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1.
Clin Nurse Spec ; 34(3): 124-131, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32250994

RESUMO

BACKGROUND: The emergence of big data and data science offers unprecedented opportunities for accelerating scientific advances in nursing, yet current nursing curricula are not adequate to prepare students to leverage those opportunities. PURPOSE: The purpose of this review was to describe current strategies that can be used to educate graduate nurses about data science methods as well as facilitators and challenges to adopting those strategies. METHOD: We conducted a critical literature review of papers addressing data science and graduate nursing education. RESULTS: Ten articles were included in this review. The most common strategy was the integration of data science methods into existing courses throughout the graduate nursing curricula. A major facilitator was interdisciplinary collaboration between nursing faculty and colleagues in other disciplines. CONCLUSION: The findings provide strategies that can be used to prepare graduate nurses to work in data science teams to shape big data research and optimize patient outcomes.


Assuntos
Ciência de Dados/educação , Educação de Pós-Graduação em Enfermagem/organização & administração , Currículo , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
2.
Nurse Pract ; 45(4): 42-47, 2020 04.
Artigo em Inglês | MEDLINE | ID: mdl-32205674

RESUMO

NP organizations can complement academic programs by providing DNP students with experiential learning and mentorship. This article focuses on a regional NP organization that provided mentoring to DNP students who joined their leadership board. Students gained leadership, advocacy, policy, and advanced practice experience, and the organization experienced growth and innovation.


Assuntos
Educação de Pós-Graduação em Enfermagem/organização & administração , Empoderamento , Mentores , Profissionais de Enfermagem/educação , Sociedades de Enfermagem/organização & administração , Estudantes de Enfermagem/psicologia , Humanos , Liderança , Aprendizagem Baseada em Problemas , Estados Unidos
3.
Nurse Pract ; 45(3): 44-49, 2020 03.
Artigo em Inglês | MEDLINE | ID: mdl-32068657

RESUMO

NP educators are challenged to ensure their students have opportunities to learn how to apply skills within a telehealth context. This article presents an integration of telehealth into clinical learning, depicting the connectedness possible when a healthcare professional and patient are challenged by geographic distance.


Assuntos
Educação de Pós-Graduação em Enfermagem/organização & administração , Profissionais de Enfermagem/educação , Treinamento por Simulação/organização & administração , Telemedicina/organização & administração , Austrália , Humanos , Pesquisa em Educação de Enfermagem
4.
Nurse Educ ; 45(1): 25-29, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-30865150

RESUMO

BACKGROUND: With the aging population, the prevalence of chronic disease is increasing, requiring a team-based approach to care with registered nurses (RNs) playing a vital role. PROBLEM: Nursing education generally prioritizes acute care rather than ambulatory care; however, nursing students should also be prepared to adequately respond to the population needs for longitudinal chronic care management. APPROACH: To address the need for RNs to assume a role in chronic care management, a School of Nursing and Health Professions piloted a clinical option in which second-degree master of science in nursing students are prepared to function as health coaches on primary care teams at a local community health center. CONCLUSIONS: Reshifting the focus of nursing education to integrate primary care nursing, it is important to embed nursing students into primary care practices where they can learn about the longitudinal care of patients with chronic conditions.


Assuntos
Doença Crônica/enfermagem , Educação de Pós-Graduação em Enfermagem/organização & administração , Papel do Profissional de Enfermagem , Atenção Primária à Saúde/organização & administração , Estudantes de Enfermagem/psicologia , Difusão de Inovações , Humanos , Pesquisa em Educação de Enfermagem , Projetos Piloto , Enfermagem de Atenção Primária
5.
Clin Nurse Spec ; 34(1): 23-29, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31789960

RESUMO

PURPOSE: The purpose of this article is to describe an immersion model implemented in a doctor of nursing practice program with the goal of engaging students and optimizing learning. DESCRIPTION OF THE PROJECT: The immersion model was designed to support learners in an online doctor of nursing practice program to promote self-direction and active involvement in diagnosing, planning, implementing, and evaluating their own learning. The Community of Inquiry framework, based on learning and teaching theory, was used in developing this immersion model. OUTCOME: Students expressed positive opinions about immersion. Students valued simulation and skills practice, peer interaction, engagement with faculty, and the leadership colloquium. Faculty reported value in having group advising meetings and in collaborating across specialty tracks for skills laboratory experiences. CONCLUSION: The immersion model has enhanced student engagement and helped optimize learning outcomes. Students and faculty found the use of the immersion model to be beneficial for practicing skills, use of simulated learning experiences, and student advising.


