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1.
Nursing ; 51(9): 48-53, 2021 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-34463654

RESUMO

ABSTRACT: Nurses are at the forefront of providing care to individuals with mental illness in various healthcare settings, yet the World Health Organization and others have found that many nurses are inadequately prepared to provide mental health care. This article discusses the nurse's role in providing care to individuals with mental illness and the importance of integrating more mental health education into undergraduate nursing curricula.


Assuntos
Bacharelado em Enfermagem/organização & administração , Transtornos Mentais/enfermagem , Enfermagem Psiquiátrica/educação , Escolas de Enfermagem/organização & administração , Competência Clínica , Currículo , Humanos , Transtornos Mentais/epidemiologia , Papel do Profissional de Enfermagem , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudantes de Enfermagem/psicologia
3.
J Nurs Educ ; 60(8): 427-428, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34346810
5.
J Nurs Educ ; 60(6): 317-323, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-34077314

RESUMO

BACKGROUND: The potential exists for unconscious bias to influence decisions throughout the admission process to nursing school and derail holistic admission review processes. Although little is known about unconscious bias in nursing school admissions, unconscious bias has been demonstrated in nurse educators at levels similar to the general population. METHOD: This article examines concepts of unconscious bias, factors that may interfere with accurate and fair assessment of applicants to nursing school, and ways to mitigate unconscious bias in the application and admission decision processes. RESULTS: Interventions that have shown success in reducing unconscious bias center on increased awareness of the presence of unconscious bias and cognitive strategies that include motivation and effort to counter the unconscious bias. CONCLUSION: Creating structures in the admission process that promote fairness and reduce the risk of relying on automatic judgments can minimize the influence of unconscious bias on admission decisions. [J Nurs Educ. 2021;60(6):317-323.].


Assuntos
Preconceito , Critérios de Admissão Escolar , Escolas de Enfermagem , Logro , Humanos , Preconceito/prevenção & controle , Critérios de Admissão Escolar/tendências , Escolas de Enfermagem/ética , Escolas de Enfermagem/estatística & dados numéricos , Escolas de Enfermagem/tendências
6.
Rev Esc Enferm USP ; 55: e03762, 2021.
Artigo em Português, Inglês | MEDLINE | ID: mdl-34190896

RESUMO

OBJECTIVE: to analyze the offering of the first graduate certificate program in nursing in the state of Minas Gerais, called "Graduate Certificate Course in Obstetrics" (Curso de Pós-Graduação em Obstetrícia), by the Nursing School Carlos Chagas, in 1966, and its contribution to the professionalization of obstetric nursing. METHOD: this is a documentary, socio-historical study, based on the Sociology of Professions by Freidson. RESULTS: the data collected allowed the following thematic composition: academic organization of the graduate certificate program and differentials and discontinuities of the first graduate certificate program at the Nursing School Carlos Chagas, with two categories delineated: "Construction of specific knowledge for obstetric nursing" and "Enhancement of specialized knowledge for scientific notoriety". CONCLUSION: The first offering of a graduate certificate program in nursing by the Nursing School Carlos Chagas at the Universidade Federal de Minas Gerais was a milestone in the history of nursing in Minas Gerais and of the institution itself for being groundbreaking and having attracted students from other states, with repercussions in Brazil. This protagonism supported the professionalization course in the state and in the country, contributing to the scientific notoriety of the institution and of the professional category.


Assuntos
Enfermagem Obstétrica , Escolas de Enfermagem , Brasil , Feminino , Humanos , Gravidez
7.
Nurse Educ Today ; 104: 104953, 2021 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-34098420

RESUMO

BACKGROUND: Training programs are crucial for newly graduated nurses transitioning from nursing school to independent clinical nursing careers. However, few studies have focused on the training of newly graduated mental health nurses. OBJECTIVES: The aim of this study was to develop, implement, and preliminarily evaluate a standardized training program for newly graduated nurses entering psychiatric nursing. DESIGN: The Delphi technique was adopted for program development, and a quasi-experimental design was employed for program implementation. SETTINGS: Six mental health institutions were involved in the practice training, and among these, three university-affiliated psychiatric hospitals were the study sites for theoretical training. PARTICIPANTS: A total of 180 newly graduated nurses hired by the six hospitals were involved and 154 finished the training program. METHODS: The program was developed using the Delphi method based on the results of a literature review and semi-structured interview with clinical practitioners. Change in mental health nurses' core competencies before and after the program was compared during program implementation. Focus group interviews were employed to collect the opinions and influence of the standardized training program after the intervention, and content analysis was used to analyze it. RESULTS: A two-round Delphi expert consultation was done, and 7 core competency elements and 37 training topics were designed for the standardized training program. The six-month training program consisted of two months for course training and four months of practical training, which were guided by a manual. Total CIRN scale score improved (142.29 ± 34.87 vs. 160.35 ± 32.46, P < 0.01) after receiving the program as did the scores for each dimension (P < 0.01). Participants gave positive feedback and suggested optimal training length and certification for the program. CONCLUSIONS: The standardized training program focused on mental health nursing proved to be a viable method of novice nurse training and resulted in positive outcomes. The program length and its long-term effects deserve further exploration to determine the best practical training program for sustaining optimal development of mental health nursing.


