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1.
Texto & contexto enferm ; 29: e20190198, Jan.-Dec. 2020. tab
Artigo em Inglês | LILACS, BDENF - Enfermagem | ID: biblio-1101985

RESUMO

ABSTRACT Objective: describe the experience of the proposal, process and results of a training program on qualitative research for nursing teachers based on the constructivist pedagogic model. Method: implementation of a course at a Nursing School in Uruguay from November 3, 2016 to October 12, 2017, in which thirty-nine teachers participated voluntarily. The description of the experience presented in this article is based on the assessment of the course made through participant observation, surveys and a dialogue session with the participants in which the results of the course were discussed. Results: through the implementation of the course, several achievements were accomplished, as well as challenges detected. We would like to highlight the interest received from the course managers and participants in the subject, the nine new research projects, the creation of a bibliographic material, videos and recordings repository, as well as the financial resource mobilization. The challenges were mainly structural and organizational; such as the limited time the participants had to do research and work in teams, the trouble to adopt a critical approach and difficulties with the communication systems. Conclusion: this article contributes to fill the existing gap in qualitative research teaching, and invites to reconsider iniciatives regarding the training of health personnel in the countries of the region, mainly through constructivist and participative models.


RESUMO Objetivo: descrever o relato de uma experiência sobre a proposta, o processo e os resultados de um programa de formação em pesquisa qualitativa, dirigido a professores de enfermagem, baseado no modelo pedagógico construtivista. Método: de 3 de novembro de 2016 a 12 de outubro de 2017entre 3/11/2016 e 12/10/2017 implementamos um curso, em uma faculdade de enfermagem no Uruguai, do qual participaram de forma voluntária 39 professores. O relato da experiência que apresentamos é baseado na avaliação do curso, que foi feito por meio da observação participante, questionários e uma sessão de diálogo com os alunos, na qual se discutiram os resultados do curso. Resultados: a implementação do curso permitiu alcançar conquistas e vislumbrar desafios. Destaca-se o interesse dos gerentes e participantes no tema, contando com nove projetos de pesquisa, um repositório com material bibliográfico, vídeos e gravações, além da mobilização de recursos financeiros. Os desafios foram estruturais e organizacionais; dentre eles, o pouco tempo das participantes para pesquisar ou trabalhar em equipe, dificuldades para adotar uma perspectiva crítica e problemas com os sistemas de comunicação. Conclusão: este trabalho visa a preencher uma lacuna existente sobre o ensino da pesquisa qualitativa, convidando a repensar iniciativas tendentes à formação do pessoal da saúde nos países da região, principalmente desde modelos construtivistas e participativos.


RESUMEN Objetivo: describir el relato de experiencia sobre la propuesta, el proceso y los resultados de un programa de formación en investigación cualitativa dirigido a docentes de enfermería basado en el modelo pedagógico constructivista. Método: entre 3 de octubre de 2016 a 12 de noviembre de 2017, implementamos un curso en una facultad de enfermería en Uruguay, en el que participaron de forma voluntaria 39 docentes. El relato de la experiencia que se presenta se basa en la evaluación del curso, que se hizo por medio de observación participante, cuestionarios y una sesión de dialogo con los alumnos en la que se discutieron los resultados del curso. Resultados: la implementación del curso permitió alcanzar logros y entrever desafíos. Se destaca el interés de los gestores y participantes en el tema, el contar con nueve proyectos de investigación, un repositorio con material bibliográfico, videos y grabaciones, así como la movilización de recursos financieros. Los desafíos fueron estructurales y organizativos; entre ellos, el poco tiempo de las participantes para investigar o trabajar en equipo, dificultades para adoptar una perspectiva crítica y problemas con los sistemas de comunicación. Conclusión: este trabajo abona a llenar una laguna existente sobre la enseñanza de la investigación cualitativa, invitando a repensar iniciativas tendientes a la formación del personal de la salud en los países de la región, principalmente desde modelos constructivistas y participativos.


