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1.
Texto & contexto enferm ; 29: e20190198, Jan.-Dec. 2020. tab
Artigo em Inglês | LILACS, BDENF - Enfermagem | ID: biblio-1101985

RESUMO

ABSTRACT Objective: describe the experience of the proposal, process and results of a training program on qualitative research for nursing teachers based on the constructivist pedagogic model. Method: implementation of a course at a Nursing School in Uruguay from November 3, 2016 to October 12, 2017, in which thirty-nine teachers participated voluntarily. The description of the experience presented in this article is based on the assessment of the course made through participant observation, surveys and a dialogue session with the participants in which the results of the course were discussed. Results: through the implementation of the course, several achievements were accomplished, as well as challenges detected. We would like to highlight the interest received from the course managers and participants in the subject, the nine new research projects, the creation of a bibliographic material, videos and recordings repository, as well as the financial resource mobilization. The challenges were mainly structural and organizational; such as the limited time the participants had to do research and work in teams, the trouble to adopt a critical approach and difficulties with the communication systems. Conclusion: this article contributes to fill the existing gap in qualitative research teaching, and invites to reconsider iniciatives regarding the training of health personnel in the countries of the region, mainly through constructivist and participative models.


RESUMO Objetivo: descrever o relato de uma experiência sobre a proposta, o processo e os resultados de um programa de formação em pesquisa qualitativa, dirigido a professores de enfermagem, baseado no modelo pedagógico construtivista. Método: de 3 de novembro de 2016 a 12 de outubro de 2017entre 3/11/2016 e 12/10/2017 implementamos um curso, em uma faculdade de enfermagem no Uruguai, do qual participaram de forma voluntária 39 professores. O relato da experiência que apresentamos é baseado na avaliação do curso, que foi feito por meio da observação participante, questionários e uma sessão de diálogo com os alunos, na qual se discutiram os resultados do curso. Resultados: a implementação do curso permitiu alcançar conquistas e vislumbrar desafios. Destaca-se o interesse dos gerentes e participantes no tema, contando com nove projetos de pesquisa, um repositório com material bibliográfico, vídeos e gravações, além da mobilização de recursos financeiros. Os desafios foram estruturais e organizacionais; dentre eles, o pouco tempo das participantes para pesquisar ou trabalhar em equipe, dificuldades para adotar uma perspectiva crítica e problemas com os sistemas de comunicação. Conclusão: este trabalho visa a preencher uma lacuna existente sobre o ensino da pesquisa qualitativa, convidando a repensar iniciativas tendentes à formação do pessoal da saúde nos países da região, principalmente desde modelos construtivistas e participativos.


RESUMEN Objetivo: describir el relato de experiencia sobre la propuesta, el proceso y los resultados de un programa de formación en investigación cualitativa dirigido a docentes de enfermería basado en el modelo pedagógico constructivista. Método: entre 3 de octubre de 2016 a 12 de noviembre de 2017, implementamos un curso en una facultad de enfermería en Uruguay, en el que participaron de forma voluntaria 39 docentes. El relato de la experiencia que se presenta se basa en la evaluación del curso, que se hizo por medio de observación participante, cuestionarios y una sesión de dialogo con los alumnos en la que se discutieron los resultados del curso. Resultados: la implementación del curso permitió alcanzar logros y entrever desafíos. Se destaca el interés de los gestores y participantes en el tema, el contar con nueve proyectos de investigación, un repositorio con material bibliográfico, videos y grabaciones, así como la movilización de recursos financieros. Los desafíos fueron estructurales y organizativos; entre ellos, el poco tiempo de las participantes para investigar o trabajar en equipo, dificultades para adoptar una perspectiva crítica y problemas con los sistemas de comunicación. Conclusión: este trabajo abona a llenar una laguna existente sobre la enseñanza de la investigación cualitativa, invitando a repensar iniciativas tendientes a la formación del personal de la salud en los países de la región, principalmente desde modelos constructivistas y participativos.


Assuntos
Humanos , Adulto , Pessoa de Meia-Idade , Ensino , Enfermagem , Pesquisa Qualitativa , Docentes , Escolas de Enfermagem , Saúde , Educação , Docentes de Enfermagem , Capacitação de Professores
4.
Am J Nurs ; 120(8): 40-47, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32732477

RESUMO

Racism left an indelible mark on Bernardine Lacey and her professional growth as a nurse, including roles as an educator, political advocate, researcher, clinician, and leader. This article uses oral history methods to detail, in Lacey's own words, experiences from her childhood and early in her education and career. Her story allows for an exploration of some of the difficult truths about racism, the culpable role of nursing in this history, and the impact of historical accounts on the profession's current inclusivity and diversity efforts.


