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1.
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 , Infecções por Coronavirus , Docentes de Enfermagem/normas , Docentes de Enfermagem/estatística & dados numéricos , Feminino , Humanos , Liderança , Masculino , Pandemias , Pneumonia Viral , Racismo/prevenção & controle , Planejamento Estratégico , Estudantes de Enfermagem/estatística & dados numéricos
2.
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
3.
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
4.
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
5.
Nurse Educ Pract ; 41: 102628, 2019 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-31630048

RESUMO

Clinical evaluation of undergraduate nursing students is one of the most challenging aspects of baccalaureate nursing education, especially for novice clinical instructors. Early identification of unsafe student behaviours is necessary to ensure students obtain adequate support and guidance. The degree to which clinical instructors are certain about what is safe and unsafe varies, and greatly influences their decisions about evaluative processes and which patients to assign to students. The purpose of this study was to gain consensus from a panel of sixteen nurse educator experts on particular student nurse behaviours that represent unsafe clinical practices and provide a hierarchy of unsafe behaviours from their perspectives. Using the Delphi technique, a series of four online surveys were administered to the panel: exploratory (open-ended questions), evaluative (responses to Likert statements with level of agreement), reconsidering (revising or confirming), and ranking. Thirty-eight unsafe student behaviours with respect to patients and seventeen unsafe behaviours with respect to others reached 80% or more consensus as being very unsafe. Two themes emerged from a cognitive perspective: the value of honesty and the expectation of knowledge. Two themes emerged from a behaviorist perspective: the value of control and the expectation of scrupulousness and precision.


Assuntos
Competência Clínica/normas , Docentes de Enfermagem/normas , Comportamentos de Risco à Saúde , Estudantes de Enfermagem/psicologia , Revelação da Verdade , Adulto , Decepção , Técnica Delfos , Educação em Enfermagem , Humanos , Internet , Segurança do Paciente , Inquéritos e Questionários
7.
Curationis ; 42(1): e1-e10, 2019 May 23.
Artigo em Inglês | MEDLINE | ID: mdl-31170797

RESUMO

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


Assuntos
Bacharelado em Enfermagem/normas , Organização e Administração/normas , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Competência Clínica/normas , Bacharelado em Enfermagem/métodos , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/normas , Humanos , Malaui , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
8.
Nurse Educ Pract ; 37: 105-108, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-31132585

RESUMO

The role of the nurse educator in the academy is one that is very complex in nature. It involves skills not only to be an effective educationalist, nurse researcher and active scholarly academic disseminating findings and new knowledge to enrich the healthcare arena, but still requires those skills that belong to that of an expert nurse. Academic nurse educators seem to have been distanced from the nursing discipline along the way. It is the author's intention to bring them back into the scope of the nursing profession, introduce and define her concept of Pedagogical Nursing Practice, and illustrate how much of a beacon the academic nurse educator truly is, in order for the profession to perpetuate and prosper.


Assuntos
Educação em Enfermagem , Docentes de Enfermagem/normas , Competência Profissional , Docentes de Enfermagem/provisão & distribução , Humanos , Pesquisa em Educação de Enfermagem
9.
Nurs Outlook ; 67(5): 586-595, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31030904

RESUMO

BACKGROUND: The nursing profession will need one million more nurses by 2024, yet nursing schools are turning away applicants due to insufficient numbers of nursing faculty. Likewise, minority nursing faculty are needed in order to attract diverse nursing students who can then address health care disparities. PURPOSE: The purpose of this paper is to describe the use of a group think tank (GTT) as a mentoring strategy for supporting the recruitment and retention of minority nursing faculty. METHOD: Guided by Kotter's theory of change, this paper describes the application of the GTT approach with 5 African American (AA) faculty, one AA doctoral student and a cross-cultural mentor. FINDINGS: Results are presented based upon the metrics typically used to support career advancement, promotion and/or tenure. DISCUSSION: The GTT is a promising mentoring model that can be used to integrate cross-cultural and peer mentoring into academic communities to support diversity in academia.


