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1.
Rev. enferm. UERJ ; 28: e41988, jan.-dez. 2020.
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1103393

RESUMO

Objetivo: analisar a percepção dos docentes do curso de Graduação em Enfermagem acerca do desenvolvimento do pensamento crítico dos alunos, a partir da utilização de estratégias de ensino e suas implicações no processo ensino aprendizagem. Método: estudo exploratório, descritivo, de cunho qualitativo. Participaram da pesquisa 16 docentes de um curso de graduação em Enfermagem e Obstetrícia. Os dados foram produzidos por meio de entrevistas com roteiro semiestruturado e categorizados pela técnica de análise temática, sendo aprovado por Comitê de Ética em Pesquisa. Resultados: evidenciaram-se três categorias: pensamento crítico como interpretação subjetiva, estratégias de ensino utilizadas pelos docentes no curso de graduação em enfermagem, e desafios e facilidades para o desenvolvimento do pensamento crítico no curso de graduação em enfermagem. Conclusão: os docentes mantiveram opiniões positivas e pontuaram que o pensamento crítico é construído ao longo da vida do ser humano, sendo considerado inerente à construção das suas habilidades e capacidades profissionais.


Objective: to examine perceptions of undergraduate Nursing teachers of their students' development of critical thinking, based on the use of teaching strategies and their implications in the teaching-learning process. Method: sixteen professors from an undergraduate course in Nursing and Obstetrics participated in this exploratory, descriptive, qualitative study. Data were produced through interviews to a semi-structured script and categorized by the thematic analysis technique, The study was approved by the research ethics committee. Results: three categories were identified: critical thinking as subjective interpretation, teaching strategies the teachers used in the undergraduate Nursing course, and what hinders and helps the development critical thinking on the undergraduate Nursing course. Conclusion: teachers held positive opinions and pointed out that critical thinking is built over the course of life and is considered inherent to constructing professional skills and abilities.


Objetivo: analizar las percepciones de los docentes de enfermería de pregrado sobre el desarrollo del pensamiento crítico de sus alumnos, basándose en el uso de estrategias de enseñanza y sus implicaciones en el proceso de enseñanza-aprendizaje. Método: dieciséis profesores de un curso de pregrado en Enfermería y Obstetricia participaron en este estudio exploratorio, descriptivo y cualitativo. Los datos fueron producidos a través de entrevistas a un guion semiestructurado y clasificados por la técnica de análisis temático. El estudio fue aprobado por el comité de ética de investigación. Resultados: se identificaron tres categorías: pensamiento crítico como interpretación subjetiva, estrategias de enseñanza que los maestros utilizaron en el curso de pregrado en Enfermería, y lo que dificulta y ayuda al desarrollo del pensamiento crítico en el curso de pregrado en Enfermería. Conclusión: los maestros sostuvieron opiniones positivas y señalaron que el pensamiento crítico se construye a lo largo de la vida y se considera inherente a la construcción de habilidades y destrezas profesionales.


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Ensino/educação , Pensamento , Educação em Enfermagem/métodos , Docentes de Enfermagem , Brasil , Epidemiologia Descritiva , Pesquisa Qualitativa , Aprendizagem
2.
Medicine (Baltimore) ; 99(40): e21668, 2020 Oct 02.
Artigo em Inglês | MEDLINE | ID: mdl-33019384

