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1.
J Clin Nurs ; 29(1-2): 75-84, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31512306

RESUMO

AIM: To develop a substantive theoretical explanation that makes sense of the decision-making process that clinical instructors use to place students on a learning contract. BACKGROUND: Clinical instructors are challenged with the task of objectively evaluating students using subjective tools such as anecdotal notes, diaries, unstructured observations and verbal feedback from other nurses. Clinical instructors' assessment decisions have a considerable impact on a variety of key stakeholders, not least of all students. DESIGN: Grounded theory method and its heuristic tools including the logic of constant comparison, continuous memoing and theoretical sampling to serve conceptualisation were used in the process of data collection and analysis. METHODS: Seventeen individual semi-structured interviews with clinical instructors in one university in Western Canada were conducted between May 2016-May 2017. Data were analysed using open, axial and selective coding consistent with grounded theory methodology. The study was checked for the Standards for Reporting Qualitative Research (SRQR) criteria (See Appendix S1). FINDINGS: Three subcategories, "brewing trouble," "unpacking thinking" and "benchmarking" led to the study's substantive theoretical explanation. "Gut feeling" demonstrates how clinical instructors reason in their decision-making process to place a student on a learning contract. CONCLUSION: Placing a student on a learning contract is impacted by personal, professional and institutional variables that together shift the process of evaluation towards subjectivity, thus influencing students' competency. A system-level approach, focusing on positive change through implementing innovative assessment strategies, such as using a smart phone application, is needed to provide some degree of consistency and objectivity. RELEVANCE TO CLINICAL PRACTICE: Making visible the objective assessments currently being done by clinical instructors has the potential to change organisational standards, which in turn impact patient and clinical outcomes.


Assuntos
Bacharelado em Enfermagem/métodos , Docentes de Enfermagem/psicologia , Estudantes de Enfermagem/psicologia , Canadá , Contratos , Avaliação Educacional/métodos , Teoria Fundamentada , Humanos , Intuição , Resolução de Problemas , Pesquisa Qualitativa
2.
Nurse Educ ; 45(1): 47-50, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-30950919

RESUMO

BACKGROUND: Team-based learning (TBL) is a collaborative teaching and learning strategy emphasizing student engagement and application of knowledge. PURPOSE: The purpose of the study was to compare the differences in scores on pharmacology course final and standardized criterion-referenced examinations between students taught in a traditional lecture-based approach and those taught under the TBL approach. METHODS: Using a before-and-after design, 338 prelicensure students were taught pharmacology using either a traditional lecture-based approach or a TBL approach. RESULTS: Significant differences on course final and standardized examination scores were found between the groups, with students taught using TBL scoring higher than students in the traditional lecture-based group. CONCLUSIONS: Team-based learning had a positive impact on learning outcomes. Moreover, TBL may be a more efficient approach to teaching, as students in the TBL group had only 3 credit hours of content versus students in the traditional lecture-based group, who had 4 credit hours.


Assuntos
Comportamento Cooperativo , Bacharelado em Enfermagem/métodos , Avaliação Educacional/estatística & dados numéricos , Aprendizagem , Farmacologia/educação , Estudantes de Enfermagem/psicologia , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pesquisa Metodológica em Enfermagem
3.
Rev Lat Am Enfermagem ; 27: e3173, 2019.
Artigo em Inglês, Português, Espanhol | MEDLINE | ID: mdl-31826151

RESUMO

OBJECTIVE: to evaluate the teaching of transversal competence of the Reflective and Critical Thinking that is fundamental in the decision-making and solution of nursing problems, in degree programs of public and private institutions in the Andean region. METHOD: multi-center, cross-sectional, exploratory-descriptive study, with mixed approach in 5 countries. RESULTS: 76 nursing programs participated in the study. The Reflective and Critical Thinking was found as a subject, subject content and didactic strategies. Of the 562 subjects reviewed, this type of thinking is found in 46% of the humanities area and 42% in the area of research and professional discipline. It is important to train teachers to achieve coherence between the pedagogical model approach, teaching strategies and evaluations. CONCLUSION: nursing programs in the Andean region contemplate the critical thinking as cognitive and personals skills of communication. They also use real situations analysis, supervised practice, simulation labs and specifically learning based in problems to develop the capacity to solve them, decision-making and develop communication skills, including analysis, synthesis and evaluation.