Assuntos
Afro-Americanos/estatística & dados numéricos , Diversidade Cultural , Docentes de Enfermagem/normas , Guias como Assunto , Grupos Minoritários/estatística & dados numéricos , Seleção de Pessoal/normas , Escolas de Enfermagem/normas , Adulto , Docentes de Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Grupo Associado , Seleção de Pessoal/estatística & dados numéricos , Escolas de Enfermagem/estatística & dados numéricos
10.
J Contin Educ Nurs ; 50(5): 228-232, 2019 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-31026323

RESUMO

BACKGROUND: The role of the clinical nurse educator (CNE), vital to safe patient care and professional development of clinical nurses, is poorly defined in the literature with respect to the how the CNE spends his or her time. METHOD: This study set out to quantify the role of the CNE in a large, rural, and tertiary academic medical center using the measure of time. A group of nine Master's-prepared CNEs voluntarily participated in a month-long time analysis hypothesizing, then reporting, the number of hours spent in each practice domain (clinical practice support, central orientation, system-wide initiatives, and professional development). RESULTS: At the completion of the month, the data suggested that the majority of the time spent by the nurse educator was in clinical practice support. CONCLUSION: The findings begin to quantify the CNE role and reinforced the need for more role clarity related to how CNEs' time is spent. [J Contin Educ Nurs. 2019;50(5):228-232.].


Assuntos
Educação Continuada em Enfermagem/normas , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/normas , Competência Profissional/normas , Papel Profissional/psicologia , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
11.
Int J Nurs Educ Scholarsh ; 16(1)2019 Mar 12.
Artigo em Inglês | MEDLINE | ID: mdl-30862758

RESUMO

The licensing exam for registered nurses in Canada has recently been changed from a Canadian developed, owned and delivered exam to the National Council Licensure Examination for Registered Nurses (NCLEX-RN) which originates from the United States. Rationale for this exam change focused on transitioning to a computer-based exam that has increased writing dates, with increased security, validated psychometrics, increased exam result delivery, and an anticipated decrease in expense to students. Concerns have arisen around the acceptance, implementation and delivery of this exam to Canadian nursing students that reflects the broad Canadian landscape of education and nursing practice. The experience of a Canadian nurse educator in working to facilitate students' transition to this exam is addressed using an institutional ethnographic lens. Finally, we come to conclusions about the importance of countries utilizing licensing exams that reflect their nursing education and practice.


Assuntos
Competência Clínica/normas , Avaliação Educacional/normas , Licenciamento em Enfermagem/normas , Licenciamento/normas , Canadá , Currículo/normas , Docentes de Enfermagem/normas , Humanos , Pesquisa em Educação de Enfermagem , Avaliação de Resultados em Cuidados de Saúde , Pesquisa Qualitativa , Estudantes de Enfermagem , Estados Unidos
12.
Nurse Educ Pract ; 36: 64-70, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30875605

RESUMO

It is highly important that nursing students are well educated and become safe and competent practitioners. This article presents the findings from a quantitative study investigating if Norwegian mentors fail to fail nursing students not achieving the learning outcomes in clinical studies in the bachelor's programme in nursing, in addition to the factors influencing their decisions. A survey was conducted among nurse mentors in hospital- and home-based nursing care in two Norwegian municipalities, and 561 nurses answered the questionnaire. The findings indicate that mentors sometimes fail to fail nursing students in clinical studies. Important factors influencing this decision were that the students did not put the patient's life at risk and that the mentors gave the student the benefit of the doubt. The mentors in our study thought that failing to fail students was not related to personal challenges and burdens. They also felt a lack of support from the educational institution. The findings suggest some future directions for nurse education programmes. The training of mentors, especially in managing failing students, and better support from liaison lecturers from the educational institution are important. It is also suggested that nurse education programmes together with mentors discuss the distinction between unsafe practices and learning outcomes for clinical studies.


