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2.
JAMA Netw Open ; 5(5): e2210900, 2022 May 02.
Artigo em Inglês | MEDLINE | ID: mdl-35532935

RESUMO

Importance: The COVID-19 pandemic and calls for racial justice have highlighted the need for schools to promote social mission. Measuring social mission engagement and performance in health professions education may encourage institutional efforts to advance health equity and social justice commitments. Objective: To describe the current state of social mission commitment within dental, medical, and nursing schools in the US and to examine how social mission performance compares across school types. Design, Setting, and Participants: This cross-sectional survey study invited all US dental and medical schools and a subset of baccalaureate- and master's degree-conferring nursing schools to participate in a self-assessment to measure their school's social mission commitment from January 29 through October 9, 2019. The survey measured 79 indicators (with indicators defined as responses to specific scored questions that indicated the state or level of social mission commitment) across 18 areas in 6 domains of school functioning (educational program, community engagement, governance, diversity and inclusion, institutional culture and climate, and research) that have potential to enhance social mission engagement and performance. Individual health professions schools were the unit of analysis, and 689 dental, medical, and nursing schools were invited to participate. School deans and program directors were the primary target respondents because of their broad insight into their school's programs and policies and their ability to request data from various internal sources. Demographic information from respondents was not collected because multiple respondents from an institution could complete different sections of the survey. Main Outcomes and Measures: Survey responses were analyzed to create indicator scores, standardized area scores, and an overall social mission score for each school. Using descriptive analyses, frequency and contingency tables of specific indicators within each area were created, and schools were compared based on ownership status (private or public), Carnegie Classification of Institutions of Higher Education research classification group (doctoral university with very high research activity [R1], doctoral university with high [R2] or moderate [R3] research activity, baccalaureate or master's nursing college or university, or special focus institution), and discipline group (dental school, medical school granting doctor of osteopathic medicine [DO] degrees, medical school granting doctor of medicine [MD] degrees, nursing school granting baccalaureate-level degrees, or nursing school granting master's-level degrees). Results: Among 689 invited schools, 242 schools (35.1%) completed the self-assessment survey. Of those, 133 (55.0%) were nursing schools, 83 (34.3%) were medical schools, and 26 (10.7%) were dental schools. Response rates ranged from 133 of 420 invited nursing schools (31.7%) to 83 of 203 invited medical schools (40.9%). Most schools included social determinants of health in their curriculum in either required courses (233 of 242 schools [96.3%]) or elective courses (4 of 242 schools [1.7%]), but only 116 of 235 schools (49.4%) integrated social determinants of health across all years of study. Most schools also included health disparities in either their required courses (232 of 242 [95.9%]) or elective courses (6 of 242 [2.5%]); however, only 118 of 235 schools (50.2%) integrated health disparities across all years of study. In several areas of social mission, public schools performed better than private schools (eg, curriculum: mean [SE] standardized area score, 0.13 [0.07] points vs -0.14 [0.09] points, respectively), and R1 doctoral universities and special focus institutions performed better than R2 and R3 doctoral universities and baccalaureate and master's nursing colleges and universities (eg, extracurricular activities: mean [SE] standardized area score, 0.25 [0.09] points for R1 doctoral universities and 0.20 [0.12] points for special focus institutions vs -0.05 [0.12] points for R2 and R3 doctoral universities and - 0.30 [0.12] points for baccalaureate and master's nursing colleges and universities. Different areas of strength emerged for dental, medical, and nursing schools. For example, in the curriculum area, MD-granting medical schools had a mean (SE) standardized area score of 0.38 (0.08) points, which was significantly higher than the standardized area scores of dental schools (mean [SE], -0.21 [0.14] points), DO-granting medical schools (mean [SE], -0.22 [0.13] points), graduate nursing schools (mean [SE], -0.21 [0.19] points), and undergraduate nursing schools (mean [SE], -0.05 [0.10] points). Conclusions and Relevance: In this study, there was widespread interest from health professions educational leaders in understanding and enhancing social mission commitment. Future work may focus on identifying and promoting best practices using the framework described, providing schools with continued opportunities for self-assessment, and further validating the self-assessment survey.


