Journal articles on the topic 'Degree Discipline: Nursing'
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Yancey, Nan Russell. "Collaboration in Teaching-Learning: Honoring the Wisdom of Diverse Perspectives." Nursing Science Quarterly 32, no. 4 (September 12, 2019): 278–82. http://dx.doi.org/10.1177/0894318419864329.
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As complexity challenges healthcare providers across disciplines, calls arise for greater collaboration across settings and disciplines. In this column, the importance of honoring the wisdom of the diverse perspectives of collaborators with varying educational and experiential backgrounds is explored. For authentic collaboration to be possible, collaborators must have a solid theoretical, scientific, and experiential foundation within their particular discipline. The challenge for nurse faculty is to prepare students for collaboration by providing teaching-learning opportunities for building a solid foundation in the discipline, being clear about the distinctions across disciplines as well as the distinctions among the many degree levels within nursing.
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López-Montesinos, Mª José, and Loreto Maciá-Soler. "Doctorate nursing degree in Spain." Revista Latino-Americana de Enfermagem 23, no. 3 (June 2015): 372–78. http://dx.doi.org/10.1590/0104-1169.0512.2567.
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Analytical and descriptive study of the process of change being experienced in the Spanish university system over the last decade (2005-2014).OBJECTIVE: To describe the structural changes occurring in Nursing Education in Spain, reaching access to doctoral studies from the European Convergence Process and the subsequent legislative development.METHODOLOGY: Bibliographical review of royal decrees and reference literature on the subject of study and descriptive analysis of the situation.RESULTS: Carries various changes suffered in the curricula of nursing education in the last decade, the legislation of the European Higher Education sets the guidelines for current studies of Masters and Doctorates.CONCLUSIONS: The implementation of the Master and Doctorate stages after a basic degree, which is now possible with the new legislation. A formal beginning made of scientific nursing in order to generate their own lines of research led by Doctors of nursing who can integrate in research groups under the same condition as other researcher, yet now, from the nursing discipline itself.
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Considine, Julie, Tony Walker, and Debra Berry. "Development, implementation and evaluation of an interprofessional graduate program for nursing–paramedicine double-degree graduates." Australian Health Review 39, no. 5 (2015): 595. http://dx.doi.org/10.1071/ah14258.
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Over the past decade, several Australian universities have offered a double degree in nursing and paramedicine. Mainstream employment models that facilitate integrated graduate practice in both nursing and paramedicine are currently lacking. The aim of the present study was to detail the development of the Interprofessional Graduate Program (IPG), the industrial and professional issues that required solutions, outcomes from the first pilot IPG group and future directions. The IPG was an 18-month program during which participants rotated between graduate nursing experience in emergency nursing at Northern Health, Melbourne, Australia and graduate paramedic experience with Ambulance Victoria. The first IPG with 10 participants ran from January 2011 to August 2012. A survey completed by nine of the 10 participants in March 2014 showed that all nine participants nominated Ambulance Victoria as their main employer and five participants were working casual shifts in nursing. Alternative graduate programs that span two health disciplines are feasible but hampered by rigid industrial relations structures and professional ideologies. Despite a ‘purpose built’ graduate program that spanned two disciplines, traditional organisational structures still hamper double-degree graduates using all of skills to full capacity, and force the selection of one dominant profession. What is known about the topic? There are no employment models that facilitate integrated graduate practice in both nursing and paramedicine. The lack of innovative employment models for double-degree graduates means that current graduate program structures force double-degree graduates to practice in one discipline, negating the intent of a double degree. What does this paper add? This is the first time that a graduate program specifically designed for double-degree graduates with qualifications as Registered Nurses and Paramedics has been developed, delivered and evaluated. This paper confirms that graduate programs spanning two health disciplines are feasible. What are the implications for practitioners? Even with a graduate program specifically designed to span nursing and paramedicine, traditional organisational structures still hamper double-degree graduates using all their skills to full capacity, and force the selection of one dominant profession.