Assuntos
Humanos , Adulto , Pessoa de Meia-Idade , Ensino , Enfermagem , Pesquisa Qualitativa , Docentes , Escolas de Enfermagem , Saúde , Educação , Docentes de Enfermagem , Capacitação de Professores
2.
Rev. enferm. UERJ ; 28: e41988, jan.-dez. 2020.
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1103393

RESUMO

Objetivo: analisar a percepção dos docentes do curso de Graduação em Enfermagem acerca do desenvolvimento do pensamento crítico dos alunos, a partir da utilização de estratégias de ensino e suas implicações no processo ensino aprendizagem. Método: estudo exploratório, descritivo, de cunho qualitativo. Participaram da pesquisa 16 docentes de um curso de graduação em Enfermagem e Obstetrícia. Os dados foram produzidos por meio de entrevistas com roteiro semiestruturado e categorizados pela técnica de análise temática, sendo aprovado por Comitê de Ética em Pesquisa. Resultados: evidenciaram-se três categorias: pensamento crítico como interpretação subjetiva, estratégias de ensino utilizadas pelos docentes no curso de graduação em enfermagem, e desafios e facilidades para o desenvolvimento do pensamento crítico no curso de graduação em enfermagem. Conclusão: os docentes mantiveram opiniões positivas e pontuaram que o pensamento crítico é construído ao longo da vida do ser humano, sendo considerado inerente à construção das suas habilidades e capacidades profissionais.


Objective: to examine perceptions of undergraduate Nursing teachers of their students' development of critical thinking, based on the use of teaching strategies and their implications in the teaching-learning process. Method: sixteen professors from an undergraduate course in Nursing and Obstetrics participated in this exploratory, descriptive, qualitative study. Data were produced through interviews to a semi-structured script and categorized by the thematic analysis technique, The study was approved by the research ethics committee. Results: three categories were identified: critical thinking as subjective interpretation, teaching strategies the teachers used in the undergraduate Nursing course, and what hinders and helps the development critical thinking on the undergraduate Nursing course. Conclusion: teachers held positive opinions and pointed out that critical thinking is built over the course of life and is considered inherent to constructing professional skills and abilities.


Objetivo: analizar las percepciones de los docentes de enfermería de pregrado sobre el desarrollo del pensamiento crítico de sus alumnos, basándose en el uso de estrategias de enseñanza y sus implicaciones en el proceso de enseñanza-aprendizaje. Método: dieciséis profesores de un curso de pregrado en Enfermería y Obstetricia participaron en este estudio exploratorio, descriptivo y cualitativo. Los datos fueron producidos a través de entrevistas a un guion semiestructurado y clasificados por la técnica de análisis temático. El estudio fue aprobado por el comité de ética de investigación. Resultados: se identificaron tres categorías: pensamiento crítico como interpretación subjetiva, estrategias de enseñanza que los maestros utilizaron en el curso de pregrado en Enfermería, y lo que dificulta y ayuda al desarrollo del pensamiento crítico en el curso de pregrado en Enfermería. Conclusión: los maestros sostuvieron opiniones positivas y señalaron que el pensamiento crítico se construye a lo largo de la vida y se considera inherente a la construcción de habilidades y destrezas profesionales.


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Ensino/educação , Pensamento , Educação em Enfermagem/métodos , Docentes de Enfermagem , Brasil , Epidemiologia Descritiva , Pesquisa Qualitativa , Aprendizagem
3.
Rev. enferm. UERJ ; 28: e33123, jan.-dez. 2020.
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1096012

RESUMO

Objetivo: analisar as repercussões do trabalho docente na saúde nos professores de enfermagem. Método: estudo qualitativo e descritivo realizado com 27 docentes de duas universidades públicas federais do Rio de Janeiro. A coleta de dados ocorreu por meio de entrevista semiestruturada e a técnica utilizada para o tratamento dos dados foi a análise temática de conteúdo. Resultados: devido às novas configurações do trabalho docente, que pressiona por alta demanda laboral e, por sua vez, oferece inadequadas condições de trabalho, esta atividade favorece ao adoecimento desses profissionais, que em contrapartida, relegam a segundo plano o cuidado com a própria saúde. Conclusão: compromissos exigidos no dia a dia e a falta de qualidade no trabalho tornam a vida do docente cada vez mais afastada do seu autocuidado e com elevado potencial para o adoecimento.


