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1.
Nurs Sci Q ; 34(3): 247-252, 2021 07.
Artigo em Inglês | MEDLINE | ID: mdl-34212812

RESUMO

In this teaching-learning column, the use of robotic technology is explored as a possible adjunctive assistant to faculty. Given the advances in technology and the imposed restrictions of the recent COVID-19 pandemic, a discussion of using robotic technology in the teaching-learning of nursing seems timely and relevant. Questions to consider are explored. Then a concern and a possibility are presented for incorporating this advancing technology into teaching-learning from a humanbecoming perspective. Faculty are encouraged to enter into a deeper dialogue with colleagues in exploring options for incorporating robots with the caveat that the core of teaching-learning must remain the presence of teacher with student on the co-created never ending journey of the unfolding mystery in coming-to-know.


Assuntos
Educação em Enfermagem/normas , Docentes de Enfermagem/organização & administração , Robótica , COVID-19/epidemiologia , Humanos , Modelos Educacionais , Pandemias , SARS-CoV-2 , Estudantes de Enfermagem/psicologia
2.
J Nurs Educ ; 60(6): 324-328, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-34077319

RESUMO

BACKGROUND: Existing literature identifies a general positive benefit to students' examination scores when students change their answer on examinations. Current shifts toward computerized examinations and in test anxiety warrant a literature update on test-taking behaviors. PURPOSE: This study assessed answer changing on multiple-choice examinations and investigated faculty recommendations related to answer changing. METHOD: This study used a mixed-methods design using retrospective student data from ExamSoft reports and faculty responses from a national survey of nurse educators. RESULTS: Findings indicated 55% of students improved their examination score, with an average improvement of 3%, and 24% of students lowered their examination score. However, faculty continue to incorrectly recommend that students should not change answers on examinations. CONCLUSION: The results of this study support prior literature that answer changing benefits students. However, data are lacking on the characteristics of students who improve or lower their examination scores by changing answers.[J Nurs Educ. 2021;60(6):324-328.].


Assuntos
Docentes de Enfermagem , Estudantes de Enfermagem , Educação em Enfermagem , Humanos , Estudos Retrospectivos , Estudantes de Enfermagem/estatística & dados numéricos
3.
J Nurs Educ ; 60(6): 337-341, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-34077320

RESUMO

BACKGROUND: As the largest health care workforce, nursing is positioned to improve the health of populations using health information technology (HIT). Nurse graduates often lack confidence using HIT in practice, specifically, the electronic health record (EHR). Nurse scholars endorse the use of an academic electronic health record (AEHR) in nursing programs to provide students a safe learning platform to build levels of confidence using an EHR. METHOD: A quality improvement project was completed to evaluate student learning outcomes, satisfaction, and sustainability of an AEHR. Using an interprofessional approach, nurse educators incorporated the Systems Life Cycle Model to adopt an AEHR in two prelicensure nursing programs. RESULTS: Students' levels of confidence using an EHR in clinical settings increased markedly. Satisfaction rates for using an AEHR were high. CONCLUSION: Integration of an AEHR in nursing education contributes to building a proficient nursing workforce confident in using HIT for health care quality. [J Nurs Educ. 2021;60(6):337-341.].


Assuntos
Educação em Enfermagem , Registros Eletrônicos de Saúde , Melhoria de Qualidade , Estudantes de Enfermagem , Educação em Enfermagem/métodos , Docentes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia
5.
J Pak Med Assoc ; 71(5): 1458-1466, 2021 May.
Artigo em Inglês | MEDLINE | ID: mdl-34091635

