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1.
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
2.
Artigo em Inglês | MEDLINE | ID: mdl-31382548

RESUMO

BACKGROUND: The reform of the Spanish higher education to adapt to the European Higher Education Area involves, among other issues, the students' participation in the curriculum assessment. The aim is to understand the insights of both nursing professionals and current undergraduate students of nursing on the connection between the knowledge acquired throughout the degree and the professional healthcare practice. METHODS: An exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling, twelve nursing professionals and twelve 4th-year students of the Degree in Nursing were included. In two phases, twelve semi-structured interviews and two focus groups were conducted in order to triangulate data. A thematic analysis of data was carried out, later to be coded by two researchers. RESULTS: Two main themes were identified: Evidence-based nursing vs. experience-based nursing, and a theory-practice gap. The topics that were specifically highlighted were the coexistence between professionals who work according to evidence and those whose work is based on experience, and the lack of connection between the training received during the degree and actual healthcare practice. CONCLUSION: Nursing care work varies in terms of the implementation of evidence-based care. Nursing training is perceived as being affected by a theory-practice gap. To achieve the linking between nursing theory and practice, a great effort on stakeholders would be needed.


Assuntos
Bacharelado em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem/psicologia , Adulto , Currículo , Bacharelado em Enfermagem/normas , Prática Clínica Baseada em Evidências , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Entrevistas como Assunto , Conhecimento , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa , Espanha , Ensino
3.
Nurs Outlook ; 67(6): 747-759, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31421862

RESUMO

BACKGROUND: With the rapid growth in online education programs in nursing, quality of education through this modality is becoming of greater importance. PURPOSE: This paper aims to explore current recommendations and standards for quality in online nursing education offered by nursing regulatory, accrediting, and licensing organizations. METHOD: Individual interviews were conducted with the leaders from four accrediting, licensing and certifying organizations in nursing about their perspectives on quality standards for online education. FINDINGS: The following themes emerged from the qualitative interviews: Theme 1- Standards are not specific to online education; Theme 2-This is not up to us - Professional organizations can offer recommendations but not responsible for regulations; and Theme 3- Each institution has responsibility to provide support and evaluate the quality of online education. DISCUSSION: Schools of nursing should continue to incorporate current standards for quality in online education as the methods of delivery continue to evolve in this highly technologically-oriented world.


Assuntos
Acreditação/normas , Currículo/normas , Educação a Distância/normas , Bacharelado em Enfermagem/normas , Guias como Assunto , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos , Adulto Jovem
4.
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
5.
Nurse Educ Today ; 80: 78-84, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31280009

RESUMO

BACKGROUND: Effective communication by nurses is crucial to ensure patient safety. A structured communication program increases communication clarity, education satisfaction, and positivity during interprofessional collaboration among students. In an effort to facilitate effective communication between nurses and physicians, the well-known structured communication tool SBAR (Situation, Background, Assessment, and Recommendation) has been extensively used in clinical and educational settings. OBJECTIVES: The purpose of the study is to investigate the impact of an SBAR communication program on communication performance, perception, and practicum-related outcomes in senior-year nursing students. METHOD: The study employed a non-equivalent control group quasi-experimental design and implemented the tool in the pediatric nursing practicum of a nursing school. The experimental group participated in a SBAR program, where role playing using SBAR techniques for different scenarios was used to improve practical communication among nursing students. The SBAR program was developed based on Kolb's Experiential Learning Theory. Communication performance was assessed via the SBAR communication tool and the communication clarity scale. Communication perception was measured by handover confidence level. Practicum-related outcomes of clinical practice self-efficacy, perceived nurse-physician collaboration, and practicum satisfaction, were also evaluated. RESULTS: The experimental group demonstrated significantly higher SBAR communication (p < .001), communication clarity (p < .001), and handover confidence (p < .001) than the control group. Clinical practice self-efficacy, perceived nurse-physician collaboration, and practicum satisfaction did not differ. CONCLUSIONS: The SBAR program in a pediatric nursing practicum improves SBAR communication, communication clarity, and perceived handover confidence in senior-year nursing students.