RESUMO

BACKGROUND: One of the major challenges in nursing and medical education is to foster the critical thinking ability and autonomous learning ability for students. But the effect of different teaching methods on these abilities of nursing or medical students has not been conclusive, and few studies have directly compared the differences in the effects of different teaching methods. As a result, it is necessary for students to evaluate the impact of different teaching methods on critical thinking ability and autonomous learning ability. METHODS: A systematic search will be performed using Chinese National Knowledge Infrastructure, Wanfang Data (Chinese database), VIP Information (Chinese database), Chinese Biomedical Literature, and English language databases, including PubMed and Embase, Web of Science, CINAHL Complete (EBSCO0, Cochrane library to identify relevant studies from inception to July 10, 2020. We will include random controlled trials that evaluated the different teaching methods. The Quality Assessment of Diagnostic Accuracy Studies 2 quality assessment tool will be used to assess the risk of bias in each study. Standard pairwise meta-analysis and network meta-analysis will be performed using STATA V.12.0, MetaDiSc 1.40, and R 3.4.1 software to compare the diagnostic efficacy of different hormonal biomarkers. RESULTS: The results of this study will be published in a peer-reviewed journal. CONCLUSION: This study will summarize the direct and indirect evidence to determine the effectiveness of different teaching methods for medical or nursing students and attempt to find the most effective teaching method. ETHICS AND DISSEMINATION: Ethics approval and patient consent are not required, because this study is a meta-analysis based on published studies. INPLASY REGISTRATION NUMBER: INPLASY202070017.


Assuntos
Educação Médica/métodos , Educação em Enfermagem/métodos , Currículo , Educação Médica/normas , Educação em Enfermagem/normas , Humanos , Metanálise em Rede , Aprendizagem Baseada em Problemas/métodos , Revisões Sistemáticas como Assunto , Pensamento
3.
Rev Bras Enferm ; 73(suppl 2): e20200683, 2020.
Artigo em Inglês, Português | MEDLINE | ID: mdl-33111782

RESUMO

OBJECTIVE: To discuss the challenges and perspectives of nursing education in times of the COVID-19 pandemic. METHODS: Reflection study, with theoretical approach based on national and international publications, allied to the experience of researchers in the area of nursing education. RESULTS: Four sections are identified: Nursing education: current affairs and perspectives; Education and technologies in time of pandemic: acceleration, alteration and paralysis; Difference between emergency, intentional and remote teaching; the return to the "new normality": new structuring axes and legal norms. FINAL CONSIDERATIONS: The conclusion is that longstanding challenges have emerged with the pandemic, and the processes of acceleration, change and paralysis have marked education in these times. Moreover, epidemiological, technological and psychological aspects should be more valued in the return to activities.


Assuntos
Betacoronavirus , Infecções por Coronavirus/epidemiologia , Educação em Enfermagem/métodos , Pneumonia Viral/epidemiologia , Tecnologia Educacional , Humanos , Pandemias , Ensino
4.
Artigo em Português | LILACS, Coleciona SUS, CONASS, SES-GO | ID: biblio-1123339

RESUMO

Introdução: A educação em saúde promove uma estratégia que potencializa o cuidado de enfermagem ao envolver atividades educativas na assistência ao paciente. Objetivo: Refletir sobre as ações de educação em saúde realizadas pela enfermagem e, a construção do vínculo para transferência de conhecimento científico voltado para a área. Método: O texto é uma revisão narrativa realizada com base em periódicos nacionais e internacionais. As bases consultadas foram: Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), Biblioteca Regional de Medicina (BIREME) e Biblioteca Virtual de Saúde (BVS) utilizando os descritores: "Educação em Saúde"; "Enfermagem" e "Paciente", em idiomas português e inglês. Resultados: Foram agrupados em duas categorias temáticas: "Ações de educação em saúde e enfermagem" e "Educação em saúde e a transformação do conhecimento pelos usuários", de modo a permitir uma compreensão dos dados encontrados. Considerações Finais: O processo pedagógico na realização de uma atividade educativa em enfermagem pode apresentar melhor resultado, quando aplicado com a confiança de um bom atendimento para um fácil aprendizado


Introduction: Health education promotes a strategy that enhances nursing care by involving educational activities in patient care. Objective: Reflect on the health education actions carried out by nursing and the construction of the link for the transfer of scientific knowledge aimed at the area. Method: The text is a narrative review based on national and international journals. The bases consulted were: Latin American and Caribbean Literature in Health Sciences (LILACS), Regional Library of Medicine (BIREME) and Virtual Health Library (VHL) using the descriptors: "Health Education"; "Nursing" and "Patient", in Portuguese and English. Results: They were grouped into two thematic categories: "Health and nursing education actions" and "Health education and the transformation of knowledge by users", in order to allow an understanding of the data found. Final considerations: The pedagogical process in carrying out an educational activity in nursing can present a better result, when applied with the confidence of good service for easy learning


