradigma educacional. Este estudio suma a la historia de enfermería brasileña aspectos de la formación de enfermeros en la universidad que contribuyen con la enseñanza y la investigación en enfermería.

The student perspective on RN-Plus-10 legislation: a survey of associate degree and diploma nursing program students.

This article reports on a survey of associate degree and diploma nursing students in Pennsylvania designed to elicit their future educational goals and opinions regarding proposed educational advancement legislation. Results indicated the majority of respondents (86.3 percent) planned to pursue the bachelor's degree in nursing; most (94.8 percent) hoped to be enrolled in a BSN program within four years of graduation. The majority (78.9 percent) indicated that even if they were mandated to complete the bachelor's degree in nursing within 10 years, they would still enroll in their current associate degree or diploma program. Asked if 10 years is a reasonable amount of time to complete the BSN, 79.4 percent agreed it is. If money were not an obstacle, 95.8 percent of participants indicated they would pursue a BSN or higher. The results of this survey suggest that the vast majority of associate degree and diploma nursing students value and hope to pursue higher education in nursing.

Legality, the Web and nurse educators.

Nurse lecturers are becoming more aware of the opportunities that web 2.0 offers and are slowly moving into the world of cyber-teaching. However, few consider the legal ramifications of this new teaching trend and how vulnerable they may be when posting information or teaching materials to the World Wide Web. The purpose of this paper is to explore the legal issues inherent in the use of virtual learning technologies. This paper poses a number of questions that novices in the world of virtual learning technologies may wish to consider. The paper makes some recommendation which may help to ensure that not only can nurse educators fully exploit the opportunities offered by the World Wide Web but they can do so in a legally responsible manner.

Being reasonable: supporting disabled nursing students in practice.

AIM: To analyse recurring adjustments made in practice settings and the support strategies put in place to enable disabled students to achieve the levels of proficiency required on pre-registration nursing programmes. BACKGROUND: Legislative and regulatory changes in the UK require higher education institutions to make reasonable adjustments for disabled students whose needs must be considered and adjustments made before their programmes of study begin. The student practice learning advisor's (SPLA) primary role is to support disabled students and to operationalise recommended adjustments in practice. METHOD: An evaluative case study design was employed to analyse the work of the SPLA over 12 months using progression data, individual interviews and reflective accounts. FINDINGS: The evaluation illustrates the need for support throughout the student's programme which appears to reach a peak in the final year. Disabled students required 20% more contact time than their non-disabled peers. Operationalising adjustments requires attention to inter-disciplinary, practical and communication considerations. CONCLUSION: Implementing adjustments in practice requires a multi-disciplinary approach in order to support disabled students, and their mentors and to enable the development and application of coping strategies to overcome potential restrictions. The SPLA provides an essential role in ensuring opportunities for the disabled student to succeed are maximised.

Um olhar sobre a formação do enfermeiro/docente no Brasil / Nurse educator training in Brazil: an overview

Este artigo tem como objetivo analisar a trajetória da formação do enfermeiro/docente e os Cursos da Graduação em Enfermagem no Brasil, a partir da revisão de literatura sobre a temática, abrangendo documentos legais de 1960 a 2007. Realizamos estudo analítico e reflexivo, mediante pesquisa bibliográfica, visando novas questões e incorporando o que já foi estudado. Discorremos desde a Lei de Diretrizes e Bases da Educação Nacional de 1961, a Reforma Universitária de 1968, a década de 70, a preocupação da enfermagem com a formação dos enfermeiros/docentes para o ensino de 3º grau, a implantação dos cursos lato sensu e stricto sensu e a Lei de Diretrizes e Bases da Educação Nacional nº. 9.394/96. Finalizamos com o momento atual que a enfermagem vivencia, buscando cumprir as exigências de formação de um profissional apto para atuar no Sistema Único de Saúde e suas perspectivas de atuação neste século de mudanças.

This article examines nurse educator training and undergraduate nursing degree courses in Brazil on the basis of a literature review on the subject comprising legal documents from 1960 to 2007. The methodology of bibliographical research informed an analytical study focusing on new issues and incorporating what had already been studied. The study considered Brazil’s 1961 Law of National Education Guidelines and Bases, the 1968 University Reform, the 1970s, the nursing profession’s concern to qualify nurse educators to work in higher education, the establishment of lato sensu and strictu sensu postgraduate courses the 1996 Law of National Education Guidelines and Bases (nº. 9.394). It ended at the present day, a time when nursing is working to meet the requirements in training practitioners appropriately for Brazil’s National Health System (SUS) and pondering the prospects for their activities in this century of changes.

Este artículo tiene como objetivo analizar la trayectoria de la formación del enfermero/docente y los cursos de pregrado en enfermería en Brasil, a partir de la revisión de la literatura sobre la temática, abarcando documentos legales de 1960 a 2007. En estudio analítico y reflexivo, utilizamos como metodologia la pesquisa bibliográfica, buscando nuevas cuestiones e incorporando lo que ya fue estudiado. Discurrimos desde la Ley de Directrices y Bases de la Educación Nacional de 1961, la Reforma Universitária de 1968, la década de 70, la preocupación de la enfermería con la formación de los enfermeros/docentes para la enseñanza superior, la implantación de los cursos lato sensu y stricto sensu y la Ley de Directrices y Bases de la Educación Nacional nº. 9.394/96. Finalizamos con el momento actual que la enfermería está viviendo, buscando cumplir las exigencias de formación de un profesional apto para actuar en el Sistema Único de Salud y sus perspectivas de actuación en este siglo de cambios.