Assuntos
Competência Clínica , História da Enfermagem , Narração , Racismo , História do Século XX , Humanos , Mississippi , Escolas de Enfermagem
5.
Nurs Outlook ; 68(4): 494-503, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32561157

RESUMO

BACKGROUND: In 2004, the American Association of Colleges of Nursing (AACN) called for all nursing schools to phase out master's-level preparation for advanced practice registered nurses (APRNs) and transition to doctor of nursing practice (DNP) preparation only by 2015. Today, five years after the AACN's deadline, nursing has not yet adopted a universal DNP standard for APRN practice entry. PURPOSE: The purpose of this paper is to examine the factors influencing the ability of nursing schools to implement a universal DNP standard for APRNs. METHODS: Deans from top-ranked nursing schools explore the current state of the DNP degree in the US. The authors draw upon their collective experience as national leaders in academic nursing, long-time influencers on this debate, and heads of DNP programs themselves. This insight is combined with a synthesis of the literature and analysis of previously unpublished data from the AACN on trends in nursing doctoral education. FINDINGS: This paper highlights issues such as the long history of inconsistency (in messaging, curricula, etc.) surrounding the DNP, certification and accreditation challenges, cost barriers, and more. The authors apply COVID-19 as a case study to help place DNP graduates within a real-world context for health system stakeholders whose buy-in is essential for the success of this professional transition. DISCUSSION: This paper describes the DNP's standing in today's professional environment and advances the conversation on key barriers to its adoption. Insights are shared regarding critical next steps to ensure national acceptance of the DNP as nursing's terminal practice degree.


Assuntos
Prática Avançada de Enfermagem/educação , Educação de Pós-Graduação em Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/normas , Escolas de Enfermagem/organização & administração , Currículo , Humanos , Pesquisa em Educação de Enfermagem , Sociedades de Enfermagem , Estados Unidos
6.
Int Nurs Rev ; 67(3): 323-325, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32578218

RESUMO

The COVID-19 pandemic has disrupted clinical nursing and midwifery education. This disruption has long-term implications for the nursing and midwifery workforce and for future healthcare responses to pandemics. Solutions may include enhanced partnerships between schools of nursing and midwifery and health service providers and including schools of nursing and midwifery in preparedness planning. These suggestions notwithstanding, we call upon national and international nursing and midwifery bodies to study how to further the clinical education of nurses and midwives during pandemics and other times of crisis.


Assuntos
Betacoronavirus , Infecções por Coronavirus/epidemiologia , Bacharelado em Enfermagem/normas , Tocologia/educação , Pneumonia Viral/epidemiologia , Escolas de Enfermagem/organização & administração , Currículo/normas , Educação em Enfermagem/normas , Feminino , Maternidades/organização & administração , Humanos , Serviços de Saúde Materna/organização & administração , Tocologia/organização & administração , Pandemias
7.
Soins ; 65(842): 10-13, 2020.
Artigo em Francês | MEDLINE | ID: mdl-32245550

RESUMO

Launched by the University of Patients-Sorbonne University, a survey explores the number of nursing training institutes that develop patient interventions in their teaching curricula. Presentation of the preliminary results of this study.


Assuntos
Currículo , Educação em Enfermagem/organização & administração , Simulação de Paciente , França , Humanos , Pesquisa em Educação de Enfermagem , Escolas de Enfermagem , Inquéritos e Questionários
8.
Nurs Outlook ; 68(3): 261-269, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32278443

RESUMO

BACKGROUND: Mapped with the guiding principles of academic-practice partnerships (APPs) outlined by the American Association of Colleges of Nursing and the American Organization for Nursing Leadership, a joint nurse scientist role between a nursing school and acute care facility at a large academic health center was developed and characterized by a PhD-prepared nurse appointed in a research role across organizations. To date, eight faculty are now appointed across the School and four health systems. PURPOSE: Describe outcomes, facilitators and vulnerabilities of the joint nurse scientist role. METHODS: Review of administrative records. DISCUSSION: Outcomes include the 1) conduct and dissemination of joint research, 2) translation of evidence into practice, 3) development of educational programs for health system nurses, 4) scholarly activities among health system nurses, and 5) improved visibility and valuation of the PhD-prepared nurse. Role facilitators include those previously reported for APPs, the joint nurse scientists' ability to broker opportunities across settings, and the evolving nature of the role. Role vulnerabilities pertain to the negotiation of workload, promotion, and institutional priorities. CONCLUSION: The joint nurse scientist role fosters shared scholarly successes across academia and service.