Assuntos
Humanos , Educação em Enfermagem/métodos , Educação em Saúde , Papel do Profissional de Enfermagem
5.
Artigo em Inglês | MEDLINE | ID: mdl-32911727

RESUMO

The COVID-19 pandemic started at the end of 2019 and can be considered one of the most difficult health crises of the past century. It has had a devastating effect around the world, not only for public health, but also for the economy, labor market, and other facets of individual and societal life. Health systems have been put under high strain, and health professionals have experienced unusual and stressful work circumstances. With the aim of drawing lessons for nursing education, the present study analyzed, during the weeks of peak infection in Spain, the stress experience and coping strategies of a sample of 403 nurses from the Spanish health system. Specifically, we analyzed how tenure, stress appraisal, problem-focused coping, and support-seeking coping predicted nurses' awareness of their education needs, both in terms of technical-professional knowledge and skills and transversal skills. Structural equation modeling analysis revealed that more tenure (years of experience) was related to lower stress appraisal (workload, -0.12, p < 0.05; insufficient preparation, -0.33, p < 0.001; and fear of contagion -0.36, p < 0.001) and more problem focused coping (PFC) strategies were related to higher awareness of professional (0.18, p < 0.01) and transversal educational needs (0.17, p < 0.01) while support seeking strategies just related to transversal training needs (0.10, p < 0.05). Moreover, the participants provided valuable input about specific contents to be considered in future nursing education programs. Implications for redesigning the nursing degree curriculum are analyzed in the discussion section.


Assuntos
Infecções por Coronavirus/epidemiologia , Currículo , Saúde Global , Pandemias , Pneumonia Viral/epidemiologia , Betacoronavirus , Competência Clínica , Educação em Enfermagem/métodos , Educação em Enfermagem/organização & administração , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Espanha
6.
PLoS One ; 15(9): e0239014, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32941464

RESUMO

The Educational Practices Questionnaire is an instrument for assessing students perceptions of best educational practices in simulation. As for other countries, in Spain, it is necessary to have validated rubrics to measure the effects of simulation. The objective of this study was to carry out a translation and cultural adaptation of the Educational Practices Questionnaire into Spanish and analyze its reliability and validity. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 626 nursing students. Psychometric properties were analyzed in terms of reliability and construct validity by confirmatory and exploratory factor analysis. The exploratory and confirmatory factor analyses showed that the one-dimensional model is acceptable for both scales (presence and importance). The results show that the participants' scores can be calculated and interpreted for the general factor and also for the four subscales. Cronbach's alpha and the Omega Index were also suitable for all the scales and for each of the dimensions. The Educational Practices Questionnaire is a simple and easy-to-administer tool to measure how nursing degree students perceive the presence and importance of best educational practices.


Assuntos
Educação em Enfermagem/métodos , Psicometria/métodos , Inquéritos e Questionários/normas , Adulto , Estudos Transversais , Análise Fatorial , Feminino , Humanos , Masculino , Psicometria/normas , Reprodutibilidade dos Testes , Espanha , Estudantes de Enfermagem/estatística & dados numéricos , Traduções
7.
PLoS One ; 15(9): e0238437, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32936813

RESUMO

OBJECTIVES: Schizophrenia is one of the most prevalent mental illnesses contributing to national burden worldwide. It is well known that mental health nursing education, including clinical placement, is still insufficient to reach the optimal level of competency in nursing students. This study suggests a new form of mental health virtual reality (VR) simulation that is user-friendly and engaging to improve education about schizophrenia, thereby improving its treatment. METHOD: A mixed-methods study was conducted with a total of 60 nursing students, using 360-degree videos of five different scenarios reflecting clinical symptoms of schizophrenia patients and related treatment tasks delivered via head-mounted displays (HMDs). We used a 17-item quantitative questionnaire and a 7-item open-ended qualitative questionnaire to evaluate the ease of use and usefulness of the VR simulation program and to identify areas where further improvement is required. RESULTS: The VR simulation program was perceived as useful and exciting. Participants stressed that the high realism of the simulation increased their engagement in and motivation to learn about mental health nursing. Some participants made suggestions, such as further refining the picture and sound quality in order to achieve satisfactory educational outcomes. CONCLUSION: VR simulation using 360-degree videos and HMDs could serve as an effective alternative form of clinical training in mental health nursing. Education could be enhanced by its benefits of being engaging and exciting, as reported by this study's participants.


