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1.
J Contin Educ Nurs ; 52(3): 115-117, 2021 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-33631020

RESUMO

The global pandemic presented an opportunity for using technology in expanded ways to meet mandated restrictions posed by the crisis. Nursing professional development practitioners redesigned onboarding structures and curriculum to accommodate the surge of new hires, taking into consideration restrictions set forth by regulatory institutions. Mobile technology and virtual learning were the platform used for this innovative approach. [J Contin Educ Nurs. 2021;52(3):115-117.].


Assuntos
/epidemiologia , Computadores de Mão , Educação Continuada em Enfermagem/métodos , California/epidemiologia , Competência Clínica , Currículo , Humanos , Inovação Organizacional , Pandemias , Treinamento por Simulação
2.
Rev. Pesqui. (Univ. Fed. Estado Rio J., Online) ; 13: 503-509, jan.-dez. 2021. ilus
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1178638

RESUMO

Objetivo: Identificar, nas produções científicas, as estratégias de ensino utilizadas na abordagem dos cuidados paliativos com profissionais de enfermagem. Método: Revisão integrativa realizada em cinco bases de dados. Resultados: Foram analisados 12 artigos, todos internacionais. Várias estratégias de ensino foram utilizadas como: oficinas, simulação, discussão em grupos, dramatizações, aula expositiva. A metodologia ativa foi a mais utilizada, com a associação de várias estratégias de ensino, sendo o estudo de caso a mais frequente. Conclusão: A associação da teoria com a simulação da prática clínica é uma boa estratégia de ensino. Maior ênfase tem que ser dada na capacitação dos profissionais de enfermagem através de atividades de educação permanente em cuidados paliativos visando fornecer uma assistência segura e qualificada para o paciente e sua família


Objective: To identify, in scientific productions, the teaching strategies used to approach palliative care with nursing professionals. Method: Integrative review made in five databases. Results: 12 articles were analyzed, all international. Several teaching strategies were used as: workshops, simulation, group discussion, role plays, lecture. The active methodology was the most used, with the association of several teaching strategies, being the case study the most frequent. Conclusion: The association of theory with the simulation of clinical practice is a good teaching strategy. Greater emphasis has to be placed on training nursing professionals through continuing education activities in palliative care to provide safe and qualified care for the patient and their family


Objetivo: Identificar, en producciones científicas, las estrategias de enseñanza utilizadas para abordar los cuidados paliativos con profesionales de enfermería. Método: Revisión integradora realizada en cinco bases de datos. Resultados: Se analizaron 12 artículos, todos internacionales. Se utilizaron varias estrategias de enseñanza como: talleres, simulación, discusión grupal, juegos de roles, conferencias. La metodología activa fue la más utilizada, con la asociación de varias estrategias de enseñanza, siendo el estudio de caso el más frecuente. Conclusión: La asociación de la teoría con la simulación de la práctica clínica es una buena estrategia de enseñanza. Se debe hacer mayor hincapié en la capacitación de profesionales de enfermería a través de actividades de educación continua en cuidados paliativos para proporcionar atención segura y calificada para el paciente y su familia


Assuntos
Humanos , Masculino , Feminino , Cuidados Paliativos/métodos , Educação Continuada em Enfermagem/métodos , Profissionais de Enfermagem/educação , Capacitação em Serviço
4.
J Clin Nurs ; 29(17-18): 3122-3135, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32533719

RESUMO

AIMS AND OBJECTIVES: The purpose of this study was to explore opioid use disorder (OUD) education programmes presented to practicing nurses working in medical-surgical settings and identify the methods used to evaluate their effectiveness. BACKGROUND: Health professionals often express negative attitudes towards patients with OUD which can lead to suboptimal care. Education decreases negative attitudes of healthcare workers. Despite this, few educational programmes are offered to promote knowledge among acute care nurses who work in medical-surgical settings and provide care to patients with OUD. DESIGN: An integrative review. METHODS: The framework by Whittemore and Knafl was used to examine empirical literature between 1995-2019 to answer the research questions, (a) What types of education do acute care nurses receive regarding OUD? (b) What methods are used for measuring educational intervention effectiveness? CINAHL, ERIC, PsycINFO and MEDLINE were searched using combinations of search terms and PRISMA guidelines. The initial 394 articles were narrowed to nine from the United States and Australia that met the search criteria and purpose of the review. RESULTS: Educational programmes used to promote knowledge included interactive workshops, case studies, online modules, simulation sessions, real-time coaching and in-service trainings. Methods used to measure effectiveness of educational interventions were self-assessment tools that measured pre/postknowledge, attitude surveys, alcohol and drug scales and individual researcher-developed instruments. CONCLUSIONS: Additional research is needed to determine best teaching strategies for increasing knowledge of OUD and OUD patient care. Valid and reliable methods for measuring effectiveness of OUD educational interventions are inadequate. RELEVANCE TO CLINICAL PRACTICE: Knowledge of OUD has been linked to positive patient outcomes and nurses would benefit from up-to-date educational offerings. Opioid use disorder is a growing global concern. Translation of current OUD nursing science to acute care nurses would promote health equity in practice for individuals with OUD.