Assuntos
COVID-19 , Bacharelado em Enfermagem , Estudantes de Enfermagem , COVID-19/epidemiologia , Estudos Transversais , Humanos , Pandemias , Escolas de Enfermagem
3.
J Nurs Educ ; 61(5): 272-275, 2022 May.
Artigo em Inglês | MEDLINE | ID: mdl-35522760

RESUMO

BACKGROUND: Service-learning (SL) was incorporated into a nonclinical undergraduate nursing course. This study examined the effects of SL on nursing students' confidence in performing patient health assessments. METHOD: Nursing students completed an experiential SL vital signs assessment and a subsequent reflective journal. Of 112 reflective journals, 30 journals were randomly selected for qualitative analysis to understand the experiences of SL for nursing students. A rapid analytic framework was used for data analysis. RESULTS: The following domains were identified: overcoming initial fear, building confidence in clinical assessment skills, practicing therapeutic communication and patient education, and developing problem solving skills. CONCLUSION: This project highlights that SL experiences are not limited only to clinical settings but also are appropriate for nontraditional preclinical settings as well. Such experiences introduce nursing students to patient care and critical reasoning prior to transitioning to subsequent clinical nursing courses. [J Nurs Educ. 2022;61(5):272-275.].


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Competência Clínica , Humanos , Aprendizagem , Aprendizagem Baseada em Problemas
4.
J Nurs Educ ; 61(5): 257-260, 2022 May.
Artigo em Inglês | MEDLINE | ID: mdl-35522763

RESUMO

BACKGROUND: Just culture is essential for quality improvement and patient safety. METHOD: This descriptive study measured perceptions of just culture among nursing students and faculty using the Just Culture Assessment Tool for Nursing Education (JCAT-NE). RESULTS: There were no significant differences in JCAT-NE scores for students (M = 133.43, SD = 19.12) and faculty (M = 136.34, SD = 22.73) (t[159] = 0.82, p = .42); however, there were significant differences in JCAT-NE scores based on level of experience. For students, JCAT-NE scores were significantly higher for sophomores than for seniors (F[2, 114] = 4.9, p = .01). For faculty, advanced beginner and competent faculty had significantly higher scores compared with proficient and expert faculty (t[42] = 2.36, p = .02). CONCLUSION: More needs to be done to establish a fair and just culture in schools of nursing. [J Nurs Educ. 2022;61(5):257-260.].


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Escolaridade , Docentes de Enfermagem , Humanos , Segurança do Paciente
5.
J Nurs Educ ; 61(5): 268-271, 2022 May.
Artigo em Inglês | MEDLINE | ID: mdl-35522765

RESUMO

BACKGROUND: Safety and reduction of errors during medication administration is a prominent focus in nursing and nursing education. Developing simulated medication administration experiences that include opportunities for nursing students to manage interruptions in a realistic environment can help improved critical thinking and reasoning for safe administration practices. METHOD: Sophomore nursing students voluntarily participated in a quality improvement project examining nursing management of interruptions during medication administration. Students observed medication administration activities for episodes of interruptions and conducted surveys in a real-time format that encouraged decision-making dialogue. RESULTS: After the project, student learning outcomes included improved identification of interruptions, prioritization, critical reasoning skills, and development of management techniques for better safety. CONCLUSION: Incorporating real-world experiences that allow nursing students to identify and manage interruptions during medication administration foster development of critical thinking and interruption management techniques. [J Nurs Educ. 2022;61(5):268-271.].


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Bacharelado em Enfermagem/métodos , Humanos , Melhoria de Qualidade , Pensamento
6.
J Nurs Educ ; 61(5): 276-279, 2022 May.
Artigo em Inglês | MEDLINE | ID: mdl-35522769

RESUMO

BACKGROUND: There is a lack of published literature linking the nursing student experience and program evaluation relationship. A mixed-methods approach was used to improve the nursing student experience through faculty, staff, and student engagement. METHOD: A student experience initiative was launched in 2016. A 3-year plan was developed by an external consultant and steering committee. A process to prioritize improvement needs across all programs was used, with program-specific plans, faculty engagement, and results in a graduate-entry nursing program. RESULTS: Student satisfaction ratings on exit surveys increased from 1 of 10 at the start of the initiative in 2016 to 8 of 10 in 2021. Continuous improvement and engagement are needed to maintain student satisfaction in nursing education. CONCLUSION: This initiative can serve as a framework for other educational partners to consider adopting to enhance the nursing student experience and improve program outcomes. [J Nurs Educ. 2022;61(5):276-279.].