RESUMO

OBJECTIVE: To identify nursing instructors' clinical education competencies. METHODS: The integrative review comprised research articles published between 2008 and 2018 on Medline, Scopus, Web of Science and Education Information Resource Centre databases searched through relevant key words. All the short listed papers were reviewed and quality assessment was done. Data was analysed using content analysis method. Nursing instructors' clinical education competencies were extracted from the original texts in the form of initial codes which were categorised into subcategories and categories based on comparisons of their similarities and differences. Finally, themes were extracted as expression of content hidden in the data to generate new insights. RESULTS: Of the 17 studies selected, 6(35.3%) were quantitative, 4(23.5%) qualitative, 3(17.6%) review studies and 4(23.5%) were mixed-methods studies. Three overarching themes identified were clinical teaching process competencies, students' supervision competencies in clinical settings and nursing instructors' professional ethics. CONCLUSIONS: The review provides insightful information on nursing instructors' clinical education competencies. Nursing educational institutions need to be encouraged to incorporate these concepts into educational curricula to empower nursing instructors and to enhance the quality of clinical education.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Competência Clínica , Currículo , Docentes de Enfermagem , Humanos
7.
J Prof Nurs ; 37(4): 777-783, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34187678

RESUMO

Resilience is a complex construct that is not universally defined, but reflects the ability of a person, community, or system to positively adapt to adversity in a way that promotes growth and well-being. Developing resilient nurses is a promising strategy to reduce nurse burnout and improving retention. The purpose of this paper is to review selected literature, synthesize, and interpret the findings that point toward promising practices that educators can employ to support student resilience. Four prominent prelicensure nursing student internal protective factors associated with resilience and derived from the literature include self-efficacy, optimism, emotional intelligence, and self-stewardship/self-care. Interventions to promote nursing student resilience is not well developed, however, there are promising evidence to inform concepts and interventions to guide the development, skills, practices, and strategies for nurse educators. Educational strategies to enhance student nurse internal protective factors include reflection, positive reframing, problem-based learning, and mindfulness. Specific examples of each educational modality applied to prelicensure student nurse resilience are provided. Integrative strategies to support and cultivate internal protective factors to strengthen student resilience are paramount to nursing education and clinical nursing practice.


Assuntos
Esgotamento Profissional , Educação em Enfermagem , Resiliência Psicológica , Estudantes de Enfermagem , Docentes de Enfermagem , Humanos , Aprendizagem Baseada em Problemas
8.
J Nurs Educ ; 60(5): 293-297, 2021 May.
Artigo em Inglês | MEDLINE | ID: covidwho-1278543

RESUMO

BACKGROUND: A university school of nursing initiated a pilot project to include Master of Science in Nursing (MSN) students in two existing Bachelor of Science in Nursing (BSN) student scenarios. The result was a valuable collaboration among the student learners. METHOD: Using a Zoom platform, students were introduced to their patient in a telehealth scenario. Students then encountered the same patient in an urgent care setting. The BSN student assessed the patient, then reported to the MSN student. The MSN student provided feedback and treatment orders. Individual BSN and MSN student pairs debriefed immediately after their scenarios and again at the end with other students and faculty. RESULTS: Evaluation was conducted using an adaptation of the Modified Simulation Evaluation Tool (SET-M) and free-text questions developed by nursing faculty. Both SET-M responses and written comments indicated students were satisfied with the simulation experience, and students' confidence and skills in communication and collaboration improved. CONCLUSION: This simulation was beneficial for both MSN and BSN students and will become an ongoing addition to the simulations. [J Nurs Educ. 2021;60(5):293-297.].


Assuntos
Assistência Ambulatorial , Educação em Enfermagem , Treinamento por Simulação , Estudantes de Enfermagem , Educação em Enfermagem/métodos , Educação em Enfermagem/organização & administração , Docentes de Enfermagem , Humanos , Projetos Piloto , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração
9.
Hum Resour Health ; 19(1): 64, 2021 05 12.
Artigo em Inglês | MEDLINE | ID: covidwho-1225777