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Fawcett, Jacqueline. "Thoughts About Teaching: A Nursing Discipline–Specific Perspective of Lifespan Growth and Development." Nursing Science Quarterly 35, no. 4 (September 28, 2022): 494–97. http://dx.doi.org/10.1177/08943184221115110.
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This essay addresses a nursing discipline- specific approach to teaching a course about lifespan growth and development. This course may be a requirement for the baccalaureate degree in nursing, offered as a pre-requisite to the nursing major or relevant content may be integrated into clinical courses. Noteworthy is that the content for the course frequently is drawn from the field of developmental psychology. In this essay, I offer a nursing-discipline specific approach guided by Meleis’ transitions framework and the Roper-Logan-Tierney model of nursing based on activities of daily living.
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Kusa, O. "Formation of structure and content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical care”, educational degree of junior specialist at higher medical educational institutions." Bukovinian Medical Herald 25, no. 1(97) (May 26, 2021): 108–14. http://dx.doi.org/10.24061/2413-0737.xxv.1.97.2021.16.
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The objective of the article - to acquaint teachers of medical educational institutions, including higher, at which professional medical colleges are created with a course of academic discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist.Material and methods. This article describes the academic discipline “Obstetrics” which is an important subject for the professional development of future physicians.Results. The content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist, includes the program which describes the content of educational material, requirements for the organization of its mastering and educational and methodical complex are formulated.Conclusion. Developed program and teaching methods contribute to the formation of professional competence for future specialists. Learned in the process of studying the discipline of knowledge and skills determine the readiness of the paramedic for professional activities, allow to apply their set effectively and competently apply medical interventions in various obstetric conditions.
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Gathman, Patrick C., Nicole R. Grabowski, Julia Wallace Carr, and Mikel K. Todd. "Campus Recreation Use and Health Behaviors among College Students in Different Academic Disciplines." Recreational Sports Journal 41, no. 1 (April 2017): 87–99. http://dx.doi.org/10.1123/rsj.2016-0011.
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Physical activity, campus recreation (CR) use, body mass index (BMI), and varied health indices were compared between academic discipline groups and sex. Participants ( n = 219) were classified as AD I (kinesiology and physical education majors), AD II (health science majors and nursing majors), and AD III (representative sample of non-health-related majors) to make between-group comparisons based on the amount of emphasis placed on physical activity and health-related content within different disciplines. Significant differences ( p < .05) were found between the academic discipline groups for International Physical Activity Questionnaire scores, CR minutes, CR days, CR time per day, vigorous physical activity (VPA), and perceived-health score; and between sex for BMI, VPA, sitting, fiber intake, and fruit and vegetable intake. The results indicate a positive relationship between the emphasis placed physical activity and health within an academic discipline and the degree to which students participate in physical activity, positive health behaviors, and perceived health.
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Roets, Lizeth, Yvonne Botma, and Cecilna Grobler. "Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses." Health SA Gesondheid 21 (October 11, 2016): 422–30. http://dx.doi.org/10.4102/hsag.v21i0.1001.
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Background: The nursing profession needs nurses with a higher level of education and not merely more nurses to enhance patient outcomes. To improve quality patient care the nursing discipline needs to be advanced through theory development and knowledge generation, thus graduate nurses. Nursing scholarship cannot be limited to nurse academics, but is the responsibility of every nurse. Although the world is looking towards combating the decline in nursing numbers with better educated nurses, South Africa is planning to address the problem with more lower qualified nurses.Aim: The aim of this study being reported here was to establish whether degree-prepared nurses in South-Africa partake more often in scholarly activities than diploma-prepared nurses.Method: A cross-sectional descriptive design was used. The population was all professional nurses registered with the South African Nursing Council who obtained either a four year degree or four year diploma in nursing. Data were gathered from 479 respondents, using aself-administrative questionnaire.Results: Three times more nursing educators (n = 19) achieved a degree as first qualification than their colleagues (n = 6) who achieved a diploma as first qualification. All but one (n = 18) nursing educators who obtained a degree as first qualification are educators in the private sector that include both universities as well as nursing colleges of private hospital groups. Data further revealed that most nurse educators and those in managerial positions were degree prepared. More degree prepared nurses than diploma prepared nurses were actively involved in scholarly activities such as research (30,5% compared to 25,5%) andimplementing best practice guidelines (62,2% compared to 55,9%).Conclusion: The global nursing crisis, nor the nursing profession, will benefit by only training more nurses. The profession and the health care sector need more degree prepared nurses to improve scholarship in nursing.
