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1.
Int Nurs Rev ; 67(3): 323-325, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32578218

RESUMO

The COVID-19 pandemic has disrupted clinical nursing and midwifery education. This disruption has long-term implications for the nursing and midwifery workforce and for future healthcare responses to pandemics. Solutions may include enhanced partnerships between schools of nursing and midwifery and health service providers and including schools of nursing and midwifery in preparedness planning. These suggestions notwithstanding, we call upon national and international nursing and midwifery bodies to study how to further the clinical education of nurses and midwives during pandemics and other times of crisis.


Assuntos
Betacoronavirus , Infecções por Coronavirus/epidemiologia , Bacharelado em Enfermagem/normas , Tocologia/educação , Pneumonia Viral/epidemiologia , Escolas de Enfermagem/organização & administração , Currículo/normas , Educação em Enfermagem/normas , Feminino , Maternidades/organização & administração , Humanos , Serviços de Saúde Materna/organização & administração , Tocologia/organização & administração , Pandemias
3.
J Clin Nurs ; 29(15-16): 2907-2917, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32353915

RESUMO

AIMS AND OBJECTIVES: To explore the on-campus activities of the flipped classroom and their role in nursing students' experiences of mastering physiology. BACKGROUND: A nurse must be confident in their knowledge of physiology to feel confident as a nurse. However, many nursing students do not believe in their ability to master physiology. The flipped classroom design could facilitate active learning and promote students' confidence and competence in physiology. DESIGN: A design-based research design was employed. METHODS: Twenty-three nursing students enrolled in an anatomy and physiology course participated in two focus group interviews and wrote two individual reflective notes. The data were analysed by means of systematic text condensation and activity theory. Reporting was guided by the Consolidated Criteria for Reporting Qualitative Studies (COREQ). RESULTS: The study findings underscore the importance of careful design of on-campus activities within the flipped classroom to support students' experiences of mastery in physiology. Four themes were identified: (a) preparation which builds a foundation for learning; (b) the use of digital tools; (c) learning through dialogue with peers; and (d) experience of the expected learning outcomes. CONCLUSIONS: On-campus learning activities within a flipped classroom design could support students' experiences of confidence in and mastery of physiology. However, the study participants found learner-centred activities challenging and described feeling doubtful of their ability to master physiology. A didactic framework could take into account the circumstance that students perceive educational technology differently. When designing on-campus activities, emphasis should be placed on collaboration rather than competition to help students develop confidence in their knowledge of physiology. RELEVANCE TO CLINICAL PRACTICE: It is important to support nursing students' knowledge acquisition in bioscience and their development of confidence as these skills could enhance their clinical judgment in practice. Comprehension of bioscience is necessary to provide safe patient care and competent nursing.


Assuntos
Bacharelado em Enfermagem/normas , Fisiologia/educação , Feminino , Grupos Focais , Humanos , Masculino , Aprendizagem Baseada em Problemas/métodos , Pesquisa Qualitativa , Estudantes de Enfermagem/psicologia
4.
Comput Inform Nurs ; 38(7): 367-372, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32349024

RESUMO

Simulation and team-based learning are reported as useful strategies in nursing education. However, empirical evidence on the effects of participating in an integrated course of team-based learning and simulation is limited. The aim of this study was to identify the effects of a nursing simulation program with team-based learning on knowledge, team performance, and teamwork among Korean nursing students. A one-group pretest-posttest design was used. Fourth-year students (N = 229) participated in a 32-hour nursing simulation program with team-based learning. Each of the three sessions of the program involved a 3-hour task training with video-assisted learning and skills performance assessment, 1-hour team-based learning, and 4-hour simulation session with a high-fidelity simulator. In addition to the knowledge test and performance assessment, participants completed a self-administered questionnaire on teamwork. Participants achieved higher scores in the Group Readiness Assurance Test than they did in the Individual Readiness Assurance Test. The posttest scores on team performance and teamwork were significantly higher than their pretest scores. The simulation with team-based learning induced favorable effects on participants' knowledge, performance, and teamwork. A curricular integration of simulation program with team-based learning is consistent with achieving outcomes-based learning in nursing education.


