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1.
Nurs Inq ; 28(3): e12411, 2021 07.
Artigo em Inglês | MEDLINE | ID: mdl-33949746

RESUMO

Student evaluations of teaching are ubiquitous in higher education; however, most prior research has focused on the numeric ratings, with little systematic attention given to the qualitative comments. In this study, written comments were collected as part of the regular evaluation of a community health nursing course over four semesters. Taken as a whole, student comments were strikingly consistent and mostly negative. Students emphasized the authority of the textbook and framed the course as preparation for the National Council Licensure Examination (NCLEX). Instructor efforts to focus on critical analysis of social issues were met with confusion, suspicion, and resistance. Student comments were further analyzed in relation to 3 levels of discourse: the student/teacher level, the nursing-education level, and the social-historical level. For each level, the comments reveal problems, but not the ones suggested by a conventional reading of student evaluations. If students and teachers have conflicting expectations about goals and methods for learning, formal student evaluations may be less useful as a measure of teaching effectiveness. This study also raises troubling concerns about current practices in nursing pedagogy, particularly the emphasis on standardized testing and highly structured didactics, and the overlap between student evaluation systems and the technologies of neoliberalism.


Assuntos
Docentes de Enfermagem/normas , Estudantes de Enfermagem/psicologia , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/estatística & dados numéricos , Retroalimentação , Humanos , Estudantes de Enfermagem/estatística & dados numéricos
2.
J Nurses Prof Dev ; 37(4): 211-215, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33840734

RESUMO

The Colorado Center for Nursing Excellence established a formal didactic course in 2005 to deliberately prepare clinical faculty using expert clinical nurses. Independently, the National League for Nursing, in 2018, established criteria for certification for clinical nurse educators. The content of this course content closely mirrors those competencies and provides preparation for the exam. As a result, Clinical Scholars have established themselves as important players in nursing education in Colorado.


Assuntos
Educação Continuada em Enfermagem/normas , Docentes de Enfermagem/educação , Preceptoria/métodos , Colorado , Currículo/tendências , Educação Continuada em Enfermagem/métodos , Docentes de Enfermagem/normas , Humanos , Preceptoria/normas , Competência Profissional
5.
J Nurs Educ ; 60(2): 67-73, 2021 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-33528576

RESUMO

BACKGROUND: Concern with patient safety necessitates valid and reliable measures to evaluate clinical judgment. The purpose of this article is to describe how the Lasater Clinical Judgment Rubric (LCJR) has been used to evaluate the effectiveness of educational interventions to promote clinical judgment and its psychometric properties. METHOD: Search terms included nurse, student, clinical judgment, and Lasater Clinical Judgment Rubric in Scopus, ERIC, and CINAHL with EBSCOhost databases. The final review included 20 studies. RESULTS: Researchers reported alphas for total scales as .80 to .97, subscales as .89 to .93, and students' self-scored as .81 to .82. Themes were: Individual Versus Group Evaluations, Clinical Judgment Scenarios, and Adaptation for Nonobservation Activities. CONCLUSION: Results of this review indicate that the LCJR can be used to evaluate clinical judgment, but educators need to consider inter- and intrarater reliability, individual versus group evaluation, clinical judgment scenarios, and adapting the rubric for nondirect observation activities. [J Nurs Educ. 2021;60(2):67-73.].


Assuntos
Educação em Enfermagem , Avaliação Educacional , Docentes de Enfermagem , Julgamento , Competência Clínica , Educação em Enfermagem/normas , Docentes de Enfermagem/normas , Humanos , Reprodutibilidade dos Testes , Estudantes de Enfermagem
6.
J Nurs Educ ; 60(1): 20-24, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33400803

RESUMO

BACKGROUND: Global Health is an emerging field that refers to the health and well-being of the world's population. It is crucial that the next generation of nurses is prepared as global health advocates. There is no prior research of self-assessed global health competencies among nursing faculty in U.S. prelicensure programs. The aim of this study was to determine the level of global health competencies (knowledge and skills) of nursing faculty in U.S. prelicensure programs. METHOD: Attendees at the National League for Nursing Education Summit completed the Global Health Competencies survey. RESULTS: Survey participants (N = 161) reported a 66.76% confidence in their knowledge of global health and 61.4% confidence in global health skills with patients from different backgrounds. Three areas of educational needs were identified: (a) the relationship between health and access to clean water, sanitation, and nutrition; (b) cultural competency; and (c) understanding the relationship between health and human rights. CONCLUSION: Nursing faculty participants identified several areas for improvement in their knowledge of global health issues. [J Nurs Educ. 2021;60(1):20-24.].