Assuntos
Atitude do Pessoal de Saúde , Educação a Distância/organização & administração , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Estudantes de Enfermagem/psicologia , Humanos , Modelos Educacionais , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
6.
J Nurs Adm ; 49(12): 624-627, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31725521

RESUMO

Magnet designation requires that nurses be actively involved in activities that lead to obtaining evidence through conducting research. Unfortunately, several barriers limit nurses' ability to engage in research activities, including insufficient resources. This article explains how a community-based hospital implemented a fellowship model to circumvent some of these barriers. Two fellowship positions are described, 1 in research and 1 in library sciences. The method, outcomes, and cost of the fellowship model are discussed.


Assuntos
Educação de Pós-Graduação em Enfermagem/organização & administração , Bolsas de Estudo/organização & administração , Hospitais Comunitários/organização & administração , Papel do Profissional de Enfermagem , Pesquisa em Enfermagem/organização & administração , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estudos de Casos Organizacionais , Sudeste dos Estados Unidos
7.
Nurs Outlook ; 67(6): 776-788, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31421860

RESUMO

BACKGROUND: Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. PURPOSE: This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. METHOD: A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. FINDINGS: 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. CONCLUSIONS: Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.


Assuntos
Dissertações Acadêmicas como Assunto , Pesquisa Biomédica , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Tutoria/organização & administração , Mentores/psicologia , Estudantes de Enfermagem/psicologia , Adulto , Feminino , Humanos , Masculino , Inquéritos e Questionários , Estados Unidos , Adulto Jovem
8.
J Nurs Adm ; 49(9): 430-435, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31436741

RESUMO

OBJECTIVE: The purpose of this integrative literature review is to examine the effects that nurse residency programs (NRPs) have on the retention of new graduates. BACKGROUND: The Institute of Medicine recommends implementing NRPs and evaluating their effectiveness. Nursing leaders need to understand if an investment in a residency program is beneficial to their organization. METHODS: A database search was performed for research from 2010 to 2016 reporting outcomes of new graduate NRPs relating to retention. RESULTS: In the articles reviewed, the 1-year retention was higher than the national average for new graduate nurses ranging from 74% to 100%. Higher rates were associated with national programs such as the University Hospital Consortium/American Association of Colleges of Nursing or Versant compared with organization-based programs. CONCLUSIONS: NRPs can increase 1-year retention of new graduate nurses. More controlled and comparative studies are needed to evaluate program differences. Nurse leaders need evidence to ascertain which programs are the most effective in supporting retention and return on investment.


Assuntos
Competência Clínica , Educação de Pós-Graduação em Enfermagem/organização & administração , Admissão e Escalonamento de Pessoal/organização & administração , Reorganização de Recursos Humanos/estatística & dados numéricos , Preceptoria/organização & administração , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Feminino , Humanos , Masculino , Fatores de Tempo , Estados Unidos , Adulto Jovem
9.
Nurs Outlook ; 67(6): 671-679, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31375347

