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1.
Rev. urug. enferm ; 17(2): 1-15, dic. 2022.
Artigo em Português | LILACS, BDENF - Enfermagem | ID: biblio-1392443

RESUMO

Objetivo. Conhecer o processo de integração de Tecnologias Digitais de Informação e Comunicação (TDIC), facilidades e limites percebidos por docentes de um curso de graduação em Enfermagem. Metodologia. Estudo descritivo e exploratório, de abordagem qualitativa, realizado no ano de 2018, com nove docentes de um curso graduação de Enfermagem de uma universidade pública localizada no interior cearense. Para o processo de produção dos dados, foram realizadas entrevistas semiestruturadas e procedeu-se à análise de conteúdo. Resultados. As TDIC têm sido integradas às práticas docentes em diferentes perspectivas, em atividades teóricas e práticas, a partir do uso de aplicativos móveis de simulação de práticas, redes sociais, links para websites, grupos de WhatsApp® e vídeos-aulas. Ademais, a integração dessas tecnologias amplia a criação de estratégias que promovem a participação ativa do educando, oferecendo espaços de reflexão, autonomia, bem como o desenvolvimento da criatividade. Os docentes destacam a interatividade e comunicação, o acesso a recursos que não estão disponíveis na Universidade, como modelos anatômicos, manequins/simuladores de procedimentos de Enfermagem. Dentre os limites, as questões estruturais, de acesso à internet, ausência de políticas institucionais e educação permanente são fatores que demandam maior atenção para que aconteça uma efetiva integração pedagógica das TDIC. Conclusão. Embora represente um processo inicial, percebe-se um potencial para continuidade e expansão das TDIC em diferentes ambientes e disciplinas. Esforços têm sido empreendidos pelos docentes para integrar essas tecnologias ao contexto das atividades pedagógicas no curso de Enfermagem.


Objective. The objective of this study is to know the integration process of Digital Technologies of Information and Communication (DTIC), facilities and limits perceived by professors of an undergraduate course in Nursing. Methods. Descriptive and exploratory study, with a qualitative approach, carried out in 2018, with nine professors from an undergraduate Nursing course at a public university located in the interior of Ceará. For the data production process, semi-structured interviews were conducted and content analysis was carried out. Results. DTIC have been integrated into teaching practices from different perspectives, in theoretical and practical activities, using mobile practice simulation applications, social networks, links to websites, WhatsApp® groups and video-lessons. Furthermore, the integration of these technologies increases the creation of strategies that promote the active participation of the student, offering spaces for reflection, autonomy, as well as the development of creativity and collaboration. Teachers highlight interactivity and communication, access to resources that are not available at the University, such as anatomical models, simulators of nursing procedures. Among the limits, structural issues, access to the internet, absence of institutional policies and permanent education are factors that demand greater attention for an effective pedagogical integration of DTIC. Conclusion. Although it represents an initial process of use, there is a potential for continuity and expansion of DTIC in different environments and disciplines. Efforts have been undertaken by teachers to integrate these technologies into the context of pedagogical activities in the Nursing course.


Objetivo. Conocer el proceso de integración de las Tecnologías de la Información y la Comunicación Digitales (TDIC), facilidades y límites percibidos por profesores de un curso de grado en Enfermería. Métodos. Estudio descriptivo y exploratorio, con abordaje cualitativo, realizado en 2018, con nueve profesores de curso de grado en Enfermería de una universidad pública ubicada en el interior de Ceará. Para el proceso de producción de datos se realizaron entrevistas semiestructuradas y análisis de contenido. Resultado. Las TDIC se han integrado en las prácticas docentes desde diferentes perspectivas, en actividades teóricas y prácticas, utilizando aplicaciones de simulación de prácticas móviles, redes sociales, enlaces a sitios web, grupos de WhatsApp® y video-lecciones. Además, la integración de estas tecnologías incrementa la creación de estrategias que promueven la participación activa del alumno, ofreciendo espacios de reflexión, autonomía, así como el desarrollo de la creatividad y la colaboración. Los docentes destacan la interactividad y la comunicación, el acceso a recursos que no están disponibles en la Universidad, como modelos anatómicos, maniquíes/simuladores de procedimientos de enfermería. Entre los límites, las cuestiones estructurales, el acceso a internet, la ausencia de políticas institucionales y la educación permanente son factores que demandan mayor atención para que se produzca una efectiva integración pedagógica de las TDIC. Conclusión. Aunque represente un proceso inicial de uso, existe un potencial de continuidad y expansión de las TDIC en diferentes entornos y disciplinas. Los profesores han hecho esfuerzos para integrar estas tecnologías en el contexto de las actividades pedagógicas en el curso de Enfermería.


