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1.
Enferm. clín. (Ed. impr.) ; 29(6): 336-343, nov.-dic. 2019. tab, graf
Artigo em Espanhol | IBECS | ID: ibc-184653

RESUMO

Objetivo: Conocer el grado el interés de los residentes en áreas formativas transversales de Enfermería Familiar y Comunitaria (EFyC) al inicio de su formación. Valorar el desarrollo de actividades comunitarias en los centros de salud y determinar el grado de satisfacción de los residentes con la formación recibida y actividades realizadas. Método: Se presenta una experiencia sobre metodología docente en salud pública y comunitaria en los residentes de EFyC desde el 2014 hasta el 2017. La formación se dividió en 3módulos formativos de 21h y se completó con 2actividades de campo: un programa de Educación para la Salud (EpS) y un mapeo de activos en la zona básica de salud (ZBS). Se cumplimentó un cuestionario de satisfacción del curso y de las actividades realizadas. Resultado: Durante este período se formaron 27 residentes. El 86,9% consideró la formación en atención comunitaria como muy necesaria. Se realizaron 26 programas de EpS y 17 mapeos de activos de sus ZBS. Con respecto a la satisfacción de la formación, se obtuvo una media global de 4,5 ± 0,1 sobre 5. Conclusiones: Los resultados evidencian un alto grado de interés en atención comunitaria, así como una valoración muy alta sobre las actividades realizadas y la formación recibida. La formación en salud comunitaria durante el período de residencia es un elemento esencial para integrar estas competencias en el rol profesional. Resulta imprescindible la dedicación por parte de las Unidades Docentes en el impulso en esta competencia, capacitando a los residentes en la integración del abordaje biopsicosocial, la orientación comunitaria y el trabajo en equipo en Atención Primaria


Objective: To determine the interest of nursing residents in the training areas of Family and Community Nursing (EFyC) at the beginning of their training, to evaluate community activities in health centres and to determine satisfaction with the training received and activities carried out. Method: We present the experience of training in the public and community health competencies of EFyC Nursing from 2014 to 2017 in a multiprofessional teaching unit. The training was divided into 3 theoretical modules. The training was completed with 2 activities: the design and development of a health education programme and an asset mapping in the basic health area. A questionnaire was completed on satisfaction with the course and the activities carried out. Result: During this period, 27 residents received training. As part of the training process, 26 health education programmes and 17 asset mappings were conducted in accredited health centres. The areas of intervention addressed were: lifestyles, life transitions and health problems. The overall satisfaction with the course was 4.5 ±.1 out of 5. Conclusions: The results show a high degree of interest in this area, as well as high evaluation of the activities carried out and the training received. Training in community health and health education during the period of residence is essential to include these competencies in the professional role. The dedication and involvement of the multiprofessional teaching units is essential in the development of these competences, training the residents through the integration of a biopsychosocial approach, community health and teamwork in primary care


Assuntos
Humanos , Enfermagem em Saúde Comunitária/educação , Enfermagem Familiar/educação , Educação em Enfermagem/tendências , Enfermeiras Especialistas/educação , Saúde Pública/educação , Estudos Transversais , Inquéritos e Questionários , Análise de Dados , Internato não Médico/métodos , Internato não Médico/organização & administração
4.
J UOEH ; 41(1): 41-49, 2019.
Artigo em Japonês | MEDLINE | ID: mdl-30867399

RESUMO

Families of cancer patients are also subject to care, and early intervention is necessary. In general hospital wards, nurses have difficulty in performing satisfactory nursing care for families of cancer patients due to limited time to get involved. Their priority is to provide essential care for patients, thus it is inevitable that they cannot offer intervention for patients' families. In recent years, overtime work by nurses has been regarded as a problem, and implementation of in-service education within the working hours is recommended. Based on these backgrounds, we developed "Learning materials for nurses, with a view to standardized care for the families of cancer patients hospitalized in general wards". In this paper, we report on this learning program and the development process.


