Satisfacción de educación en línea de estudiantes de enfermería / Satisfaction of online education of nursing students

Introducción: los procesos de evaluación educativa constituyen un elemento indispensable no solo para conocer la perspectiva del alumno hacia su educación sino también para el diseño de estrategias que mejoren la experiencia de los alumnos en el aula. A partir de la pandemia de COVID-19, la mayoría de los sistemas educativos en México pasaron a la educación en línea. La Escuela de Enfermería en Tijuana del Instituto Mexicano del Seguro Social (IMSS) aplicó esta misma estrategia, por lo que es necesario evaluar metodológicamente la satisfacción de los alumnos ante esta modalidad educativa. Objetivo: evaluar la satisfacción respecto a la educación en línea de una muestra de alumnos de enfermería ante la contingencia de COVID-19. Metodología: estudio cuantitativo, descriptivo transversal, con una muestra de 285 alumnos de la Escuela de Enfermería IMSS-UABC Tijuana. Se aplicó el Cuestionario de satisfacción de alumnos universitarios hacia la formación online, además de un cuestionario breve sobre tecnologías de la información y la comunicación. Resultados: de manera general los resultados fueron positivos en cuanto a satisfacción, con una media de 3.10, y hubo una mayor satisfacción en segundo y sexto semestre; la dimensión con mayor satisfacción fue la de profesor-tutor. Conclusiones: la satisfacción percibida por parte de los alumnos fue adecuada; sin embargo, factores como el no contar con dispositivos de acceso a internet pueden influir en la satisfacción percibida de la educación en línea.

Introduction: The educational evaluation processes constitute an essential element not only to know the perspective of the student towards his education but also is a basic tool for the design of strategies that improve the experience of the students in the classroom. From the start of COVID-19 pandemic onwards, most of the educational systems in Mexico switched to distance education. The Mexican Institute for Social Security's (IMSS, according to its initials in Spanish) Nursing School in Tijuana carried out this same strategy, which is why it was necessary to evaluate the satisfaction of the students in a methodological way in the presence of this new educational modality. Objective: To evaluate the satisfaction concerning online education of a sample of nursing students in the face of the COVID-19 contingency. Methodology: Quantitative, descriptive cross-sectional study, with a sample of 285 students from the IMSS-UABC Tijuana nursing school. The instrument called Satisfaction questionnaire of university students towards online training was administered, in addition to a brief questionnaire on technologies of information and communication. Results: In general, the results were reported as positive with regards to satisfaction with an average of 3.10, finding greater satisfaction in the second and sixth semesters. The teacher-tutor dimension was the one with the highest satisfaction. Conclusions: The satisfaction perceived by the students was appropriate; however, factors such as not having devices to access internet can influence the perceived satisfaction of online education.

Minimizing Unconscious Bias in Nursing School Admission.

BACKGROUND: The potential exists for unconscious bias to influence decisions throughout the admission process to nursing school and derail holistic admission review processes. Although little is known about unconscious bias in nursing school admissions, unconscious bias has been demonstrated in nurse educators at levels similar to the general population. METHOD: This article examines concepts of unconscious bias, factors that may interfere with accurate and fair assessment of applicants to nursing school, and ways to mitigate unconscious bias in the application and admission decision processes. RESULTS: Interventions that have shown success in reducing unconscious bias center on increased awareness of the presence of unconscious bias and cognitive strategies that include motivation and effort to counter the unconscious bias. CONCLUSION: Creating structures in the admission process that promote fairness and reduce the risk of relying on automatic judgments can minimize the influence of unconscious bias on admission decisions. [J Nurs Educ. 2021;60(6):317-323.].

The University of Cincinnati College of Nursing Case Study: Bias and Discrimination in the Nursing Learning Environment.