Assuntos
Humanos , Masculino , Feminino , Tecnologia Educacional/métodos , Educação em Enfermagem , Tecnologia da Informação , Tecnologia Digital/métodos , Aprendizagem , Materiais de Ensino , Universidades , Brasil , Docentes de Enfermagem
3.
J Contin Educ Nurs ; 53(11): 500-504, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36318710

RESUMO

Background Clinical judgment is one of the crucial skills necessary for nurses to practice safely and support positive patient outcomes. Inpatient nurse educators often seek engaging and meaningful methods of providing important learning to bedside nurses. Method A game-based learning (GBL) activity, originally created to enhance clinical judgment in the management of post-partum hemorrhage (PPH) for undergraduate nursing students, was replicated for RNs' continuing education on an obstetric unit. Results Although less remarkable than undergraduate students' scores, RNs' scores improved significantly (p < .05) for every aspect of the clinical judgment model applied to PPH (recognition, analysis, action, evaluation) from pre- to posttest after using the GBL activity. Conclusion GBL is effective for enhancing the clinical judgment ability of RNs for specific topics such as PPH and can be utilized to support education across a continuum of expertise for those in, or preparing for, direct patient care. [ J Contin Educ Nurs. 2022;53(11):500-504.].


Assuntos
Bacharelado em Enfermagem , Hemorragia Pós-Parto , Estudantes de Enfermagem , Feminino , Humanos , Bacharelado em Enfermagem/métodos , Julgamento , Docentes de Enfermagem , Competência Clínica
4.
J Nurs Educ ; 61(11): 617-623, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36343191

RESUMO

BACKGROUND: Higher education wants a satisfied workforce to ensure the organization reaches their stated or evolving goals; however, if faculty are dissatisfied, there can be harmful and long-term consequences on productivity and organizational outcome. This study examined nursing faculty's job satisfaction and intent to stay in universities in the United States and Canada. METHOD: This study used a nonexperimental, survey research design with correlational analysis. The sample included 746 U.S. and Canadian nursing faculty. A secondary data source from the Collaborative on Academic Careers in Higher Education also was used; the data contained responses to an online survey. RESULTS: Job satisfaction demonstrated statistically significant positive relationships with personal and family policies, collaboration, tenure clarity, institutional leadership, shared governance, and engagement. CONCLUSION: Understanding the different factors influencing job satisfaction and intent to stay is one step toward meeting the challenge of a diversified academic nursing workforce. [J Nurs Educ. 2022;61(11):617-623.].


Assuntos
Docentes de Enfermagem , Satisfação no Emprego , Humanos , Estados Unidos , Canadá , Inquéritos e Questionários , Liderança
5.
J Nurs Educ ; 61(11): 636-640, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36343193

RESUMO

BACKGROUND: There is a call for leadership in every nursing role. Thus, nursing faculty must self-reflect on their leadership abilities and seek support from their surrounding resources to be successful leaders in their current and future roles. METHOD: An exploratory descriptive study was conducted to query nursing faculty's perceptions of their leadership self and means efficacy. An anonymous online survey using the Leadership Efficacy Questionnaire that measures leader means efficacy was sent to universities in the United States. RESULTS: Sixty-nine faculty participated. The majority (92.8%) of respondents were women between the ages of 32 and 71 years. The participants included both diploma and university educators with varied experience. Leader action efficacy yielded a 70.4% confidence score, with leader means efficacy of 66.5% and leader self-regulation efficacy of 77.6%. CONCLUSION: Faculty in higher nursing education must be able to lead with confidence and be supported by their respective institutions. Further research on leadership training is needed. [J Nurs Educ. 2022;61(11):636-640.].


