Novos modos de subjetivação na formação do enfermeiro em Saúde Mental / New subjectivation modes in nurse education in the area of Mental Health / Nuevos modos de subjetivación en la formación del enfermero en Salud Mental

Trata-se de pesquisa cartográfica com o objetivo de analisar novos modos de subjetivação na formação do enfermeiro em Saúde Mental. A produção dos dados ocorreu por meio de entrevista semiestruturada e observação não participante, desenvolvidas durante uma disciplina de Saúde Mental de um curso de Enfermagem, no primeiro semestre de 2019. Os dados produzidos foram ancorados na Filosofia da Diferença de Deleuze e Guattari. Pela sala de aula observada, novos modos de ensinar Enfermagem em Saúde Mental puderam ser suscitados. Modos esses que refletem uma postura ético-estético-política expressiva em um território de formação não preocupado em reproduzir formas e modelos, todavia em inventar novos modos de resistir ao que está instituído. (AU)

This cartographic research aims to analyze new subjectivation modes in nurse education in the area of Mental Health. Data were collected by means of semi-structured interviews and non-participant observation, developed during a mental health discipline of a Nursing course that was offered in the first semester of 2019. The produced data were grounded on the Philosophy of Difference proposed by Deleuze and Guattari. Through the observed classroom, new ways of teaching about Nursing education in Mental Health emerged. These new ways reflect an expressive ethical-esthetic-political posture in an education territory that, instead of reproducing forms and models, invents new ways of resisting what is instituted. (AU)

Investigación cartográfica con el objetivo de analizar nuevos modos de subjetivación en la formación del enfermero en salud mental. La producción de los datos se realizó por medio de entrevista semiestructurada y observación no participante, desarrolladas durante una asignatura de salud mental de un curso de enfermería, en el primer semestre de 2019. Los datos producidos tenían como base la Filosofía de la Diferencia de Deleuze y Guattari. Llevando en consideración la sala de clase observada, fue posible suscitar nuevos modos de enseñanza sobre la formación en Enfermería en Salud Mental. Esos modos reflejan una postura ético-estética-política expresiva en un territorio de formación no preocupado en reproducir formas y modelos y sí en inventar nuevos modos de resistencia a lo instituido. (AU)

Addressing the Faculty Shortage Through Connections: Stories of Becoming a Nurse Educator.

BACKGROUND: The current nursing faculty shortage is projected to continue. This article addresses recruitment and retention by contributing to the public stories of successful nursing faculty. METHOD: Narrative inquiry was used to examine how the ways of knowing of three associate degree nurse educators evolved over time in the community college setting. RESULTS: The educators' early stories portrayed an internal tension that was in sharp contrast to the capability and self-confidence of an expert nurse. Stories revealed their struggle to balance empathy and care (connected knowing) with logic and objectivity (separate knowing) when handling challenging student situations. Over time, the educators developed ways of integrating connected and separate knowing, becoming constructivist knowers. CONCLUSION: The findings validate the importance of providing meaningful support for novice educators. Private spaces to promote reflection and active dialoging with a trusted mentor will assist new faculty as they work through their integration of caring verses objective knowing. [J Nurs Educ. 2020;59(10):545-550.].

Academic dishonesty: What impact does it have and what can faculty do?

Academic dishonesty occurs among nursing students at multiple levels of professional education programs. Studies have shown that students who commit dishonest acts in the educational setting may also commit dishonest acts as students in the clinical setting and as professionals in their practice setting. This lack of professional integrity may result in poor outcomes for patients as well as loss of trust from patients and from colleagues. Although multiple studies done among prelicensure nursing students explored academic dishonesty, there are few studies of academic integrity among nurse practitioner (NP) students. As advanced practice nurses, we need to understand the issues of academic dishonesty among NP students through further research. As faculty, we must act to prevent academic dishonesty and unethical behavior and to provide appropriate consequences when it occurs. It is also important that we consider ways to socialize students into ethical behavior to maintain trust in the profession. It is important that we respond to both students and colleagues who demonstrate a lack of integrity. All NPs must work to create a culture of professional integrity among students and members of the profession at every level.

The value of faculty during student on-site evaluations.