Assuntos
Currículo , Educação Continuada em Enfermagem/métodos , Enfermagem Familiar/educação , Neoplasias/enfermagem , Quartos de Pacientes , Enfermagem Familiar/normas , Feminino , Humanos , Japão , Pessoa de Meia-Idade , Tolerância ao Trabalho Programado
5.
AACN Adv Crit Care ; 29(4): 382-392, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-30523008

RESUMO

BACKGROUND: The safe transition of children with complex medical conditions who are dependent on technology from hospital to home requires that caregivers receive specialized training from qualified health care professionals. Inadequate caregiver training can lead to discharge delays and hospital readmissions, often resulting in caregiver distress. OBJECTIVE: To determine the effectiveness of a structured boot camp-style predischarge training program for caregivers of pediatric patients with complex medical conditions. METHODS: We conducted a quasi-experimental interventional study to compare outcomes before and after implementation of the training program, which involved 34 caregivers. Pre-boot camp data were collected retrospectively from the medical records of 34 control patients. RESULTS: After program implementation, statistically significant decreases were found in mean unit length of stay (92 vs 60 days; P = .02), mean discharge training days (60 vs 16 days; P < .001), and median total parental stress score, expressed as a percentile (49 vs 45; P < .001). More than 90% of caregiver participants were very satisfied with the program. On the basis of minimal length of stay limits, cost savings were estimated at between $53 300 and $69 900 per patient. CONCLUSION: The results of this study indicate that the training program is a valuable tool to track and verify caregiver education, reduce hospital length of stay, increase caregiver satisfaction, decrease caregiver stress, and reduce medical costs.


Assuntos
Cuidadores/educação , Cuidadores/psicologia , Enfermagem de Cuidados Críticos/educação , Enfermagem Familiar/educação , Enfermagem Familiar/métodos , Educação em Saúde/métodos , Traqueostomia/enfermagem , Adolescente , Adulto , Criança , Pré-Escolar , Enfermagem de Cuidados Críticos/métodos , Feminino , Humanos , Lactente , Recém-Nascido , Masculino , Pessoa de Meia-Idade , Estudos Retrospectivos , Estados Unidos , Adulto Jovem
6.
Rev Gaucha Enferm ; 39: e20180017, 2018 Aug 30.
Artigo em Português, Inglês | MEDLINE | ID: mdl-30462818

RESUMO

OBJECTIVE: To understand the development of professional skills and competences from the training provided by the Nursing Residency in Primary Care/Family Health of a Brazilian public university from perspective of the graduates and analysis of the Pedagogical Project. METHOD: A qualitative case study carried out with 21 graduates of the Nursing Residency. The data were collected between December 2016 and July 2017, with individual interviews conducted with the graduates, recorded, transcribed and analyzed by the Content Thematic Analysis, with the support of ATLAS ti software and documentary analysis of the Pedagogical Project. RESULTS: Two categories emerged: "Professional profile for acquiring skills and abilities" and "Influential factors for the development of skills and abilities". FINAL CONSIDERATIONS: The graduates recognized the importance of the Residency in their training processes. However, they pointed to directives such as the improvement of interpersonal relations and the expansion of the development of the Administration/Management competency.


Assuntos
Competência Clínica , Saúde da Família , Enfermagem Familiar/educação , Enfermagem de Atenção Primária , Atenção Primária à Saúde , Brasil , Humanos , Relações Interpessoais , Resolução de Problemas , Pesquisa Qualitativa
8.
J Fam Nurs ; 24(3): 307-344, 2018 08.
Artigo em Inglês | MEDLINE | ID: mdl-30101655

RESUMO

Nurse educators have the responsibility to create learning experiences centered on the scientific and praxis foci of the nursing discipline to advance nursing practice with families. Although the nursing profession has ample knowledge about the importance of family nursing and the value of family-focused actions, there is a lack of curricular and teaching models that address nursing practice with families in numerous courses and learning experiences. This article describes the development of a family-focused undergraduate curriculum and teaching-learning practices at Minnesota State University, Mankato in the United States. A vision and mission centered on the nursing of families, a family care teaching model, a framework of family constructs, and taxonomy of significant learning strategies guided faculty in creating learner-centered experiences. Course objectives, competencies, and teaching-learning practices in this curriculum are described. This manuscript may guide the development of innovative teaching-learning practices that integrate family nursing constructs and family nursing actions from a variety of family nursing models and theories. Initial evaluation suggests that this curriculum can increase students' knowledge of family and instill a passion for family care in undergraduate programs.