Assuntos
Educação em Enfermagem , Docentes de Enfermagem , Feminino , Humanos , Masculino , Estados Unidos , Adulto , Pessoa de Meia-Idade , Idoso , Liderança , Papel do Profissional de Enfermagem , Universidades
7.
Nurs Educ Perspect ; 43(6): 363-368, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36315877

RESUMO

AIM: This study aims to address the transition-to-practice dilemma for novice nurse, define gaps, and lay a foundation for a curriculum framework. BACKGROUND: The National League for Nursing has challenged and supported nurse educators in developing teaching methodologies that prepare novice nurses for professional practice. Over a decade ago, compelling research fueled a debate that continues today, with nursing education and practice research reporting lack of readiness for practice by novice nurses and the goal of identifying gaps and potential strategies for solutions. METHOD: The Utstein-style meeting strategy consensus approach was used to refine the data gaps reported in the literature. RESULTS: The findings from this work generated a strong foundation for a transition-to-practice curriculum framework. CONCLUSION: The Utstein-style meeting provided for a diverse conversation across multiple perspectives. Participants worked collaboratively in real time to further illuminate and refine the data gaps and inform nursing curricula.


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Humanos , Educação em Enfermagem/métodos , Currículo , Docentes de Enfermagem , Bacharelado em Enfermagem/métodos
8.
Nurs Educ Perspect ; 43(6): E62-E64, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36315887

RESUMO

ABSTRACT: Caring is considered a vital aspect of nursing. This study explored Jordanian nursing students' perceptions of their clinical instructors' caring behaviors. A cross-sectional approach was taken. Data were collected from 212 nursing students using the Nursing Students' Perceptions of Instructor Caring instrument developed by Wade and Kasper. Nursing students were found to have generally positive responses toward their clinical instructors, perceiving them as caring rather than uncaring. Clinical instructors' caring behaviors had a positive impact on nursing students' caring behaviors.


Assuntos
Estudantes de Enfermagem , Humanos , Docentes de Enfermagem , Inquéritos e Questionários
9.
Nurs Educ Perspect ; 43(6): E94-E96, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36315889

RESUMO

ABSTRACT: This cross-sectional comparative survey aimed to determine the level differences of professional nursing values in sophomore and senior nursing students using a demographic form and the Nurses Professional Values Scale-3. The mean score for nursing professional values was significantly higher (p < .001) among senior students (111.02, SD = 15.12) than sophomore students (99.46, SD = 12.56). However, professional values in the professional dimension require improvement. To ensure that future nurses integrate these values into professional practice, nurse educators must teach professional values by adopting innovative approaches.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Estudos Transversais , Docentes de Enfermagem , Prática Profissional , Inquéritos e Questionários
10.
Nurse Educ Pract ; 64: 103457, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36182730

RESUMO

BACKGROUND: Stressors among nursing students arise from both academic activities and clinical placement. Understanding how nursing students perceive academic and clinical stressors and the clinical learning environment could help develop useful approaches to reducing levels of stress and contribute to the maintenance of a good learning environment. There is a paucity of studies that investigated associations between the clinical learning environment and the stress of nursing students. OBJECTIVES: To investigate the relationship between the perception of the clinical learning environment and stress in nursing students; to compare the perception of the clinical learning environment and stress in terms of the year and terms of the organization of supervision. DESIGN: Cross-sectional correlation study SETTINGS: University PARTICIPANTS: The sample consisted of 155 nursing students in the bachelor's degree program. During the four academic years, students of individual years of the bachelor's study program were included in the study after completing all clinical placements in a given academic year. METHODS: The following instruments were used for the data collection: Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, Perceived Stress Scale; Physio-Psycho-Social Response Scale and Coping Behaviour Inventory. Correlation analysis and multiple linear regression analysis using stepwise methods were used to determine the relationships between the variables. RESULTS: The clinical learning environment is a strong predictor of students' perceptions of stress related to teachers and nursing staff. Types and degrees of stressful events during clinical practice varied between years of study. The experience with supervision was related to the overall perception of the clinical learning environment, but not to the students' physio-psychosocial status, types of stressful events during clinical practice and coping behaviors. Also, the differences in the students' physio-psychosocial status were not significant in terms of individual years of study and method of supervision. CONCLUSIONS: There is a significant relationship between the clinical learning environment and the perception of academic stress. The attitude of the teacher and the medical staff can thus be important in influencing the level of stress in nursing students.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Estudos Transversais , Docentes de Enfermagem , Humanos , Estresse Psicológico , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários
11.
Arq. ciências saúde UNIPAR ; 26(3)set-dez. 2022. 878^c891
Artigo em Português | LILACS | ID: biblio-1399498