Objective: to analyze the repercussions of teaching work on the health of nursing professors. Method: qualitative and descriptive study with 27 teachers from two federal public universities in Rio de Janeiro. The data collection took place through a semi-structured interview and the technique used for the data treatment was the thematic content analysis. Results: due to the new configurations of the teaching work, which presses for high labor demand and, in turn, offers inadequate working conditions, this profession favors the teaching sickness, which, on the other hand, relegate health care to the background. Conclusion: commitments required on a daily basis and lack of quality in the work make the life of the teacher increasingly removed from their self-care and with high potential for illness. Descriptors: Faculty; occupational health; education, nursing; working conditions.


Objetivo: analizar las repercusiones del trabajo docente en la salud de los profesores de enfermería. Método: estudio cualitativo y descriptivo realizado con 27 maestros de dos universidades públicas federales de Río de Janeiro. La recolección de datos ocurrió por medio de entrevista semiestructurada y la técnica utilizada para el tratamiento de los datos fue el análisis temático de contenido. Resultados: debido a las nuevas configuraciones del trabajo docente, que presiona por alta demanda laboral y, a su vez, ofrece inadecuadas condiciones de trabajo, esta profesión favorece al enfermo docente, que en contrapartida, relegan a segundo plano el cuidado con la propia salud. Conclusión: compromisos exigidos en el día a día y la falta de calidad en el trabajo hacen la vida del docente cada vez más alejada de su autocuidado y con elevado potencial para la enfermedad.


Assuntos
Humanos , Masculino , Feminino , Universidades , Condições de Trabalho , Processo Saúde-Doença , Saúde do Trabalhador , Docentes de Enfermagem/psicologia , Brasil , Epidemiologia Descritiva , Setor Público , Pesquisa Qualitativa , Equilíbrio Trabalho-Vida
4.
Nurs Sci Q ; 33(4): 299-302, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-32940164

RESUMO

At times of perceived rapid and significant change, such as the world has experienced with the current COVID-19 pandemic, the unrepeatable ebb and flow of the paradoxical rhythms inherent in humanuniverse patterning seem to come to the forefront of awareness. What was previously known and familiar seemingly disintegrated in the emergence of the unfamiliar experience of a global quarantine. While difficulties abounded across the discipline of nursing, these challenges created new opportunities for visioning anew in thinking beyond the restrictions of the COVID-19 pandemic. A challenge is presented to nurse administrators and faculty charged with preparing the next generation of nurses to meet the challenges of an unknowable future by thinking beyond the traditional boundaries of classroom and clinic to co-create new ways of living the teaching-learning mission of nurse education programs.


Assuntos
Infecções por Coronavirus/epidemiologia , Difusão de Inovações , Bacharelado em Enfermagem , Docentes de Enfermagem , Saúde Global , Pandemias , Pneumonia Viral/epidemiologia , Ensino , Betacoronavirus/isolamento & purificação , Humanos , Aprendizagem , Estudantes de Enfermagem
6.
Crit Care Nurs Clin North Am ; 32(3): 407-419, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32773182

RESUMO

Academicians who maintain a critical care clinical practice encounter numerous stressors, especially during the COVID-19 pandemic, which can influence well-being. This article provides historical perspectives on the stressors inherent in working in the critical care environment as well as the stressors of working in the academic environment. It proposes the application of the synergy model as a framework to help improve the well-being of academicians who practice and teach critical care. The most valuable strategy to improve professional well-being is for organizations to take a systems approach. The article focuses on approaches that are potentially within each individual's control.