Assuntos
Currículo , Bacharelado em Enfermagem/métodos , Educação em Enfermagem/métodos , Estudantes de Enfermagem , Pensamento , Atitude do Pessoal de Saúde , Competência Clínica , Estudos Transversais , Tomada de Decisões , Feminino , Humanos , América Latina , Aprendizagem , Masculino , Enfermagem
4.
Br J Nurs ; 28(20): 1300-1306, 2019 Nov 14.
Artigo em Inglês | MEDLINE | ID: mdl-31714829

RESUMO

BACKGROUND: An increase in the number of patients with long-term conditions has required a greater focus on nurse-led educational interventions to enable patients to develop self-management strategies. However, patient education is frequently taken for granted, and nurses sometimes consider that their undergraduate training does not prepare them to participate in effective patient teaching. AIM: The study aimed to formatively evaluate a simulated role-play scenario facilitated with third-year nursing students to support the development of patient-teaching skills. METHOD: The study combined two approaches to simulation, using high-fidelity and mid-fidelity simulation scenarios sequentially. This enabled students (n=20) to apply the communication strategies learnt to both a skills-based procedural situation and a patient-teaching simulation. A five-item pro forma with four open questions and one closed question was used for formative evaluation. FINDINGS: The results indicated that using a simulated patient to practise patient-teaching skills was perceived by the students to be a valuable method of learning that they could transfer to clinical practice. CONCLUSION: The findings suggested that facilitating learning with a simulated patient is useful in replicating authentic verbal and practical interactions with a patient in practice.


Assuntos
Aprendizagem , Relações Enfermeiro-Paciente , Educação de Pacientes como Assunto , Simulação de Paciente , Estudantes de Enfermagem/psicologia , Adulto , Comunicação , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Masculino , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pesquisa Metodológica em Enfermagem , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
5.
Prof Inferm ; 72(2): 129-134, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31550429

RESUMO

BACKGROUND: The caring relationship is a complex phenomenon, that is considered as a fundamental patient-centred care activity. It is a nursing skill that is neither directly visible nor measurable and can be taught to students only by referring to other equally abstract and com- plex concepts. Issues such as care, communication, counselling, narrative nursing and empathy are addressed within specific modules under the Study Plan and dedicated to the caring relationship. However doubts persist on the experience of the students about caring relationship. OBJECTIVES: The aim of the study was understand caring relationship meanings and experiences in basic nursing education. DESIGN: A qualitative research according to the interpretative theory was conducted. Partecipants: The study involved second-year students of the Bachelor of Science in Nursing degree (BSN): at an University of northern Italy. METHODS: Data were collected through narratives of actual caring relationship experiences that students had during their clinical internships. RESULTS: The themes emerged from the accounts of 24 students were communication and the emotions related thereto. In particular, the perception of the loneliness of the patients, the characteristics associated with the ability of nurses to grasp this state and the feeling of well-being that is established in both people involved in a significant caring relationship, often based on active listening by the students. CONCLUSIONS: This study allowed us to understand the main characteristics of the students' experiences as they develop the ability to relate in a therapeutic way.


Assuntos
Comunicação , Bacharelado em Enfermagem/métodos , Relações Enfermeiro-Paciente , Estudantes de Enfermagem/psicologia , Adulto , Competência Clínica , Empatia , Feminino , Humanos , Itália , Masculino , Narração , Assistência Centrada no Paciente/organização & administração , Pesquisa Qualitativa , Adulto Jovem
6.
Prof Inferm ; 72(2): 135-142, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31550430

RESUMO

BACKGROUND: There is a limited tradition of using films in healthcare education, although it is constantly developing. Further, to understand complex concepts, such as vulnerability and resilience, is fundamental to improving nursing education. OBJECTIVE: This study aims to explore how a combined approach, using films and expert patients, could influence nursing education on the topics of vulnerability and resilience. METHODS: A qualitative descriptive study was carried out. Reflective writings of eight bache- lor's degree students during the first semester of the second year were analysed through a con- tent analysis methodology. RESULTS: Two main themes emerged: 1) To face up to vulnerability through resilience expe- riences, with three sub-themes: active behaviours to cope with disability; carrying the heavy load of vulnerability; using resilience as a new beginning; 2) Students' difficulties and perspectives on caring vulnerable people, with two sub-themes: awkwardness of facing vulnerability; and walk together to overcome disability CONCLUSIONS: The use of films, enhanced by the lived experiences of expert patients, would improve the learning in the new generation of nursing students that are actually more involved in the use of innovative learning strategies. The adoption of new ways to teach complex con- cepts to bachelor degree nursing students is pivotal to simplify theories and to establish a posi- tive connection between nursing students and educators. The education system should consider that, only through emotionally strong educational strategies, is possible to foster an endu- ring emotional knowledge in students.


