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3.
Med. intensiva (Madr., Ed. impr.) ; 43(6): 346-351, ago.-sept. 2019. ilus, graf, tab
Artigo em Espanhol | IBECS | ID: ibc-183253

RESUMO

Objetivo: Comparar en un maniquí de lactante la calidad de las compresiones torácicas según el método tradicional (MT) o según la nueva técnica de 2pulgares con puños cerrados (NM). Diseño: Estudio controlado, aleatorizado y cruzado en profesionales. Ámbito: Hospital Universitario con UCI Pediátrica del norte de España. Participantes: Residentes y enfermeros de Pediatría, habiendo superado un curso de RCP básica y avanzada pediátrica. Intervenciones: Análisis cuantitativo de calidad de compresiones torácicas en escenario de RCP en lactante durante 2 min, mediante el sistema SimPad(R) con SkillReporter(TM) de Laerdal. Variables de interés principales: Frecuencia media y porcentaje de compresiones en rango recomendada, profundidad media y porcentaje de compresiones en rango recomendado, porcentaje de compresiones con descompresión adecuada y porcentaje de compresiones realizadas con los dedos en el centro del tórax. Resultados: La calidad global de las compresiones (NM: 84,2±23,7% vs. MT: 80,1±25,4% [p=0,25; no sig.]), el porcentaje de compresiones con profundidad correcta (NM: 59,9±35,8% vs. MT: 59,5±35,7% [p=0,76; no sig.]), la profundidad media alcanzada (NM: 37,3±3,8mm vs. MT: 36±5,3mm [p=0,06; no sig.]), el porcentaje de reexpansión completa de la caja torácica (NM: 94,4±9,3% vs. MT: 92,4±18,3% [p=0,58; no sig.]) y el porcentaje de compresiones con la frecuencia recomendada (NM: 62,2±34,6% vs. MT: 51±37,2% [p=0,13; no sig.]) fueron similares con los 2métodos. Conclusiones: La calidad de compresiones torácicas con el nuevo método (pulgares con los puños cerrados) es similar a la obtenida con el método tradicional


Objective: To compare the quality of chest compressions performed according to the classical technique (MT) versus a new technique (NM) (compression with 2thumbs with closed fists) in an infant manikin. Design: A controlled, randomized cross-over study was carried out in professionals assisting pediatric patients. Setting: A University Hospital with a Pediatric ICU in the north of Spain. Participants: Residents and nurses in Pediatrics who had completed a basic and an advanced pediatric cardiopulmonary resuscitation course. Interventions: Quantitative analysis of the variables referred to chest compression quality in a 2-minute cardiopulmonary resuscitation scenario in infants. Laerdal's SimPad(R) with SkillReporter(TM) system was used. Main variables of interest: Mean rate and percentage of compressions in the recommended rate range, mean depth and percentage of compressions within the depth range of recommendations, percentage of compressions with adequate decompression, and percentage of compressions performed with the fingers in the center of the chest. Results: Global quality of the compressions (NM: 84.2±23.7% vs. MT: 80.1±25.4% [p=0.25; p=ns]), percentage of compressions with correct depth (NM: 59.9±35.8% vs. MT: 59.5±35.7% [p=0.76; p=ns]), mean depth reached (NM: 37.3±3.8mm vs. MT: 36±5.3mm [p=0.06; p=ns]), percentage of complete re-expansion of the chest (NM: 94.4±9.3% vs. MT: 92.4±18.3% [p=0.58; p=ns]), and percentage of compressions with the recommended rate (NM: 62.2±34.6% vs. MT: 51±37.2% [p=0.13; p=ns]) proved similar with both methods. Conclusions: The quality of chest compressions with the new method (thumbs with closed fists) is similar to that afforded by the traditional method


Assuntos
Humanos , Masculino , Feminino , Adulto , Reanimação Cardiopulmonar/educação , Reanimação Cardiopulmonar/métodos , Simulação de Paciente , Manequins , Massagem Cardíaca/métodos , Reanimação Cardiopulmonar/instrumentação , Pessoal de Saúde/educação , Educação em Enfermagem/métodos , Internato e Residência , Análise Quantitativa , Massagem Cardíaca/instrumentação , Massagem Cardíaca/enfermagem , Unidades de Terapia Intensiva Pediátrica/estatística & dados numéricos
4.
Clin Nurse Spec ; 33(5): 228-236, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31404001