The purpose of this case study is to outline strategies employed by the University of Cincinnati's College of Nursing (CoN) to increase underrepresented racial and ethnic (URE), and economically and educationally disadvantaged student acceptance, presence, inclusion, and success. The case study method was used to examine strategies used at the CoN to address bias and discrimination, identify student success strategies for URE students, and outline college initiatives to facilitate an inclusive environment. CoN leadership has instituted several programs involving faculty and students in efforts to decrease bias and discrimination and promote inclusion. They continue to engage faculty and others in adding to and improving their efforts. This is a process of culture change and must involve everyone. CoN leadership is committed to both demonstrating by example and holding all accountable for progressively improved continued efforts to create a more inclusive environment.

From Education to Practice: Incorporating Quality Improvement Projects Into a Baccalaureate Nursing Curriculum.

The accelerated pace of change in health care and the call for a radical transformation in prelicensure nursing education will require changes in baccalaureate nursing programs to ensure nurses are adequately prepared for practice. At one Midwestern university, academic nurse educators developed an innovative multilevel interprofessional and intradisciplinary education opportunity using a Lean Healthcare quality improvement (QI) process to improve systems, strengthen academic-practice partnerships, and bridge the education-to-practice gap. During one 16-week semester, one group of sophomore and junior clinical nursing students worked collaboratively with personnel at a local health care organization on a QI project on sequential compression devices. The students identified practice barriers related to sequential compression device compliance when medication prophylaxis was contraindicated. Using a Lean QI framework, the students developed and implemented a comprehensive, evidence-based venous thromboembolism prophylaxis policy, including tools and strategies for educating employees and patients.

Giving undergraduate nursing students international experiences: Issues and strategies.

Educational institutions began international student placements or exchanges in earnest in the 1990s, with varying degrees of success. Although nursing education in a number of countries has embraced giving undergraduate students the opportunity of international experiences, this is still not the norm in many countries, nor within all nursing schools within a country. In our rapidly globalizing world, it is critical that students are given opportunities internationally to be better prepared for practice, to achieve a global mindset, and to take their place as future global citizens through international experiences. Evidence from the literature shows positive effects on nurses having had international experiences to broaden their horizons, examine other cultures, grow their cultural competence, share and gain knowledge with others, and build their capacity for future practice in an increasingly globalized world. Our focus here is on providing students with short-term undergraduate exchanges or placements in international settings, and encouragement for nursing institutions to develop international partnerships that are sustainable. Some implications for nurse educators and other staff involved in international exchanges are also considered.

Overcoming the challenges to offer quality training in psychiatric nursing.

OBJECTIVE: to report the experience of the Psychiatric Nursing professors of the Nursing Undergraduate Course of the Nursing School, Universidade Federal de Minas Gerais (UFMG) and the challenges faced to offer quality training. METHOD: This is an experience report about the experience of Psychiatric Nursing professors of the Nursing Undergraduate Course of the Nursing School, UFMG. RESULTS: After losing the workload of 120 hours in the Psychiatric Nursing Undergraduate Course, the area developed elective disciplines with a total of 330-hour load, in addition to extension and research projects. FINAL CONSIDERATIONS: the precariousness of the area of Nursing training after curricular restructuring in a higher education institution, whether in relation to hour load or in the allocation of teaching vacancies, is in line with advances of the Brazilian Psychiatric Reform and epidemiological data of psychic illness and drug use.

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.

Increased adoption of smoke-free policies on campuses with schools of nursing.

BACKGROUND: In 2015, the majority of U.S. American Association of Colleges of Nursing (AACN)-accredited schools of nursing resided on campuses without smoke-free policies. PURPOSE: To determine the presence of smoke-free policies at AACN-accredited after resolutions from AACN and the American Academy of Nursing, and the creation of online resources. METHODS: Smoke-free policies (2015-2017) were determined through listings on the ANRF College Campus Policy Database© and survey responses from nursing deans. RESULTS: Smoke-free policies for 689 schools of nursing increased from 36% in 2015 to 91% in 2017. There were no significant differences by nursing program types or geographic area. Twenty percent of deans reported using the resources, with over 1700-page views. CONCLUSION: Smoke-free policies increased after support from two national nursing organizations. Learning in a smoke-free environment should be an expectation for nursing students to protect their own health, and to support their future critical role in tobacco control.

