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Rev Bras Enferm ; 74(suppl 5): e20200422, 2021.
Artigo em Inglês, Português | MEDLINE | ID: mdl-34037171


OBJECTIVE: To identify and map the technological tools of information and communication to support the teaching learning process in Nursing teaching courses. METHODS: This is a scoping review whose search was carried out in seven databases and in grey literature. After an initial analysis of the selection, 88 texts were read integrally, and 29 made up the final sample. RESULTS: Virtual learning environment and object, simulation, hypermedia, and software or cellphone applications were the tools the nursing professors used the most. Studies highlight that the application of technology was important in the teaching-learning process, since it encouraged teaching based on safe care, motivating and developing abilities/competences, supported on significant, effective, flexible, and autonomous learning. CONCLUSION: The contribution of the technology for nursing formation stands out, but it should be highlighted that its employment must be critical, reflective, based on pedagogical theories and developed by trained professors.

Educação em Enfermagem/tendências , Tecnologia Educacional , Tecnologia da Informação , Aprendizagem , Ensino/tendências , Comunicação , Escolaridade , Humanos , Hipermídia
Br J Nurs ; 30(8): 498-499, 2021 Apr 22.
Artigo em Inglês | MEDLINE | ID: mdl-33876682


Emeritus Professor Alan Glasper, from the University of Southampton, discusses a new initiative from the Nursing and Midwifery Council to increase clinical learning through simulation during the COVID-19 pandemic.

COVID-19 , Educação em Enfermagem/tendências , Treinamento por Simulação/tendências , Feminino , Humanos , Tocologia , Pandemias , Políticas , Gravidez , Medicina Estatal , Estudantes de Enfermagem , Reino Unido
Br J Nurs ; 30(7): 428-432, 2021 Apr 08.
Artigo em Inglês | MEDLINE | ID: mdl-33830792


This article describes nurse education with the Open University in Scotland (OUiS). Although there are problems with nurse recruitment and retention across the UK, in Scotland the landscape is somewhat different, with greater support for students required in remote and rural areas. Despite these challenges, the OUiS continues to recruit to the commissioned numbers of places. OUiS nursing students are primarily health care support workers who are a key group within the health and social care workforce but historically have faced many challenges in developing clear career pathways into nursing. At the heart of the OU is the fundamental recognition of distance online pedagogy, complemented by work-based learning support by employers. Partnership working between the OU, employers and education commissioners is crucial to its success.

Educação em Enfermagem , Universidades , Educação em Enfermagem/tendências , Previsões , Humanos , Escócia
Ann Glob Health ; 87(1): 12, 2021 02 02.
Artigo em Inglês | MEDLINE | ID: mdl-33598410


This viewpoint examines the impact of COVID-19 travel bans and remote education on the global health education of students from high-income countries (HIC) and low- and middle-income countries (LMIC) and explores potential opportunities for strengthening global health education based upon more dispersed and equitable practices. Global health is unique in the opportunities it can offer to students during the pandemic if programs can manage and learn from the pandemic's many challenges. Global health educators can: shift to sustainable remote engagement and mobilize resources globally to facilitate this; collaborate with partners to support the efforts to deal with the current pandemic and to prepare for its next phases; partner in new ways with health care professional students and faculty from other countries; collaborate in research with partners in studies of pandemic related health disparities in any country; and document and examine the impact of the pandemic on health care workers and students in different global contexts. These strategies can help work around pandemic travel restrictions, overcome the limitations of existing inequitable models of engagement, and better position global health education and face future challenges while providing the needed support to LMIC partners to participate more equally.

COVID-19 , Controle de Doenças Transmissíveis , Educação Médica/tendências , Educação em Enfermagem/tendências , Educação Profissional em Saúde Pública/tendências , Educação , Saúde Global/educação , COVID-19/epidemiologia , COVID-19/prevenção & controle , Controle de Doenças Transmissíveis/métodos , Controle de Doenças Transmissíveis/organização & administração , Educação/métodos , Educação/organização & administração , Educação à Distância/métodos , Educação à Distância/organização & administração , Humanos , Cooperação Internacional , Modelos Educacionais , Quarentena , SARS-CoV-2
Nurs Forum ; 56(2): 439-443, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-33538005