Assuntos
Educação em Enfermagem/métodos , Treinamento por Simulação/métodos , Realidade Virtual , Adulto , Competência Clínica , Feminino , Humanos , Masculino , Saúde Mental , Motivação , Esquizofrenia/fisiopatologia , Psicologia do Esquizofrênico , Estudantes de Enfermagem/psicologia
9.
Am J Crit Care ; 29(5): e104-e107, 2020 09 01.
Artigo em Inglês | MEDLINE | ID: mdl-32666088

RESUMO

BACKGROUND: In response to the coronavirus pandemic, New York State mandated that all hospitals double the capacity of their adult intensive care units In this facility, resources were mobilized to increase from 104 to 283 beds. OBJECTIVE: To create and implement a 3-hour curriculum to prepare several hundred non-critical care staff nurses to manage critically ill patients with coronavirus disease 2019. METHODS: Critical care nursing leaders and staff developed and implemented a flexible critical care nursing curriculum tailored to the diverse experience, expertise, and learning needs of non-critical care nursing staff who were being redeployed to critical care units during the surge response to the pandemic. Curricular elements included respiratory failure and ventilator management, shock and hemodynamics, pharmacotherapy for critical illnesses, and renal replacement therapy. A skills station allowed hands-on practice with common critical care equipment. RESULTS: A total of 413 nurses completed training within 10 days. As of June 2020, 151 patients with coronavirus disease 2019 still required mechanical ventilation at our institution, and 7 of 10 temporary intensive care units remained operational. Thus most of the nurses who received this training continued to practice critical care. A unique feature of this curriculum was the tailored instruction, adapted to learners' needs, which improved the efficiency of content delivery. CONCLUSIONS: Program evaluation is ongoing. As recovery and restoration proceed and normal operations resume, detailed feedback from program participants and patient care managers will help the institution maintain high operational readiness should a second wave of critically ill patients with coronavirus disease 2019 be admitted.


Assuntos
Betacoronavirus , Infecções por Coronavirus/enfermagem , Enfermagem de Cuidados Críticos/educação , Currículo , Educação em Enfermagem/métodos , Pneumonia Viral/enfermagem , Humanos , New York , Pandemias , Tempo
10.
Rev Lat Am Enfermagem ; 28: e3305, 2020.
Artigo em Inglês, Português, Espanhol | MEDLINE | ID: mdl-32578755

RESUMO

OBJECTIVE: to evaluate the effectiveness of the clinical simulation on the cognitive performance of nursing students in adult immunization scenarios in the context of Primary Health Care. METHOD: a controlled and randomized pre-test and post-test clinical trial applied to random intervention and control groups. 34 undergraduate nursing students were selected and divided into two groups: classes with active participation of students and skills training (control); and classes with active participation of students, skills training, and clinical simulation (intervention). RESULTS: the students in the intervention group performed better than those in the control group in the four assessments of cognitive performance, with statistical significance in the assessments of immediate (p=0.031) and late (1-20 days) (p=0.031) knowledge. CONCLUSION: from the simulation, students learn more in the short and medium terms. The information learned is retained for longer and the students are better prepared for the professional practice. Universal Trial Number: u1111-1195-2580.