Assuntos
Currículo , Bacharelado em Enfermagem/organização & administração , Enfermagem Familiar/educação , Enfermagem Familiar/métodos , Adulto , Feminino , Humanos , Masculino , Minnesota , Objetivos Organizacionais , Desenvolvimento de Programas , Adulto Jovem
9.
Rev. Rol enferm ; 41(7/8): 512-517, jul.-ago. 2018. ilus, tab
Artigo em Espanhol | IBECS | ID: ibc-179692

RESUMO

Las competencias en la especialidad de enfermería familiar y comunitaria las establece la ley, tanto en términos de formación como del ejercicio de la especialidad. Son de adquisición progresiva y plantean tres cuestiones: qué debemos enseñar cada año, qué no podemos enseñar porque no lo sabemos y qué no podemos enseñar porque no lo hacemos. Se describe una línea de investigación con metodología mixta que responde a dos objetivos: facilitar el aprendizaje de residentes y una guía a los tutores; y, de otra parte, conocer la autopercepción de conocimientos y necesidades de formación de las enfermeras de Atención Primaria en sus perfiles y lugares de trabajo. Se diferencian estilos de práctica enfermera entre práctica técnica, controladora y metodóloga. Esta propuesta se basa en cruzar el proceso de resolución de problemas con la actitud resolutiva de la enfermera y su requerimiento de información para documentar el proceso. El número de especialistas es importante y va a aumentar a corto plazo. Son un recurso humano con un alto nivel de competencia avalado por la ley y disponible para desplegar un arsenal de competencias que mejorarán sin duda la calidad del sistema sanitario, público y privado. Sin embargo, en la actualidad, no se les utiliza como prestadores de servicios avanzados. La ley abre la posibilidad de seguir avanzando en la acreditación de competencias y para ello se dispone de dos caminos aún inexplorados por las enfermeras. Uno dentro de la especialidad, las áreas de capacitación, y otro fuera, los diplomas de acreditación y acreditación avanzada. El enfoque de competencias abre oportunidades para todo el sistema: pacientes, usuarios y cuidadoras; enfermeras y otros profesionales de la salud. El reto es llevar a la práctica las ventajas que ofrece la especialidad con la visión de enfermería de práctica avanzada, en la gestión clínica, la mesogestión y la política sanitaria. Tal vez, la participación de las enfermeras en la política sanitaria marcará el camino para ello


In terms of training and practice, the competencies required for community and family health nursing are established by law. They are acquired progressively and raise three educative issues: what should we teach each year; what we cannot teach because we do not know; and what we cannot teach because we do not do. The following article describes a line of research based on a mixed methodology that responds to two objectives: to facilitate residents' learning process and to provide a guide for tutors; while at the same time to learn about the self-perception of knowledge and training needs of primary healthcare nurses, consistent with their profiles and workplaces. Nursing practice styles can be classified as technical, controlling and methodological. This proposal aims at crossing nurses' problem-solving process and problem-solving attitude, together with their need for information in order to document the nursing process. The number of nursing specialists is significant and will increase in the short term. These specialists are a human resource with a high level of competency guaranteed by law, and are readily available to deploy an arsenal of skills that will undoubtedly improve the quality of the public and private healthcare system. Unfortunately, they are currently not being harnessed as advanced service providers. The current law opens up the possibility for further progress in the accreditation of competencies, opening two paths that still remain unexplored. One relies within the specialty, in the area of training; and the other one can be found outside, among the accreditation diplomas and advanced accreditation. The competency-approach opens up opportunities for the entire healthcare system: patients, users and caretakers, together with nurses and other health professionals. The challenge is to put into practice the advantages offered by nursing specialties, consistent with the vision of advanced practice nursing in clinical management, meso-management and health policy. Perhaps the involvement of nurses in health policy will pave the way for the desired outcome