Assuntos
Bacharelado em Enfermagem/métodos , Filmes Cinematográficos , Estudantes de Enfermagem/psicologia , Adaptação Psicológica , Pessoas com Deficiência/psicologia , Feminino , Humanos , Masculino , Pesquisa Qualitativa , Resiliência Psicológica , Populações Vulneráveis/psicologia , Adulto Jovem
7.
J Pak Med Assoc ; 69(9): 1253-1258, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31511708

RESUMO

OBJECTIVE: To explore the perceptions and experiences of students and faculty about the modified community clinical model. METHODS: The descriptive qualitative study was conducted at a nationally-accredited Baccalaureate School of Nursing and Midwifery in Pakistan in November 2016, and comprised final year students enrolled in Advanced Concepts in Community Health Nursing course, and experienced community health nursing faculty members. Individual interviews were conducted with students while faculty members were requested to write out their reflections. On the basis of this data, codes and categories were identified which led to two broader themes; window of opportunities, and challenges in practice. RESULTS: Of the 17 subjects, 12 (70.6%) were students and 5(29.4%) were faculty members. All subjects were females. The window of opportunities theme had three categories: perceived comfort and safety; stakeholder's involvement and support; and open door for personal recognition and self-image. The challenges in practice theme had two categories: time consuming, and home visits. Faculty reflections highlighted the need for sustaining student-related activities within the communities. CONCLUSIONS: The findings are suggestive of a wide range of application of the modified clinical model at undergraduate nursing education level.


Assuntos
Estágio Clínico , Enfermagem em Saúde Comunitária/educação , Bacharelado em Enfermagem/métodos , Docentes de Enfermagem , Estudantes de Enfermagem , Feminino , Humanos , Modelos Educacionais , Paquistão , Setor Privado , Pesquisa Qualitativa , Universidades
8.
J Addict Nurs ; 30(3): 149-158, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31478962

RESUMO

Evidence remains fundamentally unchanged over the last 30 years that nurses are not sufficiently prepared during their undergraduate education to work with alcohol and other drug (AOD) use. Employing a mixed-methods longitudinal panel design, our study objectives were to (a) explore perceptions among entry level nursing students regarding AOD work and (b) explore whether current alcohol and drug education efforts impact on the perception of AOD by nursing students over time. Two hundred forty-two students were recruited (94% response rate). Most (86%) of the study participants identified AOD training as relevant/extremely relevant to their future practice. After exposure to AOD sessions in the nursing curriculum, there was no significant change to participants' score on either alcohol or drug role security between T1 and T2/T3. However, there was a statistically significant improvement in alcohol therapeutic commitment between T1 and T2/T3 (F(2, 136) = 5.87, p < .01), but not between T2 and T3; conversely, drug therapeutic commitment was significantly higher at T2 but signficantly lower at T3 (F(2, 149) = 254.19, p < .0001). There was no significant difference in alcohol or drug role security between the three nurse training pathways. However, alcohol and drug therapeutic commitment scores at T1 were significantly higher in students taking the mental health field/track (F(2, 160) = 9.45, p < .001, and F(2, 236) = 15.23, p < .0001). Although the positive message is that students recognize the importance of the topic to their future practice, concerns remain regarding the impact and efforts of readiness for practice. Over a 3-year training period, no significant gains were made in increasing students' knowledge and skills, and their training experiences in clinical practice appear to have a negative effect on "therapeutic commitment" influenced by exposure/contact to patients with drug use disorders specifically and less than positive mentoring experiences with qualified nursing staff. How to address these issues is explored including the need to perhaps shift the focus of attention from "negative attitudes" held by students to exploring the barriers and obstacles in upskilling nursing faculty and clinical mentors so that they feel able and willing to teach and be a role model of good practice in this area.


