Impacto de un programa formative en Atención Primaria sobre la actitud ante los diagnósticos enfermeros y los conocimientos en metodología / Attitude towards nursing diagnosis and knowledge of nursing methodology. Impact of a training program in primary health care

Introducción. El proceso enfermero facilita la identificación de necesidades biopsicosociales y el registro de cuidados en historias electrónicas, mediante el empleo de lenguajes estandarizados. La formación debe favorecer un uso coherente incidiendo favorablemente en la salud de las personas. Nuestro objetivo es analizar el impacto de un programa formativo sobre la actitud ante diagnósticos enfermeros (DE) y el nivel de conocimientos en metodología de un grupo de enfermeras de Atención Primaria (AP). Material y métodos. Estudio cuasiexperimental con medición antes-después para evaluar impacto de programa formativo de veinte horas sobre actitud y conocimientos. Se incluyeron variables sociodemográficas y profesionales. Participaron enfermeras de diez zonas de salud de Tenerife, excluyendo cuadernos incompletos. La actitud se evaluó con escala de posicionamiento ante el DE, EPADE-7, y los conocimientos con test evaluativo de respuestas alternativas. Resultados. Se recogieron 83 cuadernos de campo completos. Un 68 % eran mujeres, con 44.7(8.3)años y 20.8(8.4) de experiencia. Nivel bajo de competencia para DE en 88 % de participantes. Se observaron diferencias significativas entre los momentos pre-post para actitud ante DE y nivel de conocimientos, siendo los más jóvenes y los más expertos quienes puntuaron mejor. La satisfacción fue alta. Discusión. Los participantes respondieron a un perfil tipo de enfermeras de AP. Se comprueba que, a mayor contacto con lenguajes de cuidados, mejor integración y comprensión para su uso en la práctica asistencial real. Conclusiones. La fórmula docente, que combina talleres grupales y asesoramiento en consulta, resultó adecuada para mejorar la actitud ante DE y los conocimientos de enfermeras de AP en metodología

Introduction. The nursing process helps to identify bio-psycho-social needs of patients and helps register care plans in electronic health records, with the advantage of using standardized language. A consistent use of language supported with adequate training should ease the nursing process, finally resulting in a positive impact on health. Our aim is to analyze the impact that a training program had on the attitude towards nursing diagnoses (ND), and the level of methodology knowledge among a group of primary healthcare nurses (PHN). Material and methods. Quasi-experimental design with before-and-after measurement to evaluate the impact of a 20-hour training program on attitudes and knowledge. Socio-demographic and professional variables were included. Nurses from 10 health care areas in Tenerife took part in the study; incomplete field notebooks were excluded. Attitude was verified using the Position on Nursing Diagnosis Scale (EPADE-7), and knowledge was measured with an evaluative test with alternative answers. Results. 83 complete field notebooks were collected. 68 % participants were women, 44.7 (8.3) years old and with 20.8 (8.4) years of experience. There was a low level of ND expertise in 88 % of participants. Significant differences were observed between the pre and post evaluation for attitude towards ND and level of knowledge, finding the highest scores among the youngest nurses. The level of satisfaction among participants was high. Discussion. Participants met the standard profile for PHN. It has been proved that the greater the contact with care language, the better the integration and understanding for its use in healthcare settings. Conclusions. The teaching formula that combines group workshops and coaching in nurses’ office is suitable to improve the attitude towards ND and the knowledge of nursing methodology among PHN

Cross-cultural validation of the Child Adolescent Teasing Scale for Colombian students / Validação transcultural da Child Adolescent Teasing Scale para estudantes colombianos / Validación transcultural del Child Adolescent Teasing Scale para escolares colombianos

ABSTRACT Objective: to carry out the cross-cultural validation of the instrument "Child Adolescent Teasing Scale" for the Colombian student population. Method: methodological study carried out with students aged 8 to 15, from public and private educational institutions in the municipality of Ibagué, Colombia. The form for the characterization of students and the Child Adolescent Teasing Scale were used. Results: the cross-cultural adaptation process was organized in seven steps: comparison of the Spanish version of the instrument with the original English version, back-translation, consensus version, face validity and terminology adjustment by students, face and content validity by experts, assessment committee for the final version, pilot test and reliability. Conclusion: the version adapted to the Spanish spoken in Colombia of the Child Adolescent Teasing Scale (Escala de burlas para niños y adolescentes), which assesses the frequency and distress caused by teasing, showed desirable results in terms of validity and reliability.

