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1.
BMC Med Educ ; 21(1): 379, 2021 Jul 10.
Artigo em Inglês | MEDLINE | ID: mdl-34246280

RESUMO

BACKGROUND: Group processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. In this paper we present findings on how group-dynamics, collaboration, and tutor style influence the perception of profession-based stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability to collaborate with other healthcare professionals. Previous research focusing iPBL in healthcare implies that more systematic studies are desired, especially concerning the interaction between group processes and internalized professional stereotypes. The aim of this study is to investigate whether changes in group processes, collaboration, and tutor style, influence the perception of profession-based stereotypes of physician- and nursing-students. METHODS: The study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, was used to collect and analyze the data. RESULTS: Traditional stereotypical profession-based behaviors were identified in the first observed group meeting. Although the groups followed different paths of development, the group-dynamics changed in all groups over the 6 weeks of collaboration. Two of the groups became more cohesive, one became more fragmented and one became more polarized. Stereotypical behaviors became less frequent in all groups. Our findings indicate that tutor behavior has a strong influence on the development of the group's dynamics. CONCLUSION: Our findings strongly suggest iPBL is a means of reducing stereotypical behaviors, and may positively increase members' ability to engage in inter-professional collaboration. Although the pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, thus breaking professional boundaries. The tutor style significantly influenced the iPBL groups' development. This study contributes to our field by emphasizing the effect of group-processes in increasing mutual understanding across professions.


Assuntos
Relações Interprofissionais , Estudantes de Enfermagem , Atitude do Pessoal de Saúde , Feminino , Humanos , Masculino , Percepção , Aprendizagem Baseada em Problemas
2.
Artigo em Inglês | MEDLINE | ID: mdl-34205791

RESUMO

COVID-19 has caused a shortage of healthcare workers and has strained healthcare systems globally. Pre-registered healthcare students with training have a duty of care and can support the healthcare workforce. This study explored factors influencing the willingness of final-year nursing students to volunteer during the COVID-19 pandemic, the role of professional identity in volunteering as healthcare workers, and strategies to improve future volunteering uptakes and processes. A qualitative study using focus-group discussions was conducted. Final-year nursing students who volunteered, students who did not volunteer, and lecturers who supervised student volunteers were recruited. Interviews were conducted online, video-recorded, and transcribed verbatim. A thematic analysis was used. The themes were "wavering thoughts on volunteering", "bringing out 'the nurse' in students through volunteering" and "gearing up to volunteer". Findings suggested the need to look beyond the simplicity of altruism to the role of professional identity, operational, and motivational factors to explain nursing students' decision to volunteer and their volunteer behavior. Providing accommodation, monetary and academic-related incentives, supporting the transitionary phase from students to "professional volunteers", promoting cohesive and positive staff-student volunteer relationships, and establishing a volunteer management team are strategies identified to improve volunteering uptake and operational processes. Our findings advocate strategic partnerships between hospitals/communities and academic institutions in providing various healthcare services during pandemics.


Assuntos
COVID-19 , Estudantes de Enfermagem , Atenção à Saúde , Pessoal de Saúde , Humanos , Pandemias , SARS-CoV-2 , Voluntários , Recursos Humanos
3.
Artigo em Inglês | MEDLINE | ID: mdl-34207258

RESUMO

Nurses' perceptions of being responsible for advance care planning (ACP) vary greatly across different studies. It could, however, affect their involvement in advance care planning and patients' quality of death. Recent studies on this topic have mostly focused on advance directives but not ACP and nurses in the ward setting. This study aimed to assess the perception of Hong Kong nursing undergraduates of the nurse's role in advance care planning and examine its associations with knowledge, attitude, and experience. A cross-sectional 57-item survey was delivered to nursing undergraduates between June and August 2020. The chi-squared test or Fisher's exact test were used for univariate analysis. The multiple logistic regression model was used for multivariate analysis. A total of 469 participants were assessed for eligibility; 242 of them were included in the data analysis, with a response rate of 97.6%. The majority of respondents-77.3% (95% CI: 72.0-82.6%)-perceived having a role in ACP, but large discrepancies were found between their perception of their role regarding different aspects of ACP. Participants who had a better knowledge status (p = 0.029) or supported the use of ACP (p < 0.001) were more likely to have a positive perception of their role in ACP. A negative correlation was found between the experience of life threat and positive role perception (p < 0.001). Through strengthening training, the role clarity of nursing undergraduates could be achieved, maximizing their cooperation with and implementation of ACP in their future nursing career. The enhancement of end-of-life education could also be undertaken to fill nursing undergraduates' knowledge gap in this area and change their attitudes.