RESUMO

BACKGROUND: The COVID-19 pandemic posed a huge challenge to the education systems worldwide, forcing many countries to provisionally close educational institutions and deliver courses fully online. The aim of this study was to explore the quality of the online education in China for international medical and nursing students from low- and middle-income countries (LMICs) as well as the factors that influenced their satisfaction with online education during the COVID-19 pandemic. METHODS: Questionnaires were developed and administered to 316 international medical and nursing students and 120 teachers at a university in China. The Chi-square test was used to detect the influence of participants' personal characteristics on their satisfaction with online education. The Kruskal-Wallis rank-sum test was employed to identify the negative and positive factors influencing the online education satisfaction. A binary logistic regression model was performed for multiple-factor analysis to determine the association of the different categories of influential factors-crisis-, learner-, instructor-, and course-related categories, with the online education satisfaction. RESULTS: Overall, 230 students (response rate 72.8%) and 95 teachers (response rate 79.2%) completed the survey. It was found that 36.5% of students and 61.1% of teachers were satisfied with the online education. Teachers' professional title, students' year of study, continent of origin and location of current residence significantly influenced the online education satisfaction. The most influential barrier for students was the severity of the COVID-19 situation and for teachers it was the sense of distance. The most influential facilitating factor for students was a well-accomplished course assignment and for teachers it was the successful administration of the online courses. CONCLUSIONS: Several key factors have been identified that affected the attitudes of international health science students from LMICs and their teachers towards online education in China during the COVID-19 pandemic. To improve the online education outcome, medical schools are advised to promote the facilitating factors and cope with the barriers, by providing support for students and teaching faculties to deal with the anxiety caused by the pandemic, caring for the state of mind of in-China students away from home, maintaining the engagement of out-China students studying from afar and enhancing collaborations with overseas institutions to create practice opportunities at students' local places.


Assuntos
Atitude , COVID-19 , Educação à Distância , Educação Médica/métodos , Educação em Enfermagem/métodos , Docentes , Estudantes , Adolescente , Adulto , Atitude do Pessoal de Saúde , Países em Desenvolvimento , Docentes de Medicina , Docentes de Enfermagem , Feminino , Humanos , Internet , Masculino , Enfermeiras e Enfermeiros , Pandemias , Médicos , SARS-CoV-2 , Estudantes de Medicina , Estudantes de Enfermagem , Adulto Jovem
10.
Nurse Educ Pract ; 53: 103092, 2021 May.
Artigo em Inglês | MEDLINE | ID: mdl-34049091

RESUMO

Compassion is a core value of the nursing profession which enables nurses to empathize with and help alleviate patient suffering. Literature increasingly reports a lack of compassion in patient care by students and junior nurses; empirical knowledge regarding experiences of compassionate care among nursing students remains understudied. Student experiences in the clinical setting may influence their development of compassion competencies. This study explored the experiences of baccalaureate nursing students in gaining competencies to deliver compassionate care during their clinical practice year. A descriptive qualitative study using semi-structured in-depth interviews was conducted. Thematic analysis was employed, generating six themes. The first three themes depict positive aspects of compassion development, including 'gaining patient acceptance,' 'motivation for professional growth,' and 'establishing an emotional bond with patients.' On the other hand, the other three themes capture the barriers to compassionate care, 'distrust,' 'fear of harm due to violence,' and 'heavy workload.' The positive and negative experiences shared by students indicate that hospital and nursing administrators need to foster a positive practice environment and nursing instructors should become role models to encourage compassionate care.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Empatia , Docentes de Enfermagem , Humanos , Aprendizagem
11.
Hum Resour Health ; 19(1): 64, 2021 05 12.
Artigo em Inglês | MEDLINE | ID: mdl-33980228