COVID-19 emerged in Wuhan, China, and began its worldwide journey. As the severity of the virus became known, the Chinese National Government mobilized resources, and their centralized management was critical to the containment of the epidemic. Healthcare agencies and providers were overwhelmed with patients, many of whom were critically ill and died. Nurses adapted to the work using personal protective equipment, but its initial scarcity contributed to stressful working conditions. Nurses in the United States can take several lessons from the experiences of their Chinese nurse colleagues, including the benefit of centralized management of the epidemic, the need for specialized treatment facilities, and the importance of a national stockpile of critical equipment and supplies. A fully funded United States Department of Health and Human Services Office of Pandemics and Emerging Threats is necessary. A nursing department within the office and a national mobilization plan to send nurses to support local efforts during a pandemic or other threat are likewise essential. Continuous training for nurses, especially caring for patients with infectious diseases in intensive care units, stress management, and how to comfort the dying, are also useful lessons.

COVID-19/enfermagem , Educação em Enfermagem/métodos , China , Defesa Civil/métodos , Defesa Civil/tendências , Educação em Enfermagem/tendências , Humanos , Pandemias/prevenção & controle , Equipamento de Proteção Individual/normas , Equipamento de Proteção Individual/provisão & distribuição , Estados Unidos
Int Nurs Rev ; 68(2): 153-158, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-33513283


BACKGROUND: COVID-19 pandemic has impacted the way things are done in walks of life including nursing education in both developing and developed countries. Nursing schools all over the world as well as in developing countries responded to the pandemic following the guidelines of the World Health Organisation and different countries specific guidelines regarding the pandemic. AIM: This reflective piece aims to describe the effect of COVID-19 on nursing education in developing countries. RESULT: Face-to-face teaching and learning were converted to virtual remote learning and clinical experiences suspended to protect the students from the pandemic. Specific but broader responses to the pandemic in the Caribbean and other developing countries have been shaped by financial, political and other contextual factors, especially the level of information technology infrastructure development, and the attendant inequities in access to such technology between the rural and urban areas. Internet accessibility, affordability and reliability in certain areas seem to negatively affect the delivery of nursing education during the COVID-19 lockdown. CONCLUSION AND IMPLICATIONS FOR NURSING AND/OR HEALTH POLICY: The impact of COVID-19 on nursing education in the Caribbean and other parts of the world has shown that if adequate measures are put in place by the way of disaster preparedness and preplanned mitigation strategies, future crises like COVID-19 will have less impact on nursing education. Therefore, health policymakers and nursing regulatory bodies in the developing countries should put policies in place that will help in responding, coping and recovering quickly from future occurrences.

COVID-19/enfermagem , Educação em Enfermagem/tendências , Pneumonia Viral/enfermagem , COVID-19/epidemiologia , Países em Desenvolvimento , Humanos , Jamaica/epidemiologia , Pandemias , Pneumonia Viral/epidemiologia , Pneumonia Viral/virologia , SARS-CoV-2
Nurs Outlook ; 69(2): 193-201, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33308844


BACKGROUND: Since 1999, the Veterans Health Administration's (VHA) National Nursing Education Initiative (NNEI) has provided 16,294 scholarships for registered nurses to attain baccalaureate and advanced nursing degrees. PURPOSE: The goal of this evaluation was to determine factors that enhanced or hindered a scholarship recipient in the completion of their degree and service obligation. METHODS: A regression analysis was performed to identify predictors of degree completion for 10,043 participants in 162 VHA facilities. FINDINGS: Significant predictor variables for degree completion were intended occupation, entry degree, gender, age, and year entering the program. Eighty-six percent (86.7%) of participants completed the degree requirement. Of those who completed their degree, 97% completed the service obligation. DISCUSSION: As recruitment and retention initiative, NNEI scholarships are poised to address the VHA nursing staffing shortages as well as build a highly qualified nursing workforce capable of providing the best care to our Nation's Veterans.

Educação em Enfermagem/métodos , United States Department of Veterans Affairs/estatística & dados numéricos , Adulto , Estudos de Coortes , Educação em Enfermagem/tendências , Emprego/métodos , Emprego/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos , United States Department of Veterans Affairs/organização & administração , Recursos Humanos/estatística & dados numéricos
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1150730