International Nursing: GSD International Nursing Academy: An Italian Case of Practical Disruption Highlighting the Worth of Nursing Within Health Care Organizations.

It is strategic to describe and disseminate available examples of how nurses find the modus operandi to being fully integrated in their organizations, including the nurse role in determining improvements in clinical practice, management, education, and/or research. This article describes the recent experiences of Gruppo San Donato International Nursing Academy. The disruptive case shared here underlines the worth of nursing within health care organizations. The Gruppo San Donato International Nursing Academy aims to be a striking model to innovate health care delivery through the optimal utilization of the nursing workforce, uniting the areas of nursing management, nursing education, and research into a unique organizational platform.

Systems leadership doctor of nursing practice: global relevance.

AIM: This article considers the systems leadership doctor of nursing practice degree as an option to increase nursing leadership roles and heighten presence at policy tables globally, particularly in low- and middle-income countries. Recent global reports emphasize core competencies needed for nursing leadership, particularly systems leadership and health policy, to successfully move the global health agenda forward. Using the Yale University School of Nursing programme as an exemplar, this paper is focused on the elements directly linked to leadership competencies and relevance of a systems leadership doctor of nursing practice programme globally. BACKGROUND/INTRODUCTION: The dramatic growth and wide variability of doctor of nursing practice programmes offered in all 50 US States have generated questions and debate. According to the American Association of Colleges of Nursing as of May 2018, there are 121 schools that reported having a leadership focus in postmaster's doctor of nursing practice degree offering. Yet there has not been the same enthusiasm for development and implementation for a practice doctorate in nursing across the globe. SOURCES OF EVIDENCE: A narrative literature review was conducted aimed at addressing the relevance of a practice doctorate globally. This analysis of the literature included a search of peer-reviewed and grey literature. Nursing school websites were visited, and opinions of nurse leaders and students were sought. In addition, global reports that supported nursing leadership and their role in policy development were reviewed. DISCUSSION/CONCLUSION: Globally, nurses have a critical role in leading health systems. Developing a cadre of nurse leaders educated at the doctoral level who can communicate with policymakers and develop strategies to meet health systems' goals is necessary. IMPLICATIONS FOR NURSING, HEALTH AND EDUCATION POLICY: In recent global health reports and campaigns, strengthening nursing leadership and presence at policymaking tables are recurring themes. Offering a systems leadership doctor of nursing practice degree is one viable option to increase doctorally prepared nurse leaders for nursing policy and practice engagement. This calls for work with country and regional governments, regulatory bodies and nursing associations to empower nursing to contribute fully.

Quality of nursing schools in the Philippines: Trends and evidence from the 2010-2016 Nurse Licensure Examination results.

BACKGROUND: The quality of undergraduate nursing programs offered by higher education institutions (HEIs) in the Philippines is usually evaluated using Nurse Licensure Examination (NLE) results. PURPOSE: To describe NLE trends in 2010 to 2016, compare low- and high-performing HEIs, and examine the association of HEIs' characteristics with NLE passing rate. METHODS: NLE and HEI data were collected from two Philippine government agencies. Descriptive statistics were used to present NLE trends, while multiple linear regression was used to determine the association of HEI characteristics with NLE passing rate. DISCUSSION: There was a downward trend for NLE takers and passers from 2010 to 2016. Regression results showed that location, size, type, year of establishment, and student-faculty ratio were associated with NLE passing rate. CONCLUSION: HEIs should consider decreasing their student-faculty ratio to improve NLE performance. Relevant government agencies should take measures to improve most HEIs' NLE performance in the Philippines.

Transition to NCLEX-RN: Reflections from a CASN Past President.