Assuntos
Atitude do Pessoal de Saúde , Enfermagem de Cuidados Críticos/educação , Educação Continuada em Enfermagem/métodos , Transtornos Relacionados ao Uso de Opioides/enfermagem , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Transtornos Relacionados ao Uso de Opioides/psicologia
5.
Comput Inform Nurs ; 38(7): 358-366, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32427611

RESUMO

Cerebrovascular accident is a serious public health problem and requires the attention of professionals who can detect, diagnose, and provide care in a timely fashion. A quantitative quasi-experimental study was conducted using a mobile app called mSmartAVC for clinical evaluation of nursing care at the bedside. The study aimed at measuring the knowledge of nurses and nursing students in the detection and care of cerebrovascular accident. In this study, a total of 115 nurses from health services in the South of Brazil and 35 nursing students of a community university participated. The stages focused on development, modeling of clinical cases, problem-based learning, pretest (before) app use, and posttest (after) use of the app. The results of the pretest and posttest corrections showed a substantial statistical difference (P < .001), indicating a significant knowledge gain after the use of the app, particularly in terms of the detection scales and interpretation of the imaging tests. The mSmartAVC app used at the bedside supported decision-making for detection and nursing care. It was possible to confirm that the use of mobile apps plays an essential role as a learning tool for nurses and nursing students.


Assuntos
Educação Continuada em Enfermagem/métodos , Aprendizagem , Aplicativos Móveis/normas , Acidente Vascular Cerebral/enfermagem , Adulto , Brasil , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Educação Continuada em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Aplicativos Móveis/estatística & dados numéricos , Enfermeiras e Enfermeiros/psicologia , Enfermeiras e Enfermeiros/normas , Enfermeiras e Enfermeiros/estatística & dados numéricos , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos
6.
Tunis Med ; 98(2): 116-122, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-32395800

RESUMO

BACKGROUND:   Nurses play a key role in cardiac arrest management, especially those assigned to cardiac intensive care units, where they are often actively involved in cardiopulmonary resuscitation. AIM: To evaluate the effect of simulation training in in continuing professional development of nurses in this setting. METHODS: A comparative study using paired samples (where the candidate was his own control with repeated measures before and after intervention), was conducted among nurses working in the cardiology and cardiovascular surgery division of our institution. The primary endpoint was the change in skills judged on the basis of competency score of 20 assessed before and after simulation training. RESULTS: 32 nurses participated in the training session. Despite a median job seniority of 8.5 years [4.0 - 12.5], only 44% of nurses had already participated in a simulation session. Although most of the candidates (84%) had previously performed chest compressions, only 34% had delivered an electrical defibrillation during their exercise. We showed a significant increase in overall scores from 8.0 [5.0 - 9.8] to 17.5 [17.0 - 19.0] after the simulation training session (p<0.0001). All the criteria judged in the evaluation grid (basic life support, manual electrical defibrillation) were significantly improved and the most positive effect was observed in the manual defibrillation where the prior experience of the participants was limited. CONCLUSIONS: Simulation learning had a major positive impact on the development of nurses' skills in terms of cardiopulmonary resuscitation.