RESUMO Objetivo: realizar a validação transcultural do instrumento "Child Adolescent Teasing Scale" para a população de estudantes colombianos. Método: estudo metodológico com estudantes de 8 a 15 anos, de instituições educacionais públicas e privadas de Ibagué, Colômbia. Utilizou-se o formulário de caracterização e a "Child Adolescent Teasing Scale". Resultados: o processo de adaptação transcultural foi organizado em sete etapas: comparação da versão em espanhol do instrumento com a versão original em inglês, retrotradução, versão consenso, validade facial e adaptação da terminologia pelos estudantes, validade facial e de conteúdo por especialistas, comissão de avaliação para a versão final, teste piloto e confiabilidade. Conclusão: a versão adaptada ao espanhol usado na Colômbia da "Child Adolescent Teasing Scale" (Escala de zombarias para crianças e adolescentes), que mede a frequência e o incômodo devido às zombarias, mostrou resultados recomendáveis em termos de validade e confiabilidade.

RESUMEN Objetivo: realizar la validación transcultural del instrumento "Child Adolescent Teasing Scale" para la población de escolares colombianos. Método: estudio metodológico con escolares de 8 a 15 años, de instituciones educativas públicas y privadas de Ibagué, Colombia. Se usó la ficha de caracterización y el Child Adolescent Teasing Scale. Resultados: el proceso de adaptación transcultural se organizó en siete etapas: comparación de la versión en español del instrumento con la versión original en inglés, retrotraducción, versión consenso, validez facial y adaptación al lenguaje por escolares, validez facial y de contenido por expertos, comité de evaluación para la versión final, prueba piloto y confiabilidad. Conclusión: la versión adaptada al español usado en Colombia del Child Adolescent Teasing Scale (Escala de burlas para niños y adolescentes), que mide frecuencia y molestia por las burlas, mostró resultados recomendables de validez y confiabilidad.

Promovendo o empoderamento através de ações de enfermagem na extensão universitária / Promoviendo el empoderamiento a través de acciones de enfermería en la extensión universitaria / Promoting empowerment through nursing actions in university

RESUMO O objetivo desta pesquisa é descrever as ações de enfermagem promotoras de empoderamento aos participantes da extensão universitária. Trata-se de estudo quantitativo retrospectivo, desenvolvido a partir da técnica de pesquisa documental de dados que emergiram do Projeto de Extensão "O cuidado à saúde de pessoas com sofrimento mental e familiares". Os dados referem-se ao período de junho de 2005 a dezembro de 2011, coletados em registros de 480 atas das reuniões semanais do Projeto de Extensão, no período de janeiro a março de 2012. Assim, foram identificados os participantes do projeto, as modalidades das reuniões realizadas, bem como as atividades desenvolvidas pelos estudantes. É possível concluir, então, que as atividades desenvolvidas neste Projeto de Extensão contribuíram na formação de profissionais capacitados para o cuidado em saúde mental, fortaleceram a rede social de apoio às pessoas com transtornos mentais e promoveram o desenvolvimento do empoderamento de todos os participantes.

RESUMEN El objetivo de esta investigación es describir las acciones de enfermería promotoras de empoderamiento a los participantes de la extensión universitaria. Se trata de un estudio cuantitativo retrospectivo, desarrollado a partir de la técnica de investigación documental de datos que surgieron del Proyecto de Extensión "El cuidado a la salud de personas con sufrimiento mental y familiares". Los datos se refieren al período de junio de 2005 a diciembre de 2011, recogidos en registros de 480 actas de las reuniones semanales del Proyecto de Extensión, en el período de enero a marzo de 2012. Así, fueron identificados los participantes del proyecto, las modalidades de las reuniones realizadas, así como las actividades desarrolladas por los estudiantes. Es posible concluir que las actividades desarrolladas en este Proyecto de Extensión contribuyeron en la formación de profesionales capacitados para el cuidado en salud mental, fortalecieron la red social de apoyo a las personas con trastornos mentales y promovieron el desarrollo del empoderamiento de todos los participantes.

ABSTRACT The objective of this research is to describe the nursing actions which promote empowerment of the participants in the university extension. This is a retrospective quantitative study, developed from the documentary data research technique that emerged from the extension project "Health care of people with mental distress and their relatives". The data refer to the period from June 2005 to December 2011, collected from records of 480 minutes of the weekly meetings of the extension project in the period from January to March 2012. The project participants were identified, as well as the modalities of the accomplished meetings and the activities to be developed by the students. It is possible to conclude, then, that the activities which were developed in this extension project contributed to the education of professionals with capabilities in mental health care, strengthening the social support network for people with mental disorders and promoted the development of empowerment of all participants.