Assuntos
Humanos , Enfermagem em Saúde Comunitária/tendências , Enfermagem Familiar/tendências , Padrões de Prática em Enfermagem/tendências , /tendências , Enfermagem em Saúde Comunitária/educação , Enfermagem Familiar/educação , Educação em Enfermagem/tendências , Pesquisa em Enfermagem/tendências , Resolução de Problemas
10.
J Fam Nurs ; 24(3): 345-373, 2018 08.
Artigo em Inglês | MEDLINE | ID: mdl-29938579

RESUMO

Family individualization occurs, if at all, at a different pace and to a different extent in various societies and in various parts of society. Its impact has led to new scholarship in the social and caring professions, for which the concept of family is central in both professional education and practice. It is assumed that attitudes toward changing marital norms, family forms, and family relationships affect professionals' performance. This study, conducted in Israel in 2014 with 157 female health-profession students-102 (65%) Jews and 55 (35%) Muslim Arabs-focuses on attitudes about the family. Three patterns of attitudes emerged: individualized traditionalism-a mix of traditional and individualized attitudes, present among both the Jewish and the Muslim students; individualized autonomy, present mostly among the Jewish students; and classic traditionalism, present mostly among the Muslim students. Implications of these findings for the education and practice of health care professionals are also discussed.


Assuntos
Árabes/educação , Árabes/psicologia , Enfermagem Familiar/organização & administração , Família/psicologia , Islamismo/psicologia , Judeus/educação , Judeus/psicologia , Estudantes/psicologia , Adulto , Currículo , Educação em Enfermagem/organização & administração , Enfermagem Familiar/educação , Feminino , Humanos , Israel/etnologia , Relações Enfermeiro-Paciente , Relações Profissional-Família , Inquéritos e Questionários , Adulto Jovem
11.
Pflege ; 31(5): 267-277, 2018.
Artigo em Alemão | MEDLINE | ID: mdl-29927362

RESUMO

Midwives and Nurses in Early Childhood Intervention: The Benefit of Additional Qualification Abstract. BACKGROUND: Early childhood interventions are locally and regionally organized support services for families from pregnancy until the end of the third year of life. The interventions promote diverse measures to enhance parental skills in order to improve developmental and living circumstances. Midwives and nurses with additional qualification support burdened families in early childhood intervention. METHOD: Within a retrospective survey (standardized interviews, CAPI) mothers' (N = 298) perspective of the benefit of the home visiting support is assessed. Data from two groups were compared: (1) mothers in the care of a midwife or nurse with additional qualification (GruppeGFK + Quali) and (2) mothers cared for by a midwife or nurse without additional qualification (GruppeGFK). RESULTS: (1) Families with weighted levels of psychosocial burdens reported an enhanced need for help. (2) Midwives and nurses with additional qualification support more frequently families with high levels of psychosocial burdens. (3) Mothers with care of midwives and nurses with additional qualification reported this support as more useful in relation to every day demands than mothers with regular care after birth (questionnaire for evaluation of the received support: GruppeGFK + Quali: mean = 2.57; GruppeGFK : mean = 1.97; t (121) = 2.799, p = .003). CONCLUSION: The study complements results of national and international studies showing that families with high levels of psychosocial burdens accept home visiting support. Furthermore, this support seems to be useful. An increase of the offer and the additional qualification is recommended for improving the developmental and living conditions of families with psychosocial burdens.