Assuntos
Avaliação Educacional/normas , Docentes de Enfermagem/normas , Mentores/educação , Estudantes de Enfermagem/estatística & dados numéricos , Distribuição de Qui-Quadrado , Avaliação Educacional/estatística & dados numéricos , Docentes de Enfermagem/psicologia , Humanos , Noruega , Pesquisa Qualitativa , Estatísticas não Paramétricas , Inquéritos e Questionários
13.
Nurse Educ Pract ; 35: 83-89, 2019 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30739050

RESUMO

This study explores the experiences of undergraduate nursing students and examiners with the Objective Structured Clinical Examination (OSCE) as an evaluation of physical assessment skills. A mixed methods approach captures participants' perceptions and experiences with the OSCE. The sample consisted of 55 students enrolled in the physical assessment course and eight external examiners. Data were collected using a standardized questionnaire and focus group interviews, using semi-structured questions, recorded and transcribed for thematic analysis. Quantitative data were analyzed using SPSS software. Results indicated that participants regarded the OSCE as a valuable assessment tool that enhances in-depth learning and preparation of students for clinical practice. Participants also perceived the exam to be a stressful experience, citing the need for more time on examination stations. Recommendations for improving the OSCE process included extending preparation prior to the exam, training of simulated patients, adopting a blended learning model, and upgrading the setting of the exam. This paper supports evidence of the value of the OSCE as an appraisal of physical assessment skills in undergraduate nursing education.


Assuntos
Competência Clínica/normas , Avaliação Educacional/métodos , Avaliação Educacional/normas , Docentes de Enfermagem/normas , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Bacharelado em Enfermagem , Docentes de Enfermagem/estatística & dados numéricos , Feminino , Grupos Focais , Humanos , Masculino , Inquéritos e Questionários , Adulto Jovem
14.
Nurse Educ Pract ; 35: 130-134, 2019 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30802783

RESUMO

Peer-assessment in nursing education using an OSCE protocol is an increasing educational activity that complements that of teachers. However, little is known about how students' and teachers' assessments correspond. The study aimed to compare OSCE assessments made by student examiners and faculty examiners during examinations of clinical skills in undergraduate nursing education. Four cohorts of third-year nursing students participated between 2014 and 2016. The students underwent a clinical examination of the management of central venous catheters and totally implantable venous access devices. Students who performed the examinations were observed both by a faculty examiner and student examiner. Both observers used the same OSCE protocol for the assessment but independently. The OSCE protocols from both faculty and student examiners were reviewed and compared. Total agreement between the student and faculty examiner was reached in 127 of 135 (94%) paired protocols. The level of agreement was substantial with a kappa value of 0.79 (95% CI 0.65-0.93). The conclusion was that the level of agreement between student and faculty examiners was high when using an OSCE protocol in clinical examinations of two different clinical skill tasks. The structured checklist (OSCE protocol) was easy to use for the student examiners despite the lack of experience or training in advance.


Assuntos
Competência Clínica/normas , Avaliação Educacional/normas , Docentes de Enfermagem/normas , Estudantes de Enfermagem , Educação em Enfermagem , Avaliação Educacional/métodos , Humanos , Grupo Associado
15.
Nurse Educ Today ; 72: 27-31, 2019 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-30408683

RESUMO

BACKGROUND: Although trust and perceived trustworthiness have been studied for decades, few studies have examined nursing students' perceptions of faculty trustworthiness. OBJECTIVES: To uncover the characteristics and behaviors of faculty members that lead nursing students to trust them. DESIGN: A longitudinal, qualitative study using focus group data. SETTING: A baccalaureate nursing school at a state university in the southeastern United States. PARTICIPANTS: Two cohorts of nursing students (starting in the Fall of 2015 or Spring of 2016) during the beginning, middle, and end of their advancement through the nursing school curriculum. METHODS: Eleven focus groups were held with a total of 77 participants from a purposeful sample of two cohorts. Thematic analysis was conducted on the focus group data. RESULTS: Three core themes emerged regarding the characteristics and behaviors of faculty members that lead nursing students to trust them: Giving of Oneself, Being Competent, and Having Integrity. The study findings provide guidance to nursing faculty regarding how to be perceived as trustworthy by students and how to avoid being perceived as untrustworthy. CONCLUSIONS: Upon examining their personal traits, words and behaviors, nursing educators may choose to change aspects of their demeanor to foster a student-faculty relationship built on trust.