The American Academy of Nurse Practitioners Certification Board recognizes the value of nurse practitioner faculty in evaluating students at the clinical site. The Board of Commissioners recently approved the awarding of clinical hours to nurse practitioner faculty for clinical site visits. This article outlines the rationale and procedure for conducting and documenting student visits that can be applied to recertification.

Librarians collaborate successfully with nursing faculty and a writing centre to support nursing students doing professional doctorates.

This study explores how a three-way collaboration between a University library, writing centre and faculty created avenues of training and support for students within a Doctor of Nursing Practice (DNP) program in an American University. The role of each partner involved in the collaboration is discussed alongside the profile of the DNP students. Lesson planning and classroom techniques for DNP information literacy classes are described and feedback from the partners and the students are discussed. The study confirms that collaboration is effective in improving research and writing skills. D.I.

DNP or PhD as a Credential for Nurse Faculty: Choices and Consequences.

With the inception of the Doctor of Nursing Practice (DNP) as the designated practice doctorate in nursing and ultimate acceptance of the DNP as a terminal degree in nursing by professional nursing organizations, questions have arisen about the implications for faculty appointment in the teaching-learning in nursing. Following a brief discussion of the background of the DNP and recent trends in academic nursing programs, a challenge is presented to nurse faculty and administrators to consider carefully the illuminated critical issues and concerns in planning for the future of teaching-learning in nursing.

Nurse Educators Establish and Evaluate Community Coalition to Promote Statewide Advance Care Planning Through RE-AIM.

The purpose of this quality improvement project was to evaluate a statewide initiative promoting Advance Care Planning (ACP) to educate and support multidisciplinary ACP educators and provide tools to start ACP conversations in a predominantly rural state of the Upper Midwest. Individual objectives were to (1) motivate people of different professions and backgrounds to support the vision and (2) implement a system to educate and maintain a pipeline of ACP educators in appropriate methodologies to enable ACP in distant communities. The Advance Care Planning: Quality Conversations coalition was formed in 2015 to improve health care across the life span. The Reach-Effectiveness-Adoption-Implementation-Maintenance framework was applied to evaluate the project. Outcome variables were measured before, during, and after program implementation through service statistics and a questionnaire. Participation in the coalition's membership team between September 2015 and September 2019 ranged from 18 to 36 with a median of 27 and mode of 27. At least 20 different professions were represented. The coalition provided funds for educating 9 ACP instructors and 180 facilitators according to the Respecting Choices-First Steps ACP program. The coalition's mission has generated sustained interest for 4 years. Key elements and obstacles to implementing a statewide coalition were identified.

Humanization in the work of nursing faculty.

OBJECTIVE: To identify how nursing faculty perceive humanization at work; to describe the factors that enhance humanization and its implications on the health of nursing professors. METHOD: This was a descriptive and exploratory study carried out at a Brazilian public university with 19 nursing professors who answered a semi-structured interview. Thematic analysis was used to process data, yielding three analytical categories. RESULTS: The faculty indicated that humanization at work and the factors that enhance it are associated with interpersonal relationships, including dialogue and respect in work relationships, positively impacting their health. FINAL CONSIDERATIONS: The effective achievement humanization at work is a possibility that generates health and wellbeing for nursing faculty.

Mentoring as a process that promotes emotional competence in nursing: perspectives of students and teachers of the undergraduate course / A mentoria como processo promotor da competência emocional em enfermagem: perspetivas de estudantes e professores do curso de licenciatura

Introduction: Mentoring programs, developed in a close relationship with students, allow for a better academic adaptation, promote the development of emotional and social competencies, and expand the network of academic and professional relationships. Aims: Characterize the emotional experiences of nursing students and understand the importance of mentoring in the process of integrating them in a Lisbon School. Methods: This is a cross-sectional, descriptive and correlational study, with a mixed approach. The emotional competencies survey was applied to 238 students, semi-structured interviews with 12 students and focus groups to 10 teachers. Results: Most students are female and attend the 1st and 2nd year. Female students are associated with a better perception and emotional expression. The student's adaptation to higher education is related to a greater ability to cope with emotions. Lastly, school performance influences the student's ability to manage emotions. As to the findings of the interviews, these revealed: precipitating factors of negative intensity emotional experiences; emotional experiences of negative intensity; emotional management strategies; And the function of mentoring in the development of emotional competence. In the focus groups we assessed that the teachers recognize the emotional experience faced by the students resulting from: events, experiences and academic difficulties that trigger emotions of negative load. The concept of mentoring and mentor are different, with requirements, diffi-culties and barriers to the implementation of the mentoring process. Conclusions: Mentoring is a process that influences both the coping of academic performance and the development of competence related to emotional management, acceptance and communication, which are fundamental for the nursing practice