Assuntos
Competência Clínica , Educação não Profissionalizante/organização & administração , Educação Continuada em Enfermagem , Enfermagem Familiar/educação , Tocologia/educação , Papel do Profissional de Enfermagem , Enfermeiras Pediátricas/educação , Adulto , Maus-Tratos Infantis/prevenção & controle , Pré-Escolar , Comportamento do Consumidor , Feminino , Alemanha , Humanos , Lactente , Recém-Nascido , Masculino , Enfermeiras de Saúde Comunitária/educação , Gravidez , Apoio Social , Estresse Psicológico/complicações , Inquéritos e Questionários
12.
Scand J Caring Sci ; 32(4): 1297-1307, 2018 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-29691883

RESUMO

BACKGROUND: Implementing family system nursing in clinical settings is on the rise. However, little is known about the impact of graduate school education as well as continuing education in family systems nursing (FSN) on nurses' perceptions of their family nursing practice. AIMS: To evaluate the level of nursing education, having taken a continuing hospital educational course in family system nursing (FN-ETI programme), and the impact of job characteristics on nurses' perceptions of their family nursing practice skills. DESIGN AND METHODS: Participants were 436 nurses with either a BSc degree or graduate degree in nursing. The Job Demand, Control and Support model guided the study (R. Karasek and T. Theorell, 1992, Healthy Work: Stress, Productivity, and the Reconstruction of Working Life, Basic Books, New York, NY). Scores for the characteristics of job demands and job control were created to categorise participants into four job types: high strain (high demand, low control), passive (low demand, low control), low strain (low demand, high control) and active (high demand, high control). RESULTS: Nurses with a graduate education who had taken the FN-ETI programme scored significantly higher on the Family Nursing Practice Scale than nurses with an undergraduate education. Nurses who were characterised as low strain or active scored significantly higher on the Family Nursing Practice Scale than the nurses who were characterised as high strain. Further, the interaction of education by job type was significant regarding family nursing practice skills. Hierarchical regression revealed 25% of the variance in family nursing practice skills was explained by job control, family policy on the unit, graduate education and employment on the following divisions: Maternal-Child, Emergency, Mental Health or Internal Medicine. CONCLUSION: Graduate education plus continuing education in FSN can offer nurses increased job opportunities more control over one's work as well as increased skills working with families in clinical settings.


Assuntos
Atitude do Pessoal de Saúde , Competência Clínica/normas , Educação Continuada em Enfermagem/normas , Educação de Pós-Graduação em Enfermagem/normas , Enfermagem Familiar/educação , Satisfação no Emprego , Recursos Humanos de Enfermagem no Hospital/psicologia , Adulto , Avaliação Educacional , Feminino , Humanos , Estudos Longitudinais , Masculino , Pessoa de Meia-Idade
13.
Metas enferm ; 21(1): 5-13, feb. 2018. tab
Artigo em Espanhol | IBECS | ID: ibc-172663

RESUMO

Objetivo: explorar la relación entre los aspectos de la formación universitaria y la elección de la especialidad de Enfermería Familiar y Comunitaria (EFyC). Método: estudio descriptivo transversal a enfermeros internos residentes (EIR) y especialistas que realizan o realizaron formación especializada de EFyC en Cataluña. Cuestionario adhoc online. Análisis estadístico: para variables categóricas, frecuencia absoluta y relativa; y para variables numéricas, promedio y desviación estándar. Comparación de variables: test exacto de Fisher, test de Wilcoxon o U de Mann-Whitney. Resultados: 55 participantes, 90,9% mujeres, con promedio de 26,7 años, 54,6% residentes y 45,4% especialistas, el 56,3% diplomados. Duración de prácticas en Atención Primaria (AP) y Comunitaria superior a dos meses: 66,7% en grado; 58,1% en diplomatura. Factores asociados a la elección de la especialidad: 45,4% con el número EIR, y el 30,9% consideró que hay alguna razón asociada a prácticas en AP y Comunitaria. El promedio de nota en satisfacción con la formación universitaria fue de 6,9 en prácticas y 5,9 en formación teórica. El 63,6% eligió esta especialidad como primera opción, considerando el número EIR y la motivación personal como prioritarias y asociándose con una mayor satisfacción con las prácticas (p= 0,001). Conclusiones: existe relación entre priorización de la especialidad con promociones más recientes y EIR/especialistas que efectuaron las prácticas por un periodo superior a un mes. No se detectó asociación entre priorización de la especialidad con satisfacción de la formación teórica, pero sí en la práctica. Sí existe relación con la motivación y el número EIR en la elección de la especialidad. Se concluye que es importante la formación universitaria en la elección de la especialidad de EFyC