Assuntos
Aprendizagem , Equipe de Assistência ao Paciente/normas , Treinamento por Simulação/métodos , Estudantes de Enfermagem/psicologia , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/tendências , Feminino , Humanos , Conhecimento , Masculino , Equipe de Assistência ao Paciente/tendências , Treinamento por Simulação/tendências , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários , Adulto Jovem
5.
Curationis ; 43(1): e1-e7, 2020 Jan 28.
Artigo em Inglês | MEDLINE | ID: mdl-32129640

RESUMO

BACKGROUND: Evidence-based practice (EBP) plays a key role in improving health outcomes of a country's population; however, the teaching of EBP is often theoretical and inconsistent, resulting in negative attitudes and limited application. OBJECTIVES: The aim of this study was to determine the knowledge, attitudes and application of EBP by nursing students at a school of nursing in Rwanda. METHOD: A total of 82 third- and fourth-year nursing students completed the survey. Univariate statistical analyses were performed to explore the distribution of data. Chi-square tests were utilised to examine the relation between knowledge, attitudes and application of EBP with the year of study. RESULTS: Most students reported being knowledgeable of the steps of EBP, with a range of 84% - 92%. However, 50% reported negative attitudes and only 12% reported daily searches for evidence. The main reported barriers to the application of EBP were lack of knowledge, lack of time and lack of examples or role models. CONCLUSION: Knowledge about EBP does not necessarily positively influence student attitudes. Evidence-based practice should be integrated into the theoretical and practical component of the nursing curriculum to promote the effective application of EBP by nursing students.


Assuntos
Prática Clínica Baseada em Evidências/educação , Prática Clínica Baseada em Evidências/normas , Estudantes de Enfermagem/psicologia , Adulto , Currículo/normas , Currículo/tendências , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Prática Clínica Baseada em Evidências/estatística & dados numéricos , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Ruanda , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
6.
Curationis ; 43(1): e1-e9, 2020 Feb 19.
Artigo em Inglês | MEDLINE | ID: mdl-32129641

RESUMO

BACKGROUND: Medication errors may result in patients' harm and even death. The improvement of nursing students' competence in the administration of medication through education and training can contribute to the reduction of medication errors. OBJECTIVES: This study aimed at describing the Bachelor of Nursing students' perceptions about clinical learning opportunities and competence in the administration of oral medication. METHOD: A quantitative descriptive design was employed. An all-inclusive sample of 176 nursing students registered at a university in the Western Cape, South Africa, in 2014 was considered for the study, of whom 125 students consented to participate and completed the questionnaires. Statistical Package for the Social Sciences (SPSS) version 22 was used for data analysis and descriptive statistics were conducted. RESULTS: The findings showed that a minority of students did not have opportunities to rotate in all specific types of wards. The findings indicated that a total of 92% (115) and 86.4% (108) of the 125 respondents were placed in medical and surgical wards, respectively, where they more likely had opportunities to practise the administration of oral medication. However, 59.2% (74) did not practise administration of oral medication on a daily basis. Only 19.2% (24) of respondents perceived themselves as competent in the administration of oral medication. CONCLUSION: The findings indicated that many students perceived their education and training as not providing sufficient learning opportunities to practise the administration of oral medication, whilst the majority of respondents perceived themselves as competent in some of the aspects related to the administration of oral medication, and very few perceived themselves as competent overall in the administration of oral medication.


Assuntos
Competência Clínica/normas , Percepção , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Administração Oral , Atitude do Pessoal de Saúde , Competência Clínica/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Sistemas de Medicação/normas , Sistemas de Medicação/estatística & dados numéricos , Preceptoria/estatística & dados numéricos , Autoeficácia , África do Sul , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários , Adulto Jovem
7.
Curationis ; 43(1): e1-e9, 2020 Mar 02.
Artigo em Inglês | MEDLINE | ID: mdl-32129643

RESUMO

BACKGROUND: Shortage of nurses in South African hospitals has affected the nurse-patient ratio, thus prompting nurses to be focussed on completing nursing-related duties with less or no caring for the patient. Caring involves having a therapeutic relationship with the patients, and it can be challenging and demanding for final-year student nurses who are still novices in the nursing profession. OBJECTIVES: To explore and describe the experiences of caring for patients amongst final-year student nurses in order to develop and provide recommendations to facilitate caring. METHOD: A qualitative, descriptive and contextual design was used. Data collection was done through eight in-depth individual interviews. Giorgi's five-step method of data analysis was used, along with an independent coder. Measures to ensure trustworthiness and ethical principles were applied throughout the research. RESULTS: Four themes with 12 subthemes emerged from the data: therapeutic relationship with patients as an integral part of caring, teamwork - team spirit makes caring easy, continuous caring that promotes quality and safe nursing, as well as satisfaction amongst staff and patients, and various barriers that contributed to lack of caring in the unit. CONCLUSION: The majority of student nurses had positive experiences of caring, which included therapeutic relationships between nurses and the patients, teamwork and team spirit that fostered safe and quality nursing care, rendered effortlessly. Barriers to caring were also highlighted as negative experiences.