Assuntos
Medicina do Vício/educação , Bacharelado em Enfermagem/métodos , Adolescente , Adulto , Atitude do Pessoal de Saúde , Atitude Frente a Saúde , Currículo , Inglaterra , Feminino , Grupos Focais , Humanos , Estudos Longitudinais , Masculino , Pessoa de Meia-Idade , Relações Enfermeiro-Paciente , Transtornos Relacionados ao Uso de Substâncias/enfermagem , Adulto Jovem
9.
J Clin Nurs ; 28(23-24): 4379-4388, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31411352

RESUMO

AIM AND OBJECTIVE: To establish an index system for the evaluation of undergraduate nursing student innovation ability. BACKGROUND: An index system for evaluation of undergraduate nursing student innovation ability has not been established. DESIGN: A three-round Delphi survey sought opinions from experts about the index system for evaluation of undergraduate nursing student innovation ability. METHODS: A Delphi survey was used for the study of 19 experts from nursing education, clinical nursing and health management. The consistency of consultation results formed the basis for determining the rounds of consultation. With the importance of consulting experts in the last round, we established the judgement matrix using yaahp7.5 software and the analytic hierarchy process and determined the weight coefficient of each index. A modified recommendation for the Conducting and Reporting of Delphi studies (CREDES) was used to guide this study. RESULTS: Nineteen experts from 10 nursing colleges and nine third-level first-class hospitals in seven domestic provinces/municipalities were included in this study. The index system was divided into primary, secondary and tertiary levels. Consensus was reached on three primary indicators ('spirit', 'ability' and 'achievement'), nine secondary indicators and 28 tertiary indicators. CONCLUSIONS: A unified and hierarchical quality assessment index framework for nursing undergraduate creative ability was established. The framework should be further tested and improved in practice. RELEVANCE TO CLINICAL PRACTICE: Nursing students are the main force behind clinical nursing in the future. An innovative approach to skill acquisition and application could enhance the student nurse experience. The innovative ability of nursing students is important for identification of education strategies that be implemented to better support those individuals. Furthermore, the construction of the index system is helpful for evaluation of the innovation ability of nursing students that are required to better meet the needs of clinical nursing work in the future.


Assuntos
Criatividade , Bacharelado em Enfermagem/métodos , Estudantes de Enfermagem/psicologia , Adulto , Consenso , Técnica Delfos , Humanos , Pessoa de Meia-Idade , Pesquisa em Educação de Enfermagem , Inquéritos e Questionários
10.
Nurse Res ; 27(1): 12-16, 2019 Mar 18.
Artigo em Inglês | MEDLINE | ID: mdl-31468830

RESUMO

BACKGROUND: Selecting and applying an appropriate theoretical model is essential in research development. AIM: To describe the use of the simplified teaching-meaningful learning (STML) model to guide a qualitative case study that explored the meaningful learning of students with diverse backgrounds at a training workshop for new software. DISCUSSION: The authors discuss how STML helped determine the qualitative case study's research question, gave direction to the choice of methods for collecting and analysing data, and built the context to interpret and discuss the findings. CONCLUSION: Using an appropriate theoretical model assists in the design and conduct of a qualitative case study that develops scientific evidence to understand students' meaningful learning of new technologies. IMPLICATIONS FOR PRACTICE: The four steps of the model might be useful for researchers in designing and conducting other qualitative research in different subject areas in nursing and other disciplines.


Assuntos
Coleta de Dados/métodos , Bacharelado em Enfermagem/métodos , Aprendizagem , Pesquisa em Enfermagem/métodos , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Ensino , Adulto , Análise de Dados , Feminino , Humanos , Masculino , Modelos Teóricos , Pesquisa Qualitativa , Projetos de Pesquisa , Adulto Jovem
11.
Nurs Child Young People ; 31(3): 26-30, 2019 May 09.
Artigo em Inglês | MEDLINE | ID: mdl-31468863

RESUMO

Internationalisation of the curriculum (IoC) is a focus for higher education institutions. IoC aims to equip students with essential enhanced skills in relation to becoming global citizens and ensuring that their practice is culturally competent. Undergraduate courses must furnish children's nursing students with learning opportunities that meet the outcomes of the 2018 Nursing and Midwifery Council standards of proficiency. The standards require that nursing education, supervision and training should provide students with the learning opportunities needed to achieve the desired proficiencies and programme outcomes. This article analyses and evaluates the implementation of an online international learning (OIL) project in an undergraduate children's nursing programme in the UK. The pilot project has been identified as a useful and successful teaching method for promoting intercultural awareness among students and provides guidance for future OIL design. Finally, this article offers recommendations on how to address barriers and challenges related to this teaching method.