RESUMO

BACKGROUND: Holders of the Doctor of Nursing Practice (DNP) degree were envisioned to improve health and health care outcomes by implementing quality improvement initiatives, applying evidence-based practice changes (EBP), and influencing policy. Little is known about the nature of the DNP project experience and its relationship with subsequent experiences of graduates. Filling these knowledge gaps is important because of the investment of time, faculty and student effort, expense, and the projects' potential long-term effects on the organizations in which they were conducted. PURPOSE: (1) Describe the impetus for foci, outcomes and activities of DNP projects and (2) determine the extent to which project foci are a part of post-graduation experiences. METHODS: A cross-sectional descriptive survey design was used and a via mailed paper and online version was sent with return options to graduates of Doctor of Nursing Practice program. The sampling technique was designed to maximize the capture of DNP graduates. Three mailings were sent to 5,830 nurse members of three national organizations with memberships that included advanced practice registered nurses, nurse administrators and nurse educators. The 1,308 DNP prepared respondents were demographically and geographically representative of organizational members. FINDINGS: Most (65.2%) reported the topic of the project was their own idea and they sought out an organization in which to conduct it. Twenty-five percent indicated not all aspects of the reorganization/initiative/policy change were completed by graduation. Five project foci emerged with the majority reporting an EBP initiative or an EBP project involving reorganization in the setting (57.7%) There was also a wide variation in the number, types and combinations of activities reported to be a part of the project. There was wide variation in the relationship of project foci and activities with reports of post-graduation experience by position title. DISCUSSION/CONCLUSION: Findings suggest potential avenues for innovations during the DNP project experience innovations. Long term effects of projects on organizations in which they were conducted and the relationship of project activities with post-graduation roles should be considered.


Assuntos
Prática Avançada de Enfermagem/organização & administração , Prática Avançada de Enfermagem/estatística & dados numéricos , Educação de Pós-Graduação em Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Escolaridade , Emprego/estatística & dados numéricos , Papel Profissional , Adulto , Estudos Transversais , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
10.
Glob Health Action ; 12(1): 1652022, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31411128

RESUMO

Background: While setting international standards for midwifery education has attracted considerable global attention, the education and training of midwifery educators has been relatively neglected, particularly in low-resource settings where capacity building is crucial. Objective: The aim of this study was to describe the expectations of midwifery educators in Bangladesh who took part in a blended web-based master's programme in SRHR and the extent to which these were realized after 12 months of part-time study. Methods: Both quantitative and qualitative methods have been used to collect data. A structured baseline questionnaire was distributed to all participants at the start of the first course (n = 30) and a second endpoint questionnaire was distributed after they (n = 29) had completed the core courses one year later. At the start of the first course, five focus group discussions (FGD) were held with the midwifery educators. Descriptive statistics and content analysis were used for the analyses. Results: Midwifery educators who took part in the study identified expectations that can be grouped into three distinct areas. They hoped to become more familiar with technology, anticipated they would learn pedagogical and other skills that would enable them to better support their students' learning and thought they might acquire skills to empower their students as human beings. Participants reported they realized these ambitions, attributing the master's programme with helping them take responsibility for their own teaching and learning, showing them how to enhance their students' learning and how to foster reflective and critical thinking among them. Conclusions: Midwifery educators have taken part in a creative learning environment which has developed their engagement in teaching and learning. They have done this using a blended learning model which combines online learning with face-to-face contact. This model can be scaled up in low resource and remote settings.


Assuntos
Fortalecimento Institucional/métodos , Instrução por Computador/métodos , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes de Enfermagem/educação , Internet/estatística & dados numéricos , Tocologia/educação , Smartphone/estatística & dados numéricos , Adulto , Bangladesh , Feminino , Grupos Focais , Humanos , Pessoa de Meia-Idade , Gravidez
11.
BMC Med Educ ; 19(1): 270, 2019 Jul 18.
Artigo em Inglês | MEDLINE | ID: mdl-31319845