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Bacharelado em Enfermagem/métodos , Humanos , Desenvolvimento de Programas
7.
J Nurs Educ ; 61(5): 242-249, 2022 May.
Artigo em Inglês | MEDLINE | ID: mdl-35522770

RESUMO

BACKGROUND: There is variation in nursing education quality, measured as first-time NCLEX (National Council Licensure Examination)-RN pass rates (FTPR), both across and within the United States. Current research examines program-level characteristics associated with performance. METHOD: This study examines state-level policies and their relationship to FTPR (both associate and baccalaureate nursing degrees) to identify policies that enhance nursing program quality. Ordinary least squares regression analyses were conducted for state and program levels, and tests for interactions of variables were conducted between the two levels. RESULTS: Accredited for-profit programs were associated with a 24% higher FTPR than nonaccredited for-profit programs. In addition, for-profit programs in more business-friendly states were associated with an 11.8% lower FTPR. CONCLUSION: National standards for licensure pass rates, a mandate that all programs be accredited, and better enforcement could help improve the quality of RN programs nationwide. States with pro-business policies should be aware of the effect of their policies on the proliferation of for-profit schools. [J Nurs Educ. 2022;61(5):242-249.].


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Avaliação Educacional , Escolaridade , Humanos , Licenciamento em Enfermagem , Estados Unidos
8.
J Nurs Educ ; 61(5): 261-263, 2022 May.
Artigo em Inglês | MEDLINE | ID: mdl-35522771

RESUMO

BACKGROUND: Faculty-related barriers to increasing genetics and genomics content in undergraduate nursing education include knowledge deficits and a limited ability to embrace curricular changes. METHOD: Faculty members at one school of nursing participated in an educational program designed to address these barriers and reduce the intimidation of teaching a challenging topic. Participants' perceptions of changes in their knowledge and confidence, as well as the quantity of potential curricular threads identified by participants were used to evaluate the program. RESULTS: All of the participants indicated the program increased their knowledge of genetics and genomics, and the majority (68.2%) of participants reported their confidence in developing curricular content also had increased. Participants identified numerous potential genetics and genomics-related curricular threads, especially regarding nurses' professional responsibilities. CONCLUSION: Faculty education shows promise as a strategy to increase knowledge, confidence, and ability to identify opportunities to increase genetics and genomics content in undergraduate nursing education. [J Nurs Educ. 2022;61(5):261-263.].


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Genômica/educação , Humanos
9.
Wiad Lek ; 75(3): 605-610, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35522865

RESUMO

OBJECTIVE: The aim: This study aimed to evaluate the effect of positive reappraisal intervention model in changing nursing students' attitudes toward nursing profession. PATIENTS AND METHODS: Materials and methods: A quasi-experimental study design (one group pretest-posttest) to achieve the study objectives.The emotional regulation questionnaire (ERQ-10) and the students' attitudes scale were used pre and post applying the positive reappraisal intervention in a random sample of 165 undergraduate nursing students, male and female, in their sophomore level to senior level. The process of collecting student's data took place in July 2020 - February, 2021. RESULTS: Results: A statically significant difference in students' appraisal (t = -26.320, p < .0005) and their attitudes towards nursing (t = -15.460, p < .0001) were registered after applying (compared to the results before) the positive reappraisal intervention. CONCLUSION: Conclusions: The positive reappraisal coping intervention is proved as an easy model to apply and is highly effective in terms of changing students' cognitive appraisal, which in turns changes their attitudes toward nursing. This assumption is concluded, basing on the significant increase in the level of appraisal and attitudes of nursing students after applying the intervention model; their levels are increased to about (96%) positive appraisal and about (94%) positive attitude level.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Adaptação Psicológica , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Masculino , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários
10.
BMC Med Educ ; 22(1): 337, 2022 May 02.
Artigo em Inglês | MEDLINE | ID: mdl-35501765