Assuntos
Educação a Distância/métodos , Bacharelado em Enfermagem/métodos , Pediatria/educação , Desenvolvimento de Programas/métodos , Currículo/tendências , Educação a Distância/tendências , Bacharelado em Enfermagem/tendências , Avaliação Educacional/métodos , Humanos , Internet , Pediatria/métodos , Projetos Piloto
12.
Rev Bras Enferm ; 72(4): 1020-1027, 2019 Aug 19.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31432961

RESUMO

OBJECTIVE: Developing a mobile application for the teaching of the International Classification for Nursing Practice. METHODS: Methodological applied research for technological production, performed in three phases of the contextualized instructional design model: analysis, design and development. RESULTS: The application has an initial screen, which provides information about the team and its purpose. Then, four moblets are listed, including presentation, user's guide consisting of five modules, educational games and five clinical cases. The references on which the application was based are also presented. FINAL CONSIDERATIONS: It was possible to develop an application with the potential to promote the knowledge of nursing students and professionals about this classification system.


Assuntos
Aplicativos Móveis/normas , Terminologia Padronizada em Enfermagem , Estudantes de Enfermagem/estatística & dados numéricos , Ensino/normas , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/tendências , Humanos , Aplicativos Móveis/estatística & dados numéricos , Ensino/estatística & dados numéricos
13.
Rev Bras Enferm ; 72(4): 1028-1035, 2019 Aug 19.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31432962

RESUMO

OBJECTIVE: to validate the terms of the specialized nursing language used in care for hospitalized patients with Pressure Injury, identified in nurses' records, mapping them with the terms of the International Classification for Nursing Practice (ICNP® 2017). METHODS: methodological study, carried out at a School Hospital in 2018. It was performed: extraction of terms of medical records; normalization; cross-mapping between extracted terms and those in ICNP®; distribution in the seven axes; theoretical definition and validation of terms. RESULTS: 27,756 terms were extracted. The normalization resulted in 370 relevant terms, being: 225 listed and 145 not listed in the ICNP®, being 60 similar, 13 more comprehensive, 38 more restricted and 34 without agreement, all of which are validated. CONCLUSION: this study identified and validated terms used by nurses to assist people with Pressure Injury. These may contribute to the unification of professional nursing language in care for these clients.


Assuntos
Cuidados de Enfermagem/métodos , Lesão por Pressão/enfermagem , Bacharelado em Enfermagem/métodos , Humanos , Cuidados de Enfermagem/tendências , Diagnóstico de Enfermagem/métodos , Terminologia Padronizada em Enfermagem
14.
Rev Bras Enferm ; 72(4): 1119-1123, 2019 Aug 19.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31432974

RESUMO

OBJECTIVE: to present an academic practice experienced by professors in a curricular unit of the public health field entitled "Comprehensive health care", offered in the undergraduate nursing course of a public university. METHODS: experience report of dialogic activities between professors and undergraduates. RESULTS: it was possible to discuss nursing care from the perspective of comprehensiveness, which allowed the understanding of the need to broaden the scope regarding the practices conducted in primary care and enabled the attribution of new meanings to the actions experienced by undergraduate students in their curricular internships; thus, contributing to the training of a professional with critical and creative capacity. FINAL CONSIDERATIONS: the students were able to understand that quality care should go beyond complaint-behavior, providing care based on a networked health service structure aligned with SUS policies and programs.


Assuntos
Enfermagem em Saúde Pública/educação , Currículo/tendências , Bacharelado em Enfermagem/métodos , Humanos , Saúde Pública/métodos , Saúde Pública/tendências , Estudantes de Enfermagem
15.
Nurse Educ Pract ; 38: 153-156, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31284218

RESUMO

Global reports of cultural insensitivity continue despite the growing evidence highlighting the importance of nurturing cultural competence development in nurse education and practice. With the widening sociocultural diversification of the patient population, it is now imperative that nurse educators establish cultural competence as a graduate capability. The recent focus on revisiting and recommitting to core nursing values is welcomed, however further consideration is needed to ensure such values are lived in nurses behaviours, when engaging with culturally diverse patients. Undergraduate nurse education needs to embrace opportunities to engrain values based learning in curriculum design and utilise innovative learning and teaching approaches that ensure cultural competence is more explicitly developed. This paper discusses the importance of providing opportunities for students to critically review approaches to care, whilst ensuring cultural competency is a more visible responsibility of the future registered nurse in delivering quality care. The authors outline some practical approaches to examining core values underpinning nursing practice in the context of cultural competence development.