RESUMO

BACKGROUND: Modern nursing requires a broad set of academic and practical skills, and an effective nurse must integrate these skills in a wide range of healthcare contexts. Cultivation of core competencies has recently become a key issue globally in the development of nursing education. To assess the performance of new nurses, this study developed a nursing-specific Mini-Clinical Evaluation Exercise (Mini-CEX) to evaluate the effect of postgraduate year (PGY) nurse training programs in Taiwan. METHODS: A nursing-specific Mini-CEX was developed based on the required core competencies of nurses. Reliability and validity were confirmed in evaluator workshops carried out prior to the administration of the pilot test and final test. Thirty-two PYG trainees were recruited with a supervisor-to-trainee ratio of 1:1.94. Data were collected from February to June 2012 and analyzed using the Kruskal-Wallis test. RESULTS: The 32 PGY trainees scored highest in the "nursing professionalism" dimension and the lowest in the "physical examination" dimension. The overall competency score was satisfactory. The trainee nurses with 19-24 months of experience scored higher than the other two groups in overall performance. CONCLUSION: The results of this research indicate the feasibility of using our Mini-CEX tool to evaluate the competencies of PGY trainees.


Assuntos
Acreditação/organização & administração , Competência Clínica , Educação de Pós-Graduação em Enfermagem/organização & administração , Inquéritos e Questionários , Adulto , Humanos , Projetos Piloto , Avaliação de Programas e Projetos de Saúde , Reprodutibilidade dos Testes , Taiwan , Adulto Jovem
12.
Int J Nurs Pract ; 25(4): e12743, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31250517

RESUMO

AIMS: To investigate the career success and work environment among nurses with a master's or doctoral degree and analyse the effect of work environment on their career success. METHODS: This was a national descriptive, cross-sectional study. A total of 1223 nurses with a master's or doctoral degree from 115 tertiary hospitals across mainland China participated in the study. Subscales of the practice environment scale of the nursing work index and career success scale were utilized for data collection via email in the summer of 2017. Descriptive and inferential statistics were used to analyse the collected data. RESULTS: The research showed that the career success and work environment ratings of nurses with a master's or doctoral degree were at a moderate level. Hierarchical regression analysis showed that work environment was positively correlated with career success for three of the four subscales. CONCLUSION: The career success and work environment is moderate among nurses with a master's or doctoral degree, and improving the work environment for nurses may lead to higher career success.


Assuntos
Educação de Pós-Graduação em Enfermagem/organização & administração , Enfermeiras e Enfermeiros , Recursos Humanos de Enfermagem , Local de Trabalho , Adulto , China , Estudos Transversais , Coleta de Dados , Humanos
13.
Creat Nurs ; 25(2): 138-143, 2019 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-31085667

RESUMO

One approach to preparing students to engage in culturally diverse health-care settings around the world is to incorporate faculty-led short-term cultural immersion programs in medically underserved nations. This reflective summary analyzes the impact of a faculty-led international health-care trip on students' global health-care experience and needed health-care services in developing countries. A content analysis of the journals of two advanced practice registered nurse (APRN) faculty members was performed to gain perspectives on a trip with undergraduate and graduate nursing students and medical students to a small city in Nicaragua. This article examines the personal and professional growth achieved, and the challenges faced, when managing acute and chronic diseases with limited resources in an unfamiliar country. Themes identified included anxieties of planning, provider versus faculty role, students in action, networking, nurturing behaviors, advocating, and mentoring self-sustainability. Faculty-led international health-care trips both add a needed service to developing countries' health-care needs and offer students the experience of health care from a global perspective.


Assuntos
Bacharelado em Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes/psicologia , Cooperação Internacional , Área Carente de Assistência Médica , Estudantes de Enfermagem/psicologia , Viagem/psicologia , Adulto , Currículo , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Nicarágua , Adulto Jovem
14.
J Adv Nurs ; 75(9): 1966-1975, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31087561

RESUMO

AIMS: (a) To explore the meanings of master's education in the professionalization of nursing; and (b) to describe the core attributes that nurses gained through master's study. DESIGN: Narrative inquiry. METHODS: From June 2017 to June 2018, unstructured interviews were conducted with 12 master-prepared nurses at advanced nursing position with minimum 5 years of postregistration experience. Collaborative thematic narrative analysis was conducted on verbatim transcripts. Members checking, peer validation and audience validation assured verisimilitude and utility. RESULTS: There was a need to fit one's own assertion for professional growth in nursing career structure. Master's study equipped nurses with specialty skills and knowledge with enhanced reflexivity, which nurtured morality, problem-solving ability and capacity to collaborate inter-professionally. Master-prepared nurses demonstrated effective clinical leadership through acting as change agents. CONCLUSIONS: Master's level education and master-prepared nurses are instrumental to the professionalization of nursing by expanding the roles of nurses. Nursing career mentoring will maximize nurses' agency in healthcare system. Developing innovative inter-professional pedagogy will nurture the reflexivity of master-prepared nurses.