Assuntos
Existencialismo/psicologia , Modelos Educacionais , Enfermagem Pediátrica/educação , Estudantes de Enfermagem/psicologia , Comunicação , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Humanos , Aprendizagem Baseada em Problemas/métodos , Autoeficácia , Estudantes de Enfermagem/estatística & dados numéricos
6.
Rev Bras Enferm ; 72(3): 788-794, 2019 Jun 27.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31269147

RESUMO

OBJECTIVE: Evaluate the contribution of debriefing after clinical simulations for nursing students. METHOD: Quantitative study, conducted with 35 nursing students who participated in five clinical simulation scenarios with planned debriefings based on the model of the National League Nursing/Jeffries Simulation Theory. After the fifth scenario, students answered the Debriefing Evaluation Scale associated with the Simulation. RESULTS: The items evaluated involved the psychosocial, cognitive, and affective values, and within a scale from one to five, the highest mean was found in cognitive value with 4.23 (±0.56) points, then in psychosocial value with 3.77 (±0.53), and finally in affective value with 3.71 (±0.63) points. CONCLUSION: The debriefing conducted after the clinical simulation scenarios was a reflective exercise that contributed to the student integrating multiple knowledges in affective, cognitive and psychosocial values, and thus develop the competencies required.


Assuntos
Avaliação Educacional/normas , Retroalimentação , Treinamento por Simulação/métodos , Treinamento por Simulação/normas , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Brasil , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Estudos Transversais , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Avaliação Educacional/métodos , Avaliação Educacional/estatística & dados numéricos , Feminino , Humanos , Masculino
7.
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
8.
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
9.
Nurse Educ Pract ; 38: 21-26, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31174135

RESUMO

Content and language integrated learning is an evidenced approach focused on teaching content in which the language is learnt implicitly, facilitating internationalization. The purpose of this study was to determine nursing student satisfaction with a clinical skills course taught in English in a non-English speaking country. It includes the exploration of variables, barriers, benefits, and competence acquisition as perceived by the students. A cross-sectional study was conducted using a self-reported questionnaire administered to students who had completed the Clinical Skills course during the 2016/17 and 2017/18 academic years (n = 159). The students did not perceive the lessons in English as a barrier to acquisition of knowledge and clinical skills (mean 1.08; SD 1.64), and they were satisfied with the lessons received (mean 4.04; SD 1.65). Most students considered that receiving lessons in English adds value to their training process (mean 4.04; SD 2.35), and most agreed that it would benefit them in future (mean 4.48; SD 1.75). From the outcomes of our investigation we conclude that the content and language integrated learning approach should be maintained in future courses owing to the evidenced benefits, which may advance professional internationalization and the nursing competence development of students, leading to high student satisfaction.


Assuntos
Bacharelado em Enfermagem/normas , Satisfação Pessoal , Estudantes de Enfermagem/psicologia , Adulto , Estudos Transversais , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Masculino , Inquéritos e Questionários
10.
Nurs Forum ; 54(3): 461-467, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31183882

RESUMO

The flipped classroom continues to garner increasing interest in nursing education; however, few research studies fully document faculty experiences with its implementation. This study's purpose was to explore undergraduate nurse educators' transition from traditional teacher-centered, content-driven strategies to the flipped classroom and describe perceived successes and challenges during the process. A qualitative approach using interpretive description gave voice to a purposive sample of sixteen undergraduate nurse educators across the United States and Canada. Semistructured interviews, audio-recorded and transcribed verbatim, yielded a set of experiential themes. Participants revealed marked challenges as they rethought classroom design in relation to evidence-based educational principles, and met a surprising level of resistance from students and faculty colleagues. Still, faculty observations reflected increased student problem solving, self-determination and a greater correlation between teacher-made and standardized test scores. Participants advocated continued integration of flipped classrooms into nursing curricula and recommended greater collegial and administrative support from academic environments.