Assuntos
Competência Cultural/educação , Bacharelado em Enfermagem/métodos , Valores Sociais , Estudantes de Enfermagem/psicologia , Currículo/tendências , Bacharelado em Enfermagem/normas , Humanos
16.
Nurse Educ Pract ; 38: 126-131, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31276971

RESUMO

Simulation is used with greater frequency by nursing programs to strengthen the learning process of student nurses. Best practices suggest active learning with the addition of standardized patients engages the student in realistic lifelike scenario. Therefore, the aim of the research study was to have nursing student's self-evaluate classroom learned communication skills through practical application on a standardized mental health patient simulated scenario. Undergraduate nursing students registered for three successive mental health nursing courses during one academic year were recruited. A self-reported pre/post survey measured the nursing student's level of confidence of learned therapeutic communication skills, preparation to engage their skills in clinical experience, and satisfaction with the standardized patient simulated experience. The self-reported online pre/post questionnaire return rate was 72.5% (N-116). The pre/post results suggest the standardized simulated experience enhanced nursing student confidence  p < .001; the nursing students felt prepared for clinical as noted by the mean score of 7.78 of 10 and overall were satisfied with the simulation process with a mean score of 8.04 of 10. The addition of the standardized patient in a mental health simulated experience promoted an active learning environment that highlighted individualized confidence in therapeutic communication skills through a realistic application process.


Assuntos
Relações Enfermeiro-Paciente , Padrões de Referência , Treinamento por Simulação/tendências , Adulto , Comunicação , Currículo/tendências , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Masculino , Autorrelato , Inquéritos e Questionários
17.
Nurse Educ Pract ; 38: 132-137, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31276972

RESUMO

INTRODUCTION: Recent attention has been drawn to the absence of caring behaviours in health services globally, termed a "crisis of care" and policies are developing to address this shortfall. To obtain accounts of caring behaviours and attitudes in nursing practice and to identify how nurses manage student learning, we spoke to nurses and students in university and hospital locations across 2 NHS England Regions. METHOD: Using the principles of appreciative inquiry, we conducted focus groups with BSc and MSc pre-registration nursing students, mentors, link lecturers and practice educators (n = 69). FINDINGS: Participants spoke powerfully about skilful, caring nursing practice, identifying plentiful examples of caring behaviours and attitudes. Four main themes emerged: "going the extra mile" (beyond routine policy, demanding commitment, flexibility and adaptation); time spent or invested (moderated by personal or organisational resources); caring as a personalised experience; communication practices and culture/role modelling. DISCUSSION/CONCLUSIONS: Positive caring attitudes and behaviours shown to patients, staff and work were highly valued. An ability to regulate and sustain an emotional connection with patients framed student learning. Observations of nurses who preserved caring practices amidst organisational pressures were frequently chosen by students as role models who "fight" inadequate or missed care. Theoretical links between caring and resilience are strengthened by these findings.


Assuntos
Bacharelado em Enfermagem/normas , Enfermeiras e Enfermeiros/psicologia , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Inglaterra , Grupos Focais/métodos , Humanos , Pesquisa Qualitativa
18.
Nurse Educ Pract ; 38: 120-125, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31260879

RESUMO

Knowing the patient has been identified in research as important in nursing practice. It's a central phenomenon used by nurses in decision-making to provide good and safe qualitative individualized care. The aim of this study was to describe what strategies nursing students' use to 'know the patient'. Interviews with ten nursing students were analysed using a qualitative content analysis. Four themes emerge: Prepare oneself before the first meeting; Creating relationship; Dare to be open and near; Doing the best for the patient, with a main theme: To engage with and care for the unique person. The results show that the nursing students prepare themselves by reading journals, asking staff members for information and research current diseases and medications before the first meeting with the patient. They also think through how to behave and to be present in the encounter and to create a good relationship with the patient which can only be done by spending time together. They are open-minded while listening to the patient to get to know the unique person behind the façade of the patient. This study indicates that knowing the patient is important to nursing students, or else they cannot provide good quality of care for the patients nor be satisfied in their work as nurses. The students also emphasize that if they are not able to get to know the patient, it's better for someone else to take over the responsibility of care for the patient.