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Gómez, Gloria Margarita Ruiz, Manuel Antonio López Cisneros, Juan Yovani Telumbre Terrero, Alma Delia Sánchez Rivero, and Karen Doribel López Hernández. "El Pensamiento Crítico y Reflexivo desde la Percepción de los Estudiantes de la Licenciatura en Enfermería." European Scientific Journal, ESJ 14, no. 27 (September 30, 2018): 102. http://dx.doi.org/10.19044/esj.2018.v14n27p102.
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The nursing profession has gone through a process of professionalization in the last decades, which allows to recognize that Nursing emerged as a social activity that has been institutionalized, both in its training and in its work practice, affirming itself as a science, profession, discipline and art. Nursing professionals must generate, promote and apply reflective and critical thinking in their actions, professional, ethical, humanistic and technological (Cardenas, 2015). The objective of this study is to describe the reflexive and critical thinking of the students of the Degree in Nursing of the Faculty of Health Sciences. This is a qualitative study, carried out with 5 students of the faculty of health sciences, we used a representative sample of students who are attending the 2nd, 4th and 8th semester of Nursing Degree. Data were collected through a semi-structured interview (Face to Face). Results: From the constant comparison of data analysis emerged the subcategories 1) critical thinking; 2) reflective thinking; 3) decision making; 4) reflective practice. Conclusions: The results of this study achieved the objective of describing reflective thinking and critical thinking in students of the Nursing Degree in the Faculty of Health Sciences. We identified the empirical categories of the study phenomenon that represents the result attributed to the perception of Critical and Reflective thinking. This resulted in four interrelated sub-categories, reflective thinking, critical thinking, decision-making and reflective practice.
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Santos, Teresa Celia de Mattos Moraes dos, Maria Angela Boccara de Paula, and Fernanda Testa Santos. "Internship curricular: professors' perception of the nursing professional area." Revista de Enfermagem UFPE on line 4, no. 2 (March 29, 2010): 484. http://dx.doi.org/10.5205/reuol.622-7350-1-le.0402201005.
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ABSTRACTObjective: learning the perceptions of teachers of nursing in the area of professional discipline curricular undergraduate course in Nursing. Methodology: this is a descriptive and exploratory study from quantitative approach. The sample performed by 19 teachers and data collection was conducted from June to July 2008, with a questionnaire. The results were analyzed and discussed according to the literature. This study was approved by the Ethics and Research of the University of Taubaté/UNITAU (protocol number 136/08). Results: indicates that, for teachers, the goal of the discipline is to develop activities that have worked in the first three years of graduation, and it is very important for the development of future career opportunities because it offers the experience of practice. There is the opportunity to develop responsibility and autonomy for the stage, encouraging the formation of a professional critic and reflective. Conclusion: this study will contribute to reflection on the importance of interaction and participation by all those involved in the training of professional nurses, especially regarding the development of the discipline of the curricular, enabling new approaches that allow improving the quality of teaching degree in Nursing. Descriptors: education; stage curriculum; nursing; methods; tendencies; organization; administration. RESUMOObjetivo: conhecer as percepções dos professores de enfermagem da área profissionalizante sobre a disciplina estágio curricular do curso de graduação em Enfermagem. Metodologia: estudo descritivo e exploratório com abordagem quantitativa. A amostra foi de 19 professores e a coleta de dados foi de junho a julho de 2008, com um questionário. Os resultados foram analisados e discutidos de acordo com a literatura. Este estudo foi aprovado pelo Comitê de Ética e Pesquisa da Universidade de Taubaté/UNITAU (número de