RESUMO

BACKGROUND: Pharmacology is a cornerstone of medical education as it underlies safe prescribing practices. However, medical students have reported unease regarding their perceived proficiency in medical pharmacology. Despite the significant impetus to improve student outcomes, there is little analysis available of the techniques used by medical students to learn, retain and apply medical pharmacology knowledge. METHODS: A mixed-methods, student-focused approach was conducted to design and evaluate specific resources developed to address gaps in pharmacology education. This methodology comprised an anonymised scoping survey, followed by semi-structured focus group interviews. We then developed a flashcard resource as an intervention to support long-term revision for academic and clinical success. This resource was released to a cohort of 100 graduate entry preclinical medical students who were invited at the end of year to evaluate the intervention via a subsequent anonymous survey. RESULTS: The scoping survey received 103 complete responses. Surveys and focus group interviews revealed that only 50% of students engage in ongoing revision. Amongst our cohort, we identified that the evidence-based technique of spaced-repetition was particularly well regarded. Hence, we developed and evaluated a bespoke resource utilising Anki™, an open-source, spaced-repetition flashcard program. A total of 1208 flashcards spanning 156 distinct classes of drugs with supplementary summary tables, diagrams and explanatory video and summary guides were created. Designed as a strategic revision tool to reinforce learning, evaluation showed students greatly appreciated the "comprehensive" and "well formatted" Anki™ resource that supported existing teaching modalities, with a global rating of 3.8 out of 5. CONCLUSIONS: Strategic and personalised resources for medical pharmacology education that assist with in-semester revision and long-term retention are highly valued amongst students for examination preparation and preparedness for practice. Collectively, these results reflect a novel approach to identifying and addressing weaknesses in existing learning resources in a manner that is inclusive of, and acceptable to, medical students.


Assuntos
Educação Médica , Bacharelado em Enfermagem , Estudantes de Medicina , Currículo , Humanos , Aprendizagem
11.
Home Healthc Now ; 40(3): 139-145, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35510968

RESUMO

Interpersonal communication and teamwork are critical to patient safety. There is evidence supporting the effectiveness of formalized team training strategies such as simulation-based learning experiences to permit opportunities for deliberate practice and skill acquisition. However, there is a paucity of evidence examining the best method for delivery of simulation-based interprofessional education activities (Sim-IPE). The purpose of this project was to explore the effectiveness of using a Sim-IPE with a home-based patient assessment and intervention for students in undergraduate nursing, nurse practitioner, and physical therapy programs with the goal of enhancing interprofessional team communication and team performance. A mixed-methods, observational research design was used to evaluate teamwork and communication following virtual/web-based deliberate practice and a subsequent face-to-face Sim-IPE with telehealth. There were two distinct stages: (1) provision of interprofessional education elements of teamwork and communication via a virtual web-based platform to interprofessional student teams; (2) participation of all 29 student teams in a Sim-IPE activity using a standardized patient in a simulated home-based setting. Teams scored very high on an interprofessional communication and teamwork scale, and students strongly agreed that the prebriefing, scenario, and debriefing assisted in their learning. Students also valued exposure to telehealth and the ability to work with students from other health professions.


Assuntos
Bacharelado em Enfermagem , Serviços de Assistência Domiciliar , Estudantes de Enfermagem , Telemedicina , Comunicação , Bacharelado em Enfermagem/métodos , Humanos , Relações Interprofissionais , Equipe de Assistência ao Paciente
13.
Inquiry ; 59: 469580221093191, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35506683

