Mentoring as a process that promotes emotional competence in nursing: perspectives of students and teachers of the undergraduate course / A mentoria como processo promotor da competência emocional em enfermagem: perspetivas de estudantes e professores do curso de licenciatura

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

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Intercambio internacional para la adquisición de competencias en la enseñanza de la Enfermería. Un análisis reflexivo bajo la teoría de Patricia Benner / International Nursing Faculty Exchange for the Acquisition of Teaching Skills. A reflective account based on Patricia Benner's Theory

La Enfermería es una profesión que actúa en varias dimensiones: en el cuidado, en la investigación, en la gestión y en la educación, y es en esta última donde el profesional enfermero que orienta su carrera hacia la docencia, lo hace a través de la práctica pedagógica. El desarrollo en la práctica de una disciplina se fundamenta en el "saber hacer" o el "saber cómo", y establece diferentes niveles de competencia para la adquisición de habilidades, siendo necesario realizar estrategias que permitan lograr este propósito. Teniendo como referencia las aportaciones de Patricia Benner, en este ensayo presentamos algunas reflexiones y conclusiones fruto nuestras experiencias dentro del marco de un Programa de Intercambio Docente entre una universidad peruana y una española. Pretendemos abrir un espacio a la reflexión y al análisis de la práctica educativa, además de descubrir las necesidades formativas para desarrollar planes formativos pedagógicos donde podamos favorecer la adquisición de un perfil competencial experto para desarrollar la labor docente

Nursing is a profession that acts in several dimensions: care, research, management and education, and is in the latter where nurses who direct their career to teaching, do so through pedagogical practice. The development of the practice in a discipline is based on the "know how", and it establishes different levels of competence for the acquisition of skills. Thus, it becomes necessary strategies to achieve this purpose. Taking as reference the contributions of Patricia Benner, in this paper we present some of the reflections and conclusions as a result of our experiences within the framework of a Faculty Exchange Program between a Peruvian and Spanish universities. We intend to create a space for reflection and analysis of the educational practice. Moreover, we aim to reveal some training needs to develop training pedagogical plans where we can encourage the acquisition of an expert profile to develop teaching

La docencia de las enfermeras y los enfermeros / No disponible

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Tutorización clínica en enfermería / Nursing clinical tutoring

En la docencia y el aprendizaje clínico, la tutorización universitaria se comparte con la que las enfermeras y los enfermeros de los distintos puestos de prácticas llevan a cabo en instituciones sociosanitarias (centros de atención familiar y comunitaria, hospitales, instituciones geriátricas, centros de atención a la diversidad funcional y a la salud mental, colegios, comunidades de vecinos, etc.). Sus funciones son coordinadas e interdependientes y ambas deben confluir en el aprendizaje en competencias del alumnado. Sin embargo, la tutoría clínica se diferencia de aquella que el alumnado realiza con el profesorado a nivel teórico en la universidad, ya sea de forma online o presencial, individual o grupal. Esta diferencia se basa fundamentalmente en que la tutorización clínica siempre se realiza de forma presencial en cada uno de los centros de prácticas y a través de la instrucción y el modelaje. El tutor clínico está satisfecho con la función docente que realiza y reclama mayor formación, acreditación y participación en la planificación de objetivos de aprendizaje conjuntamente con el profesorado de la universidad

When it comes to teaching and clinical learning, university tutoring is shared with nurses from different disciplines in public health institutions (Family and Community Care Centers, Hospitals, Geriatric Institutions, Mental Health Centers, schools, neighboring communities, etc...). Their activities are coordinated and interdependent; both must coalesce in students' competency-based learning process. However, clinical tutoring differs substantially from the university tutoring that students receive at a theoretical level, either online or face to face, individually or in groups. The difference is fundamentally based on the fact that clinical tutoring is always carried out in person at each of the practice centers and is based on instruction and modeling. The clinical tutor, satisfied with the teaching function he performs, logically demands greater training, accreditation and participation in the planning of learning objectives jointly with the university faculty