Objective: to explore the association between university education aspects and the choice of the Family and Community Nursing specialty. Method: a descriptive transversal study with resident nurse interns and specialists that are conducting or have conducted specialized training on Family and Community Nursing in Catalonia. An ad hoc online questionnaire was used. There was a statistical analysis for categorical variables, absolute and relative frequency, and for numeric variables, average and standard deviation. Comparison of variables through Fisher’s exact test, Wilcoxon’s test, or Mann-Whitney’s U Test. Results: there were 55 participants, 90.9% were women, with an average age of 26.7 years: 54.6% were residents and 45.4% were specialist, and 56.3% of them had their degree. The length of practice in Primary Care (PC) and Community Care was over two months: 66.7% at qualification, 58.1% at graduation. Factors associated with the choice of specialty: 45.4% with the resident nurse intern numbers, and 30.9% considered that there was no reason associated with practices in PC and Community Care. The average score in Satisfaction with University Training was 6.9% for practices and 5.9% for theoretical training. Of this sample, 63.6% selected this specialty as their first option, considering the resident nurse intern number and personal motivation as their priority, and associated with a higher satisfaction with practices (p= 0.001). Conclusions: there is an association between specialty prioritization and the most recent graduate classes and resident nurse interns/specialists who conducted practices for a period longer than one month. No association was detected between specialty prioritization and satisfaction with theoretical training, but there was an association in practice. There was an association with motivation and resident nurse intern number in specialty selection. The conclusion is that university education is important in terms of the choice of the Family and Community Nursing specialty


Assuntos
Humanos , Feminino , Masculino , Adulto , Especialidades de Enfermagem/educação , Educação em Enfermagem/tendências , Enfermagem em Saúde Comunitária/educação , Enfermagem Familiar/educação , Orientação Vocacional/tendências , Escolha da Profissão , Estudos Transversais , Educação de Pós-Graduação/tendências , Estudantes de Enfermagem/estatística & dados numéricos
14.
Scand J Caring Sci ; 32(1): 280-289, 2018 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-28524370

RESUMO

BACKGROUND: Family caregivers are an important resource for providing care to elderly living at home. How nurses and other health professionals interact with family caregivers can have both a positive and a negative impact on the family caregivers' situation. We lack knowledge of Norwegian nurses' and other health professionals' participation in educational programmes about family caregivers' needs and situations. AIM: The purpose of this study was to investigate whether nurses and other health professionals working in home-care nursing had participated in educational programmes about family caregivers. Additionally, the study aimed to determine whether participation in educational programmes was associated with awareness of family caregivers' contributions to elder care. METHODS: This is a quantitative study, and it was conducted as a cross-sectional study. The participants were required to be educated as nurses, nursing assistants or other health professionals with relevant health education and to be working with the elderly in home-care nursing settings. Descriptive statistics and trivariate table analysis using the Pearson Chi-square t-test were conducted using Statistical Package for the Social Sciences (SPSS). RESULT: A total of 152 nurses and health professionals in home-care nursing in 23 municipalities have participated (in one county in Norway). The results showed that only half of the respondents had participated in educational programmes about family caregivers' needs and situations. The study did not provide a clear answer regarding the association between participation in educational programmes and awareness of family caregivers' contributions. CONCLUSIONS: The results indicate that nurses and other health professionals, to a small extent, have participated in educational programmes about family caregivers. Our findings indicate that participation in educational programmes may be particularly important for health professionals in leadership positions and for health professionals with vocational training.