Assuntos
Planejamento Antecipado de Cuidados , Estudantes de Enfermagem , Assistência Terminal , Estudos Transversais , Hong Kong , Humanos
4.
BMC Med Educ ; 21(1): 365, 2021 Jul 03.
Artigo em Inglês | MEDLINE | ID: mdl-34217272

RESUMO

BACKGROUND: Teamwork is an important success factors for patient treatment. The willingness of a healthcare provider to work in a team can be descripted with the construct of "Collective Orientation" (CO). The level of CO can be trained and is related to team performance. In this study, we investigated the effect of a simulator-based interprofessional training on the subject of patient fall in a hospital setting upon participations CO. To evaluate whether the course could be integrated into a longitudinal education concept, the participants were medical students and student nurses. Since effects of simulations can be influenced by the perceived reality, the results were measured as a function of Presence. METHOD: In this observation study, 62 medical students and student nurses took part in six one-day interprofessional simulation trainings with the topic patient fall. The primary outcome was the mean difference between the CO measured immediately before (T1) and after the training (T2). The Presence of the participants was measured by questionnaire immediately after the course (T2). RESULTS: Cronbach´s alpha for all scales and measurement points was higher than 0.69. CO increases over all professional groups from M = 3.42 (SD = 0.39) to M = 3.68 (SD = 0.54) significantly (p < .00; r = .5). Only the subscale "Dominance" in the professional group of the student nurses did not increase significantly. There was no correlation between Presence and the change in CO. CONCLUSION: The questionnaires of CO and Presence can be applied to medical students and student nurses. The simulation course with the topic patient fall influences the CO and can be integrated in a longitudinal curriculum of teamwork training. The subscale "Dominance" of student nurses did not change. Preparatory learning units may increase the effects. The perceived reality of the scenario is not a main success factor.


Assuntos
Enfermeiras e Enfermeiros , Estudantes de Medicina , Estudantes de Enfermagem , Atitude do Pessoal de Saúde , Humanos , Relações Interprofissionais , Equipe de Assistência ao Paciente
5.
Artigo em Inglês | MEDLINE | ID: mdl-34200715

RESUMO

Nursing education has recently adopted challenge-based learning (CBL) to enhance nursing students' competency in the 21st-century healthcare environment. Previous studies have not yet fully explored nursing students' perceptions of CBL. This descriptive qualitative study aimed to investigate the learning experience of first-year baccalaureate nursing students engaging with CBL. Videotaped focus group interviews were conducted in a tertiary education institution in Hong Kong, China. The participants recruited for the study included ten Year 1 nursing students enrolled in a public health course delivered using CBL over the study period. The participants included four female and six male students. Five themes were identified: facilitation by teachers, familiarity with CBL, team communication, facilitating metacognitive development, and the application of theories into actual practices. The findings shed light on the potential application of CBL in nursing training as it can foster students' metacognition, an important attribute for the modern-day workforce. Facilitating theoretical application into practice implies that CBL helps to fill the theory-practice gap that has long been a persistent issue in nursing training. Nonetheless, students encountered frustrating obstacles throughout the learning process, including ineffective group communication, unfamiliarity with the CBL process, and insufficient facilitation by teachers. Better preparation on the part of both teachers and students is critical to ensure that nursing students are gaining optimal benefits from the CBL process.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , China , Feminino , Hong Kong , Humanos , Aprendizagem , Masculino , Pesquisa Qualitativa
6.
Rev Infirm ; 70(272): 22-24, 2021.
Artigo em Francês | MEDLINE | ID: mdl-34238490

RESUMO

The initial nursing training framework offers the opportunity to build a teaching program that will lay the foundations of an eco-citizen care giving practice. With evolving content, and in light of climatic contingencies and the need to adapt to emerging pathologies, these courses must make sustainable development, associated with hygiene and safety, a new professional imperative in the care giving system.