Objetivo: analisar a influência da inovação tecnológica no ensino em enfermagem. Método: trata-se de uma revisão integrativa realizada em janeiro de 2018, com recorte temporal janeiro/2015 a dezembro/2017. Foram incluídos 21 artigos disponíveis on-line, sendo realizadas as seis etapas preconizadas, na qual para a coleta e análise dos dados, utilizou-se de um instrumento validado. Resultados: emergiram as categorias "Tecnologia da Informação e Comunicação no ensino"; "Ambientes e Objetos Virtuais de Aprendizagem e seu impacto no processo de ensino-aprendizagem". Conclusão: a influência da inovação tecnológica no ensino em enfermagem traz um aspecto dinâmico, inovador e de proatividade ao aluno de enfermagem, o que exige mudanças no formato do processo ensino-aprendizagem. Tais mudanças vem incentivando o aluno ser ativo e construtor do seu conhecimento, o que contribui diretamente para o processo de desenvolvimento de pensamento críticoreflexivo, autonomia e segurança para realização de procedimentos

Objective: to analyze the influence of technological innovation on teaching in nursing. Method: this is an integrative review carried out in January 2018, with a time cut from January / 2015 to December / 2017. We included 21 articles available online, and the six recommended steps were performed, in which a validated instrument was used to collect and analyze the data. Results: the categories "Information Technology and Communication in education; "Environments and Virtual Learning Objects and their impact on the teaching-learning process". Conclusion: the influence of technological innovation on nursing teaching brings a dynamic, innovative and proactive aspect to the nursing student, which requires changes in the format of the teachinglearning process. Such changes have encouraged the student to be active and constructor of their knowledge, which contributes directly to the process of developing critical-reflexive thinking, autonomy and security for performing procedures

Objetivo: analizar la influencia de la innovación tecnológica en la enseñanza en enfermería. Método: se trata de una revisión integrativa realizada en enero de 2018, con recorte temporal enero / 2015 a diciembre / 2017. Se incluyeron 21 artículos disponibles en línea, siendo realizadas las seis etapas preconizadas, en la cual para la recolección y análisis de los datos, se utilizó un instrumento validado. Resultados: emergieron las categorías "Tecnología de la Información y Comunicación en la enseñanza; "Ambientes y Objetos Virtuales de Aprendizaje y su impacto en el proceso de enseñanza-aprendizaje". Conclusión: la influencia de la innovación tecnológica en la enseñanza en enfermería trae un aspecto dinámico, innovador y de proactividad al alumno de enfermería, lo que exige cambios en el formato del proceso enseñanza-aprendizaje. Tales cambios vienen incentivando al alumno a ser activo y constructor de su conocimiento, lo que contribuye directamente al proceso de desarrollo de pensamiento crítico-reflexivo, autonomía y seguridad para la realización de procedimientos

Humanos , Masculino , Feminino , Estudantes de Enfermagem , Tecnologia Educacional/métodos , Educação em Enfermagem/tendências , Educação em Enfermagem/métodos , Tecnologia da Informação/tendências , Docentes/educação
Rev. Rol enferm ; 43(9): 611-618, sept. 2020. ilus, tab
Artigo em Espanhol | IBECS | ID: ibc-194390


INTRODUCCIÓN: La pandemia por CO-VID-19 podría estar dejando secuelas de tipo psicológico en la población. Tanto el hecho esperable de una reinfección de ámbito mundial, como la distribución temporal desigual entre países, nos imponen la necesidad de estar preparados y contar con herramientas que tengan la capacidad de medir en el contexto adecuado la respuesta personal ante esta crisis. OBJETIVO: Llevar a cabo la traducción, adaptación transcultural y validación para estudiantes de Grado en Enfermería de España de la "Escala de Medida de las Manifestaciones del Bienestar Psicológico". MÉTODO: La población diana fueron los estudiantes de los cuatro cursos del Grado en Enfermería de la Universidad Católica de Valencia. La recogida de datos se implementó a través de un cuestionario on line dentro del protocolo @student-sONquarentine. La muestra final quedó constituida por 375 estudiantes. RESULTADOS Y CONCLUSIÓN: Se mantiene la estructura factorial de la escala portuguesa. KMO: 0,923; T. de Bartlett: 4552,347 (p =.000) y r de Pearson por factores entre .702 y .861. Por lo que contamos con un instrumento con criterios óptimos de validez de constructo y fiabilidad para la medida del Bienestar Psicológico en estudiantes de Grado en Enfermería en condiciones de aislamiento