Trabajo final de grado y plan de acción tutorial en el curriculum del grado en enfermería. Diseño, desarrollo y evaluación / Final project degree and tutorial action plan in the curriculum of the degree in nursing. Design, development and evaluation

La acción tutorial (PAT), en los estudios universitarios de Enfermería, se halla en el centro de la acción docente del profesorado. El tutor/a orienta en el proceso de aprendizaje y en la preparación del Trabajo Final de Grado (TFG). En este artículo presentamos los resultados de la investigación realizada con tutores y estudiantes, que tiene por objetivo evaluar el diseño y desarrollo del TFG, los resultados académicos y su vivencia y experiencia. Diseño mixto cuantitativo descriptivo y cualitativo de investigación acción participación. Muestra total de 124 estudiantes de 4º curso de Grado Enfermería y 37 tutores del TFG. Técnicas de recogida de datos: resultados académicos y evaluativos; 3 grupos focales con estudiantes y profesores; 3 entrevistas semiestructuradas abiertas a estudiantes. Los resultados constatan que las tipologías más elegidas fueron revisiones bibliográficas (38,75%) y Planes de cuidados (24,2%). El 63,9 % de la temática escogida es Enfermería Maternal, Pediátrica y Clínica. Estudiantes y tutores viven con dificultad la elaboración del TFG y se requiere una mayor cultura tutorial. Es un proceso complejo de organización y coordinación que, sin embargo, permite un trabajo colaborativo de todo el equipo docente (AU)

The Tutorial Action Plan (PAT) in the University School of Nursing, is central to the teaching action of professors. The tutor orients in the learning process and the preparation of the Final Degree Project (TFG). In this paper we present the results of research conducted with tutors and students, which aims to evaluate the design and development of the TGF, academic results and their experience and expertise. A descriptive qualitative and quantitative joint design of research and participation. A total sample of 124 students of 4th year in the nursing degree and 37 TGF tutor. Data collection techniques: Academic and evaluation results; 3 focus groups with students and professors; three semi-structured interviews open to students. Results indicate that the most commonly chosen typologies were literary reviews (38.75%) and care plans (24.2%). 63.9% of the chosen topics include Maternal, Pediatric and Clinical Nursing. Students and tutors struggle to develop the TGF and greater tutorial culture is required. It is a complex process of organization and coordination which, however, allows collaborative work of the entire faculty (AU)

Guía de elaboración de un Proyecto de investigación. Segunda parte / Guide to developing a research Project. Part two

Este trabajo tiene como objetivo elaborar una guía práctica para redactar un proyecto de investigación (AU)

This work aims to develop a practical guide to writing a research Project (AU)

The obser-view: a method of generating data and learning.

AIM: To introduce the 'obser-view' qualitative research method and to show how obser-view can be used in research. BACKGROUND: The author developed the obser-view during a qualitative research project about nursing students' learning processes, because participants wanted to talk with the author after being observed. Conducting a non-scripted interview immediately post-observation became the obser-view. DATA SOURCES: Eleven nursing students on clinical placement in psychiatric hospital wards participated in the project. Nine participated in obser-views. REVIEW METHODS: A review o f literature resulted in two sources in which 'obserview' (not 'obser-view') was used to gain explanations of participants' actions, whereas the author sought a greater understanding of participants' actions. DISCUSSION: Whether to include a dialogue with the nursing students in the research design was a dilemma. An argument for so doing was that the method should support efforts to make the research transparent, as the obser-view would give the author an inside, an outside and an inter-subject perspective of the data and increase the internal validity of the research. CONCLUSION: During the obser-view dialogue, the researcher, as a catalyst for reflection, has the opportunity to obtain participants' views of the observed situation, and for the researcher and participants to reflect on the situation both have been part of. The obser-view offers the researcher a deeper understanding of empirical data than can be gained from observation and qualitative semi-structured interviews alone, and offers participants deeper understanding of their actions. IMPLICATIONS FOR PRACTICE/RESEARCH: There is potential to use the obser-view in research involving students or patients, including families and cares of patients, whether in psychiatric or physical nursing. Further use over time will show in what other fields the obser-view method can be used to generate data and as a learning space for research and participant.