Assuntos
Enfermagem de Cuidados Críticos/educação , Cuidados Críticos/psicologia , Educação em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Estresse Psicológico/prevenção & controle , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/enfermagem , Docentes de Enfermagem/organização & administração , Humanos , Modelos Organizacionais , Pandemias , Pneumonia Viral/epidemiologia , Pneumonia Viral/enfermagem , Estresse Psicológico/epidemiologia
7.
Nurs Womens Health ; 24(4): 253-255, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32659222

RESUMO

The coronavirus pandemic caused a rapid and seismic shift in the provision of nursing education. In this commentary, I provide examples of how faculty and students at my university made the shift and what we have learned from the experience thus far.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Pandemias , Pneumonia Viral/epidemiologia , Humanos , Acesso à Internet/estatística & dados numéricos , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem/psicologia
9.
Nurs Womens Health ; 24(5): 387-388, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-32621801

RESUMO

A nursing faculty member describes how the COVID-19 pandemic disrupted nursing education.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Pandemias , Pneumonia Viral/epidemiologia , Felicidade , Humanos
10.
Can J Nurs Res ; 52(3): 216-225, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32522116

RESUMO

BACKGROUND: Building research capacity in nursing academic units continues to be a challenge. There are a number of external contextual factors and internal factors that influence individual faculty as well as the collective to engage successfully in research. PURPOSE: The overall aim of this opinion article is to provide an overview of the current external and internal, processes and structures, relevant to capacity of nursing faculty to engage in research. METHODS: To inform the external context, we reviewed national research funding trends for nursing. To inform the internal context, we provided an exemplar of the internal processes and structures designed to support research capacity building within our academic unit. RESULTS: Canadian Institutes of Health Research funding trends for research grants led by nurse principal applicants increased between 2010 and 2013, followed by a steady decline. In 2017 to 2018, there were only 24 research grants led by nurse principal applicants. These external challenges coupled with the traditional internal barriers, such as the imbalance between teaching and research time, threaten research capacity for nursing academics. CONCLUSION: Organizational strategies to promote research capacity within academic nursing units are a necessary requirement to move forward.


Assuntos
Fortalecimento Institucional/organização & administração , Docentes de Enfermagem , Pesquisa em Enfermagem/organização & administração , Canadá , Humanos
11.
Nurs Educ Perspect ; 41(4): 215-221, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32569111

RESUMO

AIM: The purpose of this article is to define clinical judgment, examine valid and reliable instruments to measure the construct, review established strategies by which to develop it, and propose key future nursing education research priorities in clinical judgment. BACKGROUND: A pressing interest in prelicensure nursing students' clinical judgment development has emerged in response to the National Council of State Boards of Nursing project Next Generation NCLEX. METHOD: Sequential literature reviews uncovered six instruments that measure clinical judgment and 24 studies that demonstrate the effects of high-fidelity simulation on clinical judgment in prelicensure learners. RESULTS: Six themes emerged: number of simulation-based experience exposures, specific nursing specialty simulations, debriefing and its effect on clinical judgment, assessment, clinical decision-making, and reflection. CONCLUSION: Based on these results, key future research priorities investigating the effects of interprofessional simulation and simulation in the classroom were identified.


Assuntos
Bacharelado em Enfermagem , Julgamento , Estudantes de Enfermagem , Competência Clínica , Docentes de Enfermagem , Humanos
12.
Nurs Educ Perspect ; 41(4): 258-259, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32569114

RESUMO

Problem-solving and critical thinking are essential in nursing; therefore, nurse educators must equip students with these skills. Through a campus-wide initiative to foster problem-solving skills (Quality Enhancement Plan), five school of nursing faculty implemented new pedagogical approaches in face-to-face and online courses. This article discusses the problem-based approaches in nursing education implemented at a state university and their effects on student learning.