Assuntos
Papel do Profissional de Enfermagem , Pesquisa em Enfermagem/organização & administração , Centros Médicos Acadêmicos/organização & administração , Humanos , Relações Interinstitucionais , Escolas de Enfermagem/organização & administração , Estados Unidos
9.
Online braz. j. nurs. (Online) ; 19(1)mar. 2020. ilus
Artigo em Inglês, Espanhol, Português | LILACS, BDENF - Enfermagem | ID: biblio-1120925

RESUMO

OBJETIVO: Analisar o processo de criação da Escola de Enfermagem do Estado do Rio de Janeiro (EEERJ), atual Escola de Enfermagem Aurora de Afonso Costa (EEAAC/UFF). MÉTODO: Estudo histórico de abordagem qualitativa. Fontes: relatórios, atas, legislações, notícias de jornais dos acervos da EEAAC/UFF, da Escola de Enfermagem Anna Nery/UFRJ e da Casa de Oswaldo Cruz/Fiocruz. Análise por triangulação das fontes. RESULTADOS: Criada em 19/04/1944 e inaugurada em 01/02/1945, foram estratégias de criação: escolha de Niterói; estruturação equivalente à Escola Oficial Padrão, nomeação de uma ex-aluna e ex-professora desta como diretora; autoridades nas cerimônias oficiais. DISCUSSÃO: A insuficiência de profissionais, a qualidade do ensino, a disciplina rigorosa e a influência política de Alzira Vargas concorreram para implantação em curtíssimo tempo e aproveitamento de ganhos simbólicos. CONCLUSÃO: Sua criação contribuiu ao reconhecimento profissional e social advindos da participação em um projeto que colaboraria para o desenvolvimento do país.


OBJECTIVE: To analyze the creation process of the Rio de Janeiro State Nursing School (Escola de Enfermagem do Estado do Rio de Janeiro, EEERJ), currently the Aurora de Afonso Costa Nursing School (Escola de Enfermagem Aurora de Afonso Costa, EEAAC/UFF). METHOD: A historical study with a qualitative approach. Sources: reports, minutes, legislation, news from newspapers of the collections of the EEAAC/UFF, of the Anna Nery Nursing School/UFRJ, and of the Casa de Oswaldo Cruz/Fiocruz. Triangulation analysis of the sources. RESULTS: Created on 04/19/1944 and inaugurated on 02/01/1945, the creation strategies were the following: choosing the city of Niterói; structuring equivalent to the Official Standard School, appointment of a former student and former professor as principal; authorities at official ceremonies. DISCUSSION: The insufficiency of professionals; the quality of teaching; the strict discipline and political influence of Alzira Vargas contributed to the implementation in a very short time and to take advantage of symbolic gains. CONCLUSION: Its creation contributed to the professional and social recognition arising from the participation in a project that would collaborate for the development of the country.


OBJETIVO: Analizar el proceso de creación de la Escuela de Enfermería del Estado de Rio de Janeiro (EEERJ), actual Escuela de Enfermería Aurora de Afonso Costa (EEAAC/UFF). MÉTODO: Estudio histórico con enfoque cualitativo. Fuentes: informes, actas, legislación, noticias de periódicos de las colecciones de la EEAAC/UFF, la Escuela de Enfermería Anna Nery/UFRJ y la Casa de Oswaldo Cruz/Fiocruz. Análisis de triangulación de fuentes. RESULTADOS: Creada el 19/04/1944 e inaugurada el 01/02/1945, fueron estrategias de creación: elección de Niterói; estructuración equivalente a la Escuela Oficial Estándar (en portugués, Escola Oficial Padrão), nombramiento de una exalumna y exmaestra como directora; autoridades en ceremonias oficiales. DISCUSIÓN: La insuficiencia de profesionales; la calidad de la enseñanza; la disciplina estricta e influencia política de Alzira Vargas contribuyeron a la implementación en tiempo muy corto y al aprovechamiento de las ganancias simbólicas. CONCLUSIÓN: Su creación contribuyó al reconocimiento profesional y social derivado de la participación en un proyecto que colaboraría para el desarrollo del país.