RESUMO

PURPOSE: Develop an evidence-based clinical nurse specialist (CNS) preceptor protocol to enhance preceptor's skills and effectiveness and strengthen the preceptor-preceptee relationship and outcomes. DESCRIPTION: An effective CNS preceptor is a key variable to quality, timely, and fiscally responsible CNS transition and retention. Most preceptors receive no formal education or skill development. Literature searched from the previous 10 years explored CNS preceptor, preceptee, and preceptorship process. OUTCOMES: Protocol key components are development of the mutual collaborative relationship, shared meaning, understanding, goal setting, timelines, and evaluations. The planning phase of the protocol includes face-to-face meeting to identify overarching goals and establish a trusting collaborative relationship. The mutual iterative learning and growing phase includes identification of learning needs, goals, and strategies such as debriefing, reflective journaling, and mutual ongoing evaluation. The concluding phase includes formal evaluation. The outcome phase includes safe autonomous CNS practice, along with mutual growth and satisfaction. CONCLUSIONS: The literature informed the CNS preceptor protocol development. The protocol may be evaluated within a preceptor-preceptee relationship across multiple settings. Higher levels of CNS research are vital to identify evidence-based CNS preceptorship strategies. As CNSs are integrated into advanced practice roles, a structured preceptor protocol and education program is critical to provide quality outcomes.


Assuntos
Educação em Enfermagem/métodos , Enfermeiras Clínicas/educação , Preceptoria/organização & administração , Prática Clínica Baseada em Evidências , Humanos
5.
Rev Esc Enferm USP ; 53: e03484, 2019 Aug 19.
Artigo em Português, Inglês | MEDLINE | ID: mdl-31433015

RESUMO

OBJECTIVE: To report the experience of students and teachers of a university extension project in the planning and performance of educational workshops on child development with educators of a day care center. METHOD: Report of experience based on frameworks of The Irreducible Needs of Children and the Bioecological Theory of Human Development. RESULTS: The workshops included eight undergraduate students, two nursing professors from a public university and 24 educators from a day care center located in a region of high social vulnerability in São Paulo. The educational workshops promoted child development in the day care center and the following themes were addressed: child development fundamentals, developmental milestones in the personal and social areas, language, fine and gross motor coordination. Interactive dynamics, didactic games and media resources were used as pedagogical strategies. The educational workshops favored the transfer of knowledge on child development and irreducible needs of children. CONCLUSION: Extension activities provided a link between the university and the community through the sharing of knowledge among health and education professionals aimed at promoting child development.


Assuntos
Creches , Desenvolvimento Infantil , Educação em Enfermagem/métodos , Estudantes de Enfermagem , Criança , Docentes de Enfermagem , Feminino , Humanos , Universidades
6.
Pflege ; 32(6): 343-352, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31438771

RESUMO

Digitalization in German nursing education: Potentials and challenges using AKOLEP as a case study - an explorative approach Abstract. ໿໿Background: The acquisition of action security plays a central role in nursing education. Technological systems have the potential to support nursing students in gaining greater security of action by providing self-reliant training possibilities and immediate feedback. Particularly in the field of motor learning, technological learning systems exhibit signs of future success. AIM: Within the AKOLEP project, potentials and challenges of digital solutions in nursing education on the one hand and technology acceptance of nursing students on the other hand were examined. METHOD: A mixed-methods approach granted access to the target group through conducting guideline-based interviews with 8 decision-makers from nursing schools and practice as well as a quantitative survey with 147 nursing students. RESULTS: The use of technical aids is quite low in the training of nursing students. The greatest potential is up to the advancement of individual action security of nursing students. Data security and funding channels pose the biggest challenges to digitalization activities. The quantitative survey shows a high level of technology acceptance within the target group. This correlates positively with the acceptance of the AKOLEP system. CONCLUSION: The greatest potential of digital learning systems is located in the facts that it complements classic teaching and advances action security. All respondents are against the replacement of nursing pedagogues with technological systems.