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Docentes de Enfermagem , Humanos , Resolução de Problemas , Pensamento
15.
Medisan ; 24(2)mar.-abr. 2020.
Artigo em Espanhol | LILACS, CUMED | ID: biblio-1098400

RESUMO

La profesionalización en los docentes de las carreras de Enfermería y Tecnología de la Salud es el proceso de formación continua compuesto por las dimensiones docente, investigativa, asistencial, gerencial, bioética y de actuación profesional, que posibilitan la conjugación armónica entre el "saber", "saber hacer" y "saber ser". Dicha profesionalización constituye una herramienta que puede proveer un modo de hacer y un lenguaje común para el desarrollo de estos profesionales. Por ello, en el presente artículo se exponen algunos aspectos de interés sobre el tema y se ofrecen los principales resultados de una evaluación realizada a este proceso de formación.


The professionalization in the teaching staff of Nursing and Health Technology careers is the process of continuous training composed by the educational, investigative, assistance, management, bioethics and professional performance dimensions that facilitate the harmonic conjugation between "knowledge", "know how to do" and "know how to be". This professionalization constitutes a tool that can provide a way of making and a common language for the development of these professionals. That is the reason why, in this work some aspects of interest on the topic are exposed and the main results of an evaluation carried out to this training process are offered.


Assuntos
Capacitação Profissional , Docentes de Enfermagem , Educação de Pós-Graduação
16.
Nurs Ethics ; 27(4): 1157-1167, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32189567

RESUMO

BACKGROUND: Professors of nursing sometimes experience specific situations in their daily practice that conflict with their values and ethical principles and may culminate in moral distress. Moral distress occurs when one is prevented from acting according to his or her knowledge or values, or what one considers to be ethically sound. OBJECTIVES: To identify the profile of professors of nursing through grouping sociodemographic characteristics and intensity of moral distress. METHOD: Cross-sectional and exploratory study addressing 373 nurses teaching in Brazilian federal public higher education institutions. Data were collected from June to December 2018 through email, using the Google Docs tool. A moral distress scale directed to nurse educators was used. Data were analyzed using descriptive statistics, variance analysis, and cluster analysis. ETHICAL CONSIDERATIONS: The Institutional Review Board at the Federal University of Rio Grande approved this study. FINDINGS: Initially, four clusters emerged for each variable predicting the profile of Brazilian professors of nursing: sex; whether the individual worked in a graduate program; age; experience in years in their respective higher education institution; and intensity of moral distress. The profile of Brazilian professors of nursing was represented by the largest cluster, 36.5% (n = 136), composed of women working in graduate programs, aged 37 years old on average, having worked in their respective institutions for approximately 5 years, and presenting a moderate intensity of moral distress. CONCLUSION: Assigning individuals into groups facilitates seeing similarities among the predictors that compose the profile of Brazilian professors of nursing, thus recognizing those workers experiencing moral distress in their daily work routine. In addition, this study's results are expected to encourage reflection on the planning of efficacious interventions directed to the context of education and health.


Assuntos
Docentes de Enfermagem/ética , Docentes de Enfermagem/psicologia , Princípios Morais , Estresse Psicológico , Adulto , Idoso , Brasil , Análise por Conglomerados , Estudos Transversais , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
17.
Nurs Clin North Am ; 55(1): 1-10, 2020 03.
Artigo em Inglês | MEDLINE | ID: mdl-32005358

RESUMO

Emerging nurse leaders are not adequately prepared to handle the pervasive health care problems and threats related to the changing environment. Nurse educators prepare nurses for an extensive variety of roles and responsibilities necessary to meet the health care needs of society. The Penn State College of Nursing implemented several initiatives to support environmental sustainability within the college and nursing education. The inclusion of environmental sustainability in nursing education is foundational if students are to become informed members and emerging leaders of a broader health care team, advocates for conscientious and ethical resource use, and contributors to improved patient outcomes.