Assuntos
Competência Clínica , Educação em Enfermagem , Docentes de Enfermagem , Saúde Global , Currículo , Educação em Enfermagem/estatística & dados numéricos , Avaliação Educacional , Docentes de Enfermagem/normas , Docentes de Enfermagem/estatística & dados numéricos , Humanos
7.
Nurs Outlook ; 69(2): 228-233, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33509626

RESUMO

Statistics knowledge is essential for nursing faculty in both teaching and research roles. In the teaching role when discussing nursing research, nursing faculty are confronted with statistical concepts and statistical methods applications. Knowledge of fundamental statistical concepts is needed so that nursing faculty can understand and critically evaluate the literature. The purpose of this study was to assess nursing faculty knowledge of fundamental statistical concepts. A probability sample with a 7.7% response rate yielded participation from 164 nursing faculty from 26 accredited schools. Results showed that most faculty members (91.5%) read peer-reviewed health-related scientific journal articles. On average, nursing faculty answered 5.1 (SD = 1.6) out of 8 statistical knowledge questions correctly. Problematic concepts included randomization (43.3% correct), and interpreting a confidence interval (42.7%) and odds ratio (33.5%). The results of this study may be used to improve statistics education and training for future nursing faculty and strengthen scholarship for nursing faculty conducting research.


Assuntos
Educação de Pós-Graduação em Enfermagem/normas , Docentes de Enfermagem/normas , Competência Profissional/normas , Estatística como Assunto/normas , Estudos Transversais , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Docentes de Enfermagem/estatística & dados numéricos , Humanos , Competência Profissional/estatística & dados numéricos , Instituições Acadêmicas/organização & administração , Instituições Acadêmicas/estatística & dados numéricos , Inquéritos e Questionários
8.
Nurs Outlook ; 69(1): 43-49, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-32713733

RESUMO

BACKGROUND: While nurse faculty may believe that they teach more than faculty in other academic departments, their perceptions are difficult to corroborate when workload policies are not transparent at institutions. PURPOSE: This descriptive study was designed to examine inequities in teaching workloads between nurse faculty and their academic colleagues from the perspectives of Deans and Directors of Nursing Programs. METHODS: A web-based, investigator-developed survey was emailed to Nurse Unit Leaders in spring, 2019. The final sample included 224 respondents. Data were analyzed with descriptive statistics. FINDINGS: Nurse Unit Leaders perceived that nurse faculty teach larger classes and more courses than their academic peers. Survey respondents attributed these and other variations at their institutions to the complexity of teaching responsibilities in nursing units and the limited understanding of these responsibilities by university administrators. DISCUSSION: Ensuring equitable teaching workloads requires transparent policies and an organizational culture committed to faculty governance.


Assuntos
Educação em Enfermagem/métodos , Docentes de Enfermagem/normas , Carga de Trabalho/normas , Educação em Enfermagem/normas , Docentes de Enfermagem/psicologia , Humanos , Escolas de Enfermagem/organização & administração , Escolas de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários , Estados Unidos , Universidades/organização & administração , Universidades/estatística & dados numéricos , Carga de Trabalho/psicologia
9.
Creat Nurs ; 26(4): 232-235, 2020 Nov 01.
Artigo em Inglês | MEDLINE | ID: mdl-33273126

RESUMO

This article presents a conceptual model explaining classroom dynamics, to guide novice nurse educators who are transitioning from clinical practice to academia. A critical review using Fawcett's framework for analysis and evaluation of nursing models was used to develop the Houser gear conceptual model, a visual representation of a gear system depicting the fundamental relationship among nursing leadership, active teaching strategies, and student learning outcomes.


Assuntos
Bacharelado em Enfermagem/estatística & dados numéricos , Bacharelado em Enfermagem/normas , Docentes de Enfermagem/estatística & dados numéricos , Docentes de Enfermagem/normas , Guias como Assunto , Modelos de Enfermagem , Competência Profissional/normas , Adulto , Feminino , Humanos , Liderança , Masculino , Pessoa de Meia-Idade
10.
Nurs Forum ; 55(4): 754-762, 2020 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-32767419

RESUMO

There is a critical need for nurse educators to promote civility in nursing practice using systems thinking to promote quality and safety and improve patient outcomes by preventing undue patient harm. In this article, evidence is synthesized in order that readers can recognize, respond and manage workplace incivility. Systems thinking is introduced as a best practice solution for advancing a civil workplace culture. The author-created Systems Awareness Model, adapted for civility awareness, guides nurse educators with evidence-based strategies for teaching nurses the essential skills to promoting a civility culture within health systems. The strategies can be used by nurse educators in practice to interface workplace application. Proposed examples of evaluation methods are aligned with the teaching strategies. The purpose of this article is to provide nurse educators in practice with evidence-based teaching strategies and evaluation methods to address incivility in health care using a systems thinking perspective.