Assuntos
Relações Enfermeiro-Paciente , Estudantes de Enfermagem/psicologia , Adulto , Comunicação , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Relações Interpessoais , Entrevistas como Assunto/métodos , Masculino , Pesquisa Qualitativa
19.
Nurse Educ Today ; 80: 52-58, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31260909

RESUMO

BACKGROUND: Mentoring programs are effective in improving some characteristics related to university adaptation, such as increasing student satisfaction, gaining social skills and effective communication, reducing stress and anxiety, and improving cognitive and psychomotor skills as well as academic performance. OBJECTIVE: The aim of this study was to determine the effect of mentoring program on adjustment to university and ways of coping with stress in nursing students. DESIGN: This quasi-experimental study was carried out using a nonrandomized control group pretest and posttest design. SETTING: The study was conducted at a university school of nursing in Turkey. PARTICIPANTS: Ninety-one first-year undergraduate nursing students were included in the study. METHODS: The 8-week peer mentoring program was conducted with the experimental group. The Adjustment to University Scale (AUS) and The Ways of Coping Inventory (WCI) were measured at preintervention and postintervention. RESULTS: The posttest mean scores of AUS of the experimental group were statistically higher than the control group (p < .05). The posttest mean scores of optimistic and seeking social support approaches of the experimental group were also statistically higher than the control group (p < .05). Mentoring program had an effect on self-confident, optimistic, seeking social support, submissive, and helpless approaches in the experimental group (p < .05). CONCLUSION: Mentoring program had a positive effect on adjustment to university and ways of coping with stress in nursing students. These study results indicate that this program can be used to increase the adjustment to university and ways of coping with stress in nursing students.


Assuntos
Adaptação Psicológica , Tutoria/métodos , Estresse Psicológico/terapia , Estudantes de Enfermagem/psicologia , Adolescente , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Masculino , Apoio Social , Estresse Psicológico/psicologia , Inquéritos e Questionários , Turquia , Universidades/organização & administração , Adulto Jovem
20.
Nurse Educ Today ; 80: 67-77, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31279251

RESUMO

OBJECTIVES: Skill competence is essential for nursing students and flipped-classroom teaching has become increasingly popular in China's nursing education. However, no studies have yet specifically examined the effect of a flipped classroom versus a traditional classroom on their skill competence. DESIGN: A systematic review and meta-analysis of randomised controlled trials. DATA SOURCES: The China National Knowledge Infrastructure, Wanfang Data, VIP, Superstar, PubMed, and Web of Science databases were searched from their inception until 9 June 2018. REVIEW METHODS: We screened the studies according to inclusion and exclusion criteria, extracted the data, and assessed the quality. Then, a meta-analysis was conducted. RESULTS: Twenty-two studies were eligible after reviewing 484 citations. The flipped classroom increased the students' skills score compared with the traditional teaching method (standardised mean difference = 1.79, 95% confidence interval: 1.32-2.27, p = 0.000). Additionally, it improved the cooperative spirit and sense of teamwork (effect size = 1.60, 95% confidence interval: 1.15-2.06), practical ability (effect size = 1.47, 95% confidence interval: 0.93-2.01), enjoyment of the course (effect size = 1.39, 95% confidence interval: 0.81-1.97), expression and communication (effect size = 1.41, 95% confidence interval: 0.69-2.12), the curriculum's effects (effect size = 1.32, 95% confidence interval: 1.00-1.64), interest in participation (effect size = 1.58, 95% confidence interval: 1.28-1.87), ability to think and analyse problems (effect size = 1.62, 95% confidence interval: 1.24-2.00), and resolution and resilience (effect size = 1.62, 95% confidence interval: 1.29-1.94). CONCLUSIONS: The results suggest that the flipped classroom is more effective for the nursing students' skill competence than traditional teaching in China. However, due to heterogeneity and bias risk, a large sample and high-quality studies are needed in future to confirm its effectiveness.


Assuntos
Competência Clínica/normas , Estudantes de Enfermagem/psicologia , Ensino/normas , China , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Humanos , Aprendizagem Baseada em Problemas/métodos
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