Assuntos
Prática Avançada de Enfermagem/educação , Prática Avançada de Enfermagem/normas , Educação de Pós-Graduação em Enfermagem/organização & administração , Cuidados de Enfermagem/normas , Recursos Humanos de Enfermagem/psicologia , Competência Profissional/normas , Profissionalismo/normas , Adulto , Atitude do Pessoal de Saúde , Feminino , Humanos , Masculino , Cuidados de Enfermagem/psicologia
15.
J Nurs Educ ; 58(5): 306-311, 2019 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-31039267

RESUMO

BACKGROUND: Transition from traditional research-based to Doctor of Nursing Practice (DNP) projects led students and faculty in our program to express confusion and anxiety about proposal requirements and project planning. This demanded an improvement approach to engage students and faculty. METHOD: Plan-Do-Study-Act cycles were used to accelerate improvement in the first DNP project course. Strategies targeted both students and faculty mentors and included tools and resources to assist with course and project navigation. Voice of the customer feedback and lessons learned were used to plan for improvement in the next cycle. RESULTS: After four PDSA cycles, student evaluation of course quality was favorable and scholarly writing and feasibility improved. Student comments about course anxiety and confusion decreased and faculty mentors' confidence improved. CONCLUSION: A quality improvement strategy is a successful approach for continued course improvements and can role model quality improvement approaches expected in DNP project work. [J Nurs Educ. 2019;58(5):306-311.].


Assuntos
Currículo/normas , Educação de Pós-Graduação em Enfermagem/organização & administração , Melhoria de Qualidade , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
16.
Int J Nurs Stud ; 94: 139-158, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30965203

RESUMO

OBJECTIVES: The aim was to identify the best practices of formal new graduate nurse transition programs. This information would be useful for organizations in their support and development of formal transition programs for newly hired nurses. DESIGN: An integrative review of the nursing research literature (2000-2018). DATA SOURCES: The literature search included PubMed (MEDLINE), CINAHL (Cumulative Index to Nursing and Allied Health Literature), and EMBASE (Excerpt Medica dataBASE). Studies that dealt with programs geared towards pre-registration nursing students were removed. At least two researchers evaluated the literature to determine if the article met the inclusion and exclusion criteria. The final number of articles included in this review is 76. REVIEW METHODS: Cooper's (1989) five-stage approach to integrative review guided the process: problem formulation, data collection, evaluation of data points, data analysis and interpretation, presentation of results. This approach was supplemented by the PRISMA guidelines for reporting systematic searches. RESULTS: Selected studies (n=76) included a range of new graduate nurse program types. The literature was examined according to four major themes: education (pre-registration and practice), support/satisfaction, competency and critical thinking, and workplace environment. Common elements of programs were a specified resource person(s) for new graduates, mentorship, and peer support opportunities. Gaps were observed between pre-registration and new graduate nurse practice realities. A range of educational strategies were used but few were evaluated. Most programs staggered education over time but the limited evidence showed no difference in new graduate nurse transition or satisfaction. New graduate nurse support was an important emphasis of all programs with preceptors the most common form of support and with beginning evidence showing quality vs quantity in preceptor support. Strengthening the quality of preceptor support was evident across studies with the bundling of concurrent strategies found to be helpful. Competency and confidence were found to increase over time for new graduate nurses in transition programs. Workplace environments influenced new graduate nurse transition and organizational commitment. CONCLUSIONS: The variable quality of evidence limits the conclusions that can be drawn. The strongest evidence consistently showed new graduate nurse programs enhanced critical thinking, competency and retention and there were advantages with use of bundled preceptor strategies to support new graduates.