Assuntos
Cardiologia/educação , Reanimação Cardiopulmonar/educação , Procedimentos Cirúrgicos Cardiovasculares/educação , Procedimentos Cirúrgicos Cardiovasculares/enfermagem , Educação Continuada em Enfermagem/métodos , Treinamento por Simulação , Reanimação Cardiopulmonar/normas , Estudos de Casos e Controles , Competência Clínica , Avaliação Educacional , Humanos , Aprendizagem , Pesquisa em Avaliação de Enfermagem , Treinamento por Simulação/métodos , Treinamento por Simulação/normas
8.
J Am Assoc Nurse Pract ; 32(3): 187-189, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32132455

RESUMO

Academic and health care institutions are charged with improving quality-of-care outcomes by creating culturally educated health care professionals to practice in a global health care environment. International short-term service learning experiences provide nurse practitioner students an opportunity to meet clinical competency skills aligned with course curricula. Faculty can directly observe students' clinical practice, and students broaden diagnostic reasoning skills while earning credit for clinical hours. As project and research ideas are formulated, students develop system-level thinking to implement evidence-based practices and disseminate their knowledge and experience of caring for the underserved. Students who participate in service-learning opportunities foster their awareness of cultural humility, easing transition into practice. Some academic institutions established short-term service-learning opportunities for students, and evidence supports faculty and students' sense of well-being after participation. We describe an example of a short-term, international service-learning opportunity in Haiti where students work with an interprofessional team and experience the effect of social determinants of health on delivering quality care.


Assuntos
Competência Cultural/psicologia , Educação Continuada em Enfermagem/métodos , Internacionalidade , Profissionais de Enfermagem/educação , Estudantes de Enfermagem/psicologia , Humanos , Profissionais de Enfermagem/psicologia , Profissionais de Enfermagem/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Ensino/psicologia , Ensino/normas
9.
Nurs Adm Q ; 44(2): 159-167, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32134875

RESUMO

It is challenging to implement a hospital discharge process that effectively prepares patients for success at home, especially when self-care needs are immense. This article describes a disruptive model that leverages nurse autonomy on an acute care medical-surgical hospital unit. The integration of an education resource nurse within existing resources is showing positive gains in 30-day readmission rates and specific patient experience metrics. The continued success of this newly created role is dependent on an adaptive capacity to leverage principles of complexity leadership and to grow the role within the ever-changing health care environment.


Assuntos
Relações Enfermeiro-Paciente , Alta do Paciente/normas , Satisfação do Paciente , Educação Continuada em Enfermagem/métodos , Humanos , Alta do Paciente/tendências , Melhoria de Qualidade
10.
Enferm. clín. (Ed. impr.) ; 30(supl.1): 5-8, feb. 2020. tab, graf
Artigo em Inglês | IBECS | ID: ibc-189605

RESUMO

Effective continuing professional development (CPD) involves learning and being fit to practice, knowing both the how and the why and putting both into practice. This study explored the antecedents and consequences of a developed simulation-based CPD program for nurses and determined its effectiveness and a structural equation model of simulation-based CPD program was also developed. Fifty-three (53) registered nurses participated and utilized descriptive evaluative, descriptive comparative, descriptive correlational and quasi-experimental with post-posttest designs. The results showed as indicated from the model that antecedents such as accessibility with β=.282 (P=.013), organizational support β=.217 (P=.046), and sustainability β=.529 (P=.000) have a direct effect on simulation-based CPD program. Hence, these will have a direct effect on the consequences with β=.571 (P=.000)


No disponible


Assuntos
Humanos , Educação Continuada em Enfermagem/métodos , Educação Continuada em Enfermagem/normas , Competência Profissional , Modelos de Enfermagem , Modelos Educacionais
11.
J Wound Ostomy Continence Nurs ; 47(1): 13-19, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31904622

RESUMO

PURPOSE: The Wound Treatment Associate (WTA) program is an education offering of the WOCN Society. This evidence-based continuing education program prepares nurses to serve as a unit-based resource for nursing staff. The WTA program is approved by the American Nurses Credentialing Association (ANCC) for 32.25 contact hours and aimed at licensed health care personnel. This article focuses on the impact of this education program, in particular a reduction in hospital-acquired pressure injury (HAPI) in acute care and decrease in visits per episode (VPE) and supply costs in home health. METHODS: Surveys were sent to all course participants to date to fulfill the summative evaluation requirement for ANCC approval to determine the perception of improvement in knowledge, skills, and practice. An additional survey was developed and reviewed by members to send to WTA program course coordinators. RESULTS: Participants (n = 153) reported an increase in confidence in knowledge and skills about wound care and use in nursing practice. The number of respondents to the course coordinator survey was lower (n = 48). Coordinators did report a reduction in pressure injuries in acute care. Home health respondents noted a decrease in VPE and reduction in the cost of supplies. Data reported on abstracts and posters suggested positive impacts of pressure injury prevention programs in acute and home health care. CONCLUSIONS: Although there are limitations to the aforementioned reporting, incorporating the WTA program into pressure injury prevention programs and wound treatment programs showed a reduction in HAPIs in acute care and decreased VPE and supply costs in home health.