Assuntos
Cuidadores/educação , Competência Clínica/estatística & dados numéricos , Enfermagem Familiar/educação , Pessoal de Saúde/educação , Adulto , Cuidadores/estatística & dados numéricos , Estudos Transversais , Enfermagem Familiar/estatística & dados numéricos , Feminino , Pessoal de Saúde/estatística & dados numéricos , Humanos , Masculino , Pessoa de Meia-Idade , Noruega , Inquéritos e Questionários
15.
J Fam Nurs ; 23(4): 461-487, 2017 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-29199532

RESUMO

While there has been continued growth in family nursing knowledge, the complex process of implementing and sustaining family nursing in health care settings continues to be a challenge for family nursing researchers and clinicians alike. Developing knowledge and skills about how to translate family nursing theory to practice settings is a global priority to make family nursing more visible. There is a critical need for more research methods and research evidence about how to best move family nursing knowledge into action. Enhancing health care practice is a multifactorial process that calls for a systemic perspective to ensure its efficacy and sustainability. This article presents insights derived from lessons learned through recent research experiences of using a knowledge translation model to promote practice changes in health care settings. These insights aim to optimize (a) knowledge translation of a Family Systems Approach (FSA) in practice settings; (b) knowledge translation research processes; and


Assuntos
Difusão de Inovações , Educação Continuada em Enfermagem/organização & administração , Enfermagem Familiar/educação , Enfermagem Familiar/organização & administração , Enfermeiras Clínicas/educação , Pesquisa em Enfermagem/organização & administração , Pesquisa Médica Translacional , Adulto , Competência Clínica , Currículo , Feminino , Humanos , Relações Interprofissionais , Masculino , Pessoa de Meia-Idade
16.
Rev Bras Enferm ; 70(6): 1129-1136, 2017.
Artigo em Inglês, Português | MEDLINE | ID: mdl-29160471

RESUMO

OBJECTIVE: describe the skills of nurses to conduct family interviews based on the Family Care Guide for Nursing Clinical Practice. METHOD: exploratory case study that analyzed the content of 16 guides applied to a child emergency service by a novice nurse from the family nursing area. RESULTS: the records indicated the presence of perceptual, conceptual, and executive skills required to conduct family interviews, in particular skills for the development of genograms, therapeutic relationships, and actions to fulfill family needs. FINAL CONSIDERATIONS: the Family Care Guide for Nursing Clinical Practice is a useful tool to guide the training processes, promote the development of family interview skills in novice nurses, and allow the cognitive consolidation of essential elements of patient- and family-centered care.


Assuntos
Competência Clínica/normas , Educação Continuada em Enfermagem/métodos , Conhecimentos, Atitudes e Prática em Saúde , Enfermeiras e Enfermeiros/normas , Adolescente , Brasil , Criança , Pré-Escolar , Enfermagem Familiar/educação , Humanos , Lactente , Recém-Nascido , Ensino/normas
18.
Enferm Clin ; 27(5): 303-307, 2017.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-28778518

RESUMO

OBJECTIVE: To evaluate the acquisition of skills in research and public health specialists in family and community nursing. METHOD: Descriptive and analytical study on a population of specialist nurse members of with the Valencian Primary Nurse Society. Measured with anonymous self-administered questionnaire on activities implemented and turnaround time in the training period. The questionnaire was conducted and reviewed based on the training programme of the specialty. RESULTS: Sixteen of the 41 specialists responded. The four year groups of nurses who had finished their training were represented as well as seven national teaching units. The results show high heterogeneity in the activities developed in the training. The average rotation in public health is 7.07 weeks, with range of 0 to 16 weeks. The mean number of educational sessions is 2.69 in the two years. The average number of research projects is 1.19. CONCLUSION: The result shows a specialisation process with training gaps in the skills of research and public health that could be remedied. Some practitioners claim that they finish their specialisation without undertaking research activities or completing the minimum proposed shifts. There is no process of improvement in the four year groups studied.