Práticas educativas de enfermeiros na Estratégia de Saúde da Família: reflexões desde a Educação Popular e Saúde / Educational practices of nurses in the Family Health Strategy: reflections from the Popular Education and Health

O estudo em questão teve como objetivo analisar a atuação do enfermeiro nas práticas educativas na Estratégia de Saúde da Família considerando os princípios da Educação Popular e Saúde. É um estudo descritivo com abordagem qualitativa e análise temático-categorial proposta por Bardin. O cenário foi o município do Rio de janeiro, em duas clínicas da família situadas na AP 3.1. Os sujeitos foram 17 enfermeiros. A coleta de dados foi realizada no mês de Agosto de 2012. As entrevistas foram gravadas e realizadas com ICD formulado previamente. Este foi dividido em: caracterização dos sujeitos com 5 questões fechadas e 3 abertas e um roteiro de entrevistas que foi composto por três tópicos e um total de 8 questões abertas. O projeto foi encaminhado ao Comitê de ética e pesquisa da Secretaria Municipal de Saúde do Rio de Janeiro, respeitando os preceitos éticos de pesquisas com seres humanos. Após a análise dos dados foi possível a construção de quatro categorias. A primeira trata das ações desenvolvidas pelos enfermeiros na ESF; foi possível verificar nesta categoria que o grande quantitativo de funções desempenhado pelo enfermeiro faz com que as práticas educativas sejam colocadas, em alguns casos, em segundo plano. A segunda aborda a dinâmica de realização da prática educativa; esta compreende duas subcategorias: o planejamento da prática educativa e as características destas práticas pelo enfermeiro. Com a mesma percebeu-se que as práticas são planejadas mensalmente em uma reunião de equipe com a presença de todos os profissionais onde eles opinam e decidem qual grupo será realizado e que temática será abordada. Na segunda subcategoria, verificou-se que diante das características extraídas das falas, as práticas educativas realizadas são focadas nos modelos tradicionais de transmissão de informações. A terceira categoria analisou alguns princípios da EPS, que emergiram das falas dos enfermeiros como escuta ativa e valorização do saber popular...

This study aims at analyzing the performance of nurses in the educational practices in Family Health Strategy considering the principles of Popular Education and Health. It is a descriptive study with a qualitative thematic analysis and categorical-proposed by Bardin. The setting was Rio de Janeiro city, in two family clinics located in AP 3.1. The subjects were 17 nurses. According to the inclusion criteria, a nurse was withdrawn from the study because this professional had only one month of work in the unit. Database sampling was performed in August 2012. The interviews were recorded, and performed with ICD formulated previously. This was divided into characterizing the subjects with 5 open and 3 closed questions and a set of interviews that included three topics and a total of 8 open questions. The bill was referred to the Committee on Ethics and Research Municipal Health Secretariat of Rio de Janeiro, respecting the ethical principles of human research. After analyzing the data it was possible to create four categories. The first deals with the duties of nurses in the FHS, and it was possible to verify in this category that the large quantity of roles played by nurses make educational practices to be placed, in some cases, in the background. The second addresses the dynamic accomplishment of educational practice, and this comprises two subcategories: the planning of educational practice and the characteristics of these practices by nurses. With this it was possible to realize that the practices are planned on a monthly staff meeting attended by all professionals, where they opine and decide which group will be held and what theme will be addressed. In the second category, it was found that the extracted features before the speeches, educational practices undertaken are focused on traditional models of information transmission...

Reflecting on research: sharpening nurses' focus through engaged learning.

BACKGROUND: The Bedside Scientist Institute is a basic research course provided for nurses using an engaged, interactive learning environment. This qualitative study evaluated the course outcomes. METHODS: A large Magnet®-designated teaching hospital provided the setting for both the education and the study. Coding categories and themes were identified from 16 interviews; a focus group confirmed the study findings. RESULTS: Culture change was facilitated by enlarging the perceptual field, reflecting on research evidence and the practice-research interface, and focusing on a new vision for evidence-based practice. Half of the nurses who participated returned to formal education. CONCLUSION: Participating in the Bedside Scientist Institute was transformative. The course opened participants' minds to question traditional practice, developing champions for research.

Palliative care and African American women living with HIV.

It is challenging to develop and assess skills in a classroom setting, for graduate students particularly, in the area of quality improvement project plans that are real, relevant, and sensitive in a unique health care context. Although understanding significant issues related to palliative care needs of U.S. citizens through the interpretation of those who publish in this area is extremely helpful to students, it does not allow for an experience uniquely situated in realities faced by those living with life-threatening and chronic illness or in a time frame that is current. Graduate students in a Health Resources and Services Administration-funded program of study completed a secondary data analysis of digitally recorded conversations of African American women living with human immunodeficiency virus or acquired immune deficiency syndrome to identify consumer-driven palliative care needs and create possible quality improvement program solutions. This exercise supports the World Health Organization's advice to become palliative care leaders through engagement in clients' realities.