Assuntos
Educação em Enfermagem/métodos , Imunização , Treinamento por Simulação/métodos , Adolescente , Adulto , Feminino , Humanos , Masculino , Estudantes de Enfermagem , Ensino , Adulto Jovem
11.
Nurse Educ Pract ; 45: 102782, 2020 May.
Artigo em Inglês | MEDLINE | ID: covidwho-230532

RESUMO

Coronavirus disease (COVID-19), has spread rapidly in Asia, Europe, the Middle East and the Americas. Considering the recent outbreak of COVID-19, some precautionary measures have been announced, including campus class suspensions. Nursing campus courses have also been suspended, and there may be a learning gap between hand hygiene theory and clinical training for nursing students. A virtual classroom education approach may help address the learning gap by providing ongoing theoretical strengthening of hand hygiene during clinical nursing training. This editorial proposes a 3-step virtual classroom education approach to support nursing educators in online theoretical hand hygiene enhancement.


Assuntos
Infecções por Coronavirus/prevenção & controle , Educação a Distância , Educação em Enfermagem/métodos , Higiene das Mãos , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Infecções por Coronavirus/epidemiologia , Humanos , Pneumonia Viral/epidemiologia
12.
Nurse Educ Pract ; 45: 102782, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-32388117

RESUMO

Coronavirus disease (COVID-19), has spread rapidly in Asia, Europe, the Middle East and the Americas. Considering the recent outbreak of COVID-19, some precautionary measures have been announced, including campus class suspensions. Nursing campus courses have also been suspended, and there may be a learning gap between hand hygiene theory and clinical training for nursing students. A virtual classroom education approach may help address the learning gap by providing ongoing theoretical strengthening of hand hygiene during clinical nursing training. This editorial proposes a 3-step virtual classroom education approach to support nursing educators in online theoretical hand hygiene enhancement.


Assuntos
Infecções por Coronavirus/prevenção & controle , Educação a Distância , Educação em Enfermagem/métodos , Higiene das Mãos , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Infecções por Coronavirus/epidemiologia , Humanos , Pneumonia Viral/epidemiologia
14.
Educ. med. (Ed. impr.) ; 21(2): 71-83, mar.-abr. 2020. tab
Artigo em Espanhol | IBECS | ID: ibc-194473

RESUMO

OBJETIVOS: Reconstruir el relato biográfico de enfermeras comunitarias reconocidas por sus pares como enfermeras de excelencia con miras a describir los atributos que las caracterizan; buscar orientaciones para optimizar la formación en el ámbito comunitario en enfermería a partir de su experiencia. MÉTODO: Método biográfico narrativo (historia de vida) bajo el paradigma constructivista. Tres enfermeras, señaladas por pares significativas como enfermeras comunitarias de excelencia, fueron entrevistadas mediante entrevistas en profundidad. Los textos resultantes fueron sometidos a dos procedimientos de análisis cualitativo de contenido que contribuyen a una comprensión de la representación de una enfermera comunitaria ejemplar: a) categorización de los datos desde la dimensión temporal y b) categorización del contenido acerca de los atributos de las entrevistadas y de sus perspectivas y prácticas concernientes a la educación en enfermería. RESULTADOS, DISCUSIÓN Y CONCLUSIONES: Aparece una representación homogénea del ser enfermera, destacando los temas tradicionales de vocación por el cuidado, sentido ético y coraje. Conjuntamente aflora una profesional autónoma, líder, quien concibe su trabajo como sistémico. Al mismo tiempo, llaman la atención relatos de menoscabo en las relaciones con enfermeras jefas autoritarias y la crítica unánime a las condiciones sociales, que atribuyen a la economía neoliberal pero en cuya fundamentación omiten la dimensión política. Para la formación consideran esenciales una enfermería humanizada y la praxis reflexiva. Considerando los resultados y situándonos desde la ética del cuidado, sugerimos incorporar en la formación una propuesta cercana al concepto de cuidado maduro, que favorecería una reflexión ética en las condiciones sociales actuales