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Taking the leap from clinical practice to academic faculty: A beginner's guide.

ABSTRACT: Exploring new roles and responsibilities available to clinicians offers a path to renovate a nurse practitioner's career. The role of academician and nurse faculty broadens career horizons, presents a sense of autonomy, and offers unique opportunities to teach, participate in research, build leadership skills, and contribute to the health care delivery system at a higher level. Advance practice nurses often consider a shift to academia but are concerned about the unfamiliarity of the entire process. This article offers elements a clinician will likely encounter throughout the transition to a faculty role. These include expectations for the application and interview, negotiating for a position, and orientation to the role of an academic.

Empowerment of front-line leaders in an online learning, certificate programme.

AIM: To evaluate the effectiveness of an online learning, certificate programme for front-line nurse leaders' sense of empowerment. BACKGROUND: Front-line leaders play a crucial role in health care. Current training is often inadequate. The Institute of Medicine report on The Future of Nursing: Leading Change, Advancing Health (2010) recommends nurses at all levels receive training for their role. METHODS: A pre- to post-study design was used; instruments included Conditions for Work Effectiveness Questionnaire, Psychological Empowerment Scale, intent to stay, and self-reported knowledge and effectiveness of intervention questions. This study evaluated the effects of online learning for 29 acute care front-line leaders in the USA and Australia. RESULTS: Structural empowerment significantly improved, pre-assessment (M = 18.50, SD = 1.6940) to post-assessment (M = 19.47, SD = 1.6940). There was no significant difference in intent to stay or overall psychological empowerment. Participants agreed (24/29, 83%) the intervention contributed to their 'sense of empowerment in their role' and 'ability to create an empowering work environment'. CONCLUSION: Online learning was effective and could be integrated into orientation and/or continuing education plans to develop empowering work environments. IMPLICATIONS FOR NURSING MANAGEMENT: Online learning may be a means of educating and empowering front-line leaders for their role.

Professional development in clinical teaching: An action research study.

OBJECTIVE: Clinical supervisors, who support and assess health students' clinical learning, encounter many challenges. Professional development opportunities for clinical supervisors to overcome the challenges are available but are often designed to meet organisational and tertiary provider administrative needs, rather than the needs of intended target groups. DESIGN: A qualitative action research study was designed to include a group of Australian nursing clinical supervisors in the design and implementation of meaningful professional development activities. PARTICIPANTS: Ten clinical supervisors, from one organisation, participated in three meetings to explore shared challenges and create solutions to resolve these challenges. RESULTS: Over a seven-month period in 2018-2019 data revealed clinical supervisors in this study experienced a variety of tensions. Participants prioritised three opposing tensions that were of shared concern; Doing and Thinking; Educator and Clinician and Negotiating and Challenging. Being able to visualise and articulate these tensions helps to empathise with the role complexity that clinical supervisors experience, and this led to the production of solutions which validate and advocate for the role and the values. CONCLUSION: The group created innovative solutions such as podcasts, posters, banners and flyers to assist them to harmonise the tensions and work more effectively in their role.

Humanization in the work of nursing faculty / Humanización en el trabajo docente de enfermería / A humanização no trabalho docente de enfermagem

ABSTRACT Objective: To identify how nursing faculty perceive humanization at work; to describe the factors that enhance humanization and its implications on the health of nursing professors. Method: This was a descriptive and exploratory study carried out at a Brazilian public university with 19 nursing professors who answered a semi-structured interview. Thematic analysis was used to process data, yielding three analytical categories. Results: The faculty indicated that humanization at work and the factors that enhance it are associated with interpersonal relationships, including dialogue and respect in work relationships, positively impacting their health. Final considerations: The effective achievement humanization at work is a possibility that generates health and wellbeing for nursing faculty.