registro 136/08). Resultados: indicam que, para os professores o objetivo da disciplina é desenvolver atividades já trabalhadas nos três primeiros anos da graduação e, que é de suma importância para o desenvolvimento do futuro profissional pois oferece possibilidades da vivência da prática. Há oportunidade para desenvolverem responsabilidade e autonomia durante o estágio, favorecendo a formação de um profissional crítico e reflexivo. Conclusão: esse estudo contribuirá à reflexão sobre a importância do entrosamento e participação efetiva de todos os envolvidos no processo de formação do profissional enfermeiro, especialmente no que tange o desenvolvimento da disciplina do estágio curricular, viabilizando novos olhares que possibilitem melhorar a qualidade do ensino de graduação em Enfermagem. Descritores: educação; estágio curricular; enfermagem; métodos; tendências; organização; administração.RESUMENObjetivo: conocer las percepciones de los profesores de enfermería del área profesionalizante sobre la asignatura estagio curricular del curso de graduación en Enfermería. Metodología: estúdio descriptivo y exploratorio con abordage quantitativo. La muestra fue compuesta por 19 profesores y la coleta de datos fue realizada en los meses de junio y julio de 2008, con un cuestionário. Los resultados fueron analisados y discutidos de acuerdo con la literatura. Este estudio fue aprovado pero Comitê de Ética e Pesquisa de la Universidad de Taubaté /UNITAU (número de registro 136/08). Resultados: indican que, para os profesores, el objetivo de la asignatura es desarrollar actividades ya trabajadas em los tres primeros años de la graduación, y que es de máxima importancia para el desarrollo del futuro profesional pues ofrece posibilidades de vivencia de la práctica. Hay oportunidad para desarrollar responsabilidad y autonomía durante el estagio, favoreciendo la formación de un profesional crítico y reflexivo. Conclusión: ese estudio contribuirá a la reflexión sobre la importancia del entrosamiento y participación efectiva de todos los involuncrados en el proceso de formación del profesional enfermero, especialmente en lo que tange al desarrollo de la asignatura del estagio curricular, viabilizando nuevas miradas que posibiliten mejorar la cualidad de la enseñanza de graduación en Enfermería. Descriptores: educación; estagio curricular; enfermería; métodos; tendencias; organización; administración.
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Beserra, Eveline Pinheiro, Lana Barroso Melo Camelo, Liana Mara Rocha Teles, Jessyca Elaine Chagas Barbosa, Viviane Mamede Vasconcelos Cavalcante, Fabiane do Amaral Gubert, and Mariana Cavalcante Martins. "Realistic simulation in immunization: satisfaction, self-confidence and performance of nursing students." Rev Rene 21 (September 25, 2020): e44514. http://dx.doi.org/10.15253/2175-6783.20202144514.
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Objective: to analyze satisfaction, self-confidence and performance of nursing students in realistic immunization simulation. Methods: quasi-experimental study, using the Immunization Checklist and Student Satisfaction and Self-confidence in Learning Scale, with 72 students, divided into Group 1 (38 seventh semester students who have not yet been in the field of practice in the Child Health discipline) and Group 2 (34 ninth semester students). Results: there was no difference between groups in terms of immunization performance (t-test: 1.701; p=0.096), as well as in terms of the degree of performance (Likelihood Ratio: 1.939; p=0.164). There was a significant difference when assessing satisfaction and self-confidence in learning (t-test: 2.346; p=0.023). Conclusion: the previous practice of immunization in the field of practice did not influence the performance of nursing students during the realistic simulation, but it did interfere with satisfaction and self-confidence in learning.
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Richardson, George E., Conor S. Gillespie, Orla Mantle, Abigail Clynch, Setthasorn Zhi Yang Ooi, Jay J. Park, Emily R. Bligh, et al. "Social and psychological impact of the COVID-19 pandemic on UK medical and nursing students: protocol for a national medical and nursing student survey." BMJ Open 12, no. 5 (May 2022): e057467. http://dx.doi.org/10.1136/bmjopen-2021-057467.