Assuntos
Escolas de Enfermagem/história , Educação em Enfermagem/história , Enfermagem , História da Enfermagem
10.
REME rev. min. enferm ; 24: e-1276, fev.2020.
Artigo em Português | LILACS, BDENF - Enfermagem | ID: biblio-1051268

RESUMO

Introdução: a Escola de Enfermagem Wenceslau Braz (EEWB), criada em 1954 e situada em Itajubá-MG, é uma instituição de ensino privada, confessional católica, pertencente e mantida pela congregação das Irmãs da Providência de Gap. Objetivo: descrever o percurso individual e analisar a trajetória administrativa das diretoras religiosas da EEWB, no período de 1955 a 2016. Método: pesquisa qualitativa de abordagem histórica. Os dados foram obtidos de fontes documentais, bibliográficas e entrevistas. O pensamento de Michel Foucault foi o referencial utilizado na construção do estudo. Resultados: neste recorte histórico, a EEWB teve nove diretoras religiosas - sete enfermeiras e duas educadoras. Todas foram professoras da escola. A biografia das diretoras revela o conhecimento, trabalho, habilidade e competência de cada uma, o pioneirismo na implantação da Enfermagem profissional no sul de Minas e o protagonismo administrativo impulsionador do progresso da Escola. Conclusão: as diretoras religiosas da EEWB deixaram um legado cultural e científico para a Enfermagem brasileira, materializado na própria escola e no perfil profissional dos egressos. A herança deixada é o amor à educação e à Enfermagem, pois esse amor as fez acreditar no sonho e envidar todos os esforços para garantir a continuidade da escola, o que demandou somar forças, saberes e poderes.(AU)


Introduction: the Wenceslau Braz Nursing School (Escola de Enfermagem Wenceslau Braz -EEWB), created in 1954 and located in Itajubá - MG, is a private Catholic confessional teaching institution, owned and maintained by the congregation of the Sisters of Providence of Gap (Irmãs da Providência de Gap - IPGap). Objective: describe the individual path and analyze the administrative trajectory of the religious directors of EEWB, from 1955 to 2016. Method: qualitative research with a historical approach. Data were obtained from documentary, bibliographic and interview sources. Michel Foucault's thought was the reference used in the construction of the study. Results: in this historical context, EEWB had nine religious directors - seven nurses and two educators. All were teachers at the school. The directors' biography reveals the knowledge, work, skills and competences of each one, the pioneering spirit in the implementation of professional Nursing in the south of Minas Gerais and the administrative role that drives the progress of the School. Conclusion: the religious directors of EEWB left a cultural and scientific legacy for Brazilian Nursing, materialized in the school itself and in the professional profile of the graduates. The legacy left is the love of education and Nursing, as this love made them believe in the dream and make every effort to guarantee the continuity of the school, which required adding strengths, knowledge and powers. (AU)


Introducción: la Escuela de Enfermería Wenceslau Braz (EEWB), fundada en 1954 en Itajubá-MG, es una institución de enseñanza privada católica que pertenece a la Congregación de Hermanas de la Providencia de Gap. Objetivo: describir el camino individual y analizar la trayectoria administrativa de los directores religiosos de EEWB, de 1955 a 2016. Método: investigación cualitativa con enfoque histórico. Los datos se obtuvieron de fuentes documentales, bibliográficas y de entrevistas. El pensamiento de Michel Foucault fue la referencia utilizada en la construcción del estudio. Resultados: en este contexto histórico, EEWB tuvo nueve directoras religiosas: siete enfermeras y dos educadoras. Todas eran profesoras de la escuela. La biografía de las directoras revela el conocimiento, el trabajo, las habilidades y las competencias de cada una, el espíritu pionero en la implementación de la enfermería profesional en el sur de Minas Gerais y el papel administrativo que impulsa el progreso de la escuela. Conclusión: las directoras religiosas de EEWB dejaron un legado cultural y científico para la Enfermería brasileña, materializado en la propia escuela y en el perfil profesional de los graduados. El legado que dejan es el amor por la educación y la enfermería, ya que este amor las hizo creer en el sueño y hacer todo lo posible para garantizar la continuidad de la escuela, lo cual requería agregar fortalezas, conocimientos y poderes. (AU)