RESUMO

Covid-19 has disrupted normal working conditions as people were not allowed to assemble in one place. There is a limit that is placed on the number of people congregating in public areas, and these measures also affect the education system worldwide. The purpose of the study was to explore nursing students' experiences in a historically disadvantaged rural-based university on the impact of Covid-19 on teaching and learning. The study employed an exploratory-descriptive qualitative design among nursing students who were purposively sampled to participate in the study. A qualitative self-administered open-ended online google form was used to collect data. Thematic analysis was employed for this study. All ethical measures were respected during this study. Interviews were conducted with 68 participants, including 12 undergraduate second-year students, 7 third-year students, and 49 fourth-year students. A total of 51 females and 17 males participated in this study. The study yielded several themes, including participants' expression of their experiences related to teaching and learning during the national lockdown, participants' views on the impact of COVID-19 on teaching and learning/research, and Participants suggested sustainable strategies to promote teaching and learning during the national lockdown. In conclusion, the role of preceptors in all clinical areas should be strengthened to improve clinical teaching and learning. The researchers recommend strengthening collaboration among university lecturers for sharing ideas and finding innovative solutions appropriate for handling any pandemic that threatens teaching and learning processes.


Assuntos
COVID-19 , Bacharelado em Enfermagem , Estudantes de Enfermagem , Controle de Doenças Transmissíveis , Feminino , Humanos , Masculino , Pandemias , Pesquisa Qualitativa
14.
Creat Nurs ; 28(2): 115-120, 2022 Apr 01.
Artigo em Inglês | MEDLINE | ID: mdl-35501136

RESUMO

Education in the area of therapeutic relationships has enhanced the practice of nursing. In addition to improving patient safety, introducing these skills to undergraduate students has a positive impact on students' experiences. Patients' safety, both in what patients perceive and as demonstrated in outcomes, is strengthened when patients feel authentically seen and heard.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Longevidade , Segurança do Paciente
15.
Cien Saude Colet ; 27(5): 1723-1730, 2022 May.
Artigo em Português, Inglês | MEDLINE | ID: mdl-35544802

RESUMO

There is universal agreement that health professionals have not implementing evidence-based practice as would be desirable and recommended by science and international institutions with responsibility for the guidelines issued for health contexts. This focus group with eight participants aimed to understand the perspective of students from the undergraduate nursing course on their involvement in a project of knowledge transfer to the clinic. Qualitative analysis followed the coding steps; storage/retrieval and interpretation of the findings and it was carried out by using a software for qualitative data analysis. This study is authorized by an Ethics Committee and respected the principles inherent to the investigation. The four categories that emerged from the content analysis were: Belonging, Using Evidence, Improving Care and Developing Competencies. The analysis of categories, subcategories and verbatim transcripts allowed us to conclude that participation in transference projects for clinics, according to the students, generates learning opportunities about the implementation and communication of evidence, facilitates integration in the service, participation, collaborative work and the development of transversal skills.


É consensual que os profissionais de saúde não estão a implementar a prática baseada na evidência como seria desejável e recomendado pela ciência e organismos internacionais com responsabilidade sobre as diretrizes emanadas para os contextos de saúde. Este focus group com oito participantes teve por objetivo compreender a perspetiva dos estudantes do curso de graduação em enfermagem sobre o seu envolvimento num projeto de transferência de conhecimento para a clínica. A análise qualitativa seguiu as etapas de codificação, armazenamento/recuperação e interpretação dos achados, e foi efetuada com um software de análise de dados qualitativos. Estudo autorizado por uma comissão de ética e que respeitou os princípios inerentes à investigação. As quatro categorias que emergiram da análise de conteúdo foram: "pertencer", "usar evidência", "melhorar cuidados" e "desenvolver competências". A análise das categorias, subcategorias e verbatins permite concluir que a participação em projetos de transferência para a clínica, na voz dos estudantes, gera oportunidades de aprendizagem sobre a implementação e comunicação de evidência, facilita a integração no serviço, a participação, o trabalho colaborativo e o desenvolvimento de competências transversais.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Competência Clínica , Pessoal de Saúde , Humanos , Aprendizagem
16.
Cien Saude Colet ; 27(5): 1731-1740, 2022 May.
Artigo em Português, Inglês | MEDLINE | ID: mdl-35544803