Assuntos
Educação em Enfermagem , Estudantes de Enfermagem , Currículo , Humanos , Desenvolvimento Sustentável
7.
Artigo em Inglês | MEDLINE | ID: mdl-34200218

RESUMO

BACKGROUND: Twenty years after the degree in nursing was introduced in Spain, the subject of evidence-based nursing is still unstructured and unestablished in most faculties. Moreover, there are hardly any rigorous studies at a national level that evaluate the current state of this competence in our faculties. Understanding the starting point is essential for the curricular design to ensure that evidence-based practice is implemented among future professionals. AIM: To design and validate an evidence-based nursing competency questionnaire for fourth-year nursing students. METHODS: A specific questionnaire was developed and validated (EBE-ST). A cross-sectional survey design with psychometric validation of an instrument. Participants were 304 senior year nursing students from eight universities in Spain (2020). RESULTS: The EBE-ST questionnaire is composed of 33 items that determine eight factors. It presents adequate reliability and validity (alpha = 0.882), measuring knowledge, attitudes and the practical application of evidence-based practice. CONCLUSIONS: We have created an instrument with good psychometric properties to measure evidence-based practice competence among senior nursing students. The heterogeneity of knowledge regarding evidence-based nursing in our country suggests that further reflection is warranted on the incorporation of this topic during undergraduate training. We have designed and validated an evidence-based nursing competency questionnaire specific to nursing students.


Assuntos
Estudantes de Enfermagem , Estudos Transversais , Humanos , Psicometria , Reprodutibilidade dos Testes , Espanha , Inquéritos e Questionários , Universidades
8.
Rev Bras Enferm ; 74(4): e20201179, 2021.
Artigo em Inglês, Português | MEDLINE | ID: mdl-34287563

RESUMO

OBJECTIVES: to identify the characteristics of violence in the context of the teaching and learning of the undergraduate Nursing course, from the perspective of students. METHODS: quantitative, cross-sectional study, developed with 208 undergraduate students in Nursing. The data was obtained through the application of a survey questionnaire and processed by descriptive and bivariate statistics. RESULTS: of the participants, 69.2% (n = 144) have experienced some kind of violence. Violent acts of a psychological nature were the most frequent, but there were also reports of physical, sexual violence and deprivation or abandonment. Violence was practiced in a theoretical and practical learning environment. Teachers and classmates were the most frequent perpetrators. Most students had no reaction, told friends, family, and colleagues, or pretended that nothing happened in the face of the violent acts. CONCLUSIONS: violence is present at various moments in the undergraduate Nursing course and can negatively impact the quality of training in the area.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Estudos Transversais , Humanos , Autorrelato , Inquéritos e Questionários , Violência
9.
Br J Nurs ; 30(14): S34-S41, 2021 Jul 22.
Artigo em Inglês | MEDLINE | ID: mdl-34288748

RESUMO

PURPOSE: For the student nurse, peripheral venous cannulation is one of the most stressful skills to be learned. Although some healthcare employers/establishments offer courses on vascular access and infusion nursing as part of their onboarding programs, ultimately educational institutions should share the responsibility to ensure that graduating nurses can provide safe infusion therapies. METHODS: An innovative vascular access and infusion nursing (VAIN) curriculum was created and mapped onto the entry to practice undergraduate nursing program at McGill University in Montréal, Québec, Canada. This presented an opportunity to implement new teaching approaches. RESULTS: Students experienced multiple new teaching approaches including multimedia and experiential learning and live simulation to ensure acquisition of knowledge and psychomotor skills. The teaching approaches had to be rapidly modified with the advent of the COVID-19 pandemic. CONCLUSIONS: The VAIN curriculum emphasizes simulation and directed practice, seeking to increase competence, confidence, and knowledge. The pandemic underscored the need for flexibility and creativity in content delivery.


Assuntos
COVID-19 , Cateterismo Periférico , Bacharelado em Enfermagem , Estudantes de Enfermagem , Canadá/epidemiologia , Cateterismo Periférico/enfermagem , Currículo , Difusão de Inovações , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/organização & administração , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudantes de Enfermagem/psicologia , Ensino
10.
BMC Med Educ ; 21(1): 385, 2021 Jul 16.
Artigo em Inglês | MEDLINE | ID: mdl-34271893