Assuntos
Docentes de Enfermagem/educação , Incivilidade/prevenção & controle , Enfermagem/normas , Análise de Sistemas , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/tendências , Prática Clínica Baseada em Evidências/métodos , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/normas , Humanos , Enfermagem/métodos , Enfermagem/tendências
11.
Nurs Forum ; 55(4): 687-694, 2020 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-32737871

RESUMO

An organizational culture that values diversity and inclusion is essential for the achievement of high-quality nursing education, yet little literature exists to guide schools of nursing (SON) in accomplishing this goal. All SONs, regardless of size, need a framework that provides specific steps for developing and nurturing a culture that values diversity and inclusion. Using our SON as an exemplar, the goal of this article was to (a) review the barriers we faced when building a diverse and inclusive environment, (b) share our school's strategic plan designed to promote diversity and inclusion, and (c) highlight successful strategies as part of the development and ongoing implementation of our school's strategic plan. This process requires continuous commitment and intentionality as well as flexibility to address unforeseen circumstances. For example, the goals we have adopted and the strategies we have put in place have allowed members of our SON community to acknowledge and address the urgency and validity of the Black Lives Matter movement, as well as the disproportionate impact of the coronavirus disease 2019 pandemic on racial and ethnic minority groups. Although we recognize that we still have work to do within our SON community, we believe our exemplar offers an action-oriented framework for increasing diversity and inclusion among students, faculty, staff, and leadership in SONs.


Assuntos
Diversidade Cultural , Cultura Organizacional , Escolas de Enfermagem/organização & administração , Betacoronavirus , COVID-19 , Infecções por Coronavirus , Docentes de Enfermagem/normas , Docentes de Enfermagem/estatística & dados numéricos , Feminino , Humanos , Liderança , Masculino , Pandemias , Pneumonia Viral , Racismo/prevenção & controle , SARS-CoV-2 , Planejamento Estratégico , Estudantes de Enfermagem/estatística & dados numéricos
12.
Nurs Forum ; 55(4): 793-799, 2020 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-32783203

RESUMO

BACKGROUND: Studies show that the primary reasons registered nurses (RNs) withdraw from registered nurse to bachelor of science in nursing (RN-BSN) programs are related to the challenge of sustaining work and family obligations while in school and having unclear expectations. It has been shown that nontraditional students facing these types of challenges benefit from programs that give strong sense of faculty connection and orient students to coursework by providing clear information. PURPOSE: The purpose of this project was to see if conducting one-on-one, script-guided orientation phone calls with individual students provided valuable programmatic information and established a sense of connection to faculty. METHODS: Six RN-to-BSN faculty conducted a combined 108 orientation telephone calls to individual, newly enrolled online RN-to-BSN students. The purpose of the orientation was to introduce general program expectations required to successfully complete courses, and provide students with a sense of connectedness with faculty. Faculty developed and distributed a survey (3, 6-point Likert scale response items and 2 open-ended questions) to understand the degree to which RN-to-BSN students valued the orientation phone call. RESULTS: Ninety-four percent (n = 101) of participating students agreed that the RN-BSN program orientation phone call resulted in feeling a "sense of connectedness" with the online program faculty member. Additionally, 95% (n = 102) agreed that the orientation phone call provided them with the necessary information to support success in their first course within an RN-BSN online program. CONCLUSION: One-on-one orientation telephone calls provided valuable program overview information and the personal conversational format conveyed to remote students faculty availability and an enhanced sense of connectedness.