Assuntos
Educação Continuada em Enfermagem/normas , Avaliação de Resultados em Cuidados de Saúde/normas , Qualidade da Assistência à Saúde/normas , Especialidades de Enfermagem/educação , Cicatrização , Educação Continuada em Enfermagem/métodos , Educação Continuada em Enfermagem/estatística & dados numéricos , Humanos , Avaliação de Resultados em Cuidados de Saúde/estatística & dados numéricos , Avaliação de Programas e Projetos de Saúde/métodos , Qualidade da Assistência à Saúde/estatística & dados numéricos , Especialidades de Enfermagem/métodos , Inquéritos e Questionários
14.
Nurse Educ Today ; 86: 104327, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31931464

RESUMO

OBJECTIVES: This is a literature review of the published evidence of the benefits and suggested structure of preceptorship programmes for General Practice Nursing, with the aim of informing General Practices and networks who are instituting preceptorship programmes. DESIGN & DATA SOURCES: A literature search was carried out in the CINAHL Plus database of English language papers from the year 2000-2019 using the search terms; (Precept* OR mentor*) AND ("community practice" OR "primary care" OR "general practice" OR "new GPN" OR "new general practice nurse" OR "nurse new to general practice" OR "induction GPN" or "GPN"). REVIEW METHOD: A literature review and narrative synthesis of the evidence. RESULTS: Our searches produced twelve papers. Seven papers reported on single preceptorship programmes in General Practice or primary care, with qualitative or quantitative evaluation of their effects. Three qualitative papers reported participant experience of preceptorship, or discussed the learning needs that preceptorship must address. Two literature reviews reported the evidence for preceptorship in General Practice or nurse practitioner programmes. CONCLUSION: The quality of the evidence on General Practice Nurse preceptorship is low. There is a lack of robust evidence on the effects, and the benefits. These should be evaluated as preceptorship programmes are implemented. The limited available evidence suggests that a structured preceptorship programme, of more than 4 months duration, which allows the development of peer-to-peer support, is a good model for General Practice Nurse preceptorship. The involvement of doctors and the wider practice team is essential for the success of such a programme. Preceptors require training and support in the role. General Practice Nurse preceptorship should support the development of existing professional competencies, including the ability to make real-time autonomous clinical decisions. The financial costs, and cost of time away from clinical care, should be ameliorated as far as possible, when instituting a national General Practice Nurse preceptorship programme.


Assuntos
Educação Continuada em Enfermagem/métodos , Enfermeiras e Enfermeiros , Preceptoria/métodos , Competência Clínica/normas , Educação Continuada em Enfermagem/normas , Educação Continuada em Enfermagem/tendências , Medicina Geral/educação , Medicina Geral/métodos , Humanos
16.
Rev. Rol enferm ; 43(1,supl): 342-346, ene. 2020. ilus
Artigo em Português | IBECS | ID: ibc-193327

RESUMO

In today's societies, health care is increasingly culturally diverse due to the increasing migratory processes of the population and nurses. Therefore, it is necessary to train nurses to provide culturally competent care. Learning objects are didactic, multimedia, interactive and challenging materials that constitute relevant resources for the teaching-learning processes that go beyond the classroom. In many countries, in nursing education, they are still an innovative way of learning. The study was developed as part of the international project Developing Multimedia Learning for Cross-Cultural Collaboration and Competence in Nursing - TransCoCon, (ERASMUS + Program, contract: 2017-1-UK01-KA203-36612) and aimed to build and validate a learning object that supports the learning of transcultural competences, necessary in nursing care. The learning object developed is subordinated to the theme of admission of a client in a hospital. For its development, the following steps were followed: choice of content; analyze; conceptual map; navigational architecture; storyboard; Implementation; documentation of use; use, evaluation and maintenance. As a result of the work developed, we obtained the learning object "Admission to hospital" and its Portuguese version "Acolhimento do Cliente num Hospital". Both versions include a set of written supportive material for cross-cultural nursing care in hospital and illustrative videos of cross-cultural communication skills. The adopted methodology proved to be effective for the construction of an attractive, interactive and meaningful learning object for nursing students, nurses and nursing teachers