Assuntos
Educação em Enfermagem/métodos , Tecnologia Educacional , Alemanha , Humanos , Aprendizagem , Pesquisa em Educação de Enfermagem , Pesquisa Metodológica em Enfermagem , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários
7.
Rev Lat Am Enfermagem ; 27: e3132, 2019 Jul 18.
Artigo em Português, Inglês, Espanhol | MEDLINE | ID: mdl-31340339

RESUMO

OBJECTIVE: this paper aims to describe the first phase of a project whose general goal was to develop a consensus-based set of advanced practice nurse competencies applicable to Latin American countries and, based on these competencies, produce an advanced practice nurse curricular prototype adapted to Latin American countries. The project was framed in a competency-based approach to advanced practice nursing education. The specific aims of the first phase of the project described in this paper were: 1) to identify a set of potential advanced practice nurse competencies that would serve as the template for Core Advanced Practice Nurse Competencies in Latin American countries and 2) to establish consensus for Core Advanced Practice Nurse Competencies in Latin American countries. METHOD: advanced practice nurse competencies were derived from a comprehensive review of published competencies and informed the development of a survey designed to assess the relevance of advanced practice nurse competencies in Latin American countries. The survey was distributed to nurse leaders and nurse educators. Data were analyzed using descriptive statistics. RESULTS: consensus for Core Competencies was established. CONCLUSION: the Core Advanced Practice Nurse Competencies presented can provide a structured framework to build educational programs aligned to the needs of the regional environment.


Assuntos
Prática Avançada de Enfermagem/normas , Competência Clínica/normas , Acesso aos Serviços de Saúde , Prática Avançada de Enfermagem/educação , Educação em Enfermagem/métodos , Humanos , América Latina , Padrões de Prática em Enfermagem/normas , Inquéritos e Questionários
8.
J UOEH ; 41(2): 203-209, 2019.
Artigo em Japonês | MEDLINE | ID: mdl-31292365

RESUMO

It is not easy for nurses to estimate a patient's degree of shame, as the sense of shame depends on each person's personality, but nurses are requested to evaluate it as correctly as possible and to reduce the patient's mental load. We presume that most of the sense of shame is generated by body defects or disadvantages recognized by the patient. In this study, we tried to measure the degree of shame and to improve the basic nursing curriculum, depending on students' school year, under the assumption of what cases the nurses would frequently meet in a hospital. We prepared 13 figures that show common cases in hospitals. In these figures: 1) 6 figures show cases in which a nurse touched a patient's body; 2) 3 figures show common daily life; and 3) 4 figures show cases in which there are other people around the patient. A questionnaire was given to the first and second year students in A Nursing University, and we allocated scores of 1 to 10: 1 is "no-shame", and 10 is "very much shame". The students answered that patients must feel shame when: 1) they take off their clothes, 2) they show their disability to another person even without taking their clothes off, and 3) having people other than medical staff around them. In the results, as 2) appeared more strongly in the second year students than in the first, we thought that the second year students could surmise a patient's position in a hospital through the effect of the nursing education.


Assuntos
Atitude do Pessoal de Saúde , Educação em Enfermagem/métodos , Pacientes/psicologia , Vergonha , Estudantes de Enfermagem/psicologia , Currículo , Feminino , Humanos , Masculino , Personalidade , Melhoria de Qualidade , Inquéritos e Questionários
9.
Nurse Educ Pract ; 38: 138-144, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31279924

RESUMO

Critical thinking in nursing is largely theorized as a clinically-based idea. In the context of mental health education, this presents a problem, given documented evidence of a shift to demedicalize mental illness. Using institutional ethnography, this article examines the critical thinking of nursing faculty in a baccalaureate nursing program in a Canadian university by way of focus group interviews, observation periods, and the analysis of a number of institutional and legislative texts. The findings suggest that the critical thinking of nursing faculty is caught within a constrained institutional-textual order. Drawing on critical theory and Foucauldian philosophy, recommendations for nursing education are made in order to diversify and extend critical thinking in mental health nursing.


Assuntos
Educação em Enfermagem/métodos , Enfermagem Psiquiátrica/educação , Pensamento , Educação em Enfermagem/tendências , Grupos Focais/métodos , Humanos , Serviços de Saúde Mental , Enfermagem Psiquiátrica/métodos , Pesquisa Qualitativa
10.
Fertil Steril ; 112(2): 275-282.e1, 2019 08.
Artigo em Inglês | MEDLINE | ID: mdl-31200972

RESUMO

OBJECTIVE: To study the impact of an educational program on the knowledge base of reproductive endocrinology nurses on embryology and genetics topics to determine both improvement in knowledge and confidence in the nurses' ability to counsel patients on such topics. DESIGN: Interventional study. SETTING: Clinics. PATIENT(S): None; subjects were reproductive endocrinology nurses. INTERVENTION(S): Preintervention knowledge self-efficacy test, educational exposure, and 2-week follow-up testing. MAIN OUTCOME MEASURE(S): Knowledge test scores, self-efficacy scores. RESULT(S): Nurses, regardless of educational attainment, demonstrated statistically significant increases in knowledge of both embryology and genetics, which was retained at least 2 weeks after the educational intervention. Furthermore, nurse self-efficacy increased after intervention, and qualitative data support the desire for increased educational opportunities. CONCLUSION(S): Nurses benefit from focused educational efforts, resulting in improved knowledge in embryology and genetics. This improved knowledge base resulted in improved nurse confidence in patient education.