RESUMO

BACKGROUND: The COVID-19 pandemic posed a huge challenge to the education systems worldwide, forcing many countries to provisionally close educational institutions and deliver courses fully online. The aim of this study was to explore the quality of the online education in China for international medical and nursing students from low- and middle-income countries (LMICs) as well as the factors that influenced their satisfaction with online education during the COVID-19 pandemic. METHODS: Questionnaires were developed and administered to 316 international medical and nursing students and 120 teachers at a university in China. The Chi-square test was used to detect the influence of participants' personal characteristics on their satisfaction with online education. The Kruskal-Wallis rank-sum test was employed to identify the negative and positive factors influencing the online education satisfaction. A binary logistic regression model was performed for multiple-factor analysis to determine the association of the different categories of influential factors-crisis-, learner-, instructor-, and course-related categories, with the online education satisfaction. RESULTS: Overall, 230 students (response rate 72.8%) and 95 teachers (response rate 79.2%) completed the survey. It was found that 36.5% of students and 61.1% of teachers were satisfied with the online education. Teachers' professional title, students' year of study, continent of origin and location of current residence significantly influenced the online education satisfaction. The most influential barrier for students was the severity of the COVID-19 situation and for teachers it was the sense of distance. The most influential facilitating factor for students was a well-accomplished course assignment and for teachers it was the successful administration of the online courses. CONCLUSIONS: Several key factors have been identified that affected the attitudes of international health science students from LMICs and their teachers towards online education in China during the COVID-19 pandemic. To improve the online education outcome, medical schools are advised to promote the facilitating factors and cope with the barriers, by providing support for students and teaching faculties to deal with the anxiety caused by the pandemic, caring for the state of mind of in-China students away from home, maintaining the engagement of out-China students studying from afar and enhancing collaborations with overseas institutions to create practice opportunities at students' local places.


Assuntos
Atitude , COVID-19 , Educação à Distância , Educação Médica/métodos , Educação em Enfermagem/métodos , Docentes , Estudantes , Adolescente , Adulto , Atitude do Pessoal de Saúde , Países em Desenvolvimento , Docentes de Medicina , Docentes de Enfermagem , Feminino , Humanos , Internet , Masculino , Enfermeiras e Enfermeiros , Pandemias , Médicos , SARS-CoV-2 , Estudantes de Medicina , Estudantes de Enfermagem , Adulto Jovem
12.
J Prof Nurs ; 37(3): 541-543, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34016312

RESUMO

BACKGROUND: The Generation Z nursing student presents with a set of unique challenges from a faculty perspective since they have experienced technology and the use of screens since infancy. Nursing faculty require a different approach to this generation in order to communicate with, engage, effectively teach, and retain these students, all while revisiting their ideology of what defines student success. APPROACH: Newman's (1994) Theory of Health as Expanding Consciousness serves as a framework that nursing faculty can use to guide interactions and build relationships with Generation Z students to promote autonomy and critical thinking. The use of the mnemonic PROVE can help faculty outline strategies for use to improve metacognition and higher levels of consciousness in students of Generation Z. OUTCOME: By not prescribing to students "what to think", faculty can focus on helping students learn "how to" think and attain higher levels of consciousness.


Assuntos
Docentes de Enfermagem , Estudantes de Enfermagem , Estado de Consciência , Humanos , Teoria de Enfermagem , Pensamento
13.
J Prof Nurs ; 37(3): 578-587, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34016317

RESUMO

BACKGROUND: Tenure is a hallmark of higher education, but its value and relevance is questioned. PURPOSE: This study examined faculty perceptions of the value of tenured and non-tenured nursing faculty appointments. METHODS: A descriptive correlational design using an anonymous survey was sent to members of the American Association of College of Nursing. Participants (N = 542) from 44 states completed the survey. RESULTS: Significant differences in workload were found in teaching, administrative responsibilities, scholarship, and academic service. Compared to non-tenured faculty, tenured faculty had higher scores on Career Opportunities (p < 0.001), lower Life Balance scores (p = 0.001) and higher Academic Support scores (p = 0.014). Non-tenured faculty were less likely to agree than tenured faculty that tenure improves quality of education (χ2 = 86.48, p < 0.001) or is relevant to the modern university (χ2 = 75.20, p < 0.001). Narrative responses revealed six themes about tenure. Faculty on both tracks questioned the value of tenure. CONCLUSIONS: Faculties in schools of nursing nationwide need to re-evaluate the purpose of tenure and the tenure criteria in light of each institution's unique mission and expectations to determine how they are meeting the needs of both academic institution and nursing faculty. Although the idea of tenure is institutional, implementation is initiated at the school level. Our study revealed naivete about tenure among nursing faculty at the school level.