No disponible


Assuntos
Humanos , Admissão do Paciente/normas , Educação Continuada em Enfermagem/métodos , Assistência à Saúde Culturalmente Competente/organização & administração , Serviço Hospitalar de Admissão de Pacientes/organização & administração , Capacitação Profissional , Educação a Distância/organização & administração , Recursos Audiovisuais/tendências
17.
Australas Emerg Care ; 23(2): 77-83, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31813843

RESUMO

BACKGROUND: Standards endorsed by the Australian Resuscitation Council in 2014 recommend that healthcare providers trained in cardiopulmonary resuscitation should have their skills refreshed at least annually and for those who infrequently perform resuscitation, more frequent refresher training is advised. Emergency nurses were given the opportunity to attend workstations to refresh their knowledge and skills essential to resuscitation practice. The aim of this manuscript was to report the perception of the nurses' experience following attendance at the workstations. METHODS: Lesson plans were developed for six workstations. Consented participants were invited to complete an on-line evaluation survey of their experience following programme participation and at 6-months following programme attendance. Thematic analysis and descriptive statistics were used to report outcomes RESULTS: A total of 143 nurses working in the Emergency Department consented to participate. Following attendance at the workstations, most reported increased knowledge and skills (93.7 %), increased confidence (91.9 %) and that they practiced skills (91.9 %) during workstation participation. At 6-months follow-up the majority of nurses (97.1 %) found the programme to be beneficial and 82 (80.4 %) reported using the knowledge and skills gained from the programme in their clinical practice. CONCLUSIONS: Emergency nurses felt more confident in delivering patient care following attendance at the resuscitation workstations. Ongoing education was highly regarded by emergency nurses.


Assuntos
Educação Continuada em Enfermagem/normas , Enfermeiras e Enfermeiros/psicologia , Ressuscitação/educação , Adulto , Atitude do Pessoal de Saúde , Austrália , Educação Continuada em Enfermagem/métodos , Educação Continuada em Enfermagem/estatística & dados numéricos , Enfermagem em Emergência/educação , Enfermagem em Emergência/métodos , Serviço Hospitalar de Emergência/organização & administração , Serviço Hospitalar de Emergência/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Enfermeiras e Enfermeiros/estatística & dados numéricos , Ressuscitação/métodos , Inquéritos e Questionários
18.
Nurse Educ Today ; 85: 104298, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31816458

RESUMO

BACKGROUND: There is a disconnect between what maternity care providers consider should be done and what they actually do with respect to talking with their pregnant clients about reducing their risk of stillbirth. This suggests that they would benefit from receiving up-to-date knowledge about stillbirth, alongside education that provides them with strategies for talking about stillbirth with pregnant women. OBJECTIVES: To gain an understanding of maternity care provider (obstetricians and midwives) knowledge of stillbirth and determine whether delivering a half day workshop improves knowledge and results in intention to change practice. DESIGN: A pre-post intervention study. SETTING: Maternity care providers (Obstetricians, Midwives) working in the northern areas of Tasmania, Australia were asked, via questionnaire, about their knowledge of stillbirth both before and after attending a half-day workshop. PARTICIPANTS: Maternity care providers (n = 51) attended the workshop and 30 (59%) completed both the pre-workshop and post-workshop surveys. METHODS: A four hour interactive workshop grounded in understanding the stillbirth experience. Participants were given up-to-date information about stillbirth risks and current prevention research as well as provided with an actionable step wise approach to talking about stillbirth prevention in pregnancy. RESULTS: Stillbirth knowledge scores (total of 8-points) significantly increased following the workshop (pre: mean = 2.9 ± 1.5; post: mean = 4.7 ± 1.4 points, t 29 = 7.9, <0.001). Before the workshop, only 20% of participants responded that they "always" or usually" discussed the possibility stillbirth occurring with pregnant women in their care whereas, after the workshop, nearly all (88%) indicated that they planned to "always" discuss stillbirth with their pregnant clients. CONCLUSIONS: Attending a stillbirth awareness for prevention education workshop resulted in significant knowledge improvement and self-reported intention to change practice in a group of Australian maternity care providers. While these results are promising, further study is needed to determine the presence and extent of actual practice change following such education.