Assuntos
Empatia , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Humanos , Relações Enfermeiro-Paciente , Preceptoria/estatística & dados numéricos , Pesquisa Qualitativa , África do Sul , Estudantes de Enfermagem/estatística & dados numéricos
8.
Nurs Clin North Am ; 55(1): 61-69, 2020 03.
Artigo em Inglês | MEDLINE | ID: mdl-32005366

RESUMO

Faculty mentoring of undergraduate students is an essential and necessary component in helping students achieve exposure and success in cocurricular activities that they may not get in the classroom. It is through these cocurricular activities that faculty can expose students to the realms of various clinical activities, nursing research and education, and various service-related opportunities, such as tutoring and committee work. The intrinsic and extrinsic awards of watching your students succeed and grow into nursing leaders make mentoring worth it. This article outlines the benefits and difficulties experienced by 1 faculty member in his crusade to mentor undergraduate nursing students.


Assuntos
Bacharelado em Enfermagem/normas , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/normas , Tutoria/normas , Mentores/psicologia , Estudantes de Enfermagem/psicologia , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa em Enfermagem , Estados Unidos , Adulto Jovem
9.
J Nurs Educ ; 59(2): 101-106, 2020 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-32003851

RESUMO

BACKGROUND: This study examined the variables of gender, age, previous degree, first-generation college, type of nursing program, grade point average (GPA), amount of postgraduation recommended preparation completed, average score on recommended preparation examinations, the score on a postgraduation readiness examination, and the NCLEX-RN® outcome. METHOD: An exploratory field study approach was used to explore relationships among variables. The study was retrospective and longitudinal with quantitative data collected and analyzed and explored further by interviews. RESULTS: A postgraduation readiness examination was found to accurately predict the NCLEX-RN outcome. Correlations were found between the readiness examination score and gender, first-generation college, GPA, amount of recommended preparation completed, and average score on recommended preparation tests. Anxiety was the common theme for the outliers. CONCLUSION: This study provided rich data about postgraduation readiness to take the NCLEX-RN examination and lays the groundwork for further research on postgraduation variables associated with NCLEX-RN success. [J Nurs Educ. 2020;59(2):101-106.].


Assuntos
Bacharelado em Enfermagem/normas , Avaliação Educacional/normas , Licenciamento em Enfermagem/normas , Estudantes de Enfermagem/estatística & dados numéricos , Logro , Feminino , Humanos , Masculino , Pesquisa em Avaliação de Enfermagem , Estudos Retrospectivos
10.
Rev Bras Enferm ; 73(1): e20170742, 2020.
Artigo em Inglês, Português | MEDLINE | ID: mdl-32049215

RESUMO

OBJECTIVE: To analyze the overall critical thinking and the development of each of the cognitive skills or attributes that compose it in students of the undergraduate program in nursing through the creation of concept maps in two Brazilian teaching institutions. METHOD: Before-and-after experimental study, randomized, performed in two universities of two Brazilian regions, with a sample of 21 subjects at the A school and 56 at the B school. Data were collected through sociodemographic questionnaire and the California Critical Thinking Skills Test. Intervention consisted in the creation of four concept maps. RESULTS: Scores measured for overall critical thinking do not differed between the groups of both schools; however, positive aspects among them were found for skills of evaluation, induction, and inference. CONCLUSION: We perceived validity as a facilitating teaching strategy of the use of concept maps in several aspects.


Assuntos
Bacharelado em Enfermagem/normas , Estudantes de Enfermagem/psicologia , Pensamento , Brasil , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
11.
Rev Bras Enferm ; 73(1): e20180208, 2020.
Artigo em Inglês, Português | MEDLINE | ID: mdl-32049240

RESUMO

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


Assuntos
Bacharelado em Enfermagem/normas , Enfermagem Psiquiátrica/educação , Brasil , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/tendências , Humanos , Enfermagem Psiquiátrica/métodos , Escolas de Enfermagem/normas , Escolas de Enfermagem/tendências
12.
Nurse Educ Today ; 86: 104318, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31901747