Assuntos
Aconselhamento/educação , Educação em Enfermagem , Embriologia/educação , Testes Genéticos , Conhecimentos, Atitudes e Prática em Saúde , Diagnóstico Pré-Implantação , Adulto , Competência Clínica/normas , Aconselhamento/normas , Educação em Enfermagem/métodos , Educação em Enfermagem/normas , Avaliação Educacional , Endocrinologia/educação , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa em Educação de Enfermagem , Diagnóstico Pré-Implantação/enfermagem , Autoeficácia , Adulto Jovem
11.
Cien Saude Colet ; 24(5): 1699-1708, 2019 May 30.
Artigo em Português, Inglês | MEDLINE | ID: mdl-31166505

RESUMO

This study characterizes the Medicine and Nursing students' learning from their integration into professional practice during the initial series of the courses. This is a documentary research with a qualitative approach, conducted through the analysis of 21 portfolios written by Medicine and Nursing freshmen and sophomores in 2015 and 2016. These students are from a Higher Education Institution of the inland of São Paulo, which uses active learning methods and integrates students into primary care scenarios. Data were interpreted through content analysis thematic modality. We identified that this integration facilitates their appropriation of the guiding principles of the Unified Health System; to understand the factors that prevail in the health-disease process in an expanded way with the care centered on the health needs of households and the community; to develop skills to work in a humanized group and interdisciplinary team, valuing empathy. We found that students are learning about the current Brazilian Health System and practicing their possibilities of operation, besides the values necessary to develop the teamwork required for person-centered care.


Assuntos
Educação em Enfermagem/métodos , Educação em Saúde/métodos , Programas Nacionais de Saúde/organização & administração , Estudantes de Enfermagem , Brasil , Competência Clínica , Empatia , Humanos , Equipe de Assistência ao Paciente/organização & administração , Prática Profissional , Pesquisa Qualitativa
13.
J Dent Educ ; 83(6): 654-662, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31154435

RESUMO

The aims of this study were to implement and evaluate an innovative collaborative event with hospitalized patients to help develop dental hygiene and nursing students' interprofessional competence. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used to assess the students' perceptions of interprofessional skill acquisition. Participants were 24 dental hygiene and 25 nursing students at the University of Southern Indiana in spring 2016. The results showed that all students had statistically significant improvement on the ICCAS items from pretest to posttest. There were no significant differences in improvement between the two groups on any single posttest item as the impact of the responses was similar. These results suggest that incorporating collaborative experiences in hospital settings can be an effective means to develop students' skills in interprofessional competence.


Assuntos
Relações Interprofissionais , Higiene Bucal/educação , Estudantes de Ciências da Saúde , Estudantes de Enfermagem , Educação em Enfermagem/métodos , Educação em Enfermagem/organização & administração , Avaliação Educacional , Hospitais , Humanos , Indiana
14.
BMC Med Educ ; 19(1): 225, 2019 Jun 24.
Artigo em Inglês | MEDLINE | ID: mdl-31234843

RESUMO

BACKGROUND: New educational approaches may be necessary to enhance competency in the new generation of students. Self-directed learning and blended coaching have been effective strategies to meet this challenge. However, there has been little research on self-directed learning programs using blended coaching (SDL_BC) in clinical practice. This study aimed to evaluate the effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice. METHODS: A non-equivalent control group pretest-posttest non-synchronized intervention design was used. The participants were 91 students, comprising an experimental group (n = 44) and a control group (n = 47). The experimental group was trained using a self-directed learning program with blended coaching. The Self-Directed Learning Competency Questionnaire, Clinical Competency Questionnaire, and Numeric Rating Score for clinical practice satisfaction via a self-report were all used in the assessment. Descriptive statistics, independent t-tests and ANCOVA were used to evaluate self-directed learning competency, clinical competency, and clinical practice satisfaction. RESULTS: Students in the experimental group showed a significantly higher improvement in competency in the implementation of self-directed learning (F (1,89) = 4.27, p = 0.039) and higher satisfaction with clinical practice (t (89) = 3.10, p = 0.003) compared with those in the control group. CONCLUSIONS: These results provide evidence that a self-directed learning program using blended coaching is an effective educational approach to improve the implementation part of self-directed learning competency and clinical practice satisfaction among nursing students in clinical practice. Further research is required to investigate whether other variables are associated with clinical competency, competency in planning and evaluation of self-directed learning, or their long-term effects.