RESUMEN Objetivo: Identificar la percepción del docente sobre la humanización en su trabajo, describir los factores potenciadores para la humanización y sus implicancias para la salud del trabajador docente de enfermería. Método: Estudio descriptivo, exploratorio, realizado en una universidad pública brasileña con diecinueve docentes de enfermería que respondieron una entrevista semiestructurada. Datos tratados mediante análisis temático, generándose tres categorías analíticas. Resultados: Los docentes perciben que la humanización en el trabajo y los factores que la impulsan están asociados a las relaciones interpersonales, incluyendo al diálogo y al respeto en las relaciones laborales, lo cual impacta positivamente en la salud del docente. Consideraciones finales: La puesta en práctica de la humanización en el trabajo consiste en una posibilidad de promoción de la salud y el bienestar del trabajador docente de enfermería.

RESUMO Objetivo: Identificar a percepção do docente acerca da humanização em seu trabalho; descrever os fatores potencializadores para a humanização e suas implicações para a saúde do trabalhador docente de enfermagem. Método: Estudo descritivo, exploratório, realizado em uma universidade pública brasileira, com dezenove docentes de enfermagem que responderam à entrevista semiestruturada. Utilizou-se a análise temática para o tratamento dos dados, gerando três categorias analíticas. Resultados: Os docentes percebem que a humanização no trabalho e os fatores que a potencializam estão associados às relações interpessoais, abrangendo diálogo e respeito nas relações de trabalho o que implica favoravelmente à saúde do docente. Considerações finais: A efetivação da humanização no trabalho consiste numa possibilidade geradora de saúde e bem-estar para o trabalhador docente de enfermagem.

Individual and institutional characteristics associated with short tenures of deanships in academic nursing.

BACKGROUND: The departures of chief academic administrators of nursing programs within a short tenure are likely to affect the operation of their institutions significantly. PURPOSE: To help nursing schools improve recruitment and retention of chief academic administrators. METHODS: We obtained deans' records from the membership database of the American Association of Colleges of Nursing (AACN) for 11 starting cohorts between 2001 and 2011 and matched the data with dean data collected in the AACN Annual Survey to retrieve additional information on individual and institutional characteristics. Bivariate and multivariate analyses were used to examine the association between a characteristic and short tenures (less than 5 years). FINDINGS: We found that 41% of deanships have short tenures, and the figure increased from earlier cohorts to later cohorts in general. We did not find that first-time deans were more likely to experience a short tenure. However, we found in bivariate analyses that deans in newly created nursing programs have a higher likelihood of leaving deanships in less than 5 years. We also found in bivariate and multivariate analyses that an individual characteristic, age 60 or older, and three institutional attributes, deans with a title as Chair, Director, or Department Head, deans in nursing schools without a tenure system, and deans in baccalaureate or associate degree granting institutions are more likely to have a short tenure. In brief, our findings show that deans in smaller nursing programs are more likely than deans in larger nursing programs to experience a short tenure DISCUSSION: Our findings that deans in smaller programs and newly created programs are more likely to experience early attrition provide useful information to the nursing education community so more focused efforts can be made to improve the retention of chief academic administrators in nursing programs.

Health promotion by nursing technicians from the nurses' perspective.

OBJECTIVE: to analyze education and practice of nursing technicians in health promotion, from the perspective of teaching nurses of technical course and Primary Health Care nurses. METHOD: an exploratory study with qualitative data analysis, carried out in the city of São Paulo, through semi-structured interviews with nine public technical professors and 16 nurses from the basic health network. Data thematic analysis was carried out. RESULTS: three thematic categories have emerged: Conceptions and experiences on health promotion; Nursing technician's practice in health promotion; and Nursing technician education on health promotion. FINAL CONSIDERATIONS: it is necessary to review the centrality given to technicalism in the education and practice of nursing technicians, contemplating the health promotion and seeking the development of professional competence for the construction of transformative practices aimed at valuing the autonomy and proactivity of the people in health and quality of life production.