RESUMO

BACKGROUND: Critical thinking (CT) is an essential competency for medical students. This study's aim was to evaluate Chinese medical students' disposition for CT and to explore the impact of current trends in medical education on students' CT development. METHODS: We used multistage stratified cluster sampling to recruit a total of 1241 medical students among five different years of training and from three medical institutions in China. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and self-reported information were used to collect cross-sectional data. Based on the data from the CTDI-CV, 112 medical students in clinical course training from a single institution continued one-year follow-up. Their one-year CTDI-CV score changes were collected regarding various medical education variables. RESULTS: The mean CTDI-CV score of the 1241 medical students was 287.04 with 729 (58.7%) students receiving a score of 280 or higher. There were statistically significant differences in schools attended(F = 3.84, P < 0.05), year of school attended(F = 10.32, P < 0.001), GPA(F = 6.32, P < 0.01), weekly time spent learning after class(F = 14.14, P < 0.001), attitude toward medicine(F = 28.93, P < 0.001), desire to be a doctor after graduation(t = - 3.35, P < 0.001), familiarity with CT(F = 20.40, P < 0.001), and perception of importance of CT(F = 22.25, P < 0.001). The participants scored the highest on the CTDI-CV subscales of "inquisitiveness" and the lowest on "truth seeking." The 112 students in the longitudinal study had significantly lower total CT scores after one academic year follow-up. CONCLUSIONS: Chinese medical students generally exhibited positive CT dispositions. The cross-sectional survey and one-year longitudinal study indicated that students' CT disposition diminished as they progressed through traditional medical training. Our study contributes to understanding the status of Chinese medical education of and influential factors on medical students' CT disposition.


Assuntos
Estudantes de Medicina , Estudantes de Enfermagem , China , Estudos Transversais , Humanos , Estudos Longitudinais , Pensamento
11.
Nurse Educ Today ; 104: 104983, 2021 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-34229233

RESUMO

OBJECTIVES: To review undergraduate nursing students' perceptions of the quality of their clinical placement experiences by means of surveys conducted using the Clinical Learning Environment Supervision and Nurse Teacher questionnaire. DESIGN: Systematic review of English language studies published between 2014 and 2020, in any clinical setting, utilising data collected in the decade 2010 to 2020. DATA SOURCES: Structured searches were conducted in CinahlPlus, Ovid Medline, Scopus, PubMed and Google Scholar. REVIEW METHODS: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses framed the review. RESULTS: A total of 111 records were screened, after which 21 studies met criteria for inclusion. Studies were centred on students in Sweden and in 15 other countries. Students' ratings of 'Experience' were positive across five scale subdimensions with means 3.0-3.95 of a possible 5 (overall mean 75.4%). 'Satisfaction' across seven studies was rated highly (mean 4.16 of 5) 83.2% agreement. The highest rated subdimension was Supervisory relationship, with the Role of the Nurse Teacher rated lower and inconsistently. The underlying elements are discussed. CONCLUSION: Although students' Experience and Satisfaction were rated highly averaging over 75%, there is still room for improvement. Further research is needed to examine how students perceive various components of 'satisfaction' within clinical learning environments because this can be seen as the primary measure of program quality. Research using experimental and observational study designs is needed to compare ways of preparing clinical teachers and reporting measurable learning outcomes for models of supervision that are applicable in varied clinical learning environments.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Docentes de Enfermagem , Humanos , Estudos Observacionais como Assunto , Preceptoria , Inquéritos e Questionários , Suécia
12.
Artigo em Inglês | MEDLINE | ID: mdl-34203661

RESUMO

PURPOSE: This study examined the significance, nature, and structure of the virtual experience of perioperative patients as undergone by nursing students during their practical training through VR and blended learning. METHODS: Data were collected through a focus group interview (FGI) of 21 nursing student participants from November 2019 to December 2019 and analyzed through Colaizzi's phenomenological method. RESULTS: Seven theme clusters were organized that described nursing students' experiences. They are "placed in a passive position," "facing the limits of communication," "thinking of developing and improving competency as a nurse," "recognizing the importance of interacting with their patients", "learning vividly through experience", "engaging in a new type of participatory learning", and "designing nursing knowledge." CONCLUSION: Patient-centered care can be achieved in the nursing school curriculum through "patient experiences." Additionally, the feedback from research participants who have "become keenly aware of the need for patient experiences" shows that empathizing with the "patient experience" is an essential quality to acquire by prospective medical professionals before they are introduced to the nursing field. We suggest future studies that expand on nursing students' patient experience in various teaching methods and curriculums.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Realidade Virtual , Humanos , Estudos Prospectivos , Sapatos , Caminhada
13.
Front Public Health ; 9: 699079, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34277556