RESUMO

OBJECTIVES: To provide a comprehensive scoping review of the existing literature regarding the use of blended learning in undergraduate nursing education. To align the varied educational terms and definitions with the broad definition of blended learning. DESIGN: Scoping review following established methodology. DATA SOURCES: In consultation with library services, the academic literature was searched. Electronic databases searched included ERIC (OVID), Medline (OVID), PubMed, Nursing and Allied Health, and CINAHL Plus. REVIEW METHODS: A total of 189 potentially relevant nursing research articles published between the years of 2009 and 2019. Three reviewers independently reviewed the articles, leaving 37 relevant primary articles in the nursing field to be included in the scoping review. RESULTS: Nursing content delivered using blended learning approaches were organized into 8 themes. Themes include Professional Nursing Skills; Mental Health Nursing; Bioscience; Pharmacology, Specialty Populations; Nursing Assessment; Acute Care Nursing; and the Art of Nursing. A variety of blended learning approaches are being utilized in Undergraduate nursing education, the majority of which are happening in the classroom. CONCLUSION: This scoping review presents explicit the degrees to which blended learning is referred to in the nursing education literature and expanded the definition of blended learning to encompass the terminology associated with distributed, decentralized, hybrid, and flexible learning. There is a wide, varied, and expanding number of blended learning approaches currently being utilized in nursing education to teach a wide range of nursing content and skills. An expanded scoping review focused on blended learning in psychiatric nursing, licenced practical nursing, nurse practitioners, and all graduate level nursing education programs is recommended as is additional research into the use of blended learning in the lab or clinical setting.


Assuntos
Bacharelado em Enfermagem/métodos , Ensino/normas , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/tendências , Humanos , Ensino/tendências
13.
Nurse Educ Today ; 86: 104328, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31954294

RESUMO

BACKGROUND: Little is known about how nursing and other healthcare students develop professional and interprofessional identities. OBJECTIVES: This study a) measures changes in students' professional and interprofessional identities between the start and end of a faculty-wide interprofessional first year programme, and b) identifies factors influencing interprofessional identity strength at the end of the programme. PARTICIPANTS: One hundred and eight first year nursing, medicine and allied health students. METHODS: A single-group pre-post-test design was used. Students completed an online survey at the start and end of the year-long programme. The survey comprised measures of professional and interprofessional identity, stereotypes, contact and demographics. The same survey was used twice. RESULTS: There was a small decline in professional identity and a large decline in interprofessional identity across the year. Nursing students, the only group involved in clinical practicums, were exempt from the large fall in interprofessional identity. Quality of contact with students from other professions and autostereotypes about own profession were predictors of interprofessional identity strength at the end of the programme, consistent with intergroup contact theory. CONCLUSIONS: Introductory interprofessional education programmes should include opportunities for quality contact with students from other professions, and for students to develop a clear understanding of their own profession.


Assuntos
Papel Profissional/psicologia , Profissionalismo/educação , Estudantes de Enfermagem/psicologia , Adulto , Atitude do Pessoal de Saúde , Comportamento Cooperativo , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/tendências , Feminino , Humanos , Relações Interprofissionais , Masculino , Profissionalismo/tendências , Identificação Social , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
14.
Nurse Educ Today ; 86: 104322, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31954295

RESUMO

BACKGROUND: Students and health care faculty staff report a lack of confidence in graduating nurses' clinical skills practice. Traditional approaches to support nursing students' clinical skills development have relied on small group, face-to-face, practice-based learning in clinical laboratories. However, with changing curricula, increased numbers of students, and pressure on laboratory timetables and availability, alternate methods of delivery are necessary to ensure students gain confidence in the development of their clinical skills. Video podcasting is an innovative approach that is being used to stimulate active and ongoing learning of clinical skills. DESIGN: A hermeneutic phenomenological approach. METHOD: Data were collected through in-depth interviews with 10 second-year, undergraduate nursing students about their experiences using three clinical skills video podcasts and their perceptions of how this impacted on their learning of these clinical skills and confidence in practice. FINDINGS: Three themes emerged from the data: 'Accessibility for learning the skill'; 'Preparation for learning and practice'; and 'Student-directed learning'. These themes provided an insight into the students' engagement with video podcasts, demonstrating their sense of confidence was increased in clinical skills development. CONCLUSION: The findings of this study provide an insight into the students' engagement with video podcasts in relation to their confidence in clinical skills development, and indicate that undergraduate nursing students value the use of video podcasts in their learning of clinical skills. However, it was evident that students still value face-to-face delivery to guide their study, which suggests that video podcasts could be used as an adjunct to teaching to support learning.