Assuntos
Docentes de Enfermagem/psicologia , Ensino/normas , Adulto , Canadá , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/tendências , Feminino , Humanos , Entrevistas como Assunto/métodos , Pesquisa Qualitativa , Ensino/psicologia , Ensino/tendências , Estados Unidos
11.
Curationis ; 42(1): e1-e10, 2019 May 23.
Artigo em Inglês | MEDLINE | ID: mdl-31170797

RESUMO

BACKGROUND:  The nurse educators' role in clinical learning is to define the necessary prerequisites of an ideal clinical learning environment. OBJECTIVES:  The purpose of the study was to explore and describe the Kamuzu College of Nursing (KCN) undergraduate nursing students' perspectives on clinical supervision and support in their clinical learning environment and their preferences in the clinical learning environment. METHOD:  A mixed method research approach was used to explore and describe clinical supervision from the students' perspectives on the features of their actual and preferred clinical learning environment. The study's population comprised all third- and fourth-year undergraduate nursing students (n = 219). A sample (n = 125) was randomly selected from the population for the quantitative survey of which 120 questionnaires (96%) were valid for analysis. The data collection for qualitative arm of the study comprised interviews conducted through purposive sampling interviewing 20 participants. Survey results were analysed using the Statistical Package for the Social Science (Version 16) and the qualitative data were analysed using the content analysis approach where themes were generated. RESULTS:  The study found that the participants were not satisfied with clinical supervision and support during clinical learning. The participants preferred improved clinical supervision and support in their clinical learning. Comparing the difference between actual and the preferred items of supervision the results were statistically significant at p < 0.05. CONCLUSION:  There is a need to improve students' clinical supervision and support at KCN. Nurse educators need to plan for clinical supervision and support effectively to promote proficient nursing graduates.


Assuntos
Bacharelado em Enfermagem/normas , Organização e Administração/normas , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Competência Clínica/normas , Bacharelado em Enfermagem/métodos , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/normas , Humanos , Malaui , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
12.
Curationis ; 42(1): e1-e11, 2019 May 23.
Artigo em Inglês | MEDLINE | ID: mdl-31170798

RESUMO

BACKGROUND:  Public nursing colleges (PNCs) are currently redeploying from provincial departments of health to higher education to become part of a unified higher education system in South Africa. As primary producers of nurses, this migration process needs to be managed carefully, with stakeholders having a common understanding of this process. OBJECTIVES:  This study aimed to explore the stakeholders' perspectives on the positioning of PNCs in higher education. METHOD:  The study followed a qualitative grounded theory design. Purposive and theoretical sampling were utilised to achieve a sample size of 40 participants, including representatives from the Department of Higher Education and Training; professional associates; nursing educators; student leaders; nursing leaders; and nurses from the healthcare setting. Data were collected through observations, interviews and document analysis. RESULTS:  It emerged from the study that the integration of PNCs into higher education is a result of the country's political and legal context. A number of policy and legal frameworks emerged as contextual conditions that provided a basis for the change. The integration of PNCs into higher education was conceptualised as a functional shift in the governance of colleges; a political tool to transform nursing education; a means to enhance the quality of college-based nursing programmes, and a vehicle for the greater professionalisation of nursing. Conflicting legislation and funding emerged as two issues of concern. CONCLUSION:  Integrating PNCs with higher education came about because of political changes and the resolution of the ruling party to improve the quality of graduates produced, who will in turn improve the quality of healthcare service delivery offered.


Assuntos
Escolas de Enfermagem/classificação , Escolas de Enfermagem/normas , Universidades/normas , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Teoria Fundamentada , Humanos , Pesquisa Qualitativa , Escolas de Enfermagem/organização & administração , África do Sul , Universidades/organização & administração
13.
Curationis ; 42(1): e1-e7, 2019 Jun 06.
Artigo em Inglês | MEDLINE | ID: mdl-31170801

RESUMO

BACKGROUND:  Student nurses at a college in Mpumalanga fall pregnant before they complete their training, and some commence training while pregnant and face educational challenges in both theoretical and clinical learning areas. It becomes impossible for them to complete their training on time. OBJECTIVES:  The objectives of this study were to explore and describe educational challenges as experienced by pregnant student nurses at a college in Mpumalanga and to formulate recommendations that can be used by the college and pregnant student nurses to address their educational challenges. METHODS:  A qualitative, exploratory, descriptive and contextual research design was used. Ten student nurses were selected through purposive sampling. Data were collected by means of in-depth unstructured individual phenomenological interviews between September and November 2016. Data were analysed using Giorgi's qualitative thematic analysis method. RESULTS:  The central theme that emerged from this study confirmed that pregnant student nurses experienced educational challenges negatively. Four main themes that emerged were academic challenges, failure to write examinations, support system and maternity leave. These findings had a negative impact on their education. CONCLUSION:  There is a need for the college to minimise the identified educational challenges to promote completion of training on time.