Assuntos
Educação de Pós-Graduação em Enfermagem/organização & administração , Guias de Prática Clínica como Assunto , Humanos , Mentores , Pesquisa em Enfermagem , Estudantes de Enfermagem
17.
J Nurs Educ ; 58(4): 221-224, 2019 Apr 01.
Artigo em Inglês | MEDLINE | ID: mdl-30943297

RESUMO

BACKGROUND: The Patient Protection and Affordable Care Act increased numbers of insured individuals and demands for health care cost reductions. A national call for nursing education to focus on health promotion activities exists. Nurse educators can address this shift in health care by including motivational interviewing (MI), a health promotion technique, in the curriculum. METHOD: This exploratory descriptive pilot survey examined postlicensure nursing students' perceptions and self-reported behaviors following an online synchronous telehealth simulation-based experience in which they practiced MI. RESULTS: The survey yielded a 45% (n = 10) response rate. All participants agreed the experience was beneficial to their learning and provided insights on a new clinical practice environment. Eighty percent of participants would have liked to have learned MI in their prelicensure program, and 50% of participants have integrated it in their current practice. CONCLUSION: This tele-health simulation-based experience positively affected the learning and behaviors of postlicensure nursing students. [J Nurs Educ. 2019;58(4):221-224.].


Assuntos
Aprendizagem , Entrevista Motivacional , Treinamento por Simulação/métodos , Estudantes de Enfermagem/psicologia , Telemedicina , Currículo , Educação de Pós-Graduação em Enfermagem/organização & administração , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Projetos Piloto
18.
J Nurs Educ ; 58(4): 240-242, 2019 Apr 01.
Artigo em Inglês | MEDLINE | ID: mdl-30943301

RESUMO

BACKGROUND: The continued growth of online programs in nursing education creates a demand for faculty who are familiar with the best practices in online pedagogy. However, the opportunity to become familiar with, and then apply, these best practices is often not available to students enrolled in Master of Science in Nursing (MSN) nursing education programs. METHOD: An innovative partnership with The Center for Instructional Design's Teaching Online Academy over the past few years has provided the opportunity for students in the MSN Nursing Education program at The University of Texas at El Paso to learn and then apply best practices in online pedagogy. RESULTS: Over the past 1.5 years, 50 students have participated and provided highly enthusiastic feedback about the experience. CONCLUSION: The results of the partnership were beneficial to participants in both the Nursing Education program and the Teaching Online Academy. The process could be easily adapted to other settings. [J Nurs Educ. 2019;58(4):240-242.].


Assuntos
Educação a Distância/organização & administração , Educação de Pós-Graduação em Enfermagem/organização & administração , Relações Interinstitucionais , Estudantes de Enfermagem/psicologia , Humanos , Aprendizagem , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Texas
20.
Br J Nurs ; 28(8): 518-522, 2019 Apr 25.
Artigo em Inglês | MEDLINE | ID: mdl-31002546

RESUMO

Maintaining competence and keeping skills and knowledge in children's orthopaedic nursing alive are problematic in both the UK and Australia. The dearth of dedicated postgraduate courses for this specialty has resulted in an array of unregulated in-house training, nurses' individual educational needs not being met and potential for children with an orthopaedic problem being put at risk of not receiving optimal care. This paper reports on a travel scholarship used to compare and contrast the UK with Australia, which supported an international scoping exercise to identify nurses' beliefs regarding expertise in children's orthopaedic nursing and explore provision for maintaining pertinent knowledge and skills. Potential ways to improve support for nurses in maintaining expertise in this field of practice are discussed.


Assuntos
Competência Clínica , Educação de Pós-Graduação em Enfermagem/organização & administração , Intercâmbio Educacional Internacional , Enfermagem Ortopédica/educação , Enfermagem Pediátrica/educação , Austrália , Criança , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Reino Unido
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