RESUMO

O objetivo do estudo foi relatar a experiência docente da aplicação de uma estratégia problematizadora para o ensino do processo de enfermagem, com estudantes de graduação. Trata-se de um relato de experiência, desenvolvido durante o primeiro semestre de 2019, envolvendo 35 estudantes de uma universidade pública do sul do Brasil, matriculados em uma disciplina cujo foco era o aprimoramento de competências e habilidades para operacionalização do processo de enfermagem, a partir de uma abordagem problematizadora, pautada no Arco de Charles Maguerez. Resultados: Os estudantes, com o apoio dos docentes, percorreram as etapas do Arco de Maguerez: observaram a realidade hospitalar para desenvolver o processo de enfermagem, desvelaram os pontos chave dessa estruturação, teorizaram com autonomia para compreender o processo de enfermagem, criaram hipóteses para intervir na realidade, para enfim aplicar, com autonomia o conhecimento (re)construído na realidade prática assistencial. Os estudantes, por meio da estratégia problematizadora, conseguiram desenvolver o processo de enfermagem de maneira exitosa, implicando em conhecimento nos seus saberes e fazeres para o seu desenvolvimento acadêmico, evidenciando a importância em buscar aprimoramento no processo ensino-aprendizagem desta temática tão relevante no âmbito da enfermagem.


Objective: to report the teaching experience of the application of a problematizing strategy for the teaching of the nursing process, with undergraduate students. Method: experience report, developed during the first semester of 2019, involving thirty-five students from a public university in southern Brazil, enrolled in a discipline whose focus was the improvement of competencies and skills for operationalization of the nursing process, based on a problematizing approach, based on the Arch of Charles Maguerez. Results: The students, with the support of the teachers, went through the stages of the Maguerez Arch: they observed the hospital reality to develop the nursing process, unveiled the key points of this structure, theorized with autonomy to understand the nursing process, created hypotheses to intervene in reality, to finally apply, with autonomy the knowledge (re)built in the practical reality of care. Conclusion and implications for practice: The students, through the problematizing strategy, were able to develop the nursing process successfully, implying knowledge in their know-how for their academic development, evidencing the importance of seeking improvement in the teaching-learning process of this very relevant theme in the nursing field.


El objetivo del estudio fue reportar la experiencia docente de la aplicación de una estrategia problematizadora para la enseñanza del proceso de enfermería, con estudiantes de pregrado. Se trata de un relato de experiencia, desarrollado durante el primer semestre de 2019, en el que participaron 35 estudiantes de una universidad pública del sur de Brasil, matriculados en una disciplina cuyo foco era el aprimoramiento de competencias y habilidades para la operacionalización del proceso de enfermería, a partir de un abordaje problematizador, pautado en el Arco de Charles Maguerez. Resultados: Los estudiantes, con el apoyo de los profesores, recorrieron las etapas del Arco de Maguerez: observaron la realidad hospitalaria para desarrollar el proceso de enfermería, desvelaron los puntos clave de esa estructura, teorizaron con autonomía para comprender el proceso de enfermería, crearon hipótesis para intervenir en la realidad, para aplicar, con autonomía, el conocimiento (re)construido en la realidad práctica asistencial. Los estudiantes, mediante la estrategia de problematización, lograron desarrollar el proceso de enfermería de manera exitosa, implicando conocimiento en su saber y hacer para su desarrollo académico, resaltando la importancia de buscar la mejora en el proceso de enseñanza-aprendizaje de este tema relevante en enfermería.