Assuntos
Bacharelado em Enfermagem/normas , Estudantes de Enfermagem/psicologia , Adulto , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Licença Parental , Gravidez , Pesquisa Qualitativa , Apoio Social , Universidades/organização & administração , Universidades/normas , Carga de Trabalho/psicologia , Carga de Trabalho/normas
14.
Nurse Educ Pract ; 38: 89-95, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31229942

RESUMO

Safe drug calculation is important in nursing as insufficient skills pose a risk to patient safety. Therefor solid education in mathematics for undergraduate nursing students must be provided. To support nursing students' skills in drug calculation, a web-based learning platform for drug calculation was created. The aim of this study was to investigate nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The study was a cross-sectional comparative study. Ninety-five nursing students participated, out of which 46 students were in semester one and 49 students were in semester six. A questionnaire was used to evaluate the nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The findings were informed by statistical and thematic analyses. The majority of the participants evaluated the platform positively. The platform was deemed useful, and it was a support for the nursing students' learning. These findings provide that a web-based learning platform for drug calculation can be used as a complement to traditional lectures. Nevertheless, further research is required focusing teaching strategies facilitating different learning styles and level of computer skills.


Assuntos
Cálculos da Dosagem de Medicamento , Bacharelado em Enfermagem/normas , Estudantes de Enfermagem/psicologia , Adulto , Estudos Transversais , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Internet , Acontecimentos que Mudam a Vida , Masculino , Erros de Medicação/prevenção & controle , Pessoa de Meia-Idade , Estatísticas não Paramétricas , Inquéritos e Questionários , Suécia
15.
Curationis ; 42(1): e1-e11, 2019 Apr 08.
Artigo em Inglês | MEDLINE | ID: mdl-31038328

RESUMO

BACKGROUND:  Educational environments have been found to bear a substantial relationship with the academic performance and success, as well as the retention, of students. OBJECTIVES:  The study objectives were to (1) evaluate the educational environment as perceived by undergraduate nursing students at a school of nursing (SON) in Western Cape province and (2) investigate whether the educational environment, or components thereof, is perceived negatively or positively among undergraduate nursing students of different year level, gender, home language and ethnicity. METHOD:  A quantitative research method with a cross-sectional design was implemented. Data were collected from 232 undergraduate nursing students from a SON at a university in Western Cape province, South Africa. The subscales and the items of the educational environment questionnaire were compared among undergraduate nursing students. Data were analysed by means of the IBM Statistical Package for Social Sciences (IBM SPSS-24) using analysis of variances (ANOVAs), independent-sample t-tests, mean scores, standard deviations and percentages. RESULTS:  The mean score attained for the entire participant group was 195 (standard deviation [SD] = 24.2) out of 268 (equivalent to 72.8% of maximum score), which indicated that the educational environment was perceived substantially more positively than negatively. The overall mean score was significantly higher (p < 0.05) for male students (M = 202; SD = 21) and for black students (M = 202; SD = 21). The digital resources (DR) subscale was the only subscale with a statement or item that was rated as absolute negative (M = 1.9; SD = 0.9). CONCLUSION:  The educational environment at the institution concerned was perceived as predominantly positive by its undergraduate nursing students. Although the educational environment was predominantly perceived as positive, the results of this study also indicated that enhancements are required to improve the physical classroom conditions, skills laboratories, DR and the implemented teaching and learning strategies. It is vital for university management to prioritise the creation of an educational environment which would ensure that quality learning takes place.