Assuntos
Currículo , Educação em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Teoria de Enfermagem , Objetivos Organizacionais , Estudantes de Enfermagem/psicologia , Desenvolvimento Sustentável , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pennsylvania , Adulto Jovem
18.
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
19.
Int J Nurs Pract ; 26(2): e12795, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32022393

RESUMO

AIM: The aim of this study is to adapt the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale to the Turkish language and culture. METHODS: This psychometric test was conducted in a nursing school in Ankara, Turkey, from April to June 2014. Convenience sampling was used. The sample of this study was 190 third- and fourth-year nursing students. The items of the scale were evaluated by Pearson correlation coefficient for correlation-based item analysis. Cronbach's alpha, test and retest analysis were used to measure reliability. Exploratory factor analysis and correlation analysis were performed to determine validity. Principal component analysis was used to analyze factor. RESULTS: The subscales' Cronbach's alpha values were varied between .760 and .933. A positive relationship was found between tests and retests points of the subscales (P < .05). Five factors were identified in the exploratory factor analysis. There was a meaningful correlation between subscale points of the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale and the Clinical Learning Environment Scale (P < .05). CONCLUSION: The Turkish version of the Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale was validated and a reliable measurement tool. It can be used to evaluate clinical nursing education in Turkey.


Assuntos
Educação em Enfermagem/organização & administração , Adulto , Análise Fatorial , Docentes de Enfermagem , Feminino , Humanos , Idioma , Masculino , Psicometria , Reprodutibilidade dos Testes , Estudantes de Enfermagem , Inquéritos e Questionários , Turquia
20.
J Prof Nurs ; 36(1): 34-41, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32044050

RESUMO

BACKGROUND: Developing the next generation of nurse researchers must be a priority to advance the discipline's science. A comprehensive description of the current federally-funded research is useful for understanding the research enterprise in Schools of Nursing. PURPOSE: To describe the past 5 years of National Institute of Health (NIH) funding patterns in US Schools of Nursing. METHOD: Data were extracted from NIH RePORTER for years 2014-2018. The total number of award types (F, K, R, U, P and T) granted to a School of Nursing in the US was summarized and organized by Institute. Grants were then characterized according to whether the Principal Investigator had a nursing degree (yes or no). Finally, the total funding from each NIH Institute/Center that was awarded to a School of Nursing was assessed. FINDINGS: Nearly 50% of the National Institute of Nursing Research's (NINR) extramural budget is awarded through grants to Schools of Nursing in the US. NINR funds 80% of training grants and >70% of Center grants, which support the education and infrastructure for research, respectively, at Schools of Nursing. Among top ranked research-intensive Schools of Nursing, awards to non-nurse Principal Investigators (PIs) averaged 34.5% across all years. The percentage of NIH funds awarded to non-nurse PIs ranged from 0% at 3 Schools to as high as 97% at 1 School of Nursing. Over the past 5 years, the following Institutes have consistently been the largest funders (total dollars) to Schools of Nursing: NINR, National Institute of Aging, National Institute of Minority and Health Disparities, National Cancer Institute and National Institute of Child Health and Human Development. CONCLUSION: These findings highlight the current funding streams for Schools of Nursing as well as opportunities for expansion. Preparing a cadre of nurse scientists who can generate new knowledge to advance our health care is critical to the success of our profession and to ensuring the health of the people for whom we provide care.


Assuntos
Docentes de Enfermagem/estatística & dados numéricos , Financiamento Governamental/estatística & dados numéricos , National Institute of Nursing Research (U.S.)/estatística & dados numéricos , Pesquisa em Enfermagem/organização & administração , Escolas de Enfermagem/estatística & dados numéricos , Humanos , Pesquisa em Enfermagem/economia , Estados Unidos
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