RESUMO

Introduction: Medical students have been serving as a key part of the frontline health workforce responding to the coronavirus disease 2019 (COVID-19) pandemic globally. Their contribution is especially important in the resource-scarce settings of developing nations such as Vietnam. Yet, the intention of medical students, in particular, nursing students, to participate in COVID-19 frontline prevention activities has not been well-understood. This study aimed to examine factors associated with the intentionto participate in COVID-19 frontline prevention activities among Vietnamese nursing students. Methods: A cross-sectional study was conducted on a total of 597 students in December 2020 in Hanoi, Vietnam. Information regarding the socioeconomic characteristics of participants, their source of COVID-19 related knowledge, and their perception and attitude toward participating in COVID-19 frontline activities [based on Theory of Planned Behavior (TPB)] was collected. A hierarchical regression model was employed to examine the association between intentions of students and associated factors. Results: A positive intention to participate in COVID-19 frontline prevention activities was found (mean score of 25.3 over 35; SD = 4.4; min = 5; max = 35). Attitude toward behavior, subjective norms, and perceived behavioral control (PBC) was found to be significantly associated with the intention of students. These variables explained the 37% variation in the intention of students in the model. Among three factors, subjective norm showed the strongest correlation with intention of students (ß = 0.358; p < 0.001). Obtaining information from official sources and community was also found to be positively correlated with intention to participate. Conclusion: Most of the respondents reported a positive intention to participate in COVID-19 frontline prevention activities. The findings suggested that the TPB was a good instrument to predict the intention to perform behavior among Vietnamese students. Enhancing the positive attitude of students, encouraging family and community supports, and providing adequately essential resources will contribute to optimizing the participation of students to confront COVID-19.


Assuntos
COVID-19 , Estudantes de Enfermagem , Estudos Transversais , Humanos , Intenção , SARS-CoV-2 , Inquéritos e Questionários , Vietnã/epidemiologia
14.
Nurs Sci Q ; 34(3): 247-252, 2021 07.
Artigo em Inglês | MEDLINE | ID: mdl-34212812

RESUMO

In this teaching-learning column, the use of robotic technology is explored as a possible adjunctive assistant to faculty. Given the advances in technology and the imposed restrictions of the recent COVID-19 pandemic, a discussion of using robotic technology in the teaching-learning of nursing seems timely and relevant. Questions to consider are explored. Then a concern and a possibility are presented for incorporating this advancing technology into teaching-learning from a humanbecoming perspective. Faculty are encouraged to enter into a deeper dialogue with colleagues in exploring options for incorporating robots with the caveat that the core of teaching-learning must remain the presence of teacher with student on the co-created never ending journey of the unfolding mystery in coming-to-know.


Assuntos
Educação em Enfermagem/normas , Docentes de Enfermagem/organização & administração , Robótica , COVID-19/epidemiologia , Humanos , Modelos Educacionais , Pandemias , SARS-CoV-2 , Estudantes de Enfermagem/psicologia
15.
J Nurs Educ ; 60(7): 386-390, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34232809

RESUMO

BACKGROUND: The inclusion of perioperative clinical learning experiences in prelicensure nursing education reinforces foundational nursing skills. However, perioperative experiences in clinical settings are not consistently available for student learning. METHOD: An unfolding perioperative simulation day was created as an alternate to traditional clinical learning. Three simulation-based experiences were designed to include nursing care of the patient during the preoperative, intraoperative, and postoperative phases of the perioperative experience. RESULTS: Implementation of a perioperative simulation as an alternative to traditional clinical learning in one prelicensure program had positive effects on students' ability to achieve learning outcomes, to collaborate, and to improve self-confidence. CONCLUSION: A simulated perioperative clinical day provides an engaging learning experience, reinforcing foundational clinical skills such as patient safety, infection control, patient mobility, teamwork, and communication. [J Nurs Educ. 2021;60(7):386-390.].


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Competência Clínica , Humanos , Aprendizagem , Segurança do Paciente
16.
J Nurs Educ ; 60(7): 391-393, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34232810

RESUMO

BACKGROUND: Due to their abstract nature and lack of real-world application, theory development and testing are often difficult concepts for PhD students to embrace, especially within a virtual learning environment. Although experiential learning is a preferred method, there is a lack of evidence regarding its use in online PhD programs. METHOD: Four PhD nursing students enrolled in a Foundations of Theory course participated in an innovative experiential learning project designed to introduce the process of theory development and testing. Participants, led by a faculty-researcher, tested the applicability of a conceptual model using the Framework Method with the diary of a Holocaust survivor. RESULTS: This experience increased the learners' understanding and appreciation of theory development and testing processes as they relate to the nurse scientist's role. CONCLUSION: Experiential learning in an online theory course is a viable option to promote learning, student engagement, and professional socialization. [J Nurs Educ. 2021;60(7):391-393.].