Assuntos
Educação/normas , Enfermagem Obstétrica/normas , Natimorto/psicologia , Adulto , Atitude Frente a Morte , Educação/métodos , Educação/estatística & dados numéricos , Educação Continuada em Enfermagem/métodos , Educação Continuada em Enfermagem/normas , Educação Continuada em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Pessoa de Meia-Idade , Enfermagem Obstétrica/métodos , Enfermagem Obstétrica/estatística & dados numéricos , Cuidados Paliativos/métodos , Inquéritos e Questionários , Tasmânia
19.
Nurse Educ Today ; 85: 104259, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31783267

RESUMO

BACKGROUND: The global health care system has applied case management (CM) as a care delivery service provided by nurses. Nurses require continuing education in CM to enhance their professional knowledge and competence. Mobile communities have been used to promote continuing education for medical professionals. However, limited studies have examined the effectiveness of such learning programmes in CM for psychiatric nurses. OBJECTIVE: To evaluate the effectiveness of a mobile community learning (MCL) programme in CM for psychiatric nurses. DESIGN: This study used an experimental two-group pre- and post-test design. SETTINGS AND PARTICIPANTS: Psychiatric nurses employed in a psychiatric teaching hospital situated in northern Taiwan were recruited. METHODS: Nurses were randomly allocated to the experimental or comparison group. The former participated in the learning intervention in CM. The CM knowledge index and a competence scale were used to determine outcomes. Pre-tests and 2-month post-tests were conducted. The MCL programme comprised five simulated learning modules, self-assessment questions, learning cases, learning resources and experience sharing. A two-way repeated-measures analysis of variance was performed to evaluate the effect of the intervention on target outcomes. RESULTS: The questionnaires were completed by 48 participants. The two groups possessed high homogeneity with regard to characteristics and pre-test outcomes. Differences between the two groups regarding CM knowledge (F = 22.99, p < .01) and competence (F = 6.33, p = .015) were significant. The programme had a positive benefit on the learning experience in the experimental group; the mean satisfaction score for the programme reached 4.27 (range, 1-5). CONCLUSIONS: MCL programmes for psychiatric nurses can effectively enhance CM knowledge and competence. However, these methods cannot completely replace the continuing education approach for achieving CM competence.


Assuntos
Administração de Caso/normas , Educação a Distância/normas , Educação Continuada em Enfermagem/normas , Enfermagem Psiquiátrica/normas , Adulto , Administração de Caso/estatística & dados numéricos , Educação a Distância/métodos , Educação a Distância/estatística & dados numéricos , Educação Continuada em Enfermagem/métodos , Educação Continuada em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Pessoa de Meia-Idade , Enfermagem Psiquiátrica/educação , Enfermagem Psiquiátrica/estatística & dados numéricos , Inquéritos e Questionários , Taiwan
20.
J Clin Ultrasound ; 48(3): 145-151, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31876301

RESUMO

PURPOSE: In the Indonesian health-care system, nurses and midwives often serve as the primary health-care providers due to physician shortages. Seeking to address the need for medical care in resource-limited environments, some have advocated for portable equipment in the hands of health-care providers. We hypothesized that medical students are able to effectively teach point-of-care ultrasound (POCUS) to physicians, nurses, and midwives in rural Indonesia. METHODS: We conducted a prospective, observational study using health-care practitioners from a clinic and accredited school for nursing and midwifery in Mojokerto, East Java, Indonesia. Enrolled practitioners took part in a 4-week POCUS course followed by postinstructional testing. RESULTS: A total of 55 health-care practitioners completed the course. This included 19 physicians, 13 nurses, and 19 midwives. Of the 55 clinicians, 43 (72%) passed the course and 12 (28%) failed. CONCLUSIONS: Physicians, nurses, and midwives in rural Indonesia showed significant acquisition of ultrasound (US) knowledge and skills following a 4-week US course. Following training, all three groups displayed skills in practical US use during a postcourse practical examination. This is one of the first studies to assess the efficacy of medical students teaching POCUS to midwives and nurses.


Assuntos
Currículo , Educação Médica Continuada/métodos , Educação Continuada em Enfermagem/métodos , Missões Médicas , Tocologia/educação , Médicos , Sistemas Automatizados de Assistência Junto ao Leito , Estudantes de Medicina/psicologia , Ensino/psicologia , Ultrassonografia/métodos , Estudos de Coortes , Humanos , Indonésia , Estudos Prospectivos , Serviços de Saúde Rural , Estados Unidos
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