Assuntos
Bacharelado em Enfermagem , Enfermeiras e Enfermeiros , Enfermagem Psiquiátrica , Competência Clínica , Humanos , Saúde Mental , Escolas de Enfermagem
8.
Nurse Educ Today ; 104: 104996, 2021 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-34126323

RESUMO

BACKGROUND: The dismissal of a nursing student is distressing for the student and may be viewed as a failure of the admissions process or a lack of support by the school to ensure student success. While student dismissal is often associated with student characteristics such as academic performance prior to enrollment or during the nursing program, there was a dearth of studies that examined student dismissal from an in-depth analysis of the student's perspective. PURPOSE: The purpose of this study was to describe and explore factors contributing to academic dismissal, particularly from the student's perspective. METHOD: Using the lens of Critical Pedagogy, the investigator interviewed nine students dismissed from a baccalaureate nursing program. Students were asked to describe their experiences from the time they decided to pursue nursing school, during school, and after dismissal. RESULTS: Findings of this study suggest that intrinsic and extrinsic factors that contribute to a student's choice of pursuing nursing warrant consideration, including a student's social and cultural factors prior to admission. CONCLUSION: Results from this study may inform those faculty and the admissions team reviewing potential students for admission into a baccalaureate nursing program of essential factors to consider prior to offering admission. A holistic evaluation of the student with consideration of social and cultural factors and readiness for entrance into a pre-licensure nursing program is the goal of the admissions process.


Assuntos
Desempenho Acadêmico , Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Licenciamento em Enfermagem , Escolas de Enfermagem
9.
J Prof Nurs ; 37(4): 696-701, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34187666

RESUMO

BACKGROUND: The largest statewide hospital system collaborated with local nursing schools to provide a patient care internship program for nursing students. The goal was to create a pipeline of future nurses by equipping students for work in the clinical setting and promoting nurse retention. PURPOSE: The purpose of this project was to determine the correlation between the student nurse internship program on the interns' NLCEX-RN pass rates, retention rates for the local hospitals, cost-savings, students' confidence, and program satisfaction. METHOD: Nursing students (n = 25) were recruited from local nursing schools for unlicensed assistant personnel positions at the system hospitals. The program included a six-week intensive to educate nursing students as non-licensed staff members of hospital units, which continues as a mentored experience during the senior year of their baccalaureate program. Qualitative and quantitative data were collected and analyzed. RESULTS: The program had a pass rate of 96% for NCLEX-RN on first attempt. Additionally, 82% of participants were retained at the hospitals. Hospitals saved $216,993. Students reported increased role satisfaction with the program. CONCLUSIONS: Program results suggest benefits of supportive NCLEX-RN pass rates, nurse retention, and cost benefit. Findings can be used to support future program expansion and improve the experience of nursing students as they transition into professional practice.


Assuntos
Bacharelado em Enfermagem , Internato e Residência , Estudantes de Enfermagem , Humanos , Capacitação em Serviço , Escolas de Enfermagem
10.
Aquichan ; 21(2): e2121, jun. 25, 2021.
Artigo em Inglês | LILACS, BDENF - Enfermagem, COLNAL | ID: biblio-1283783

RESUMO

A pandemia covid-19 significou que as práticas de treinamento em enfermagem são modificadas devido às restrições para a prática presencial, de acordo com a política de redução do contato pessoal. Analisar os desafios, mas também as estratégias para flexibilizar e reformular as atividades práticas, além de atender aos objetivos de aprendizagem e competências, são questões prioritárias, uma vez que a pandemia continua e a formação dos profissionais de enfermagem não pode ser interrompida. Nesse contexto, apela-se à inovação que possibilite transcender as formas convencionais de prática e viabilizar a formação dos profissionais de enfermagem em meio à pandemia.