Assuntos
Aprendizagem Baseada em Problemas , Estudantes de Enfermagem , Humanos , Aprendizagem , Filosofia , Socialização
17.
J Nurs Educ ; 60(7): 369-376, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34232812

RESUMO

BACKGROUND: Burnout, depression, and suicide among health care professionals and learners have reached a rampant level. This systematic review aimed to synthesize literature findings of nursing student burnout and its impact on psychological well-being and academic performance. METHOD: This systematic review followed PRISMA guidelines and included data-based studies on nursing student burnout published in peer-reviewed journals between January 2015 and January 2020. RESULTS: This review included 17 articles. Four major themes were identified: 1) a negative relationship between burnout and student self-concept, 2) a negative association between burnout and student engagement, 3) risk factors contributing to student burnout, and 4) interventions to mitigate student burnout. Promoting positive self-concept, engagement, and resilience may alleviate student academic burnout. CONCLUSION: Student burnout has negative influences on health and academics, and interventions to mitigate burnout should be considered early in nursing programs. Nurse educators can create an engaging learning environment to build resilience and reduce burnout. [J Nurs Educ. 2021;60(7):369-376.].


Assuntos
Sucesso Acadêmico , Esgotamento Profissional , Resiliência Psicológica , Estudantes de Enfermagem , Esgotamento Psicológico , Docentes de Enfermagem , Humanos
18.
J Nurs Educ ; 60(7): 377-385, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34232814

RESUMO

BACKGROUND: Nurse identity in the Republic of Moldova is undergoing change to achieve recognition as a profession. This article describes a faculty development program designed to help articulate the professional nurse role and scope of practice through enhanced teaching pedagogies used in basic nursing education. METHOD: Experiential learning strategies such as high-fidelity simulation, unfolding geriatric case study, role-play, task trainers, moulage, and teach-back were used to demonstrate the nursing process and scope of practice. RESULTS: Fifteen faculty from five technical colleges of nursing participated in the Geriatric Nursing Institute (GNI). Debriefings yielded positive responses on using experiential learning strategies to augment didactic methods to facilitate student competencies, nurse identity, and scope of practice. CONCLUSION: The GNI contributed to the professional development of faculty with potential impact on nursing students to achieve enhanced preparedness in global nurse competencies. Although the pedagogical innovations were welcomed, future initiatives building on the GNI are needed. [J Nurs Educ. 2021;60(7):377-385.].


Assuntos
Enfermeiras e Enfermeiros , Estudantes de Enfermagem , Idoso , Competência Clínica , Docentes de Enfermagem , Humanos , Moldávia , Âmbito da Prática
19.
J Nurs Educ ; 60(7): 400-403, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34232815

RESUMO

BACKGROUND: Doctoral programs continue to have high attrition rates. This article discusses barriers and success strategies for developing a new PhD program in nursing. METHOD: A university in the southeastern United States surveyed current Master of Science in Nursing students and graduates regarding barriers to enrolling in a doctoral program. The faculty and administrators developed strategies to guide students to success in a new PhD program. RESULTS: Significant barriers to entering nursing doctoral education included financial constraints, job and family responsibilities, lack of program flexibility and faculty mentoring, and fear of research and the dissertation process. Strategies instituted were accelerated learning, convenient scheduling, and early guided dissertation work. CONCLUSION: Recommendations for strengthening doctoral education are aimed at three significant components to guide the dissertation process: commitment, connectedness, and continuous improvement. [J Nurs Educ. 2021;60(7):400-403.].


Assuntos
Educação de Pós-Graduação em Enfermagem , Tutoria , Estudantes de Enfermagem , Docentes de Enfermagem , Humanos , Mentores , Sudeste dos Estados Unidos
20.
J Nurs Educ ; 60(7): 404-407, 2021 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34232816

RESUMO

BACKGROUND: COVID-19 quickly spread to pandemic proportions, resulting in anxiety and fear for many students. The Fear of Contagion model was explored in first-semester nursing students. METHOD: This study used a qualitative design with content analysis of narrative responses to questions derived from the Fear of Contagion model and an a priori template based on the model. RESULTS: The results included five themes: (a) doing their part to prevent the spread but wanting to do more; (b) making specific behavior changes to prevent the spread and effects of the virus; (c) experiencing fear, anxiety, and stress; (d) uncertainty but hopefulness; and (e) positive regard and concern for others. CONCLUSION: Fear of contagion in this study reflected many of the elements of the original model. Interventions to not only reduce fear but also facilitate education are recommended for nursing educators. [J Nurs Educ. 2021;60(7):404-407.].


Assuntos
COVID-19 , Estudantes de Enfermagem , Ansiedade , Medo , Humanos , SARS-CoV-2
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