INTRODUCTION: The COVID-19 pandemic could be leaving psychological consequences in the population, both the expected fact of a global reinfection, and the unequal temporal distribution between countries, impose on us the need to be prepared and have tools with the ability to measure in the appropriate context the personal response to this crisis. OBJECTIVE: To carry out the translation, cross-cultural adaptation and validation for students of Bachelor of Nursing in Spain of the "Measurement Scale of the Manifestations of Psychological Well-being". METHOD: The target population was the students of the four courses of the Nursing Degree of the Catholic University of Valencia. Data collection was implemented through an online questionnaire within the @studentsONquarentine protocol. The final sample was made up of 375 students. RESULTS AND CONCLUSION: The factorial structure of the Portuguese scale is maintained. KMO: 0.923; Bartlett's T. 4552.347 (p = .000) and Pearson's r by factors between .702 and .861. Therefore, we have an instrument with optimal criteria of construct validity and reliability for the measurement of Psychological Well-being in Nursing Degree students in conditions of isolation

Humanos , Adaptação Psicológica , Esgotamento Psicológico/diagnóstico , Psicometria/instrumentação , Testes Psicológicos/estatística & dados numéricos , Infecções por Coronavirus/psicologia , Quarentena/psicologia , Estudantes de Enfermagem/psicologia , Educação em Enfermagem/tendências , Comparação Transcultural , Pandemias/estatística & dados numéricos
Enferm. glob ; 19(59): 322-333, jul. 2020. tab, graf
Artigo em Espanhol | IBECS | ID: ibc-198892


La implementación de los cuidados paliativos en las universidades ha sido paulatina. Su reciente implantación requiere de su evaluación para la mejora en la formación de nuestros futuros profesionales. Por tanto, el objetivo de este trabajo es valorar el conocimiento en paliativos, en estudiantes de enfermería de la Universidad Jaume I, tras la implementación de un plan de estudios de enseñanza transversal y evaluación mediante una asignatura de carácter obligatorio. MÉTODO: Estudio observacional, de corte transversal, durante el curso académico 2017/2018 mediante la escala Palliative Care Quiz for Nursing. Análisis descriptivo, comparativo de las variables cuantitativas y cualitativas global y según aciertos/errores, significación estadística p-value <0,05. RESULTADOS: La muestra de n=155, edad 22,21±6,61 años, con predominio del sexo femenino en el 80% (n=124). La esfera con mayor número de aciertos fue la relacionada con el control de dolor y los síntomas 69,1% y la esfera con más fallos la relacionada con la filosofía y los principios 46,9%. El conocimiento en paliativos viene explicado en un 16% por el curso académico y con la experiencia previa en paliativos. CONCLUSIONES: Mediante nuestros resultados observamos, que la educación en paliativos desarrollada de forma transversal con la culminación de una asignatura obligatoria en cuarto curso, resulta ser efectiva en estudiantes de enfermería, donde el 63% ostentó una buena tasa de aciertos en conocimientos de paliativos

The inclusion of palliative care content in university curricula has been gradual. Due to the recent incorporation of palliative care as a subject, an evaluation is necessary in order improve the education of our future health professionals. The objective of this study was thus to assess palliative care knowledge in nursing students at Jaume I University after the transversal inclusion of palliative care content throughout the program, culminating in a subject of an obligatory nature. METHOD: This observational cross-sectional study was undertaken over the 2017/2018 academic year using the Palliative Care Quiz for Nursing. A descriptive and comparative analysis of the quantitative and qualitative global variables was performed with respect to correct/incorrect responses. Statistical significance was set at p <0.05. RESULTS: The sample included 155 participants, with a mean age of 22.21±6.61 years. Females (n=124) were predominant in the sample (80%). The domain which received the highest number of correct responses was related to the control of pain and symptoms (69.1%) and the domain which received the highest number of incorrect responses was related to philosophy and principles (46.9%). Academic year and prior palliative care experience explained 16% of the variance in knowledge. CONCLUSIONS: Through our results, we observed that palliative care education, implemented in a transversal manner and with the completion of compulsory subject in the fourth year, was effective in nursing students, with 63% achieving good scores with respect to palliative care knowledge

Humanos , Masculino , Feminino , Adolescente , Adulto Jovem , Adulto , Enfermagem de Cuidados Paliativos na Terminalidade da Vida/educação , Educação em Enfermagem/tendências , Competência Profissional/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Sucesso Acadêmico , Conhecimentos, Atitudes e Prática em Saúde , Estudos Transversais , Manejo da Dor/métodos
Enferm. glob ; 19(59): 345-359, jul. 2020. ilus, tab
Artigo em Espanhol | IBECS | ID: ibc-198893