Assuntos
Comunicação , Bacharelado em Enfermagem/métodos , Docentes de Enfermagem/normas , Estudantes de Enfermagem/psicologia , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Docentes de Enfermagem/estatística & dados numéricos , Humanos , Estudantes de Enfermagem/estatística & dados numéricos , Telefone/normas , Telefone/estatística & dados numéricos
13.
Rev Bras Enferm ; 73(5): e20180976, 2020.
Artigo em Português, Inglês | MEDLINE | ID: mdl-32638927

RESUMO

OBJECTIVES: to analyze the practice and construction processes of Pedagogical Content Knowledge of freshman professors, in secondary education in nursing. METHODS: a collective case study with a qualitative approach. Data collection with biographical interview, non-participant observation of sessions and group interview. With the results interpreted in the light of Shulman's theoretical framework, content analysis enabled the creation of the category Manifestation of Pedagogical Content Knowledge. RESULTS: predominance of traditional teaching practices, with an attempt at more flexible postures, with pedagogical knowledge and encouragement for student reflection. Final Considerations: the transition from the traditional model to a dialogical teaching (with the student's role) highlights the process of expanding Pedagogical Content Knowledge of, such as learning in and about the practice itself, seeking to strengthen teaching knowledge. A manifestation of reflective thinking was evidenced, with a perception of teaching professionalization.


Assuntos
Docentes de Enfermagem/normas , Competência Profissional/normas , Ensino/normas , Adulto , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/estatística & dados numéricos , Feminino , Humanos , Competência Profissional/estatística & dados numéricos , Pesquisa Qualitativa , Educação Vocacional/métodos , Educação Vocacional/normas , Educação Vocacional/tendências
14.
Int J Nurs Educ Scholarsh ; 17(1)2020 Jul 06.
Artigo em Inglês | MEDLINE | ID: mdl-32628632

RESUMO

Background Nurse educators are challenged to design courses that maintain rigor, promote student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice. Purpose An innovative teaching strategy was used to educate BSN level students in nursing inquiry with a collaborative project. Methods Course faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review (ScR) collaborative project. Results At course conclusion, students verbalized having a deeper appreciation for nursing research, confidence in performing a literature search, and conducting a research critique. Conclusions The students' contributions towards the ScR through their collaborative project work fostered personal growth in IL and EBP competencies through a meaningful project that can extend beyond the classroom to possibly influence patient care.


Assuntos
Bacharelado em Enfermagem/normas , Enfermagem Baseada em Evidências/educação , Docentes de Enfermagem/normas , Competência em Informação , Currículo , Humanos , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem/estatística & dados numéricos
15.
Nurs Forum ; 55(4): 582-588, 2020 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-32478885

RESUMO

Policy changes that impact nursing occur at multiple levels. The scope and pace of policy changes make it impossible for one faculty member to fill the role of policy advocate. Faculty are frequently reticent to participate, yet, policy work can be very rewarding for faculty. When engaged in policy advocacy, nursing faculty can be a valuable resource to the university, to legislators, and to other stakeholders. This article discusses the team approach to policy advocacy activity and outlines key steps in the policy process. Strategies for overcoming barriers when merging academic and advocacy responsibilities are identified. An example of a college of nursing faculty policy team that utilized nursing presence and their combined intellectual, social, and political capital is provided. In this example, the policy team influences policy discussions on issues impacting both the university community and citizens throughout the state. The strategies provided and the policy process steps discussed are applicable to policy changes at the local, state, and federal levels. Nursing faculty are positioned to engage students, alumni, practice leaders, and community stakeholders in interdisciplinary and transdisciplinary efforts that influence policy initiatives.


Assuntos
Docentes de Enfermagem/normas , Equipe de Enfermagem/métodos , Políticas , Bacharelado em Enfermagem/métodos , Docentes de Enfermagem/estatística & dados numéricos , Humanos , Formulação de Políticas , Local de Trabalho/psicologia , Local de Trabalho/normas
16.
Nurs Outlook ; 68(4): 504-516, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32295702

RESUMO

BACKGROUND: Little is known about how nurses are prepared to participate or lead teams in conducting safe and effective care transitions, despite being a complex process in which the nurse has an integral role. PURPOSE: To conduct mapping review to identify and synthesize key recommendations regarding curriculum content needed to increase Clinical Nurse Leader and Nurse Educator student knowledge and skills regarding transitional care. METHOD: Guidelines for developing the transitional care nurse role published by national accrediting bodies and certification organizations were reviewed to identify the required competencies. FINDINGS: Components identified included: communication; teamwork and collaboration; education and engagement of patient and family; promoting and support for self-management; and assessing/ managing risks/symptoms. CONCLUSION: Research evidence is needed to support academic preparation of nurses as leaders in care transition. The core transitional components identified can be used to develop competencies to assist training efforts of nurses in practice and educational settings.