Assuntos
Humanos , Masculino , Feminino , Ensino , Docentes de Enfermagem/educação , Processo de Enfermagem/organização & administração , Estudantes de Enfermagem , Educação Baseada em Competências/métodos , Aprendizagem Baseada em Problemas/métodos , Aprendizagem , Processo de Enfermagem
12.
J Nurs Educ ; 61(10): 587-590, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36197306

RESUMO

BACKGROUND: There is a gap in studies examining formal mentorship programs designed for ongoing faculty support. METHOD: A mixed-methods explanatory research design was used to examine nurse educators' experiences of a navigation-based mentoring program in a baccalaureate nursing program in Western Canada. Descriptive statistics were used to examine the means of three subsets of the Capabilities of Nurse Educators (CONE) questionnaire. Interviews were conducted, and data were analyzed using qualitative descriptive methods. RESULTS: The findings highlight the positive effects the faculty navigator program had on faculty's confidence and development as educators. The most significant finding was the in-time relational support that faculty navigators provided to prevent new faculty from feeling alone in their new role. CONCLUSION: The faculty navigator program is effective for its setting. This program could be expanded to facilitate stronger learner-centered approaches to teaching in various settings with faculty of varying expertise. [J Nurs Educ. 2022;61(10):587-590.].


Assuntos
Docentes de Enfermagem , Canadá , Humanos , Inquéritos e Questionários
13.
J Nurs Educ ; 61(10): 591-593, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36197307

RESUMO

BACKGROUND: Clinical nursing practice is the hallmark of nursing education providing for the application of nursing knowledge to the care of patients in a contextual clinical environment. There is no universal method for educating students in the clinical arena. The literature has been limited to the evaluation of clinical education models and student perceptions of learning; however, there is a gap in the literature regarding the daily clinical activities of faculty and students. METHOD: This exploratory descriptive study examined the explicit undertakings of a clinical day among faculty and students in the southeastern United States. RESULTS: Responses from 61 survey participants described detailed activities of a clinical day including preclinical preparation, prebriefing, student and faculty clinical activities, and postconference structure. CONCLUSION: This foundational knowledge provides insight for improving clinical education with the goal of educators connecting clinical activities to the development of student competencies. [J Nurs Educ. 2022;61(10):591-593.].


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Bacharelado em Enfermagem/métodos , Docentes de Enfermagem , Humanos , Modelos Educacionais , Preceptoria , Estudantes
14.
Nurs Clin North Am ; 57(4): 551-562, 2022 12.
Artigo em Inglês | MEDLINE | ID: mdl-36280294

RESUMO

Despite the unprecedented obstacles created by the COVID-19 pandemic, nursing professional development practitioners and nurse educators successfully harnessed educational technology to disseminate an extraordinary amount of vital information needed to provide care to a society in crisis. The agile adoption of educational technology allowed rapid access and dissemination of information that carried institutions through the uncharted waters of the pandemic and created a roadmap for mass education techniques to guide not only future disaster preparedness and crisis intervention but also application of nursing education in all arenas.


Assuntos
COVID-19 , Educação em Enfermagem , Humanos , Pandemias , Docentes de Enfermagem , Tecnologia
15.
J Nurs Educ ; 61(9): 511-515, 2022 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-36098543

RESUMO

BACKGROUND: Recent national recommendations have been developed to ensure nurse educators are prepared to teach about health equity and social determinants of health. Nurse educators may not have had formal or professional development in teaching these concepts, which may pose a barrier to implementing recommendations. METHOD: This article outlines a graduate course focused on social determinants of health to prepare future nurse educators with the knowledge, skills, and ability to address these concepts in future teaching. RESULTS: A backward design approach facilitated the alignment of learning outcomes, assessments, and activities that resulted in Quality Matters certification in this online graduate-level course. Topics include health equity and implicit bias, and learners evaluate educational resources and develop an educational presentation of health inequities in a selected population. CONCLUSION: This course supports the development of nurse educators to increase their skill in understanding and teaching social determinants of health and health equity. [J Nurs Educ. 2022;61(9):511-515.].