INTRODUCCIÓN: Los profesionales de enfermería necesitan ser capacitados y cualificados para atender a las personas con diabetes y uno de los aspectos considerado como fundamental para esa capacitación es el conocimiento de los recursos tecnológicos indicados para el desarrollo del proceso de enseñanza-aprendizaje, como informática, internet, hipermedia, multimedia, y las diversas herramientas de interacción y comunicación. OBJETIVOS: Los objetivos de este estudio fueron desarrollar un módulo educativo sobre pie diabético en Ambiente Virtual de Aprendizaje - AVA en la plataforma Moodle para estudiantes de enfermería y someter el programa a la evaluación de los alumnos. MÉTODO: Se trata de un estudio descriptivo transversal, realizado con 31 estudiantes. El módulo educativo fue desarrollado como curso distribuido en cuatro capítulos versando sobre pie diabético. Después del curso los alumnos evaluaron el módulo utilizando instrumento validado conteniendo aspectos pedagógicos (contenido, interacción y actividades) y aspecto técnico (calidad de la interfaz) del AVA. RESULTADOS: Las características obtenidas consideradas como favorables al aprendizaje fueron "contenido" (91,6%), "actividades" (85,8%) y "calidad de la interfaz" (89,7%). La característica "interacción" fue la que obtuvo menor índice (52,7%). CONCLUSIÓN: Considerando la mayoría de las características evaluadas, concluimos que Moodle se mostró una herramienta eficaz de enseñanza. En cuanto a la característica "interacción", es necesario perfeccionar las cuestiones que afectan a las actividades programadas, estas son el foro y chat para propiciar una mayor relación entre los participantes

INTRODUCTION: Nursing professionals need to be trained and qualified to care for people with diabetes, where one of the aspects considered as fundamental for this training is the knowledge of the technological resources indicated for the development of the teaching-learning process, such as computer science, internet, hypermedia, multimedia, besides the various tools of interaction and communication. OBJECTIVE: The objectives of this study were to develop an educational module about diabetic foot in a Virtual Learning Environment - VLE in the Moodle platform for nursing students and to submit the program to the evaluation of the students. METHOD: It is a cross-sectional descriptive study, carried out with 31 students. The educational module was developed as a course distributed in four chapters dealing with diabetic foot. After the course, the students evaluated the module using a validated instrument containing pedagogical aspects (content, interaction and activities) and technical aspect (interface quality) of VLE. RESULTS: The characteristics that were considered favorable to learning were "content" (91.6%), "activities" (85.8%) and "interface quality" (89.7%). The "interaction" characteristic was the one that obtained the lowest rate (52.7%). CONCLUSION: By considering most of the evaluated characteristics, we conclude that Moodle has proved to be an effective teaching tool. Regarding the "interaction" characteristic, it is necessary to improve the questions that involve the scheduled activities, such as forum and chat, in order to provide a greater relationship among the participants

INTRODUÇÃO: Os profissionais de enfermagem necessitam ser capacitados e qualificados para o atendimento às pessoas com diabetes e um dos aspectos considerado como fundamental para essa capacitação é o conhecimento dos recursos tecnológicos indicados para o desenvolvimento do processo de ensino-aprendizagem, como informática, internet, hipermídia, multimídia, e as diversas ferramentas de interação e comunicação. OBJETIVOS: Os objetivos deste estudo foram desenvolver um módulo educativo sobre pé diabético em Ambiente Virtual de Aprendizagem - AVA na plataforma Moodle para estudantes de enfermagem e submeter o programa à avaliação dos alunos. MÉTODO: Trata-se de um estudo descritivo transversal, realizado com 31 estudantes. O módulo educativo foi desenvolvido como curso distribuído em quatro capítulos versando sobre pé diabético. Após o curso os alunos avaliaram o módulo utilizando-se instrumento validado contendo aspectos pedagógicos (conteúdo, interação e atividades) e aspecto técnico (qualidade da interface) do AVA. RESULTADOS: As características obtidas consideradas como favoráveis à aprendizagem foram "conteúdo" (91,6%), "atividades" (85,8%) e "qualidade da interface" (89,7%). A característica "interação" foi a que obteve menor índice (52,7%). CONCLUSÃO: Considerando-se a maioria das características avaliadas, concluímos que o Moodle se mostrou uma ferramenta eficaz de ensino. Já em relação à característica "interação", torna-se necessário aprimorar as questões que envolvam as atividades programadas, tais como fórum e chat para propiciar uma maior relação entre os participantes

