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1.
Nurse Educ ; 46(4): 209-214, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33988534

RESUMO

BACKGROUND: The COVID-19 pandemic disrupted nursing education and required modification of instructional methods and clinical experiences. Given the variation in education, rapid transition to virtual platforms, and NCLEX-RN testing stressors, this cohort faced unique losses and gains influencing their transition into clinical practice. PURPOSE: This study examined the impact of COVID-19 and preparedness for professional practice of 340 new graduate nurses (NGNs) at an academic medical center. METHODS: This was a mixed-methods descriptive study focusing on how clinical experience loss or gains in the final semester affected the fears, concerns, and recommendations for NGNs. RESULTS: More than half (67.5%, n = 295) of NGNs reported changes to clinical experiences, ranging from 0 to 240 hours transitioned to virtual (n = 187; median, 51; interquartile range, 24-80). NGNs fear missing important details or doing something wrong in providing patient care. They identified the need for preceptor support, guidance, teaching, and continued practice of skills. CONCLUSION: Recommendations are clear communication with leadership, advocacy from the nurse residency program, and targeted clinical and emotional support for NGNs.


Assuntos
COVID-19 , Competência Clínica , Educação de Pós-Graduação em Enfermagem , Enfermeiras e Enfermeiros , COVID-19/epidemiologia , Competência Clínica/estatística & dados numéricos , Educação de Pós-Graduação em Enfermagem/organização & administração , Humanos , Enfermeiras e Enfermeiros/psicologia , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
3.
Nurse Educ ; 46(2): 126-129, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33755385

RESUMO

BACKGROUND: Integration of telehealth preparation for nurse practitioner (NP) students varies across programs. PROBLEM: Nurse practitioner students had gaps in the preparation for using telehealth technology to deliver care and manage specific disorders. APPROACH: The purpose of this article is to describe the development and implementation of a telehealth simulation training experience for NP students to prepare them for practice in rural settings. OUTCOMES: Nurse practitioner students from various specialties completed the telehealth simulation training experience. The change in presimulation/postsimulation confidence and readiness scores were statistically significant. CONCLUSION: This telehealth simulation training experience provided an opportunity for NP students to engage in activities to enhance their knowledge and preparation in providing care via telehealth in a rural setting.


Assuntos
Educação de Pós-Graduação em Enfermagem , Profissionais de Enfermagem , Treinamento por Simulação , Estudantes de Enfermagem , Telemedicina , Educação de Pós-Graduação em Enfermagem/organização & administração , Humanos , Profissionais de Enfermagem/educação , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Serviços de Saúde Rural , Treinamento por Simulação/organização & administração , Estudantes de Enfermagem/psicologia
4.
Nurse Educ ; 46(4): E79-E83, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33555840

RESUMO

BACKGROUND: The need for faculty to educate prospective nurses is urgent: without sufficient nursing faculty, schools regularly reject qualified applicants, despite an increasing need for nurses. At the same time, many graduate-prepared nurses lack preparation in teaching and pedagogical frameworks. PROBLEM: Literature on how PhD programs in nursing prepare graduates for teaching indicates that there is typically more emphasis on research than pedagogical learning. APPROACH: With the shift to remote learning under the COVID-19 pandemic, the University of California Irvine created a Graduate Fellows program to provide support to faculty while offering graduate students education in pedagogy and remote learning. OUTCOMES: Fellows were satisfied and reported increased understanding of challenges in teaching and increasing comfort with nurse faculty roles. CONCLUSIONS: The collaborative efforts of fellows and faculty provided important resources at a critical time, and insights gained can inform similar projects in nursing faculty development.


Assuntos
Educação à Distância , Educação de Pós-Graduação em Enfermagem , Estudantes de Enfermagem , Ensino , COVID-19 , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes de Enfermagem/provisão & distribuição , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudantes de Enfermagem/psicologia , Ensino/educação
5.
Rev Infirm ; 70(268): 46-48, 2021 Feb.
Artigo em Francês | MEDLINE | ID: mdl-33608099

RESUMO

The reform of health studies and the inclusion in the Bachelor-Master-Doctorate curriculum implies a new way of teaching, with an inverted pedagogical relationship between student and teacher. The competency-based approach contributes to the development of the student's professional and interpersonal skills, in the same way as the support provided by the nurse in the care relationship, particularly in therapeutic education, in order to promote patient autonomy.