Assuntos
Mobilidade Ocupacional , Docentes de Medicina , Docentes de Enfermagem , Humanos , Inquéritos e Questionários , Estados Unidos , Universidades
14.
J Prof Nurs ; 37(3): 626-631, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34016323

RESUMO

BACKGROUND: Debate regarding the role of Doctor of Nursing Practice-prepared faculty in academic settings continues. Perceived barriers to successful integration include a lack of respect, inadequate infrastructure, and insufficient resources. PURPOSE: The purpose of this study was to compare differences in self-reported marginalization in doctorally prepared (Doctor of Philosophy/Doctor of Nursing Practice) nursing faculty working in academic settings. METHOD: A descriptive cross-sectional design was implemented to compare differences in self-reported marginalization between doctorally prepared faculty teaching in Commission on Collegiate Nursing Education accredited colleges. Marginality was measured using the Englund Marginality Index. FINDINGS: Results of an independent-samples t-test indicate that Doctor of Nursing Practice -prepared faculty self-reported higher levels of marginalization (M = 41.7, SD = 9.6) than Doctor of Philosophy -prepared faculty (M = 39.1, SD = 10.5); t(583) = 2.8, p = .006. DISCUSSION: Strategies to decrease marginalization include improving systemic issues surrounding shared governance and outdated tenure systems as well as enhancing infrastructures that improve collaboration among doctorally prepared faculty.


Assuntos
Educação de Pós-Graduação em Enfermagem , Docentes de Enfermagem , Estudos Transversais , Humanos
16.
J Nurs Educ ; 60(4): 203-208, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-34038278

RESUMO

BACKGROUND: Novice nursing faculty require support and guidance as they transition from clinical practice to teaching in an academic faculty. Mentoring is an important part of faculty development during the transitional experience. Currently, the learning needs of novice nursing faculty and the effects of formal mentorship programs are not well understood. METHOD: An integrative literature review was conducted from five electronic databases. The articles included in the review described primary research studies focused on formal mentorship programs that supported novice faculty in developing their teaching expertise and identified their learning needs. RESULTS: The review yielded eight studies that explored different aspects of the mentoring experience. Socialization to Academia and Navigating Mentorship were two key themes developed from the data. CONCLUSION: Included studies described mentoring programs and a clear need for some type of formalized orientation and mentorship process or program to enhance novice nursing faculty transition to the academic setting and role. [J Nurs Educ. 2021;60(4):203-208.].


Assuntos
Docentes de Enfermagem , Tutoria , Educação em Enfermagem , Humanos
17.
J Nurs Educ ; 60(4): 190-195, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-34038281

RESUMO

BACKGROUND: Clinical education placement for advanced practice registered nurse (APRN) students is challenging for most graduate schools of nursing. This study describes the experiences of hospitals that formed academic-service partnerships to facilitate clinical education placement for APRN students. METHOD: Hospital staff, schools of nursing administration and clinical faculty staff, clinical preceptors, and APRN students participated in the focus group and interview sessions during the evaluation of the Graduate Nurse Education demonstration project. RESULTS: Content analysis resulted in seven themes: APRN Student Enrollment, Clinical Placements/Process, Clinical Education Sites, Clinical Preceptors, Communication and Collaboration, Sustainability, and Funding Process. CONCLUSION: Future partnerships between hospitals, schools of nursing, and clinical education sites should consider collaborating in multiple regions to increase enrollment and clinical education placement opportunities for APRN students. [J Nurs Educ. 2021;60(4):190-195.].