Assuntos
Bacharelado em Enfermagem/normas , Percepção , Estudantes de Enfermagem/psicologia , Adulto , Grupos de Populações Continentais/estatística & dados numéricos , Estudos Transversais , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Escolas de Enfermagem/organização & administração , Escolas de Enfermagem/normas , Fatores Sexuais , África do Sul , Inquéritos e Questionários
16.
Comput Inform Nurs ; 37(5): 250-259, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-31094914

RESUMO

Emerging technologies and big data influence the role of nurses, calling for new ways of thinking and teaching. Innovative educational methods are needed to prepare students for providing evidence-based care in today's complex healthcare environment. Active learning methods appeal to tech-savvy, self-directed learners who desire instant results during the learning process. The aim of this pretest/posttest study was to evaluate the impact of active learning methods on student attitudes and feelings, using the Grasha-Riechmann Student Learning Style Scale. Results were used to tailor active learning interventions using Twitter and Federal Adverse Event Reporting System data, for a research and evidence-based practice nursing course. Participants (N = 126) evaluated tweets describing adverse drug events and their concordance with federal reporting system data. Paired-samples t test results revealed significant differences (P < .05) between pretest/posttest for five of the six learning style preferences. Active learning methods resulted in high levels of student engagement and satisfaction. Data mining as an active learning intervention is popular with learners and offers a quick, valuable way to reveal real-world adverse drug event experiences while introducing basic research principles.


Assuntos
Mineração de Dados/métodos , Efeitos Colaterais e Reações Adversas Relacionados a Medicamentos/classificação , Currículo/tendências , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Humanos , Aprendizagem Baseada em Problemas/métodos , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Ensino
17.
Nurse Educ Today ; 77: 71-76, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30999062

RESUMO

BACKGROUND: Health-care professionals, and nurses especially among them, play an essential role in the health sector's response to gender-based violence. To be able to successfully address this major public health issue they need specific training in the topic. OBJECTIVE: To analyse training on gender-based violence that nursing students receive at universities in Spain. DESIGN: Mixed-methods approach. SETTING: Spain. METHODS: Systematic review of public documents followed by in-depth interviews with university lecturers. RESULTS: Eighty per cent (92/115) of nursing training programmes included content regarding gender-based violence. There was great variability in the topics included in the training. Health consequences due to gender-based violence exposure and the role of the health sector in addressing these health consequences were the most frequently included topics. Ethical issues and legislation were the least frequent ones, as these were only dealt with in one and 18 training programmes, respectively. In the qualitative analysis of the interviews, two categories were identified: 'Supportive legislation and supportive lecturers are essential for integrating gender-based violence training' and 'Approach to gender-based violence shapes the contents and the subject in which it is incorporated'. The first category refers to the main drivers for training integration, while the second category refers to how lecturers' perceptions influenced the way in which training was implemented. CONCLUSIONS: As many as 80% of the nursing education programmes included specific training in gender-based violence, although with great variability in the contents among the universities. For this study's participants, enacted legislation, and lecturers interested in the topic and in decision-making positions were key drivers for this extensive implementation. The variability observed across universities might be explained by lecturers' different approaches to gender-based violence and the nursing profession.


Assuntos
Bacharelado em Enfermagem/normas , Violência de Gênero/tendências , Estudantes de Enfermagem/estatística & dados numéricos , Currículo/normas , Bacharelado em Enfermagem/métodos , Humanos , Entrevistas como Assunto/métodos , Pesquisa Qualitativa , Espanha
18.
Nurse Educ Today ; 77: 77-82, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30999063

RESUMO

BACKGROUND: Simulation has been widely adopted in nursing education, while it is difficult to evaluate the quality of simulation. AHP-Fuzzy comprehensive evaluation could be an effective method based on one a comprehensive and scientific evaluation Index system. OBJECTIVES: To evaluate the quality of simulation teaching in ⟨Fundamental Nursing Curriculum⟩ with fuzzy comprehensive method, and to provide a scientific evaluation method for the improvement of simulation teaching. DESIGN: It is a phenomenological research study. SETTINGS: The study was mainly conducted in one university in China. PARTICIPANTS: 94 second-year nursing students participated in this study. METHODS: The grade 2015 nursing undergraduate students in Peking university school of nursing as the evaluation subjects were to evaluate the simulation teaching quality on ⟨Fundamental Nursing Curriculum⟩, Fuzzy Comprehensive Evaluation method was used. RESULTS: The quality score is 73.55-100 (91.71 ±â€¯6.98) points of 94 students. According to the result of fuzzy comprehensive evaluation, the simulation teaching quality belonging to the "excellent, good, moderate, poor, very poor" of membership degree are respectively "0.6794, 0.2500, 0.00640, 0.0039, 0.0028", and by maximum membership degree of effective inspection, calculate ɑ = 2.3965, 1 ≤ ɑ < + ∞. CONCLUSIONS: The application of simulation teaching in ⟨Fundamental Nursing Curriculum⟩ proves high quality. The fuzzy comprehensive evaluation combining subjective evaluation and objective evaluation proves to be a scientific and feasible methodology in nursing education.