Assuntos
Educação em Enfermagem/métodos , Autoaprendizagem como Assunto , Competência Clínica , Avaliação Educacional , Humanos , República da Coreia , Projetos de Pesquisa , Autorrelato , Estudantes de Enfermagem , Adulto Jovem
15.
J Clin Nurs ; 28(19-20): 3618-3631, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31190368

RESUMO

AIM: To explore the influence of an acute care setting on competency deployment of new graduate nurses (NGNs) from a competency-based undergraduate programme. BACKGROUND: In the last 15 years, nursing education has shifted to competency-based education (CBE). Few studies have focused on how NGNs from these reformed programmes use the competencies they have developed. To be paradigmatically coherent with the nature of a competence, studies should also examine how context influences nursing practice and competency deployment. DESIGN: A focused ethnography of three acute care units from one academic hospital in Canada. METHODS: Purposive and snowball sampling strategies were used to recruit 19 participants: NGNs (n = 4), nurse preceptors (n = 2), clinical nurse specialists (n = 9) and nurse managers (n = 4). Data were collected through individual interviews, focus groups, observation and documentation. Data were analysed according to Roper and Shapira (Ethnography in nursing research. Thousand Oaks, CA: Sage Publications, 2000) ethnographic nursing analysis framework. RESULTS: Organisational and individual factors were identified as influencing NGNs' competency deployment. Organisational factors are orientation, stability, workload and the scientific culture of the unit. Personal factors have been linked to groups of professionals: for NGNs, personality and clinical placements during their initial education; for nurses working with NGNs, to be role models, to promote integration and to denounce bullying; and for other health professionals, to recognise nursing expertise. CONCLUSION: One way to smooth the transition from academic to clinical settings for NGNs is by offering transition or orientation programmes that will provide them with stability and a reduced workload, allowing them to progressively deploy their competencies. RELEVANCE TO CLINICAL PRACTICE: Organisational and individual factors influence how new graduate nurses deploy their competencies. Clinical educators and nurse managers can help new nurses by acting on these factors. This study conforms to the COREQ Research Reporting Guidelines for qualitative studies.


Assuntos
Educação Baseada em Competências/normas , Enfermagem de Cuidados Críticos , Educação em Enfermagem/métodos , Adulto , Canadá , Competência Clínica , Grupos Focais , Humanos , Pessoa de Meia-Idade , Pesquisa Qualitativa , Adulto Jovem
16.
Int J Gynaecol Obstet ; 147(1): 36-42, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31241761

RESUMO

OBJECTIVE: To design and fabricate a subcutaneous contraceptive implant insertion simulator, and to characterize the performance of nursing students trained with and without the simulator. METHOD: A cross-sectional study was conducted on nursing students in Ghana who had no previous training in the insertion of contraceptive implants. They were given standardized training in insertion of implants from 25 April to 26 April, 2016, and then were randomly assigned to an intervention or control group. The control group watched insertions of live implants while the intervention group practiced using the simulator. Local materials were used to fabricate the simulator. The performance of both groups was assessed after the training. RESULTS: The participants consisted of 50 nursing students. Those in the intervention group were more likely to: insert the implant accurately (95.2% vs 78.4%, P<0.001); take less time to complete an insertion (mean of 33.6 seconds vs 42.2 seconds, P<0.001); and commit fewer errors (1.9 vs 2.5, P=0.005) compared to the control group. In addition, participants rated the simulator high on 11/11 of the product requirements with the teaching (93.2%), learning (91.4%), and skill acquisition (88.6%) requirements being the highest rated. CONCLUSION: A low-cost, locally fabricated simulator is an effective tool for augmenting the current training protocol by improving insertion skills of contraceptive implants.