Each president of CASN has one "issue" on which he or she focuses most during the presidency - for me, it was the NCLEX. Canadian nursing graduates first wrote the NCLEX for entry to practice in 2015. Failure rates were significantly higher than for the previous exam - the CRNE. Although the pass rates have improved, this is likely a result of better practice for writing this type of test. Apprehensions remain about the negative impact of the Americanization of our Canadian nursing curriculum and the damage that this examination appears to be doing to present and future francophone nurses.

Growing a Robust Academic Practice Partnership in an Academic Health System.

Schools of nursing located within academic health centers have embraced expanded opportunities to lead in this era of rapid change and considerable uncertainty in US health care. These schools bear a unique responsibility to work with their clinical nursing partners to advance the care of patients, improve the health of communities and populations, and help steward the nation's health care resources. This article describes how the Emory University Nell Hodgson Woodruff School of Nursing has formed and sustained academic-practice partnerships in response to these imperatives. The structures and processes that have supported the partnerships are shared, as are the keys to success in a true partnership. The authors describe the work required to achieve mutually agreed-upon goals, along with the challenges that faculty and health care leaders have faced in their journey to system partnerships.

La docencia de las enfermeras y los enfermeros / No disponible

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Cuidados transculturales, una asignatura todavía pendiente / Cross-cultural care, a subject still pending

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El sentido de un final de estudios: El proceso de aprendizaje durante el grado de enfermería a partir del cuaderno de progresión transversal / Giving sense to finishing studies: nursing degree learning process and the transversal progress notebook

Introducción: El objetivo de este estudio es comprender la percepción de los estudiantes sobre su proceso de aprendizaje durante el grado de Enfermería, al final de la promoción 2011-15, mediante la utilización del Cuaderno de Progresión Transversal (CPT) como herramienta metodológica. Metodología: Estudio cualitativo interpretativo desde un enfoque biográfico-narrativo del CPT de la promoción 2011-15. Sesenta y un narrativas se codificaron y se analizaron a partir de un análisis de contenido interpretativo. Resultados: El análisis interpretativo permitió identificar cinco temas del proceso reductivo de las narrativas que ayudaron a comprender la percepción del estudiante sobre su proceso de aprendizaje; estos fueron: estudios de enfermería, Escola Universitària d’Infermeria de Sant Pau, profesorado, proceso de aprendizaje y balance personal. Conclusion: Los estudiantes, al terminar sus estudios, percibieron haber adquirido un aprendizaje complejo basado en competencias y dieron sentido al trayecto realizado y a nuevos horizontes a través de la reflexión; encontraron coherencia entre sus estudios, la visión humanista y la práctica; consolidaron su identidad y valores profesionales, así como su pericia reflexiva crítica. Finalmente, percibieron nuevas transiciones hacia los ámbitos laboral y formativo con sentimientos ambivalentes

Introduction: The aim of this study is to understand students’ learning process perception at the end of their Nursing Bachelor studies at the Nursing University EUI-Sant Pau. The group studied were senior students from the 2011-15 year, using the Transversal Progress Notebook (TNB) as a methodological tool. Methodology: Qualitative interpretive study from a biographical-narrative approach of the 2011-15 year’s TNB. The sixty-one narratives were codified and analyzed using interpretative content analysis. Results: The interpretative analysis identified five topics from the narrative reductive process that helped understand the students’ perception of their learning process. These were: Nursing Studies, Sant Pau Nursing School, Teaching Staff, Learning Process, and Personal Assessment. Conclusion: When finishing their studies, students perceive that they have acquired a complex learning process based on competencies. They give meaning to their journey as students and to new upcoming horizons through reflection and self-knowledge. They perceive coherence between their studies, the humanistic vision, and fieldwork. They also perceive the strengthening of identity and professional values as well as the ability for critical reflection and finally, perceive how their learning process changes as they make a new transition towards the working and training environment, having contradictory feelings of joy and uncertainty