Assuntos
Docentes de Enfermagem , Determinantes Sociais da Saúde , Certificação , Docentes de Enfermagem/educação , Humanos , Aprendizagem
16.
BMJ Open ; 12(9): e059502, 2022 09 28.
Artigo em Inglês | MEDLINE | ID: mdl-36171038

RESUMO

OBJECTIVES: Understanding the competency of educators is key to informing faculty development, recruitment and performance monitoring. This study aimed to assess the core teaching competency of nursing, midwifery and biomedical educators, and associated factors in Ethiopia. DESIGN: An institution-based cross-sectional study was conducted in January 2020 using structured tools adapted from the WHO's nurse and midwifery educator competency frameworks. SETTING: Two health science colleges and nine student practice sites in Ethiopia. PARTICIPANTS: All classroom instructors and clinical preceptors of nursing, midwifery and biomedical technician training programmes, and all the graduating class students. MEASURES: Overall teaching competency scores, teaching domain competency scores, competency gaps and performance gaps of educators were outcome measures. Past training on teaching skills courses, teaching experiences and sociodemographic characteristics of educators are associated factors. RESULTS: Most educators were not trained in teaching methods (82%). The teaching competency scores of classroom instructors and clinical preceptors were 61.1% and 52.5%, respectively. Competency gaps were found in using active learning methods, performance assessment, feedback and digital learning. Professional background of classroom instructors had a significant and strong association with their competency score (p=0.004; V=0.507). Age and teaching experience of clinical preceptors had significant associations with their competency score (p=0.023 and p=0.007, respectively) and had strong associations (V=0.280 and 0.323, respectively). Sex of students and their perceptions of how well the educators give education resources had a significant and strong association (p<0.001; V = 0.429). CONCLUSIONS: Nursing, midwifery and biomedical educators lacked the competency to undertake important teaching roles, which could contribute to the low quality of education. More attention should be given to strengthening faculty development.


Assuntos
Tocologia , Estudantes de Enfermagem , Estudos Transversais , Etiópia , Docentes , Docentes de Enfermagem , Feminino , Pessoal de Saúde/educação , Humanos , Tocologia/educação , Gravidez , Ensino
17.
Metas enferm ; 25(7): 7-12, Septiembre 2022. tab, graf
Artigo em Inglês, Espanhol | IBECS | ID: ibc-208077

RESUMO

Objetivo: identificar la percepción que tienen los estudiantes de Enfermería sobre la adquisición de habilidades clínicas durante la pandemia por COVID-19 y analizar si está asociada con el semestre que están cursando y con haber realizado práctica clínica en escenarios reales. Método: se llevó a cabo un estudio descriptivo transversal con estudiantes de Enfermería de una universidad pública de Zacatecas, México (N= 1.033). Se administró vía electrónica el segundo apartado del cuestionario Clinical Competency Questionnaire traducido al español con un alfa de Cronbach= 0,969. Se analizó la asociación de las habilidades clínicas con el semestre cursado y la experiencia mediante la prueba de Chi cuadrado con una significancia estadística de p≤ 0,05. Resultados: respondieron un total de N= 82 estudiantes. La media de edad fue de 20,7 (DE:1,40), el 87,8% era mujer en su mayoría del séptimo semestre (40,2%). Un 50% se percibió con habilidades clínicas deficientes; un 34,1%, sin habilidades clínicas y un 15,9%, con habilidades clínicas competentes. Los estudiantes de quinto semestre se percibieron con menores habilidades clínicas (p= 0,006), al igual que aquellos que no habían cursado práctica clínica antes de la pandemia (p= 0,005). Conclusiones: a partir de la pandemia, las habilidades en la práctica clínica son percibidas como nulas o deficientes por los estudiantes de Enfermería, por lo que se requiere implementar cambios en la metodología de enseñanza-aprendizaje, transitar a un modelo híbrido e integrador con intervenciones educativas efectivas y que demuestren el desarrollo de los dominios en este tipo de habilidades para cumplir con el perfil de egreso planteado.(AU)