Assuntos
Anticoncepcionais/administração & dosagem , Implantes de Medicamento/uso terapêutico , Educação em Enfermagem/métodos , Competência Clínica , Estudos Transversais , Feminino , Gana , Humanos
18.
Nurse Educ Pract ; 37: 81-87, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-31129529

RESUMO

The goal of personal tutoring is not only to guide future nurse practitioners in all aspects of their professional development in the academic context, but to support their development for nursing practice as well. The aim of this study is to explore how nursing students and personal tutors experience the process of personal tutoring. This was a qualitative study using educational action research methodology and convenience sampling, taking into account the criteria of maximum variation and theoretical saturation. Data were gathered through focus groups conducted separately with nursing students and personal tutors. The analysis revealed three categories that described the participants' experience of personal tutoring: tutoring as a supportive relationship that includes pastoral care; the personal tutor as a professional who links theory and practice; group meetings as an opportunity for peer support and learning. Personal tutoring is perceived by students and tutors as a supportive relationship that contributes to both the personal and the professional development of future nurse practitioners.


Assuntos
Educação em Enfermagem/métodos , Aprendizagem , Prática Profissional , Estudantes de Enfermagem , Feminino , Grupos Focais , Humanos , Masculino , Profissionais de Enfermagem , Grupo Associado , Pesquisa Qualitativa
19.
Nurse Educ Today ; 79: 67-73, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31103843

RESUMO

BACKGROUND: Simulation has been widely adopted in nursing education, as is known to all, the quality of simulation could be affected by many factors. Since there is not a comprehensive and scientific evaluation Index system, it is important to construct an evaluation Index system to guide high-quality simulation. OBJECTIVES: To construct the Evaluation Index system of Nursing Simulation teaching Quality and determine the weight of each indicator. DESIGN: It is a phenomenological research study. SETTINGS: The study was mainly conducted in one universities in China. PARTICIPANTS: 27 nursing education experts from China participated in this study. METHODS: This study combines the Delphi method and Analytic Hierarchy Process method. RESULTS: Evaluation Index system of Nursing Simulation teaching Quality is built using Delphi method, including five first level index (Teacher, Student, Simulation design characteristics, Educational practices and Outcomes), 14 secondary index and 62 tertiary index. It's determined through a two-rounded experts consultation involving 27 experts. The recovery rates of two rounds consultation questionnaire were respectively 96.43% and 100%, and coefficient authority was 0.89. The Kendall's W of second and third level index were respectively 0.515 and 0.589 (P < 0.001). And the weighted value of quality index are established at all levels with the consistency ratio (C.R.) <0.1, demonstrating that Teacher (0.4109) came first among the five first-level index followed by Student (0.2593), the Educational practices (0.1812), Simulation design characteristics (0.096) and Outcomes (0.0527). CONCLUSIONS: The quality index of nursing simulation education is scientific and reliable, so as its weight assignment. It can be a guidance for high-quality simulation teaching, and it is a valid tool to evaluate the quality of simulation teaching in nursing.


Assuntos
Competência Clínica , Técnica Delfos , Educação em Enfermagem/métodos , Treinamento por Simulação , Ensino , China , Humanos , Masculino , Pesquisa em Educação de Enfermagem , Inquéritos e Questionários
20.
J Pak Med Assoc ; 69(5): 659-665, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-31105284

RESUMO

OBJECTIVE: To evaluate the effect of a self-awareness and communication techniques course on nursing students' communication skills and their ways of coping with stress.. METHODS: The interventional study was conducted at Gazi University, Ankara, Turkey, from February to May, 2016, and comprised second-year students in an undergraduate programme. Data was collected using the Student Information Form, Communication Skills Inventory, and Ways of Coping with Stress Inventory. The intervention course consisted of a 14-week curriculum and used rich educational methods. SPSS 20 was used for data analysis. RESULTS: Of the123 subjects, 99(80.5%) were females. The overall mean age was 20.00}1.00 years (range: 19-25 years). Overall, 65(52.8%) subjects said they did not choose the profession of nursing voluntarily, while 81(65.9%) were satisfied with their choice. The post-intervention scores were significantly different than the baseline scores (p<0.05). CONCLUSIONS: The course was successful in increasing the students' communication skills as well as their skills for actively coping with stress.


Assuntos
Adaptação Psicológica , Comunicação , Educação em Enfermagem/métodos , Estresse Psicológico/psicologia , Estudantes de Enfermagem/psicologia , Adulto , Escolha da Profissão , Currículo , Feminino , Humanos , Masculino , Relações Enfermeiro-Paciente , Competência Profissional , Turquia , Adulto Jovem
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