Assuntos
Docentes de Enfermagem/normas , Percepção , Estudantes de Enfermagem/psicologia , Atitude do Pessoal de Saúde , Estudos de Coortes , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Grupos Focais , Humanos , Estudos Longitudinais , Pesquisa Qualitativa , Sudeste dos Estados Unidos
16.
Rev Bras Enferm ; 71(5): 2432-2439, 2018.
Artigo em Inglês, Português | MEDLINE | ID: mdl-30304173

RESUMO

OBJECTIVE: To understand how the nursing professor pedagogically prepares for teaching in professional secondary technical education in the light of the Pedagogical Content Knowledge of Lee S. Shulman. METHOD: This is a qualitative and descriptive study. Two pedagogical workshops were held to collect data, with the participation of six professors from two technical schools. RESULTS: The categories Pedagogical preparation for the teaching exercise and Knowledge Base for Teaching have emerged. The results revealed the difference between the real and the ideal in the perception of the participants, when their preparation for the teaching exercise is situated between the learning with colleagues and the mastery over the Content Knowledge. FINAL CONSIDERATIONS: Professor training is necessary and is an alternative to qualify teaching in professional secondary technical education.


Assuntos
Educação em Enfermagem/métodos , Docentes de Enfermagem/normas , Ensino , Adulto , Currículo/tendências , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/tendências , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa
17.
Nurse Educ Today ; 71: 180-184, 2018 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-30292060

RESUMO

BACKGROUND: The Mentors' Behavior Scale was developed and validated initially among nursing students by assessing the importance of mentors' behavior, showing satisfactory psychometrics and the potential to match mentors with students according to students' expectation. OBJECTIVES: This study aims to test the discriminant validity and the structure of the Mentor's Behavior Scale among mentors to assess mentors' performance. DESIGN: A cross-sectional survey was applied in the study. SETTING: Data were collected from mentors in seven hospitals in north, south, southwest China in 2016 and 2017. PARTICIPANT: 871 mentors participated in this study. METHODS: Purposeful sampling and online survey was used. RESULTS: Three factors (to guide personal growth, promote professional development, and provide psychosocial support) were identified by exploratory factor analysis. The cumulative contribution of variance was 61.03%. The Cronbach's alpha coefficient of the scale was 0.85, and those of the three subscale's were 0.84, 0.72, and 0.74. The results of discriminant validity showed that mentors who received training and who liked mentoring students scored higher in mentoring behavior. CONCLUSION: Mentors considered that mentoring behavior were to guide students' personal growth, promote professional development and provide them with psychosocial support. It will be useful to apply The Mentors' Behavior Scale among mentors to guide and evaluate their behaviors.


Assuntos
Tutoria/normas , Mentores/psicologia , Estudantes de Enfermagem/psicologia , Adulto , China , Estudos Transversais , Bacharelado em Enfermagem/organização & administração , Bacharelado em Enfermagem/normas , Docentes de Enfermagem/normas , Feminino , Humanos , Masculino , Tutoria/métodos , Pessoa de Meia-Idade , Psicometria/instrumentação , Psicometria/métodos , Inquéritos e Questionários
18.
J Nurs Educ ; 57(10): 584-589, 2018 Oct 01.
Artigo em Inglês | MEDLINE | ID: mdl-30277542

RESUMO

BACKGROUND: Nursing faculty plays a central role in facilitating service learning experiences, yet little is known about their perceptions of service-learning. METHOD: Whit-temore's and Knafl's method for integrative review was used to analyze sources from CINAHL, ERIC, MEDLINE Complete, ProQuest LLC, and ScienceDirect. RESULTS: Literature about nursing faculty perceptions of service-learning was scarce. Therefore, a thematic analysis was completed on 17 diverse sources regarding general faculty perceptions. CONCLUSION: Limited research was discovered related to nursing faculty perceptions, exposing a gap in the literature. Further research may clarify the role of service-learning in nursing education. [J Nurs Educ. 2018;57(10):584-589.].