Humanos , Alfabetização Digital/tendências , Diabetes Mellitus/enfermagem , Pé Diabético/enfermagem , Educação em Enfermagem/tendências , Pessoal de Saúde/educação , Capacitação Profissional , Acesso à Internet/tendências , Estudos Transversais , Cuidados de Enfermagem/classificação , Educação à Distância/métodos
Enferm. glob ; 19(58): 640-656, abr. 2020. tab, graf
Artigo em Espanhol | IBECS | ID: ibc-195568


INTRODUCCIÓN: La comunicación y la relación interpersonal son los elementos más esenciales para un cuidado humanizado. El establecimiento de una relación más allá de la atención física a través de la humanización de las acciones en el plan de cuidados, favorece el proceso de recuperación; sin embargo, tanto en la formación como en la práctica enfermera se mantiene la inercia de un enfoque técnico y neopositivista, dejando de lado tales aspectos. OBJETIVO: Aportar conocimientos más específicos sobre la importancia de situar y orientar los cuidados de la enfermería desde una proyección biopsicosocial, con un enfoque humanizado, poniendo especial énfasis en las competencias comunicativas y relaciones interpersonales como elementos esenciales. METODOLOGÍA: Revisión bibliográfica integrativa, con análisis crítico de la literatura consultada, que incluye artículos originales y de revisión publicados en castellano, portugués e inglés de 2013 a 2018. Para la búsqueda se han consultado las bases de datos SciELO, MEDLINE/Pubmed, Web of Science y CUIDEN. RESULTADOS: Se han extraído cuatro categorías de análisis que dan como resultado 1) las habilidades comunicativas y emocionales como elementos esenciales del cuidado humanizado, 2) la necesaria capacitación emocional y comunicativa en la formación de enfermería, 3) otros factores que contribuyen a un cuidado humanizado y 4) cambios metodológicos y recursos pedagógicos para la capacitación comunicativa y emocional de docentes, alumnado y profesionales de enfermería. CONCLUSIONES: Se reclama la necesidad de incorporar, de manera más pedagógica y profunda, programas formativos en competencias emocionales y de comunicación en enfermería para un cuidado humanizado

INTRODUCTION: Communication and interpersonal relationships are the most essential elements of humanised care. The process of recovery is fostered by establishing relationships outside of physical care through the humanisation of actions in the care plan. However, in both nursing training and nursing practice, the inertia of a technical and neo-positivist approach persists and such aspects are therefore neglected. OBJECTIVE: To provide more specific knowledge on the importance of considering nursing care from a biopsychosocial perspective, with a humanised approach, placing special emphasis on communicative skills and interpersonal relationships as essential elements. METHODS: An integrative literature review, with a critical analysis of the literature consulted, including original articles and reviews published in Spanish, Portuguese, and English from 2013 to 2018. The SciELO, MEDLINE/PubMed, Web of Science, and CUIDEN databases were searched. RESULTS: The following four categories emerged from this analysis: 1) communicative and emotional skills as essential elements of humanised care; 2) the necessary emotional and communicative training in nursing education; 3) other factors contributing to humanised care; and 4) methodological changes and pedagogical resources for the communicative and emotional training of lecturers, students, and nursing professionals. CONCLUSIONS: There is a need to develop, in a more pedagogical and profound way, training programmes in nursing on emotional skills and communication for humanised care

Humanos , Humanização da Assistência , Enfermagem Holística/tendências , Cuidados de Enfermagem/tendências , Educação em Enfermagem/tendências , Relações Enfermeiro-Paciente , Comunicação em Saúde/tendências
Rev Bras Enferm ; 73(1): e20170855, 2020.
Artigo em Inglês, Português | MEDLINE | ID: mdl-32049216


OBJECTIVE: To identify how nursing faculty perceive humanization at work; to describe the factors that enhance humanization and its implications on the health of nursing professors. METHOD: This was a descriptive and exploratory study carried out at a Brazilian public university with 19 nursing professors who answered a semi-structured interview. Thematic analysis was used to process data, yielding three analytical categories. RESULTS: The faculty indicated that humanization at work and the factors that enhance it are associated with interpersonal relationships, including dialogue and respect in work relationships, positively impacting their health. FINAL CONSIDERATIONS: The effective achievement humanization at work is a possibility that generates health and wellbeing for nursing faculty.