Intervenciones enfermeras NIC como herramienta de evaluación de las competencias del Prácticum de estudiantes de Enfermería en las unidades quirúrgicas / NIC as a tool for assessing competences of nursing students in clinical placement at surgical units

INTRODUCCIÓN: Mostramos la utilidad del lenguaje estandarizado NIC para evaluar el alcance de las competencias del Prácticum de los estudiantes de enfermería en las unidades quirúrgicas. OBJETIVO: Conocer las intervenciones de enfermería de la clasificación NIC que los estudiantes pueden aprender a realizar en las unidades quirúrgicas y el grado de dificultad para el aprendizaje de las intervenciones, según las semanas de rotación del alumno en las prácticas clínicas. MÉTODO: Estudio cualitativo mediante técnica de consenso Delphi, con la participación de enfermeros con experiencia docentes que trabajan en unidades quirúrgicas hospitalarias donde los estudiantes realizan el Prácticum. Se triangularon los resultados mediante cuestionario a los tutores sobre el grado de conformidad con los mismos. RESULTADOS: Se consensuan las intervenciones que los alumnos pueden realizar en las unidades quirúrgicas y la frecuencia con que las realizan, también se determina el grado de dificultad de cada intervención y las semanas de prácticas que los alumnos necesitan para alcanzar el grado de aprendizaje esperado para alcanzar las competencias. CONCLUSIÓN: Los resultados nos permitirán diseñar rotaciones más ajustadas a las necesidades del alumnado. Conocer la frecuencia con la que una intervención se realiza en cada unidad determina las posibilidades de su aprendizaje y los indicadores para su evaluación

BACKGROUND: This paper shows the utility of a NIC standardized language to assess the extent of nursing student skills at Practicum in surgical units OBJECTIVE: To identify the nursing interventions classification (NIC) that students can learn to perform in surgical units. To determine the level of difficulty in learning interventions, depending on which week of rotation in clinical placement the student is. Method: Qualitative study using Delphi consensus technique, involving nurses with teaching experience who work in hospital surgical units, where students undertake the Practicum. The results were triangulated through a questionnaire to tutors about the degree of conformity. RESULTS: A consensus was reached about the interventions that students can achieve in surgical units and the frequency in which they can be performed. The level of difficulty of each intervention, and the amount of weeks of practice that students need to reach the expected level of competence was also determined. CONCLUSIONS: The results should enable us to design better rotations matched to student needs. Knowing the frequency of each intervention that is performed in each unit determines the chances of learning it, as well as the indicators for its assessment

Indissociabilidade ensino/pesquisa/extensäo: buscando a essência e engendrando o novo / Teaching/Researching/Field Services \"Extension\"

A autora, objetivando um patamar crítico de compreensäo da indissociabilidade Ensino/Pesquisa/Extensäo no trabalho da docência em enfermagem, apresenta uma aproximaçäo renovada da composiçäo dessas funçöes acadêmicas com a realidade, onde as mesmas se desenvolvem. Nessa aproximaçäo säo explicitadas as contradiçöes e conflitos que perpassam a tríade, buscando caminhos para trasformaçäo da realidade.

Tríade ensino, pesquisa e extensão: aspectos ideológicos que permeiam a prática das docentes da Escola de Enfermagem Anna Nery no ensino de graduação e pós-graduação em enfermagem / Education triad, research and extension: the ideology that permeate the practice of educators from School of Nursing Anna Nery in teaching of graduate and postgraduate in nursing

O objeto do estudo é a transmissão e reprodução de formas simbólicas na prática da tríade ensino, pesquisa e extensão por docentes da Escola de Enfermagem Anna Nery nos cursos de Graduação e Pós-Graduação em Enfermagem. Os objetivos foram: descrever as atividades de ensino, pesquisa e extensão da prática docente nos cursos de graduação e pós-graduação; analisar a produção e transmissão cultural das formas simbólicas no desempenho dessas atividades pelo docente; e discutir a reprodução de uma ideologia nas atividades docentes...