La pandemia por la covid-19 ha implicado que las prácticas formativas en enfermería se modifiquen dadas las restricciones para la práctica presencial en concordancia con la política de reducción del contacto persona a persona. Analizar los retos, pero también las estrategias para flexibilizar y reformular las actividades prácticas, además de cumplir con los objetivos de aprendizaje y competencias, son asuntos prioritarios, pues la pandemia continúa y la formación de profesionales de enfermería no puede detenerse. En dicho contexto, el llamado es a la innovación que permita trascender de las formas convencionales de práctica y que hagan viable la formación de profesionales de enfermería en medio de la pandemia.


The COVID-19 pandemic has implicated a modification in the formative practices in nursing due to the restrictions for in-person professional practice, following the policy of restricted person-to-person contact. Analyzing the challenges, but also, the strategies looking for a more flexible and different way to perform the practical activities, achieving the learning goals and competencies and priority aspects, because of the ongoing pandemic and the formation of nursing professionals cannot be stoped. In the said context, there's a call for innovation, that allows transcending the conventional ways for practice and allowing the formation of nursing professionals during the pandemic.


Assuntos
Escolas de Enfermagem , Estudantes de Enfermagem , Enfermagem , Infecções por Coronavirus , Educação , Enfermagem Prática
12.
Health Policy Plan ; 36(6): 848-860, 2021 Jun 25.
Artigo em Inglês | MEDLINE | ID: mdl-34009259

RESUMO

In Kinshasa, Democratic Republic of the Congo (DRC), modern contraceptive prevalence is low by international standards: 29.6% as of 2020. A 2015 pilot study demonstrated the feasibility and acceptability of using medical and nursing students to administer DMPA-SC (the subcutaneous injection) among other methods at the community level. The more far-reaching discovery was the potential of clinically trained students to increase access to low-cost contraception in the short-run, while improving the quality of service delivery for future generations of healthcare providers. Scale-up involved integrating the family planning curriculum into the training of nursing students, including classroom instruction in contraceptive technology and service delivery, coupled with a year-long field practicum in which students offered a range of contraceptive methods during intermittent outreach events, door-to-door distribution or sales from their homes. Starting in 2015, a multi-agency team consisting of an international non-governmental organizations (NGO), several Ministry of Health directorates and a local NGO used the ExpandNet/WHO framework to guide this scale-up. This article details the nine steps in the scale-up process. It presents results on increases in contraceptive uptake, feedback from participating nursing school personnel and the employment experience of the graduates from this programme. Between 2015 and 2019, the family planning curriculum was incorporated into 30.8% of the 477 nursing schools in 7 of the 26 provinces in the DRC. Students delivered 461 769 couple-years of protection (the key output indicator for family planning programmes). Nursing school personnel were strongly favourable to the approach, although they needed continued support to adequately implement a set of additional interventions related to the service delivery components of the new training approach. Post-graduation, only 40.1% of graduates had paid employment (reflecting the staggering unemployment in the DRC); among those, over 90% used their family planning training in their work. We describe the multiple challenges faced during the scale-up process and in planning for expansion to additional schools.


Assuntos
Escolas de Enfermagem , Estudantes de Enfermagem , Anticoncepcionais , República Democrática do Congo , Serviços de Planejamento Familiar , Humanos , Projetos Piloto
13.
Nurse Educ Pract ; 53: 103071, 2021 May.
Artigo em Inglês | MEDLINE | ID: mdl-34020118

RESUMO

AIM: The purpose of this study was to determine whether using self-video recording of the skill competency assessment would promote deliberate practice of nursing skills, clinical skill proficiency, limit virtual high stakes testing anxiety and facilitate progression of first semester baccalaureate nursing students during the global COVID-19 pandemic. DESIGN: A cross-sectional study was conducted during the Spring 2020 semester using self-reported student data from an end of course survey. METHODS: A 16 item instructor-designed survey of student's perceptions of critical thinking, preparation, availability of materials, practice, video recording skill demonstrations, self-reported levels of anxiety related to the virtual testing environment and type of skill assessment exam was provided to all first semester baccalaureate nursing students enrolled in the basic nursing skills course. RESULTS: Approximately half of the cohort (N = 33) voluntarily responded to the instructor designed survey. The greatest relationship was observed between 'adequate information for each version' of the test and 'adequate time to prepare' (rho (32) = 0.729 p = 0.000). Although 54.6% (n = 18) of the respondents believed performing the demonstration in the home environment caused them to 'think harder' about the tasks, 78.8% (n = 26) reported feeling less anxiety than while performing previous demonstrations in the lab. A Wilcoxon test examined the results of the anxiety for demonstration on campus and anxiety for demonstration at home and a significant difference was found (p = 0.000, 95% CI) indicating anxiety levels were significantly less when demonstrating in the home environment. A moderate positive correlation was identified between opportunity to repeat with less stress at home (rho (32) = 0.61, p = 0.000), while moderate negative correlations were found between opportunity to repeat and anxiety levels related to recording (rho (32) = -0.60, p = 0.000), opportunity to repeat and anxiety related to demonstration at home (rho (32) = -0.53, p = 0.002) and concern about recording and opportunity to repeat (rho (32) = -0.49, p = 0.004). CONCLUSIONS: Student success using remote assessment strategies during the Spring 2020 semester was similar to the success rate using traditional skill assessment methods in Fall 2019. Although the need for prompt feedback was identified as an area of improvement to promote deliberate practice, student video recording of skill proficiency was a viable solution for comprehensive remote assessment during the COVID-19 pandemic and campus closure. Although further study is recommended, findings have international implications for virtual teaching and learning in nursing education.