RESUMO

Clinical judgment and decision-making are essential competencies in nursing, emerging as expanding learning areas of nursing education. Aiming to characterize the types of clinical judgment and decision-making adopted by nursing students in clinical education, we designed a qualitative, exploratory and descriptive study, with data collection obtained through documental analysis of nursing student's reflective journals, in clinical education settings. Data analysis was performed according to Bardin using the webQDA software. Thirty-four students participated in the study, while attending the Clinical Learning Curricular Unit: Caring for Clients with Increased Vulnerability and Families in Transition, producing a total of 40 reflective journals. Of the 248 identified registration units, we highlight the evaluation decision-making with 45 registration units and the intervention decision-making, with 55 registration units. It is concluded that student´s reflections in the context of clinical teaching, are mainly about the assessment of the care situation and the decision-making related to the action. This study is intended to guide the learning of these competencies in nursing education.


O julgamento clínico e a tomada de decisão são competências fundamentais em enfermagem, cujas aprendizagens vêm emergindo como áreas crescentes da formação na profissão. Com o objetivo de caraterizar os tipos de julgamento clínico e de tomada de decisão dos estudantes de enfermagem em ensino clínico, optou-se por um estudo de natureza qualitativa, de carácter exploratório e descritivo, com recolha de dados efetuada por meio de análise documental dos jornais de aprendizagem elaborados pelos estudantes de enfermagem em ensino clínico. A análise dos dados foi realizada segundo Bardin, por intermédio do software webQDA. Participaram no estudo 34 estudantes a frequentarem a Unidade Curricular de Ensino Clínico Cuidar de Clientes com Vulnerabilidade Acrescida e Famílias em Transição, que elaboraram um total de 40 jornais de aprendizagem. Das 248 unidades de registo identificadas, destacam-se o julgamento avaliativo, com 45, e a decisão de intervenção, com 55 unidades de registo. Conclui-se que os estudantes, nas suas reflexões em contexto de ensino clínico, destacaram a avaliação da situação de cuidados e ainda a tomada de decisões relacionadas com o agir. Pretende-se que este estudo oriente a aprendizagem destas competências na formação em enfermagem.


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Competência Clínica , Humanos , Julgamento , Aprendizagem
17.
Cien Saude Colet ; 27(5): 1753-1762, 2022 May.
Artigo em Português, Inglês | MEDLINE | ID: mdl-35544805

RESUMO

The object of this study is communication about health in the training processes of nurses and the aim is to analyze the conceptions of teachers and students of an undergraduate nursing course about communication in regard to health based on the construct of health literacy. This is a descriptive, exploratory research, with a qualitative approach. Data were collected through individual narratives of students and semi-structured interviews with teachers at a public university. Data were analysed through inductive coding, supported by the Atlas T.I software, version 8.0 and using the theoretical framework of Health Literacy. The results identified two categories supported by the testimonies of students and teachers: 1) Communication in nursing care and health literacy; 2) Practice in communication skills during graduation. Students and teachers recognized the importance of communication and the relational process with patients in the classroom context. The need for practical and reflective tools is identified so that communication is experienced in a more dialogic and participatory manner, both with patients and in teaching-learning contexts, with the integration of affective, motivational and supportive elements.


Este estudo tem como objeto a comunicação em saúde no processo formativo de enfermeiros, e como objetivo analisar concepções dos professores e estudantes do curso de graduação em enfermagem acerca da comunicação em saúde à luz do constructo do letramento em saúde. Trata-se de pesquisa descritiva, exploratória, com abordagem qualitativa. Os dados foram coletados por meio de narrativas individuais dos estudantes e entrevistas semiestruturadas com professores vinculados a uma universidade pública. Os dados foram analisados pela codificação indutiva, apoiada pelo software Atlas T.I, versão 8.0, e no referencial teórico do letramento em saúde. Os resultados identificaram duas categorias: 1) comunicação no cuidado de enfermagem e letramento em saúde; 2) prática na habilidade de comunicação durante a graduação. Discentes e docentes reconheceram a comunicação e sua importância no processo relacional com usuários e no contexto de sala de aula. Identifica-se a necessidade de ferramentas práticas e reflexivas para que a comunicação seja vivenciada de forma mais dialógica e participativa, tanto com usuários como em contextos de ensino-aprendizagem, com integração de elementos afetivos, motivacionais e de suporte.