Assuntos
Competência Clínica/normas , Bacharelado em Enfermagem/normas , Autoeficácia , Estudantes de Enfermagem/psicologia , Atitude do Pessoal de Saúde , Competência Clínica/estatística & dados numéricos , Bacharelado em Enfermagem/estatística & dados numéricos , Hermenêutica , Humanos , Estudantes de Enfermagem/estatística & dados numéricos , Gravação em Vídeo/métodos , Gravação em Vídeo/normas , Gravação em Vídeo/estatística & dados numéricos
15.
Nurse Educ Pract ; 42: 102684, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31931303

RESUMO

A growing older adult population requires educational programs which prepare nursing students to care for and increase their interest in working with this population. Faculty at a large public university developed a course specific to gerontology to address this need, including designing a service-learning intervention entitled Aging is Very Personal. The purpose of this study was to explore the impact of this course on student attitudes towards working with older adults. Using a convergent parallel mixed-methods design, 79 students completed pre-course and post-course quantitative surveys and open-ended questions using the Senses Framework survey. Quantitative data were analyzed using a paired-sample t-test. Qualitative data were analyzed using Krippendorff's method of qualitative content analysis. Participants showed statistically significant positive changes in attitudes towards working with older adults on 11 of 15 items. Qualitative findings included 5 themes: acknowledgement of preconceptions prior to course; positive shift in perceptions about older adults; growing interest in working with older adults; appreciation of gerontological nursing as a highly skilled profession; and service-learning as a valuable opportunity to form connections with older adults. A designated course in gerontology with a service-learning component can markedly improve student attitudes towards working with older adults.


Assuntos
Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/normas , Geriatria/educação , Estudantes de Enfermagem/psicologia , Adolescente , Currículo/normas , Currículo/tendências , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Geriatria/normas , Geriatria/estatística & dados numéricos , Humanos , Masculino , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
16.
Nurse Educ Today ; 86: 104319, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31926382

RESUMO

PURPOSE: This study aimed to identify which of the standardised Nursing Interventions Classification (NIC) activities should be used in the design of clinical cases with high fidelity simulation for educational preparation of undergraduate nursing students in non-technical skills. DESIGN AND METHODS: A three-round Delphi study was carried out: the first round with taxonomy experts, the second round with academic and clinical lecturers with limited experience in the simulation-based learning methodology, and the third round with academic and clinical lecturers having at least two years of simulation experience. The NIC interventions were grouped into two levels of competence in accordance with the undergraduate nursing degree curriculum (1st- and 2nd-year students, the "novice" level; 3rd- and 4th-year students, the "advanced" level). The NIC allows the description of nurse student competencies in multiple clinical scenarios and throughout various contexts: theory, clinical practice and simulation. FINDINGS: The experts identified 163 interventions in 8 areas as relevant and feasible, selecting 42 for the "novice" students, in Nursing Fundamentals (13) and Adult Nursing Care 1 (29), and 97 for the "advanced" students: Maternity Care and Child Health Nursing (18), Mental Health (13), Nursing Care of Older People (12), Community Health Nursing (20) and Adult Nursing Care 2 (34). In addition, 24 interventions were identified as cross-cutting, with training to be provided across all four years of the degree. CONCLUSION: A total of 163 interventions of the NIC list were selected by experts as being both relevant and feasible to nursing undergraduate education. This creates the favourable framework to design high-fidelity scenarios for the training of non-technical skills according to the competences required and in line with the health care reality. Therefore, enabling an optimal combination of theoretical education by academic lecturers with practical training by clinical lecturers and staff nurses.


Assuntos
Treinamento com Simulação de Alta Fidelidade/métodos , Terminologia Padronizada em Enfermagem , Adulto , Idoso , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Currículo/normas , Currículo/tendências , Técnica Delfos , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Feminino , Treinamento com Simulação de Alta Fidelidade/normas , Treinamento com Simulação de Alta Fidelidade/estatística & dados numéricos , Humanos , Masculino , Pessoa de Meia-Idade
17.
Nurse Educ Pract ; 42: 102682, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31816581

RESUMO

While there has been some growth in the body of literature on threshold concepts in health science disciplines, the nature of this discourse and which approaches have proved successful remains unclear. This paper illustrates one of the primary issues facing the development of threshold concepts in nursing education literature specifically - a lack of transparent and rigorous processes for their identification. The paper briefly examines the methods that have been utilised to identify threshold concepts in the nursing education literature, and what issues using these approaches raise. It then considers how the field might further develop in order to best engage the benefits that threshold concept analysis and identification may have for curriculum development and teaching in nursing.