Assuntos
Escolas de Enfermagem , Pesquisa em Enfermagem , História da Enfermagem , Organização e Administração , Cultura
11.
Nurs Educ Perspect ; 41(3): 157-162, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32004188

RESUMO

AIM: This qualitative descriptive study is a secondary analysis of previously collected data to describe the consequences of the racial experiences of nursing school for African American students. BACKGROUND: African Americans' health outcomes are negatively influenced by racism and historic oppression. A racially integrated health care workforce can improve health outcomes, yet nursing does not attract or retain an adequate number of African American students. METHOD: The sample for this qualitative descriptive study included 14 African American nurses who reflected on their nursing school experiences. RESULTS: Two key paradoxical themes across the transcripts were mistrust and trust of European American faculty members. CONCLUSION: While working to build trusting relationships with African American students, forge relationships over time, and serve as mentors, faculty members need to understand the impact of societal stereotypes and mistrustful behaviors (e.g., stereotyping, saying one thing and doing another, using a double standard).


Assuntos
Afro-Americanos , Racismo , Escolas de Enfermagem , Estudantes de Enfermagem , Humanos , Pesquisa Qualitativa , Confiança
12.
Enferm. clín. (Ed. impr.) ; 30(supl.1): 27-31, feb. 2020. ilus
Artigo em Inglês | IBECS | ID: ibc-189610

RESUMO

The aim of this study is to identify processes, examine insights, and develop a theory on the concept of mentorship among deans of Nursing colleges in Region IV-A. Data collection was through semi-structured interviews using aide-memoire. Audio recording and note-taking were done for the data accuracy. Validation was utilized by performing re-interview and through observation to the same KI. Data analysis done was cool and warm, along with the execution of expert analysis, guided by the procedures and phases of Strauss and Corbin.1 The mentor-mentee relationship resulted in 4 phases: Searching, Engaging, Trialing, and Shaping (S.E.T.S.), which details how mentorship exists and engenders the ideal working environment. These phases characterize the most definite relationship between the mentors and mentees, specifically the deans and their faculty members. This study further ignites desirable effects and outcomes holistically and to enhance more mentorship style and how a mentee will transcend positively


No disponible


Assuntos
Humanos , Mentores , Teoria Fundamentada , Escolas de Enfermagem , Relações Interpessoais , 25783
13.
J Prof Nurs ; 36(1): 34-41, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32044050

RESUMO

BACKGROUND: Developing the next generation of nurse researchers must be a priority to advance the discipline's science. A comprehensive description of the current federally-funded research is useful for understanding the research enterprise in Schools of Nursing. PURPOSE: To describe the past 5 years of National Institute of Health (NIH) funding patterns in US Schools of Nursing. METHOD: Data were extracted from NIH RePORTER for years 2014-2018. The total number of award types (F, K, R, U, P and T) granted to a School of Nursing in the US was summarized and organized by Institute. Grants were then characterized according to whether the Principal Investigator had a nursing degree (yes or no). Finally, the total funding from each NIH Institute/Center that was awarded to a School of Nursing was assessed. FINDINGS: Nearly 50% of the National Institute of Nursing Research's (NINR) extramural budget is awarded through grants to Schools of Nursing in the US. NINR funds 80% of training grants and >70% of Center grants, which support the education and infrastructure for research, respectively, at Schools of Nursing. Among top ranked research-intensive Schools of Nursing, awards to non-nurse Principal Investigators (PIs) averaged 34.5% across all years. The percentage of NIH funds awarded to non-nurse PIs ranged from 0% at 3 Schools to as high as 97% at 1 School of Nursing. Over the past 5 years, the following Institutes have consistently been the largest funders (total dollars) to Schools of Nursing: NINR, National Institute of Aging, National Institute of Minority and Health Disparities, National Cancer Institute and National Institute of Child Health and Human Development. CONCLUSION: These findings highlight the current funding streams for Schools of Nursing as well as opportunities for expansion. Preparing a cadre of nurse scientists who can generate new knowledge to advance our health care is critical to the success of our profession and to ensuring the health of the people for whom we provide care.