Assuntos
COVID-19 , Bacharelado em Enfermagem , Estudantes de Enfermagem , Competência Clínica , Estudos Transversais , Humanos , Pandemias , SARS-CoV-2 , Escolas de Enfermagem
15.
Medicine (Baltimore) ; 100(20): e25853, 2021 May 21.
Artigo em Inglês | MEDLINE | ID: mdl-34011051

RESUMO

ABSTRACT: Teaching resource of nursing students play an important role in improving clinical performance, while there is a little know and dearth of the access and development criteria or guidance of teaching resources for nursing undergraduates.To develop the admission and development criteria of education resources for nursing undergraduates, and to explore and determine its composition and connotation.A cross-sectional survey has been used.A total of 22 Chinese nursing schools and affiliated teaching bases (hospitals and community health centers).A total of 20 nursing experts were consulted to develop the questionnaire of admission and development criteria of teaching resource for nursing undergraduates in China, and then 285 valid experts from 22 Chinese nursing schools and affiliated teaching bases (hospitals and community health centers) conducted the questionnaire survey to evaluate experts' consensus rate and view on the composition and connotation of the developed criteria.There were 6 domains and 43 items included in the admission and development criteria of teaching resource for nursing undergraduates, which domains included educational budget and allocation of resources, infrastructure, clinical teaching bases, books and information services, educational experts, and educational exchanges. The experts' consensus rate was more than 90.2%.The standard is helpful to guide the future admission and development of teaching resource for nursing undergraduates, and favor the education quality improvement of nursing undergraduates.


Assuntos
Educação em Enfermagem/organização & administração , Pessoal de Educação/organização & administração , Seleção de Pessoal/normas , Escolas de Enfermagem/organização & administração , Ensino/organização & administração , Adulto , China , Estudos Transversais , Educação em Enfermagem/métodos , Educação em Enfermagem/normas , Pessoal de Educação/normas , Pessoal de Educação/estatística & dados numéricos , Escolaridade , Humanos , Masculino , Pessoa de Meia-Idade , Modelos Educacionais , Seleção de Pessoal/organização & administração , Melhoria de Qualidade , Escolas de Enfermagem/normas , Escolas de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários/estatística & dados numéricos
16.
Rev Infirm ; 70(270): 43-45, 2021 Apr.
Artigo em Francês | MEDLINE | ID: mdl-33832731

RESUMO

Clémence, Laura and Mathilde are graduates of the nursing training institute of Neuilly-sur-Marne (93) since July 2020. Approximately six months after taking up their position in the hospital sector, they share their thoughts and relate their first steps in the practice of this nursing profession which they have all three fully chosen.


Assuntos
Recursos Humanos de Enfermagem no Hospital , Estudantes de Enfermagem , Escolha da Profissão , França , Humanos , Recursos Humanos de Enfermagem no Hospital/psicologia , Escolas de Enfermagem , Estudantes de Enfermagem/psicologia
17.
J Prof Nurs ; 37(2): 255-260, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33867077

RESUMO

Unprecedented financial and logistical barriers in educating nurses during COVID-19 have threatened nursing education. The purpose of this article is to provide a template to facilitate the maintenance and stability of teaching and learning in a pandemic environment for nursing school administration and faculty leaders. The National Incident Management System (NIMS), previously used in training nurses for emergency preparation and response, has been applied as a guiding framework. The framework consists of five elements: Preparedness, Communication/Information Management, Resource Management, Command and Ongoing Management/Maintenance. This paper addresses how schools of nursing may apply each of these elements to address both the needs of the institution and community. The Comprehensive Vulnerability Management paradigm is further offered as a lens for professional development. Free preparedness education is showcased from leading nursing and healthcare professional and government organizations. Finally, the Quality and Safety Education for Nurses competencies are used for integrating NIMS and social dimensions of disaster. Such tools may equip academic leaders at schools of nursing to surmount challenges posed by the pandemic, and to ensure educational readiness to respond to global health crisis through use of the NIMS framework.