Assuntos
Bacharelado em Enfermagem , Letramento em Saúde , Estudantes de Enfermagem , Comunicação , Atenção à Saúde , Humanos , Pesquisa Qualitativa , Estudantes de Enfermagem/psicologia
18.
PLoS One ; 17(5): e0268016, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35507577

RESUMO

In South Korea, in 2019, approximately 45.5% of newly-graduated nurses quit their jobs within one year of employment. To better understand the adjustment to nursing practice upon graduation, we developed an online communication skills training program based on nonviolent communication and evaluated its effectiveness. A quasi-experimental design was adopted. The sample included 28 participants in the experimental group and 27 in the control group after one participant in the control group dropped out. The participants were fourth-year nursing students at the K and S University in Gyeonggi Province, South Korea, with some clinical training in a hospital setting. Data were analyzed using the χ2 test, Fisher's exact test, and independent t-test. Participants' empathy, communication skills, anger, and self-efficacy were assessed before and after the training, as well as across the two groups. The experimental group showed significantly higher levels of empathy, communication skills, and self-efficacy compared to the control group after the program completion. However, there were no significant differences in anger. This study suggests the effectiveness of the online version of the nonviolent communication training. Therefore, providing this program to nursing students scheduled for graduation may help retain newly-graduated nurses.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Competência Clínica , Comunicação , Empatia , Humanos , Autoeficácia
19.
BMJ Open ; 12(4): e058556, 2022 Apr 19.
Artigo em Inglês | MEDLINE | ID: mdl-35440461

RESUMO

INTRODUCTION: Future nursing education needs to build a cutting-edge technology-based educational environment to provide a variety of consumer-oriented education. Thus, the sharing of information in nursing education needs to be considered, especially given the advancement of internet of things (IoT) technology. Before developing a horizontal platform, understanding previously developed IoT platforms is necessary to establish services and devices compatible with each other in different service areas. This scoping review aims to explore the technology used in the IoT platform for the education of nursing students in the undergraduate nursing curriculum. METHODS AND ANALYSIS: A preliminary search was completed to find initial search terms, on which a full-search strategy was developed. Search results yielded from PubMed (NCBI) were screened to ensure articles were peer-reviewed, published in English from January 1999 to August 2021, and relevant to developing, applying and evaluating IoT platforms at educational institutions for students in undergraduate nursing programmes. A full-text review of relevant articles will be conducted, and data will be extracted using the developed extraction tool. The extracted qualitative data will be analysed using a modified grounded theory approach, informing a working definition of the IoT platform and related terms. ETHICS AND DISSEMINATION: The study was exempted from ethical review by the Institutional Review Board of Nambu University, South Korea. Study results will be disseminated through peer-reviewed journals.


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Internet das Coisas , Estudantes de Enfermagem , Humanos , Literatura de Revisão como Assunto , Tecnologia
20.
Br J Nurs ; 31(7): 386-392, 2022 Apr 07.
Artigo em Inglês | MEDLINE | ID: mdl-35404653

RESUMO

Delivery of the COVID-19 vaccine has been made possible in part through the use of mass vaccination centres (MVCs). The primary legal framework underpinning the MVC programme is a national protocol enabling registered and non-registered healthcare workers to contribute to the safe and effective administration of the vaccine. The national protocol provided a vehicle for an innovative supervised student nurse placement within an MVC in south Wales. This placement, for undergraduate pre-registration student nurses, formed part of a service improvement project. Through student feedback prior to, and following, the short placement, the learning was unequivocal in terms of knowledge and skills acquisition related to safe and effective vaccine administration, with students providing clear feedback on the positive nature of the placement experience. A placement within an MVC offers a rich educational experience for student nurses, which as yet appears to be underutilised across the UK.


Assuntos
COVID-19 , Bacharelado em Enfermagem , Estudantes de Enfermagem , COVID-19/prevenção & controle , Vacinas contra COVID-19 , Humanos , Vacinação em Massa
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