Assuntos
Educação Baseada em Competências , Relações Interprofissionais , Currículo , Bacharelado em Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/organização & administração , Humanos
6.
J Am Assoc Nurse Pract ; 33(2): 97-99, 2021 Feb 09.
Artigo em Inglês | MEDLINE | ID: mdl-33560749

RESUMO

ABSTRACT: The year 2020 was one of tremendous challenge and change for our communities and our profession. As the next decade unfolds, the doctor of nursing practice (DNP) will be required for entry to practice as a nurse practitioner (NP), and we will all continue to recover individually and as a nation from the experiences of the year 2020. Doctor of nursing practice-prepared NPs need to be equipped to take the lead in post-COVID recovery and the challenges the US health care system faces through an increased emphasis on curricula and clinical experiences focused on health disparities, community health, and health promotion.


Assuntos
COVID-19/enfermagem , Currículo , Educação de Pós-Graduação em Enfermagem/organização & administração , Profissionais de Enfermagem/educação , Profissionais de Enfermagem/normas , Cuidados de Enfermagem/normas , Guias de Prática Clínica como Assunto , Adulto , Competência Clínica , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , SARS-CoV-2 , Estados Unidos
8.
Rev Bras Enferm ; 74Suppl 1(Suppl 1): e20200281, 2021.
Artigo em Inglês, Português | MEDLINE | ID: mdl-33605360

RESUMO

OBJECTIVE: to report the experience of professors and students of a graduate course on nursing care in coping with the new coronavirus (COVID-19) based on Self-Care Theory. METHOD: the active methodologies used were a literature search and seminar presentations, with an understanding of Orem's theoretical concepts: health; man; self-care; universal, developmental and health deviation requirements; self-care activities; self-care deficits; the required therapeutic demand; nursing systems. The pandemic was considered a health deviation that requires critical thinking and nursing care planning. Methodological frameworks to classify nursing diagnoses, interventions, and outcomes were used. RESULTS: for each health deviation, nursing systems were identified; self-care deficits, diagnoses; actions, interventions; and the form of assessment, outcomes. FINAL CONSIDERATIONS: theoretical-practical reflections of the academic context support nursing care planning.


Assuntos
COVID-19/diagnóstico , COVID-19/enfermagem , Educação de Pós-Graduação em Enfermagem/organização & administração , Cuidados de Enfermagem/normas , Técnicas de Planejamento , Guias de Prática Clínica como Assunto , Adulto , Brasil , Currículo , Feminino , Política de Saúde , Humanos , Masculino , Teoria de Enfermagem , SARS-CoV-2 , Adulto Jovem
10.
Nurse Educ ; 46(3): 170-173, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-32756262

RESUMO

BACKGROUND: Students conducting doctor of nursing practice (DNP) projects can experience barriers that cause delays, frustration, and poor-quality projects. PROBLEM: For successful initiation and timely completion of quality projects, organizational readiness for change (ORC) evaluation is essential, yet ORC tools are not currently part of most DNP project requirements and curricula. APPROACH: The purpose of this project was to revise a reliable, validated ORC tool with 12 DNP student participants and evaluate its utility for DNP projects. OUTCOMES: Doctor of nursing practice students completed the revised Organizational Readiness for Knowledge Translation (OR4KT)-DNP tool and rated the tool as being high in acceptability, learning, and educational impact. Students who indicated that they had complications during project initiation scored lower than their peers on the OR4KT-DNP tool and scored higher on the student survey for utility. The OR4KT-DNP tool can serve as the foundation for a successful DNP project initiation.