OBJECTIVES: To reconstruct the biographical account of community nurses, acknowledged by their peers as highly reputed, and to describe their characteristic attributes; to search for guidelines to optimise training in nursing at community level according to their experience. METHOD: Biographical narrative method (life history) under the constructivist paradigm. Three nurses, chosen unanimously by significant peers as excellent nurses, were interviewed by means of in-depth interviews. The resulting texts were analysed using two qualitative content analysis procedures that contribute to the comprehension of the representation of an exemplar community nurse, a) data categorisation from a time perspective, and b) categorise the content of the interviewed attributes and their perspectives and practices as regards nursing education. RESULTS DISCUSSION AND CONCLUSION: The results show a homogeneous representation of being a nurse, highlighting the traditional subjects of a caring vocation, a sense of ethics, and courage. At the same time, is an autonomous professional, a leader that conceives his/her job as systemic. It is remarkable to find accounts of psychological undermining as consequence of conflicts with authoritarian head nurses and the unanimous criticism of the social conditions. They attribute to the neoliberal economy, nevertheless they omit the political dimension in their arguments. As regards nursing education, they consider humanized nursing and a reflective practice as essential. In view of these results, it is suggested, from the point of view of ethics of care, that a proposal on the concept of mature care should be included in nursing education that might promote ethic reflection in current social conditions


Assuntos
Humanos , Feminino , Adulto , Pessoa de Meia-Idade , Enfermeiros de Saúde Comunitária/educação , Educação em Enfermagem/métodos , Humanismo , Traços de História de Vida , Pesquisa Qualitativa , Avaliação de Desempenho Profissional
15.
Clin Nurse Spec ; 34(3): 132-136, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32250995

RESUMO

PURPOSE/AIMS: This study explored the feasibility of educating nurses on an emotionally sensitive topic using video. The aim was to educate nurses on how to assist individuals who have had an amputation of a limb in viewing themselves in the mirror. DESIGN: One-group repeated-measures design with 2 time points (pretest and posttest at 1 month). METHODS: Nurses viewed a video in which 8 amputee actors described how and why nurses should support individuals' viewing of self in the mirror following amputation. RESULTS: This video-based education was feasible, and recommendations were made for future research. Participants were engaged and shared insight into how this knowledge would change their nursing practice. CONCLUSIONS: A larger educational research study to test the effect of this education on improving nursing confidence and offering the mirror is recommended.


Assuntos
Amputação/psicologia , Imagem Corporal/psicologia , Educação em Enfermagem/métodos , Relações Enfermeiro-Paciente , Recursos Humanos de Enfermagem no Hospital/educação , Adulto , Idoso , Amputação/enfermagem , Extremidades/cirurgia , Estudos de Viabilidade , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pesquisa Metodológica em Enfermagem , Recursos Humanos de Enfermagem no Hospital/psicologia , Projetos Piloto , Gravação de Videoteipe , Adulto Jovem
17.
PLoS One ; 15(4): e0231270, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32298296

RESUMO

BACKGROUND: Surgical site infections are one of the commonest types of healthcare-associated infections. Up to 60% of these infections are estimated to be preventable by using evidence-based guidelines. As a front line caregiver, nurses are responsible for the majority of preventive activities. Hence, the enhanced practical skill of nurses is an essential component in preventive actions. OBJECTIVE: The aim of this study was to assess the practice of nurses and identify factors associated with it regarding prevention of surgical site infections in Addis Ababa city public hospitals. METHODS: An institution-based cross-sectional study was carried out from March 01-30, 2018. An adapted and pretested, self-administered questionnaire was utilized as a data collection tool. A stratified random sampling technique was employed by considering the level of hospitals as a stratum. Data were entered into a computer using Epi-data 3.1 statistical package. Then, it was exported to SPSS Version 23 for further analysis. Descriptive statistics were computed for the study variables. Bivariate regression analysis was also run to assess the association between independent variables and the level of nurse's practice. To see the relative effect of independent variables on the nurse's practice, a multivariable regression analysis was carried out. RESULT: A total of 409 nurses returned the questionnaire with a response rate of 98%. Majority (60.4%) of the participants were females and 84.1% were BSc holders. Less than half, (48.9%) of the participants were found to have good practice regarding prevention of surgical site infection. Being male, having more work experience, higher educational level and using available infection prevention guidelines were significantly associated with practice at p <0.05. CONCLUSION: More than half of the participants have inadequate practice regarding prevention of surgical site infection. Training nurses, making surgical site infection prevention guidelines easily accessible and ensuring possessed knowledge by nurses is potent enough and can be translated into desirable actions are recommended.