Assuntos
Prática Avançada de Enfermagem , Educação em Enfermagem , Recursos Humanos , Prática Avançada de Enfermagem/educação , Comunicação , Educação em Enfermagem/organização & administração , Educação em Enfermagem/tendências , Docentes de Enfermagem , Humanos , Estudantes de Enfermagem , Recursos Humanos/estatística & dados numéricos
18.
J Nurs Educ ; 60(4): 225-228, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-34038285

RESUMO

BACKGROUND: A significant challenge facing nursing is new graduate RNs' unreadiness for practice. To better understand the issue, this study presents the challenges nursing faculty encounter in preparing nursing students for clinical practice through semi-structured interviews. METHOD: Eight faculty from a private midwestern university's prelicensure Bachelor of Science in Nursing (BSN) program participated in the study. A modified version of Colaizzi's data analysis method was used to interpret the data. RESULTS: Three main interrelated themes were identified: Facilitating Learning Among Today's Nursing Students, Teaching in an Era of Information Explosion and Health Care Reform, and Providing High-Quality Clinical Education. CONCLUSION: Findings from this study contribute to a deeper understanding of the challenges in preparing competent future nurses and offer insight into factors influencing the underpreparation of some new graduate BSN RNs. [J Nurs Educ. 2021;60(4):225-228.].


Assuntos
Educação em Enfermagem , Docentes de Enfermagem , Estudantes de Enfermagem , Educação em Enfermagem/organização & administração , Educação em Enfermagem/normas , Humanos , Aprendizagem , Estudantes de Enfermagem/estatística & dados numéricos
19.
J Nurs Educ ; 60(5): 249-251, 2021 May.
Artigo em Inglês | MEDLINE | ID: mdl-34039132

RESUMO

Nurse faculty need methodologically rigorous yet accessible techniques to evaluate the impact of their teaching strategies and build a strong body of evidence in nursing education science. Conditional process analysis is one such technique that allows researchers to include multiple variables in a single model to disentangle complex influences that instructional processes, student characteristics, and classroom variables have on learning outcomes. Researchers are encouraged to consider conditional process analysis to test and explain the effects of their educational strategies. Practical tools and resources are described that make conditional process analysis feasible for faculty with a basic understanding of statistical methods. [J Nurs Educ. 2020;60(5):249-251.].


Assuntos
Educação em Enfermagem , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem , Docentes de Enfermagem , Humanos , Aprendizagem , Pesquisa em Educação de Enfermagem/métodos
20.
J Nurs Educ ; 60(5): 293-297, 2021 May.
Artigo em Inglês | MEDLINE | ID: mdl-34039137

RESUMO

BACKGROUND: A university school of nursing initiated a pilot project to include Master of Science in Nursing (MSN) students in two existing Bachelor of Science in Nursing (BSN) student scenarios. The result was a valuable collaboration among the student learners. METHOD: Using a Zoom platform, students were introduced to their patient in a telehealth scenario. Students then encountered the same patient in an urgent care setting. The BSN student assessed the patient, then reported to the MSN student. The MSN student provided feedback and treatment orders. Individual BSN and MSN student pairs debriefed immediately after their scenarios and again at the end with other students and faculty. RESULTS: Evaluation was conducted using an adaptation of the Modified Simulation Evaluation Tool (SET-M) and free-text questions developed by nursing faculty. Both SET-M responses and written comments indicated students were satisfied with the simulation experience, and students' confidence and skills in communication and collaboration improved. CONCLUSION: This simulation was beneficial for both MSN and BSN students and will become an ongoing addition to the simulations. [J Nurs Educ. 2021;60(5):293-297.].


Assuntos
Assistência Ambulatorial , Educação em Enfermagem , Treinamento por Simulação , Estudantes de Enfermagem , Educação em Enfermagem/métodos , Educação em Enfermagem/organização & administração , Docentes de Enfermagem , Humanos , Projetos Piloto , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração
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