Assuntos
Docentes de Enfermagem/estatística & dados numéricos , Financiamento Governamental/estatística & dados numéricos , National Institute of Nursing Research (U.S.)/estatística & dados numéricos , Pesquisa em Enfermagem/organização & administração , Escolas de Enfermagem/estatística & dados numéricos , Humanos , Pesquisa em Enfermagem/economia , Estados Unidos
15.
Rev. Rol enferm ; 43(1,supl): 226-236, ene. 2020. graf
Artigo em Inglês | IBECS | ID: ibc-193313

RESUMO

Introduction: Mentoring programs, developed in a close relationship with students, allow for a better academic adaptation, promote the development of emotional and social competencies, and expand the network of academic and professional relationships. Aims: Characterize the emotional experiences of nursing students and understand the importance of mentoring in the process of integrating them in a Lisbon School. Methods: This is a cross-sectional, descriptive and correlational study, with a mixed approach. The emotional competencies survey was applied to 238 students, semi-structured interviews with 12 students and focus groups to 10 teachers. Results: Most students are female and attend the 1st and 2nd year. Female students are associated with a better perception and emotional expression. The student's adaptation to higher education is related to a greater ability to cope with emotions. Lastly, school performance influences the student's ability to manage emotions. As to the findings of the interviews, these revealed: precipitating factors of negative intensity emotional experiences; emotional experiences of negative intensity; emotional management strategies; And the function of mentoring in the development of emotional competence. In the focus groups we assessed that the teachers recognize the emotional experience faced by the students resulting from: events, experiences and academic difficulties that trigger emotions of negative load. The concept of mentoring and mentor are different, with requirements, diffi-culties and barriers to the implementation of the mentoring process. Conclusions: Mentoring is a process that influences both the coping of academic performance and the development of competence related to emotional management, acceptance and communication, which are fundamental for the nursing practice


No disponible


Assuntos
Humanos , Masculino , Feminino , Adulto Jovem , Adulto , Prática do Docente de Enfermagem/tendências , Educação em Enfermagem/organização & administração , Docentes de Enfermagem/tendências , Ajustamento Emocional , Mentores/educação , Estudantes de Enfermagem/estatística & dados numéricos , Estudos Transversais , Escolas de Enfermagem/organização & administração , Adaptação Psicológica/classificação
16.
Acad Med ; 95(1): 44-51, 2020 01.
Artigo em Inglês | MEDLINE | ID: mdl-31599758

RESUMO

Medical school faculty and their colleagues in schools of nursing, public health, social work, and elsewhere often research issues of critical importance to health and science policy. When academics engage with government policymakers to advocate for change based on their research, however, they may find themselves engaged in "lobbying," thereby entering a complex environment of legal requirements and institutional policies that they may not fully understand. To promote academic advocacy, this article explains what is and is not legally permitted when it comes to engaging with policymakers and encourages academic institutions to facilitate permissible advocacy activities.U.S. law permits academic researchers to conduct certain types of policy-focused advocacy without running afoul of legal restrictions on lobbying. Academics acting in their personal capacities and with their own resources may freely engage with policymakers in any branch of government to provide their expertise and advocate for desired outcomes. When acting in their professional capacities, academics are free to engage in most advocacy activities directed to the executive and judicial branches, and they also may advocate to influence legislation and legislators within certain limits that are particularly relevant to academic work. In all cases, academics must take care to not use restricted funds for lobbying.Academic researchers have an important role to play in advancing evidence-based health and science policy. They should familiarize themselves with legal restrictions and opportunities to influence policy based on their research, and their institutions should actively support them in doing so.


Assuntos
Política de Saúde/legislação & jurisprudência , Manobras Políticas , Ciência/legislação & jurisprudência , Academias e Institutos/organização & administração , Pessoal Administrativo/legislação & jurisprudência , Pessoal Administrativo/normas , Defesa do Consumidor/legislação & jurisprudência , Prática Clínica Baseada em Evidências/legislação & jurisprudência , Docentes de Medicina/normas , Apoio Financeiro , Programas Governamentais , Humanos , Saúde Pública/legislação & jurisprudência , Pesquisadores/legislação & jurisprudência , Faculdades de Medicina/normas , Escolas de Enfermagem/normas , Serviço Social , Estados Unidos/epidemiologia
17.
Nurse Educ ; 45(1): 30-34, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-30865153

RESUMO

BACKGROUND: Nursing students who fail and are required to repeat courses experience personal consequences and have an impact on the academic institution and nursing profession because of delayed graduation or even attrition. PURPOSE: The purpose was to summarize the literature on nursing students who fail and repeat courses and identify gaps in knowledge about this population. METHODS: This was a scoping review. RESULTS: Academic failure and course repetition have emotional, social, and financial consequences and impact the student, institution, and nursing profession. Nursing student repeaters are at increased risk for poor academic outcomes, but supportive interventions can be beneficial. CONCLUSIONS: The literature lacks a comprehensive description of nursing school progression policies, the incidence of nursing student repeaters, the financial implications of course repetition, and effective interventions to support the academic success of nursing students who repeat courses.