Assuntos
Educação de Pós-Graduação em Enfermagem , Estudantes de Enfermagem , Currículo , Educação de Pós-Graduação em Enfermagem/organização & administração , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudantes de Enfermagem/psicologia
11.
Nurse Educ ; 46(3): 184-186, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-32773525

RESUMO

BACKGROUND: It is important for faculty to prepare nurse practitioner students for their first clinical experiences to ensure student success. PURPOSE: The purpose of this project was to implement a preclinical immersion and determine student perceptions about this experience. METHODS: A half-day preclinical immersion was instituted at the beginning of the family nurse practitioner students' first clinical course. Demographic information and survey data were obtained before the preclinical immersion experience, after completion of the immersion experience, and during the last 2 weeks of the first clinical course. RESULTS: Students' ratings of their clinical skills and knowledge improved during the duration of the semester for 5 of the 7 items. Directed content analysis revealed 3 themes: understanding of clinical expectations, face-to-face interactions with faculty, and cognitive/emotional clinical perceptions. CONCLUSION: The use of preclinical immersion experiences may both practically and emotionally prepare students for graduate nursing clinical experiences.


Assuntos
Educação de Pós-Graduação em Enfermagem , Profissionais de Enfermagem , Autoeficácia , Estudantes de Enfermagem , Competência Clínica , Educação de Pós-Graduação em Enfermagem/organização & administração , Humanos , Profissionais de Enfermagem/educação , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudantes de Enfermagem/psicologia
13.
J Nurs Educ ; 59(12): 692-696, 2020 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-33253398

RESUMO

BACKGROUND: The The Neonatal Nurse Practitioner program at The Ohio State University transitioned from a traditional face-to-face program to a distance-enhanced hybrid model providing course content online with campus visits for procedural skills and simulation in 2017. Although the 2020 COVID-19 pandemic necessitated cancellation of all in-person events across the university, the neonatal nurse practitioner students' learning needs remained the same. METHOD: The onsite experience was redesigned for virtual delivery. Procedural content was accomplished through student-led small-group collaborative critical thinking activities surrounding procedural complications, and other faculty-led scenario discussions. RESULTS: Students collaborated for a Complications Rounds activity (1-day) that promoted learning about procedural skills from a global perspective including safe techniques, monitoring, risks, and troubleshooting complications. CONCLUSION: Procedural content can be achieved when in-person learning is not possible. The Complications Rounds approach can mitigate delays or gaps in practical experiences. Examining complications in-depth increases preparedness, promoting greater awareness of harm prevention when these present in future practice. [J Nurs Educ. 2020;59(12):692-696.].


Assuntos
Educação à Distância/organização & administração , Educação de Pós-Graduação em Enfermagem/organização & administração , Enfermagem Neonatal/educação , Profissionais de Enfermagem/educação , COVID-19/epidemiologia , Docentes de Enfermagem , Humanos , Ohio/epidemiologia , Pandemias , Escolas de Enfermagem
14.
Nephrol Nurs J ; 47(5): 429-435, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33107715

RESUMO

New graduate registered nurses (NGRNs) can become competent in providing acute care hemodialysis for complex medical and critically ill patients. As the renal patient population grows, nephrology nursing will need RNs prepared to provide high-quality, patient-centered care through evidence-based practice. This article describes the successful development and implementation of a comprehensive Nephrology Nurse Residency Program at Emory University Hospital. Utilizing Benner's Novice to Expert theory, this project evaluated providing NGRNs with the essential residency experiences to become nephrology nurses who are competent in the provision of acute care hemodialysis, with the ability to care for medically complex and critically ill patients. It is recommended that this program be offered at health care institutions that provide acute dialysis services.