Docentes de Enfermagem/psicologia , Humanismo , Adulto , Brasil , Educação em Enfermagem/métodos , Educação em Enfermagem/normas , Educação em Enfermagem/tendências , Docentes de Enfermagem/tendências , Feminino , Humanos , Entrevistas como Assunto/métodos , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa , Universidades/organização & administração , Universidades/estatística & dados numéricos
Rev Bras Enferm ; 73(1): e20180173, 2020.
Artigo em Inglês, Português | MEDLINE | ID: mdl-32049232


OBJECTIVE: To measure the levels of depression among Nursing students from a public institution of higher education and the association with aspects of academic life. METHOD: Analytical and quantitative study with 203 students from a higher education institution that uses active methodologies. We used Beck's Depression Inventory and the Likert type scale of academic factors. RESULTS: We verified that 19.2% had moderate or severe levels of depression. Higher levels of depression were associated with female gender (p=0.003), working more than 40 hours per week (p=0.047), spending more than 90 minutes to reach academic activities (p=0.043) and with 12 academic factors specific to routines of the studied institution. CONCLUSION: The results contribute to managers' and professors' reflection and analysis concerning nursing students' mental health, in addition to indicating in which aspects there is a need to provide greater support to these students.

Depressão/diagnóstico , Estudantes de Enfermagem/psicologia , Carga de Trabalho/normas , Adulto , Depressão/epidemiologia , Depressão/psicologia , Educação em Enfermagem/métodos , Educação em Enfermagem/normas , Educação em Enfermagem/tendências , Feminino , Humanos , Masculino , Estresse Psicológico/complicações , Estresse Psicológico/etiologia , Estresse Psicológico/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Universidades/organização & administração , Universidades/estatística & dados numéricos , Carga de Trabalho/psicologia , Carga de Trabalho/estatística & dados numéricos
Nurse Educ Today ; 86: 104317, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31927492


BACKGROUND: With alarming vacancy rates and dipping availability of European nurses, remedies for the shortage of nurses in the UK are urged. To accelerate the registration of new children's nurses, a health education funder commissioned two education programmes within its region. The first is a 1-year programme designed for UK-registered nurses in adult or mental health. The second is a 2-year programme for individuals, not registered as nurses, who are child or social care graduates with experience of working with children and young people. OBJECTIVES: To evaluate the economic effectiveness of two accelerated children's nursing education programmes. DESIGN: Economic evaluation. SETTINGS: Two accelerated children's nursing education programmes in two sites in England. PARTICIPANTS: Nursing students enrolled in both programmes (N = 20). METHODS: We adopt a cost-consequences analysis to analyse the programmes' costs and outcomes. RESULTS: All graduates were heading for posts within the region where they studied, a favourable outcome for the funder. However, the first programme would deplete the workforce in other nursing fields, whereas the second, by quickening the graduates' career progression, would not dent the long-term shortage in entry roles. Given our small sample size, these impacts may differ if the programmes have wider implementation. CONCLUSIONS: Our evaluation measures the effectiveness of two novel accelerated education programmes in tackling the nurses' shortage. Concurrently, it contributes to developing a standardised approach for future economic evaluations in nursing education.

Educação em Enfermagem/métodos , Enfermeiras e Enfermeiros/provisão & distribuição , Enfermagem Pediátrica/educação , Recursos Humanos/normas , Adolescente , Adulto , Atitude do Pessoal de Saúde , Custos e Análise de Custo , Educação em Enfermagem/tendências , Inglaterra , Feminino , Humanos , Masculino , Enfermeiras e Enfermeiros/estatística & dados numéricos
Nurse Educ Today ; 86: 104325, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31926381


OBJECTIVE: Empathy is assumed to be an important element of nursing care, and nursing educators are attempting to find ways to effectively foster empathy in their students. The purpose of this review is to gain a deeper grasp of what undergraduate nursing students are learning from interventions educators have designed to cultivate empathy by synthesizing qualitative data. REVIEW METHODS: Utilizing the review methodology proposed by Whittemore and Knafl, a survey of the CINAHL, Web of Science, PubMed, and PsychINFO databases was undertaken to answer the question: What are undergraduate nursing students' perceptions of interventions designed to foster empathy? RESULTS: A thematic synthesis of the students' perceptions from the 17 articles meeting inclusion criteria revealed five themes: Understanding the other's experience, embodying the other's experience, becoming aware of self, informing the role of the nurse, and learning or transforming. CONCLUSIONS: Although additional conceptual work remains to create a coherent, complete, and parsimonious definition of empathy, the results indicate that the students are gaining many of the facets assumed to be part of the concept of empathy through these educational interventions. Immersive simulations that put students in the role of the "other" were particularly impactful, especially if they created a disorienting dilemma followed by guided reflection. These findings can help nursing educators tailor their interventions for their specific intended learning outcomes.