Assuntos
Atitude do Pessoal de Saúde , Infecção Hospitalar/prevenção & controle , Educação em Enfermagem/métodos , Conhecimentos, Atitudes e Prática em Saúde , Enfermeiras e Enfermeiros/estatística & dados numéricos , Infecção da Ferida Cirúrgica/prevenção & controle , Estudos Transversais , Etiópia , Hospitais Públicos , Hospitais Urbanos , Inquéritos e Questionários
18.
J Clin Nurs ; 29(11-12): 1768-1773, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32279377

RESUMO

AIM AND OBJECTIVE: This paper reports on the proceedings of the second Australasian International Learning Collaborative conference and summit. BACKGROUND: In December 2019, over a hundred people attended the second Australasian International Learning Collaborative Conference and Summit. This was the first to be held in Aotearoa New Zealand, the land where cultural safety was developed, its origins being in nursing education. Perhaps not surprisingly, culture, cultural safety and the context of care featured highly in the presentations and workshops. DESIGN AND METHODS: Discussion paper. RESULTS: A key outcome of the conference proceedings and workshops was the call for nurses and the International Learning Collaborative to work in partnership with indigenous groups to iterate the importance of the Fundamentals of Care framework and evaluate the impact of that on health equity. Other essential messages were to value establishing relationships, to continue to talk about the fundamentals of care, to research and to own them. Nurses were reminded to use their humanity to create a climate and culture in which patients and staff feel valued, safe and trusted. CONCLUSIONS: Future iterations of the Fundamentals of Care framework must incorporate indigenous worldviews, which emphasise the importance of relationships, family and spirituality on wellbeing. Such additions will provide an opportunity for the International Learning Collaborative to optimally respond and direct nursing practice. RELEVANCE TO CLINICAL PRACTICE: International Learning Collaborative members and conference attendees learned, listened and worked on meeting the challenges of consistently implementing and applying the fundamentals of care in practice and its importance to education, research and policy. The takeaway message is, when this does not happen, nurses must speak up.


Assuntos
Assistência à Saúde Culturalmente Competente/normas , Educação em Enfermagem/métodos , Congressos como Assunto , Feminino , Humanos , Povos Indígenas , Masculino , Nova Zelândia , Relações Enfermeiro-Paciente
19.
Br J Nurs ; 29(5): 308-313, 2020 Mar 12.
Artigo em Inglês | MEDLINE | ID: mdl-32167827

RESUMO

Nurse education in the UK has undergone a radical change over the past 30 years. The integration of nursing students within practice has evolved from an apprenticeship style to bespoke mentoring support. To act as mentors, registered nurses must have met stage 2 outcomes of the Nursing and Midwifery Council (NMC) Standards to Support Learning and Assessment in Practice, which clearly stipulate that mentors should have a reduced clinical commitment when supporting students, with one hour per week being protected, in addition to the 40% of time through direct or indirect supervision with their mentor/sign off mentor when facilitating a student on their final 12-week experience. However, this does not seem to be the case in reality. A qualitative study comprising six semi-structured interviews was undertaken across one health and social care trust. Data were analysed using Braun and Clarke's thematic analysis. A number of themes and subthemes were identified: engagement (barriers versus strategies), support (inclusivity versus exclusivity), and lack of recognition (strategic versus organisational). Due to the expected changes of supervising and assessing nursing students in practice, it is imperative that an innovative, collaborative and engaged approach is facilitated from all key stakeholders to ensure the sustainability of supporting and assessing students by registered nurses and the safeguarding of the public within clinical practice.


Assuntos
Bacharelado em Enfermagem , Tutoria , Estudantes de Enfermagem/psicologia , Educação em Enfermagem/métodos , Humanos , Relações Interprofissionais , Entrevistas como Assunto , Pesquisa Qualitativa , Apoio Social
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