Assuntos
Treinamento por Simulação/normas , Adolescente , China , Currículo/normas , Currículo/tendências , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Feminino , Humanos , Masculino , Treinamento por Simulação/métodos , Estudantes de Enfermagem , Ensino/normas , Adulto Jovem
19.
Nurse Educ Pract ; 36: 139-143, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30978577

RESUMO

BACKGROUND: Self-efficacy is an individual's belief in oneself and in one's own judgment and ability to be successful in a task. Strong self-efficacy allows for the achievement of success, well-being, personal development and the diversification of skills. An individual's perception of his/her self-efficacy plays a key role in adopting behaviors and initiating and sustaining change. AIMS: The first aim of this study is to evaluate the effects of simulation-based learning on the self-efficacy and performance of first-year nursing students. The second aim is to examine students' pre- and post-scenario proficiency in their self-assessment of competence in regard to scenario objectives to compare the students' self-assessment and their instructor's assessment in terms of performance evaluations. METHODS: This semi-experimental study was conducted with sixty-five first-year nursing students. A standardized patient method was used as a simulation technique. Students' self-efficacy and their perceptions of their own competence in completing skills were measured using the General Self-Efficacy Scale and the Proficiency Assessment Form, respectively. Students' actual performance was evaluated via an Objective Structured Clinical Assessment and performance evaluation checklists. RESULTS: The mean self-efficacy score of students was 52.68 (±10.19) before the scenario and 49.59 (±12.90) post-scenario (p = .001). With regard to their scenario objectives, a decrease was observed in students' proficiency in their post-scenario self-assessment of competence. This decrease was only statistically significant in the "Establishing a safe patient unit" objective (t = 2.27; p = .03). CONCLUSIONS: We observed that self-efficacy scores declined in the post-simulation scenario. Using standardized patients in simulation training allows novice nursing students to meet a real patient and to recognize their own true self-efficacy.


Assuntos
Autoeficácia , Treinamento por Simulação/normas , Estudantes de Enfermagem/psicologia , Desempenho Profissional/normas , Adolescente , Competência Clínica/normas , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Avaliação Educacional/métodos , Feminino , Humanos , Masculino , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/normas , Treinamento por Simulação/métodos , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
20.
Nurse Educ Today ; 78: 1-4, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-30959409

RESUMO

The Nursing and Midwifery Council (NMC), the professional body for U.K. registered nurses, midwives and nursing associates has recently proposed future nurses should be 'prescriber ready', in a move to ensure the nursing workforce can prescribe medicines soon after registration (NMC, 2018a). Considering this, the educational preparation requirements for future nurses requires consideration, particularly where it is incumbent on the University, or NMC Approved Educational Institution (AEI), to prepare nurses with sufficient knowledge and skills to enter an NMC approved non-medical prescribing programme from the point of registration. This paper explores the new NMC educational and practice standards for nurses and the potential infrastructures required of the AEI where there is a responsibility under the NMC to develop a new, more progressive generation of 'prescriber ready' nurse. Excitingly, Universities and nurse educators are now tasked with ensuring future nurses can safely demonstrate an amalgam of nursing care, fusing traditional nursing expertise with skills which once remained the exclusive responsibility of the doctor, thus creating a new generation of hybrid practitioners.


Assuntos
Currículo/normas , Prescrições de Medicamentos/enfermagem , Sociedades de Enfermagem/organização & administração , Competência Clínica/normas , Currículo/tendências , Prescrições de Medicamentos/normas , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Humanos , Sociedades de Enfermagem/tendências , Reino Unido
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