Educação em Enfermagem/normas , Empatia , Percepção , Estudantes de Enfermagem/psicologia , Educação em Enfermagem/métodos , Educação em Enfermagem/tendências , Humanos
Nurse Educ Today ; 86: 104313, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31923759


BACKGROUND: Challenges to the sustainability of global healthcare systems are prompting a shift towards more population-focused models of care. Nurse educators need to develop courses that prepare students for population health practice. However, the educational approaches that can support this shift are poorly understood. Publication of new standards for nurse education by the United Kingdom's (UK) Nursing and Midwifery Council that place greater emphasis on population health presented an opportunity to seek nursing leaders' views on population health in nurse education. OBJECTIVES: To assess the views of nursing leaders within a Scottish context on the connection between nurse education and population health for all students, evaluate what student nurses need to know to support population health practice, and draw insights from the UK for pre-registration programmes internationally. DESIGN: Qualitative interview study. PARTICIPANTS: Twenty-four nursing leaders from academic (n = 15), practice (n = 4) and regulatory (n = 5) sectors. METHODS: Semi-structured interviews were conducted face-to-face (n = 21), by telephone (n = 2) or Skype (n = 1). Interviews were transcribed and analysed, using interview questions as structural themes, followed by thematic and content analyses. RESULTS: Nursing leaders encouraged rebalancing nurse education towards population health, suggesting that population health concepts should sit at the core of spiral curricula to enable students to (re)view learning through a population health lens. Seven outcomes were identified to equip student nurses for practice in any setting. These formed the mnemonic FULCRUM: Find and interpret evidence; Understand the psychology of behavior and change; Link epidemiology to population health; Consider others and themselves in context; Recognise social determinants of health; Understand the impact of policy and politics on health; Motivate to encourage behaviour change. CONCLUSIONS: FULCRUM can guide nurse educators globally to support preparation of graduate nurses for the significant shifts in healthcare delivery and service organisation towards improving population outcomes.

Enfermeiras Administradoras/tendências , Saúde da População , Educação em Enfermagem/tendências , Bacharelado em Enfermagem/métodos , Humanos , Entrevistas como Assunto/métodos , Liderança , Enfermeiras Administradoras/psicologia , Pesquisa Qualitativa , Reino Unido
Rev. Rol enferm ; 43(1,supl): 464-471, ene. 2020. tab
Artigo em Inglês | IBECS | ID: ibc-193422


Literature refers that patients are commonly affected by preventable adverse events associated with non-technical skills failures. Non-technical skills training programs address to prepare for, respond to, and mitigate adverse events in healthcare. This study took place at Center for Clinical Simulation of Aveiro University. Third year prelicensure nursing students were included in two groups: control group (N=27), and experimental group (N=20, who participated in the training course developed, focusing on non-technical skills and crisis resource management acting principles). The study was divided in two different moments, before the implementation of the course, and after the implementation of the course. The course was then divided in three sessions: one four-hour theoretical session; and two three-hour practical sessions, each including two high-fidelity simulation-based different scenarios, four in total.Regarding non-technical skills, we found significant differences in the experimental group in eleven items after intervention. As per participants' self-confidence levels, those who participated seem to have significantly increased confidence in their skills. Regarding social-demographic variables, it seems that students from primary healthcare tend to present better non-technical skills than students from maternal health specialty. Overall these results seem to suggest that the course developed was effective in increasing students' knowledge and awareness on non-technical skills. It was demonstrated that the development and application of the structured course is feasible and positive changes in behavior can be measured through the instru-ments developed. Then, consideration must be given in integrating non-technical skills training into nursing education

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Humanos , Masculino , Feminino , Adulto Jovem , Adulto , Educação em Enfermagem/tendências , Treinamento por Simulação/métodos , Instruções Programadas como Assunto/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Avaliação de Eficácia-Efetividade de Intervenções , Autoaprendizagem como Assunto/classificação , Epidemiologia Experimental , Estudos de Casos e Controles