Assuntos
COVID-19 , Competência Clínica , Educação Continuada/métodos , Educação em Enfermagem/métodos , Educação Profissionalizante/métodos , Enfermeiras e Enfermeiros/psicologia , Escolas de Enfermagem/organização & administração , Docentes de Enfermagem , Humanos , Pandemias , SARS-CoV-2
18.
Artigo em Inglês | MEDLINE | ID: mdl-33804360

RESUMO

The purpose of this study was to examine compliance with infection prevention and control practice and factors affecting compliance in nursing students who are about to graduate. A cross-sectional survey design was used. A total of 178 students from two nursing colleges in South Korea responded to self-reported questionnaires. Descriptive statistics, independent t-test, Pearson correlation, and multiple regression analysis were conducted. Mean score for compliance was 4.09 ± 0.43 out of 5. The highest score was on compliance with prevention of cross-infection (4.42 ± 0.54) and the lowest was on use of protective devices (3.86 ± 0.78). Non-occupational exposure scores on compliance subcategories were significantly higher than those for occupational exposure. Students' perception of safe environment for infection control and a positive attitude toward infection control predicted compliance significantly (ß = 0.28, p < 0.001; ß = 0.18, p = 0.014, respectively). The findings clarify that the level of infection control compliance among Korean nursing students is moderate. In order to increase the level of compliance, a climate that emphasizes a safe environment for healthcare-associated infections should be strengthened. In addition, nursing education should endeavor to develop a positive attitude toward infection prevention.


Assuntos
Escolas de Enfermagem , Estudantes de Enfermagem , Estudos Transversais , Humanos , Controle de Infecções , Estudos Prospectivos , República da Coreia , Inquéritos e Questionários
19.
J Prof Nurs ; 37(2): 359-365, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33867091

RESUMO

Changing demographics, the shift to community prevention and health promotion, complexity of medical care advances, and chronicity requires nursing professionals who are attuned to the diverse healthcare needs of communities. Nursing schools are beginning to build on holistic admission procedures that are being used by other healthcare disciplines to be more inclusive in the evaluation of applicants. This article outlines the background of holistic admissions and a State University implementation for prospective prelicensure nursing student admissions that reflect institutional mission and goals to create a more inclusive learning environment. The School of Nursing has five years of experience in holistic admissions of a second baccalaureate entry program and now is applying those procedures to high school entry nursing applicants. This article shares the complex vetting required in obtaining statewide academic and local stakeholder approval to change freshmen admission procedures across a University system. New applicant holistic admission appraisal included aptitude, characteristics, and experiences along with academic metrics. Recruitment, selection, and admission procedures are multifaceted and require change at the University and State levels to achieve the goal of a more diverse student population. Implementing creative holistic admissions processes will better align the future-nursing workforce with communities they serve.


Assuntos
Critérios de Admissão Escolar , Estudantes de Enfermagem , Humanos , Estudos Prospectivos , Escolas de Enfermagem , Recursos Humanos
20.
J Prof Nurs ; 37(2): 354-358, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33867090

RESUMO

BACKGROUND: Few publications have explored the role that professional organizations play in facilitating global partnerships; particularly regarding research and educational collaboration between doctoral prepared nurses and students residing in low- and middle-income countries with those from high-income countries. OBJECTIVE: To describe a pilot Spotlight Project which was developed to foster communication and collaboration among global doctoral prepared nurses and nursing students within an international nursing organization. METHODS: Twenty-seven members were identified and sent requests to complete the spotlight form created for this project. This form gave potential participants the option to do a 250 to 350-word write-up or develop a video describing their current research/educational initiatives, achievements, short and long -term goals. RESULTS: Eight of the 27 spotlight requests were returned. Information was received from one recent graduate and 7 faculty members. It included descriptions of motivation to pursue doctoral education, future aspirations, and academic and career accomplishments. DISCUSSION: The Spotlight Project could serve as an avenue for nursing students, researchers, and nursing schools; especially those from low- and middle-income countries that typically have limited funding and access to conferences and other professional opportunities to disseminate information about current projects, and a means of celebrating achievements of organization's members. This is also a potential avenue for international research and education collaboration between students and institutions.


Assuntos
Educação de Pós-Graduação em Enfermagem , Enfermeiras e Enfermeiros , Estudantes de Enfermagem , Docentes de Enfermagem , Humanos , Motivação , Escolas de Enfermagem
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