Assuntos
Educação em Enfermagem/métodos , Docentes de Enfermagem/normas , Aprendizagem , Profissionalismo/normas , Atitude do Pessoal de Saúde , Humanos , Relações Interprofissionais
19.
Rev. bras. enferm ; 71(5): 2432-2439, Sep.-Oct. 2018.
Artigo em Inglês | LILACS, BDENF - Enfermagem | ID: biblio-958699

RESUMO

ABSTRACT Objective: To understand how the nursing professor pedagogically prepares for teaching in professional secondary technical education in the light of the Pedagogical Content Knowledge of Lee S. Shulman. Method: This is a qualitative and descriptive study. Two pedagogical workshops were held to collect data, with the participation of six professors from two technical schools. Results: The categories Pedagogical preparation for the teaching exercise and Knowledge Base for Teaching have emerged. The results revealed the difference between the real and the ideal in the perception of the participants, when their preparation for the teaching exercise is situated between the learning with colleagues and the mastery over the Content Knowledge. Final considerations: Professor training is necessary and is an alternative to qualify teaching in professional secondary technical education.


RESUMEN Objetivo: Comprender cómo el profesor enfermero se prepara pedagógicamente para la docencia en la educación profesional técnica de nivel medio a la luz del conocimiento pedagógico del contenido de Lee S. Shulman. Método: Se trata de un estudio cualitativo y descriptivo. Para la recolección de datos se realizaron dos talleres pedagógicos, con la participación de seis docentes de dos escuelas técnicas. Resultados: Dos categorías emergieron: Preparación pedagógica para el ejercicio docente y Conocimiento Base para la Enseñanza. Los resultados revelaron la diferencia entre lo real y lo ideal en la percepción de los participantes, cuando su preparación para el ejercicio docente se sitúa entre el aprendizaje con colegas y el dominio sobre el Conocimiento del Contenido. Consideraciones finales: La formación docente es necesaria y se constituye en una alternativa para la cualificación de la enseñanza en la educación profesional técnica de nivel medio.


RESUMO Objetivo: Compreender como o professor enfermeiro se prepara pedagogicamente para a docência na educação profissional técnica de nível médio à luz do Conhecimento Pedagógico do Conteúdo de Lee S. Shulman. Método: Trata-se de um estudo qualitativo e descritivo. Para coleta de dados foram realizadas duas oficinas pedagógicas, com a participação de seis docentes de duas escolas técnicas. Resultados: Duas categorias emergiram: Preparo pedagógico para o exercício docente e Conhecimento Base para o Ensino. Os resultados revelaram a diferença entre o real e o ideal na percepção dos participantes, quando seu preparo para o exercício docente se situa entre a aprendizagem com colegas e o domínio sobre o Conhecimento do Conteúdo . Considerações finais: A formação docente é necessária e constitui-se numa alternativa para qualificação do ensino na educação profissional técnica de nível médio.


Assuntos
Humanos , Masculino , Feminino , Adulto , Ensino , Educação em Enfermagem/métodos , Docentes de Enfermagem/normas , Currículo/tendências , Pesquisa Qualitativa , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/tendências , Pessoa de Meia-Idade
20.
Nurs Sci Q ; 31(4): 335-339, 2018 10.
Artigo em Inglês | MEDLINE | ID: mdl-30223742

RESUMO

Students who actively engage in reflection and receive guidance from faculty may assume accountability for learning and adjust study habits based on academic performance. The literature supports a need for nurse educators to develop theory-based strategies to integrate reflection and meaningful feedback in large didactic courses. The author in this paper describes the use of King's goal attainment theory and debriefing best practice guidelines to develop an asynchronous post-exam reflection teaching-learning strategy to promote student success in an undergraduate nursing pathophysiology course. Incorporation of the reflections enabled the nurse educator to collaborate with each student, provide prompt and personalized feedback, and efficiently identify at-risk students.


Assuntos
Sucesso Acadêmico , Retroalimentação , Resiliência Psicológica , Ensino , Currículo/tendências , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Avaliação Educacional/métodos , Docentes de Enfermagem/psicologia , Docentes de Enfermagem/normas , Objetivos , Humanos , Estudantes de Enfermagem/psicologia
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