Cultural competence in qualitative interview methods with Asian immigrants.

The growth in Asian immigration and a diversity of Asian populations living in Western English-speaking societies pose many opportunities for qualitative research. Cultural competence is essential to credible qualitative nursing research employing interview data. The purpose of this article is to describe culturally competent qualitative research with Asian immigrants, especially in the design, interview phases, and analysis. Strategies to achieve cultural competence are synthesized within the model of cultural competence, integrating the literature review and data exemplars. Strategies for successful conduct of qualitative research in Asian immigrant populations, including preparation of the research team, techniques for the conduct of research interviews with Asian immigrants, and contextual meanings and timing of translation are offered. The article concludes with a summary of implications for future research.

Engaging racial autoethnography as a teaching tool for womanist inquiry.

Racial autobiography, self-narratives on how one learned about the idea of race, has been underutilized as a tool to familiarize and orient students in the process of critical inquiry for nursing research. The aims of this article are to explore how racial autoethnography: (1) repositions students to effect an epistemological change, (2) challenges dominant ideology, and (3) functions as a link between the student and critical theories for use in nursing research. Students engage in and share reflective narrative about a variety of instructional materials used in the course. Reflective narratives are presented in a framework that addresses white racial identity development.

The workings of a multicultural research team.

PURPOSE: Transcultural nurse researchers are exposed to the challenges of developing and maintaining a multiethnic team. With the example of a multicultural research study of family caregivers conducted in the Miami-Dade area, the authors guide the readers through steps of developing a culturally competent and effective team. DESIGN: Pointing out challenges and successes, the authors illustrate team processes and successful strategies relative to recruitment of qualified members, training and team maintenance, and evaluation of team effectiveness. METHOD: With relevant concepts from the literature applied to practical examples, the authors demonstrate how cultural team competence grows in a supportive work environment.

Patients' experiences of learning clean intermittent self-catheterization: a qualitative study.

AIM: This paper is a report of a study to explore the experiences of learning to carry out clean intermittent self-catheterization and user views of service provision. BACKGROUND: This treatment imposes a variety of challenges to users, both physical and emotional. Safety, infection rates and complications have been investigated, but the practicalities of learning and performing self-catheterization have not been addressed. What is currently known about the topic from a user perspective is based on audit, small projects or anecdotal reports provided by continence advisers. METHOD: In-depth interviews were carried out in 2006 with eight men and seven women, aged 33-81 years (median 65), and carrying out self-catheterization for a variety of reasons. A grounded theory framework was used. FINDINGS: Themes identified were psychological issues, physical problems and service interaction. The communication skills of nurses helped facilitate the learning experience. In conjunction with nurses' skills, a friendly relaxed approach alleviated embarrassment and anxiety, thus facilitating information exchange and retention of information. CONCLUSION: Adequate information and thorough instruction by healthcare professionals helps empower people to take control and master the treatment, with potential contribution to ongoing compliance and long-term urinary tract health. Development of a policy supporting evidence-based care and a consistent teaching programme is highly recommended for use where this treatment is regularly employed.

Re-collecting and 'thinking' the story of New Zealand's postgraduate nursing scholarship development.

Nursing in New Zealand has undergone a rapid rise of postgraduate scholarly development over the past four decades. Early nurse scholars had no choice but to study university papers outside the discipline of nursing. Their reflections show how much their thinking was sparked by such experiences. On the other hand, the excitement of nursing finding its own body of knowledge and moving into research is also recalled. Hermeneutic analysis of these two aspects encourages 'thinking' of how postgraduate education gets shaped. The discussion draws on Heidegger's notion that it is the void of the jug that holds the fluid - what goes into the jug itself (postgraduate learning) is often discretionary.

How grounded theory can improve nursing care quality.

This article presents an overview of the grounded theory research method and demonstrates how nurses can employ specific grounded theories to improve patient care quality. Because grounded theory is derived from real-world experience, it is a particularly appropriate method for nursing research. An overview of the method and language of grounded theory provides a background for nurses as they read grounded theories and apply newly acquired understandings to predictable processes and patterns of behavior. This article presents 2 exemplar grounded theories with suggestions as to how nurses can apply these and other grounded theories to improve the provision of quality nursing care.