Assuntos
Formação de Conceito , Bacharelado em Enfermagem/métodos , Enfermagem/tendências , Currículo/normas , Currículo/tendências , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/tendências , Humanos , Aprendizagem , Enfermagem/métodos
18.
Int J Older People Nurs ; 15(1): e12293, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31793746

RESUMO

BACKGROUND: Nurses are increasingly expected to provide care for older persons; however, there are too few nurse educators with expertise in older person care to ensure students graduate with the requisite competencies. METHODS: An integrative review, using Whittemore and Knafl's framework, was undertaken to identify and synthesise evidence about factors affecting nurse educators' knowledge, skills or attitudes about older persons and their care. RESULTS: Forty-four articles met the inclusion criteria. All but three papers originated in the USA. Content analysis yielded three central themes: external-level factors, employer-level factors and individual-level factors. Findings demonstrated that external funding from philanthropic organisations and government agencies supported many of the national, regional and site-specific initiatives, which were, in many cases, underpinned by professional regulatory frameworks. Negative attitudes of administrators and reduced budgets of educational institutions impeded the availability of such initiatives. Negative attitudes of individual educators towards older person care and the specialty of gerontology constrained their pursuit of such learning, as did their lack of awareness of current gerontology resources. CONCLUSIONS: The lack of educators with gerontology knowledge, skills and requisite attitudes requires a focused effort from external and professional bodies, and from educational institutions to ensure the resources are available to enhance educator expertise in gerontology. Rigorous study addressing the factors influencing educators' knowledge, skills or attitudes towards older persons and their care is required. IMPLICATIONS FOR PRACTICE: Addressing the lack of nurse educator expertise in gerontology could help to ensure new nurses have the required competencies to provide quality older person care.


Assuntos
Docentes de Enfermagem/normas , Enfermagem Geriátrica/educação , Conhecimentos, Atitudes e Prática em Saúde , Competência Profissional , Fortalecimento Institucional , Bacharelado em Enfermagem/normas , Administração Financeira , Humanos
19.
J Clin Nurs ; 29(5-6): 684-705, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31794105

RESUMO

AIMS AND OBJECTIVES: To examine registered nurses' self-evaluation of their competence in mentoring nursing students in clinical practice. BACKGROUND: Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. DESIGN: The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. METHODS: Studies published during 2000-2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. RESULTS: In total, 16 peer-reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor-student and mentor-stakeholder pedagogical practices, as respectable or satisfactory. CONCLUSION: The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. RELEVANCE FOR CLINICAL PRACTICE: Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self-evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.


Assuntos
Competência Clínica/normas , Bacharelado em Enfermagem/normas , Docentes de Enfermagem/normas , Tutoria/normas , Docentes de Enfermagem/psicologia , Humanos , Autoavaliação , Estudantes de Enfermagem
20.
Nurse Educ Pract ; 42: 102667, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31790910

RESUMO

BACKGROUND: Assertiveness is a key skill for nurses and midwives, and should be considered in the students' education. In this regard, variables such as psychological empowerment, which may have a significant correlation with assertiveness, should be identified and studied. OBJECTIVES: The aim of this study was to investigate the correlation between psychological empowerment and assertiveness in nursing and midwifery students. DESIGN: A cross-sectional and correlational study. SETTINGS: /Participants: This study was carried out on 200 Iranian nursing and midwifery students. METHODS: The students were randomly selected for the study. The study tools were The Rathus' Assertiveness Schedule and Spreitzer's Psychological Empowerment Scale. Data were analyzed by descriptive and inferential statistics. FINDINGS: There was a positive and significant correlation between psychological empowerment and assertiveness. The components of meaning and self-determination had a positive and significant correlation with the assertiveness. CONCLUSIONS: Since psychological empowerment and assertiveness in decision-making and interaction with colleagues and patients are considered as essential skills for nurses and midwives, we recommend that, required measures should be taken to promote these skills in nursing and midwifery students.


Assuntos
Assertividade , Empoderamento , Estudantes de Enfermagem/psicologia , Correlação de Dados , Estudos Transversais , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Irã (Geográfico) , Masculino , Tocologia/educação , Tocologia/métodos , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários , Adulto Jovem
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