Assuntos
Competência Clínica/estatística & dados numéricos , Competência Clínica/normas , Docentes de Enfermagem/estatística & dados numéricos , Docentes de Enfermagem/normas , Enfermeiras Administradoras/estatística & dados numéricos , Enfermeiras Administradoras/normas , Cuidado Transicional/estatística & dados numéricos , Cuidado Transicional/normas , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
17.
Int Nurs Rev ; 67(2): 282-287, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32285467

RESUMO

AIM: This paper describes an innovative approach to tackling the shortage of qualified nurse educators, which is a major constraining factor or 'bottle-neck' to improve the global supply of nurses, especially in low- and middle-income countries. BACKGROUND: The World Health Organization commissioned experts to develop Nurse Educator Core Competencies that describe expectations for this cadre of workers. In their deliberations, the WHO experts cited the challenges affecting the adoption of these competencies, particularly the lack of resources available for implementation. To address this specific challenge, a USA-based non-government organiization, Nurses International, has developed Open Education Resources (NI-OER) to support nurse educators with freely accessible curriculum materials and remote mentoring support. METHODS: This paper applies item analysis to consider how the NI-OER could assist higher education institutes and individual faculty members in meeting each of the WHO Nurse Educator Core Competencies. FINDINGS: The NI-OER is a good fit with six of the Nurse Educator Core Competencies and a partial fit with the other two. DISCUSSION: Congruence with the WHO Nurse Educator Core Competencies is an important validity check for the NI-OER. The ultimate goal of the NI-OER is to promote sustainable development through intermediate goals related to supporting faculty as they prepare nurses for current and future service needs. Technological solutions like the NI-OER cannot solve all aspects of a complex problem like the global nursing shortage but are an important tool. IMPLICATIONS FOR NURSING AND HEALTH POLICY: This resource has significant implications for nursing and health policy because it tackles several constraints to the global goal of increasing production and capacity of nurses. Combined with the organization's remote mentoring and communities of practice, the NI-OER appears to have the potential to support novice nurse educators with accessible, adaptable resources.


Assuntos
Currículo/normas , Educação em Enfermagem/normas , Docentes de Enfermagem/educação , Docentes de Enfermagem/normas , Guias como Assunto , Competência Profissional/normas , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Organização Mundial da Saúde
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.
Nurs Forum ; 55(3): 341-347, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32003455

RESUMO

BACKGROUND: Nurse educators have used peer teaching as a means of providing effective learning to peer learners and enhancing peer teachers' comfort with teaching. There is a lack of evidence related to providing feedback to peer teachers. Receiving feedback may enhance peer teachers' knowledge synthesis and understanding of the teaching process. METHODS: We utilized a mixed methods approach to determine if an evaluation instrument was valid and helpful to peer teachers. Both peer learners and educators completed evaluations of peer teachers, which were then compared. After receiving summarized feedback, peer teachers completed a survey regarding their experience. RESULTS: There were no statistical differences between peer learner and educator ratings of peer teachers. Peer learners indicated they found peer teachers to be helpful in the high fidelity simulation setting. Peer teachers indicated satisfaction with the experience. Analysis of qualitative comments on peer-teacher surveys resulted in the identification of three themes: (a) validation of knowledge growth; (b) increased comfort with teaching; and (c) enhanced appreciation of teaching. CONCLUSIONS: Peer teaching may enhance knowledge gain and synthesis for both peer teachers and peer learners. Enhanced comfort with teaching may lead to enhanced comfort in teaching both patients and peers in future practice.


Assuntos
Docentes de Enfermagem/normas , Treinamento com Simulação de Alta Fidelidade/normas , Aprendizagem , Grupo Associado , Docentes de Enfermagem/estatística & dados numéricos , Treinamento com Simulação de Alta Fidelidade/métodos , Treinamento com Simulação de Alta Fidelidade/estatística & dados numéricos , Humanos , Pesquisa Qualitativa , Universidades/organização & administração , Universidades/estatística & dados numéricos
20.
J Prof Nurs ; 36(1): 56-61, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32044055

RESUMO

Nursing faculty practice encompasses multiple roles including direct and indirect provision of nursing/clinical services, research, education, consultation, administration, and other collaborative agreements. While faculty practice is encouraged by both American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties, not all universities and colleges incorporate faculty practice as part of academia. The purpose of this paper is to discuss how one midwestern University optimized faculty practice over a four-year period by improving supporting infrastructure, contracts, aligning faculty and practice partners, and accountability. Pertinent data, decisions, and processes for each area are described here as well as the management of revenue generated.


Assuntos
Docentes de Enfermagem/normas , Prática do Docente de Enfermagem/normas , Competência Profissional/normas , Docentes de Enfermagem/organização & administração , Humanos , Prática do Docente de Enfermagem/economia , Objetivos Organizacionais/economia , Universidades/economia
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