Assuntos
Currículo/estatística & dados numéricos , Avaliação Educacional/estatística & dados numéricos , Escolas de Enfermagem/organização & administração , Estudantes de Enfermagem/estatística & dados numéricos , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
18.
Cien Saude Colet ; 25(1): 25-35, 2020 Jan.
Artigo em Português, Inglês | MEDLINE | ID: mdl-31859852

RESUMO

The article discusses the professional formation of nurses, implications of the increase in the number of Higher Education Institutions and their distribution in Brazil. It considers the results of the Nursing Profile Survey in Brazil, carried out with 35,916 nursing professionals, in 2013. The analysis that characterizes the trajectory of undergraduate nursing in this article is structured in three dimensions: the increase in the number of undergraduate and postgraduate nursing education institutions; the boom in nursing schools and the public vs. private relationship; and the territorial distribution of the registered nurse in Brazil. The increase in the number of Nursing Education Institutions implies an exponential formation, with a predominance of private schools in undergraduate and postgraduate courses. The courses seek to align themselves with changes in health and society, but it is crucial to equalize the territorial asymmetries between the undergraduate and graduate training institutions, the overconcentration and care gaps resulting from the insufficiency of nurses per inhabitant, as well as to qualify the nurses for the exercise of their professional activities in the face of global changes.


Assuntos
Educação em Enfermagem/organização & administração , Brasil , Educação em Enfermagem/estatística & dados numéricos , Bacharelado em Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/organização & administração , Emprego , Internacionalidade , Escolas de Enfermagem
20.
Nurse Educ Today ; 85: 104271, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31874418

RESUMO

BACKGROUND: Emotions influence patient care decisions and professional relationships. Emotional intelligence has been proven to predict nursing students' success in clinical practice and academic performance. Scarce amount of studies have assessed the emotional intelligence in the nursing student selection context. OBJECTIVES: To assess the emotional intelligence of applicants to undergraduate (bachelor level) nursing education and the factors related to it. DESIGN: Cross-sectional quantitative study. SETTINGS: The data collection took place in four Universities of Applied Sciences in October 2016. PARTICIPANTS: Participants were nursing applicants (N = 529) who took part in the entrance exams of the four Universities. Overall, 430 applicants (response rate 81%, 75 males) gave permission to access their results for the study's purposes. METHODS: The Rankein Scale measure of emotional intelligence was used. All of the nursing applicants undertook the same electronic entrance exam in supervised computer classrooms. Statistical analysis included the use of two independent samples tests to compare differences in emotional intelligence scores and ANCOVA models to investigate whether background variables explained the observed differences. RESULTS: In this study, nursing applicants' level of emotional intelligence was found to be average (on a scale of below average, average, above average). However, total scores ranged between 102 and 160 (of 160). Approximately 4% of the applicants scored below the minimum score (<130) and therefore failed the emotional intelligence test. A statistically significant difference was found between the pass and fail groups in terms of the total score. Significant differences were also found in the three subscores and in the total score of admitted and not admitted applicants. CONCLUSIONS: Nursing applicants enter their studies with differing EI skills. This finding may have a major impact on how nursing students experience emotions during their studies. More research is needed to establish the use of EI in student selection context.


Assuntos
Inteligência Emocional/classificação , Critérios de Admissão Escolar/estatística & dados numéricos , Estudantes/psicologia , Adolescente , Adulto , Estudos Transversais , Feminino , Finlândia , Humanos , Masculino , Pessoa de Meia-Idade , Psicometria/instrumentação , Psicometria/métodos , Escolas de Enfermagem/organização & administração , Escolas de Enfermagem/estatística & dados numéricos , Estudantes/estatística & dados numéricos , Inquéritos e Questionários , Universidades/organização & administração , Universidades/estatística & dados numéricos
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