Objective: to understand the perception by Nursing students about the acquisition of clinical skills during the COVID-19 pandemic, and to analyse if this is associated with the semester they are currently taking and with conducting clinical practice in real settings. Method: a cross-sectional descriptive study was conducted with Nursing students from a public university in Zacatecas, Mexico (N= 1,033). The second section of the Clinical Competency Questionnaire in its Spanish translation was administered online, with Cronbach’s alpha= 0.969. The association between the clinical skills and the semester studied and experience was analysed through Chi-squared test withp≤ 0.05 as statistical significance. Results: in total, N= 82 students participated. Their mean age was 20.7 (SD:1.40), 87.8% were female, and the majority were in their seventh semester (40.2%). 50% of them perceived that their clinical skills were poor, 34.1% stated they had no clinical skills, and 15.9% perceived that their clinical skills were proficient. Students in their fifth semester perceived their clinical skills as lower (p= 0.006), as well as those who had not had any clinical practice before the pandemic (p= 0.005). Conclusions: after the pandemic, clinical practice skills are perceived as non-existent or poor by Nursing students; therefore, it is necessary to implement changes in the teaching-learning methodology, to move to a hybrid and inclusive model with effective educational interventions which demonstrate the development of domains in this type of skills, in order to meet the proposed profile of graduation.


Assuntos
Humanos , Masculino , Feminino , Estudantes de Enfermagem , Pandemias , Betacoronavirus , Vírus da SARS , Competência Clínica , Prática do Docente de Enfermagem , Educação à Distância , Docentes de Enfermagem , Aprendizagem , Estudos Transversais , Epidemiologia Descritiva , México , Inquéritos e Questionários
19.
Nurse Educ Today ; 118: 105512, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36054976

RESUMO

OBJECTIVE: To synthesise the literature exploring nurse and other clinicians' conceptualisations and experiences of roles and identities as they transition to educator positions and to identify facilitators/barriers to, and consequences of, successful transitions. DESIGN: A systematic narrative review of empirical research reporting clinician-educator transitions was conducted from database inception to December 2020. DATA SOURCES: Our search employed ERIC, CINAHL, PsycINFO, Scopus, Ovid MEDLINE® Plus, ERIC (ProQuest), and Sociological Abstracts (ProQuest). We used search terms and synonyms relating to 'identity', 'role' and 'transitions'. REVIEW METHODS: Using the PRISMA protocol for systematic reviews, we reviewed titles and abstracts for inclusion, then used the Critical Appraisal Skills Program tool to evaluate article quality. We extracted evidence from included articles, synthesising data thematically by exploring similarities and differences between studies. RESULTS: We screened 2753 articles. 23 studies (across 25 articles) matched our inclusion criteria, 20 of which included nursing clinician-educator transitions. We identified four themes describing clinician-educator transitions: (i) multiple ways of conceptualising roles and identities, (ii) clinician-educator transitions as complex, emotion-laden processes, (iii) personal, interpersonal, and organisational facilitators and barriers of clinician-educator transitions, and (iv) positive and negative consequences of clinician-educator transitions. CONCLUSION: Our review supports deeper understandings of transition processes that can be used by organisations to better support clinicians as they adapt to their new educator roles and identities.


Assuntos
Docentes de Enfermagem , Enfermeiras Clínicas , Humanos
20.
Nurse Educ Today ; 118: 105517, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36057148

RESUMO

BACKGROUND: Historically, attrition rates among nursing students in the United States have been a significant problem. However, beyond academic struggles, little is known about the unsuccessful experiences of nursing students. A glimpse into unsuccessful nursing students' perceptions and stressors, other than academic requirements, provides a framework for nurse educators to develop an identification system for at-risk students. DESIGN: This study aimed to focus on the student perception of failure, beyond academic results. A phenomenological study using narrative inquiry methodology was used for the study. PARTICIPANTS: The purposive sampling approach included thirty-seven students who were unsuccessful in a baccalaureate nursing program. All students were interviewed and analysis was completed. METHODS: Our analysis revealed both intrinsic and extrinsic motivators presented as an important factor for each student's success. Although each participant had unique circumstances, common themes emerged. These findings support the need for support that goes beyond support with academic studies. RESULTS: Holistic admissions processes need to be utilized, ensuring the best candidates, are admitted to nursing programs. Admission criteria should expand beyond grade point average requirements, and possibly include some form of stress management evaluation, or consideration of extrinsic influences.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Bacharelado em Enfermagem/métodos , Docentes de Enfermagem , Humanos , Narração
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