Assuntos
Educação de Pós-Graduação em Enfermagem/organização & administração , Internato e Residência/organização & administração , Nefrologia/educação , Diálise Renal/enfermagem , Humanos
16.
Nurse Educ Pract ; 47: 102834, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32927335

RESUMO

Mature students do not always approach learning activities according to expected adult learner behaviour. In addition, they may have never experienced simulation as a learning opportunity before. This creates a unique opportunity for nurse educators to contextualise education principles that are most applicable to mature students' learning needs. Education action research was conducted with two groups of mature postgraduate students, using nominal and focus groups to optimise their simulation learning experiences. Results showed that mature students should be thoroughly oriented beforehand about simulation practice and what is expected of them during participation. Through scaffolding and a succession of at least six to 10 simulation sessions, learner independence and adult learner behaviour can be developed. Begin with less complex scenarios before moving to ones that are more complex - this will prevent cognitive overload. Keeping the simulation environment as authentic and reliable as possible will promote suspension of disbelief. A non-punitive debriefing model is essential for enhancing student engagement and motivating improved performance in follow-up simulation learning sessions. If nurse educators stay open and responsive to the learning needs of mature students, the advantages of learning through simulation can be realised fully.


Assuntos
Educação de Pós-Graduação em Enfermagem , Aprendizagem , Treinamento por Simulação , Estudantes de Enfermagem , Adulto , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos
17.
Nurse Pract ; 45(10): 48-55, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-32956200

RESUMO

This article presents the results of a study that identifies, describes, and compares the approaches of rural-oriented NP education programs to facilitate the NP transition from education to practice in rural settings. Preparing NP students effectively during their education may be key to their success in rural practice.


Assuntos
Educação de Pós-Graduação em Enfermagem/organização & administração , Profissionais de Enfermagem/educação , Serviços de Saúde Rural/organização & administração , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pesquisa Qualitativa , Inquéritos e Questionários
19.
Nurse Educ Pract ; 47: 102857, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32846338

RESUMO

Doctoral programmes in nursing have a long history in the US where traditional research based PhDs and more clinically based doctoral programmes are common. In the rest of the world PhDs are better accepted though professional doctorates with a thesis component are common in the UK. In countries with newly established or planned doctoral programmes in nursing the research PhD seems the degree of choice. Here we discuss developments in Jordan, Saudi Arabia and Ghana. This study used official documents, strategic plans, curriculum developments and other documentary evidence from Saudi Arabia, Jordan and Ghana. We compared doctoral programmes and development with other countries by reference to the literature. We offer the example of public health and non-communicable diseases in particular as one area where doctorally trained nurses applying international standards in collaboration internationally may be of benefit.


Assuntos
Bacharelado em Enfermagem , Educação de Pós-Graduação em Enfermagem , Currículo , Bacharelado em Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/organização & administração , Gana , Humanos , Jordânia , Arábia Saudita
20.
Nurse Educ Pract ; 46: 102833, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32778378

RESUMO

Team-Based Learning (TBL) can be associated with administrative processes that are labour intensive. A commercially-available online system offered an opportunity to reduce this burden. The aims of this study were to test the feasibility of integrating digital TBL into health curricula, and to explore the experiences and perspectives of students and educators participating in digital TBL. A prospective mixed methods design was used to survey postgraduate nursing and optometry students (n = 162), and educators (n = 8) at an Australian university. Student and educator perceptions of digital TBL collected were: usability (System Usability Scale); level of student engagement (Student Self-Report of Engagement); and user satisfaction post-participation in digital TBL (Post-Study System Usability Questionnaire). Mean Student Self-Report of Engagement Scores reflected high student engagement with significantly higher levels of engagement reported for digital (x‾=4.16, SD = 0.199) over paper-based (x‾=3.97, SD = 0.267) TBL (p = 0.001). System Usability Scores revealed students (during: x‾ = 72.35, SD = 15.70; post: x‾ = 74.02, SD = 14.00) and educators (x‾=75.0, SD = 15.12) perceived usability of digital TBL to be above average for systems on this scale. Students (x‾=2.40, SD = 0.19) and educators (x‾=2.36, SD = 0.80) were highly satisfied with digital TBL (Post-Study System Usability Questionnaire). High satisfaction and engagement outcomes suggest digital TBL is feasible, efficient, engaging and well accepted by stakeholders.


Assuntos
Tecnologia Digital , Educação de Pós-Graduação em Enfermagem , Docentes de Enfermagem , Relações Interprofissionais , Estudantes de Enfermagem , Austrália , Currículo , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Estudos de Viabilidade , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudos Prospectivos , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários
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