Assuntos
Enfermagem em Saúde Comunitária/educação , Enfermagem Familiar/educação , Pesquisa em Enfermagem , Competência Profissional , Saúde Pública , Adulto , Estudos Transversais , Feminino , Humanos , Masculino , Espanha
19.
AACN Adv Crit Care ; 28(2): 155-159, 2017.
Artigo em Inglês | MEDLINE | ID: mdl-28592475

RESUMO

Awareness of patient-centered and family-centered care research can assist clinicians to promote patient and family engagement in the intensive care unit. Project Dispatch (Disseminating Patient-Centered Outcomes Research to Healthcare Professionals) was developed to disseminate patient- and family-centered care research and encourage its application in clinical practice. The 3-year project involved the development of an interactive website platform, online educational programming, social media channels, a podcast and webcast series, and electronic and print media. The project's webpages received more than 5200 page views with over 4000 unique visitors from 36 countries. The podcast series has download numbers ranging from 35 596 for "Family Presence in the ICU" to 25 843 for "Improving Patient and Family satisfaction in the ICU" and 22 148 for "Family Satisfaction in the ICU." The project therefore successfully developed resources for critical care health care professionals to promote the patient- and family-centric perspective.


Assuntos
Atitude do Pessoal de Saúde , Cuidados Críticos/organização & administração , Enfermagem Familiar/organização & administração , Pessoal de Saúde/educação , Promoção da Saúde/organização & administração , Unidades de Terapia Intensiva/organização & administração , Assistência Centrada no Paciente/organização & administração , Adulto , Enfermagem Familiar/educação , Feminino , Pessoal de Saúde/psicologia , Humanos , Masculino , Pessoa de Meia-Idade , Assistência Centrada no Paciente/normas
20.
Enferm. clín. (Ed. impr.) ; 27(3): 179-185, mayo-jun. 2017. tab
Artigo em Espanhol | IBECS | ID: ibc-163215

RESUMO

Objetivo: Analizar la situación actual de la formación de especialistas en Enfermería Familiar y Comunitaria desde la perspectiva de las enfermeras responsables de las unidades docentes. Métodos: Análisis exploratorio mediante técnica de grupo nominal de las aportaciones realizadas por representantes de 19 unidades docentes multiprofesionales de atención familiar y comunitaria de 11 comunidades autónomas. Se categorizan y ponderan dichas aportaciones. Resultados: Las categorías emergentes sobre las dificultades y fortalezas encontradas han estado en relación con las tutoras, al entorno donde se realiza la formación, con la propia estructura de la unidad docente, con la organización de la docencia y el programa oficial de la especialidad, con los apoyos externos y con la formación teórica. Conclusiones: La formación en Enfermería Familiar y Comunitaria es una oportunidad de mejora de la atención primaria de salud para capacitar en competencias novedosas y necesarias aunque complejas de adquirir. Se hace necesario dar apoyo para que la formación sea efectiva y se debe dar a conocer la especialidad y su formación. Las tutoras son una pieza clave en este proceso (AU)


Objective: To analyze the current situation of the training of specialists in family and community nursing from the perspective of nurses responsible for teaching units. Methods: Exploratory analysis using nominal group technique of the contributions made by representatives of 19 multidisciplinary teaching units in family and community care from 11 Spanish autonomous communities. They categorized and weighted those contributions. Results: The emerging categories on the strengths and difficulties encountered related to the tutors, the environment where the training took place, the structure of the teaching unit, the organization of the teaching and the official programme of the speciality, the external supports and the theoretical training. Conclusions: Training in Family and Community Nursing is an opportunity to improve primary health care to train in news and necessary but complex skills. Support is required for training to be effective and the specialty and training should be made known. Tutors are a key part of this process (AU)


Assuntos
Humanos , Educação em Enfermagem/tendências , Enfermagem Familiar/educação , Enfermagem em Saúde Comunitária/educação , Prática do Docente de Enfermagem/estatística & dados numéricos , Especialização/tendências , Enfermeiras de Saúde Comunitária/estatística & dados numéricos , Pesquisa Qualitativa
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