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IntroductionHealthcare students have played a significant role in the National Health Service during the COVID-19 pandemic. We captured data on the well-being of medical students during the acute phase of the pandemic with the Social and Psychological Impact of COVID-19 on medical students: a national survey Evaluation (SPICE-19) study. We will evaluate changes in mental health and well-being of medical and nursing students 1 year after SPICE-19, in a cross-sectional study, to understand the impact of the pandemic, and inform well-being policies.Methods and analysisThis study will be a national, multi-institution, cross-discipline study. An online 53-item survey of demographics, mental health and well-being will be used to record responses. Students studying for a medical or nursing degree at any UK universities will be eligible to participate. The survey will be advertised through the Neurology and Neurosurgery Interest Group national network. Participation is anonymous and voluntary, with relevant mental health resources made available to participants.Ethics and disseminationEthical approval was granted by the University of Oxford Central University Research Ethics Committee (R75719/RE001) on 21 May 2021. Study findings will be presented at national and international meetings, and submitted for publication in a peer-reviewed journal.
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Onofre, Larissa Suedi do Nascimento, Rose Eloíse Holanda, Tiago Bruno Areal Barra, and Ana Paula Vasconcelos de Oliveira Tahim. "A IMPORTÂNCIA DA PESQUISA CIENTÍFICA PARA O CURSO DE BACHARELADO EM ENFERMAGEM DA UNICATÓLICA." Revista Expressão Católica Saúde 3, no. 2 (December 17, 2018): 5. http://dx.doi.org/10.25191/recs.v3i2.2499.
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A dimensão do fazer pesquisa ainda se concebe como um desafio a ser compreendido em sua extensão holística em todos os âmbitos da sociedade. A pesquisa no campo do ensino superior perpassa pela sua relação de importância para a formação de um sujeito que constrói reflexões coesas sobre a sua realidade social. Com isso, a presente pesquisa tem como intencionalidade demonstrar a importância de haver, por parte das instituições educacionais de nível superior, um estímulo à pesquisa através de uma análise em relação à grade curricular do curso de Bacharelado em Enfermagem da Unicatólica, locus da presente pesquisa. Os sujeitos desta investigação científica elencam-se por docentes que compõem a instituição. Com esse intuito, questionou-se: como fazer com que os sujeitos se sintam parte do processo de ensino- aprendizagem e que com isso cresça a importância de se fazer pesquisa? Logo, têm-se como objetivos: 1) Compreender qual a importância da pesquisa científica no curso de Bacharelado em Enfermagem da Unicatólica; 2) Demonstrar a importância de a instituição estimular a pesquisa nos alunos e identificar disciplinas na grade curricular que incentivem à pesquisa. Metodologicamente, caracteriza-se como uma pesquisa exploratória dando ênfase no método da pesquisa bibliográfica. Foram entrevistados um professor e o coordenador do curso, que ministram a disciplina de Metodologia Científica no contexto atual da instituição. Ao consultar as grades curriculares do curso de bacharel em enfermagem, constatou-se que houve algumas alterações relacionadas à disciplina de Metodologia Científica. Foram realizadas algumas perguntas aos dois, como a instituição se preocupa em estar incentivando a iniciação à pesquisa e se realiza eventos que instiguem os alunos a serem pesquisadores. A resposta foi positiva, pois ambos relataram que os alunos apresentam seus trabalhos em forma de simpósio semestralmente e que a instituição mantém um programa de iniciação científica com bolsa para pesquisa. Conclui-se que ainda há importantes lacunas que devem ser preenchidas para a melhoria do modo como a instituição pensa a pesquisa cotidianamente.
THE IMPORTANCE OF SCIENTIFIC RESEARCH FOR THE NURSING COURSE
ABSTRACT
The dimension of doing research is still conceived as a challenge to be understood in its holistic extension in all areas of society. Research in the field of higher education is beyond its relation of importance to the formation of a subject who builds cohesive reflections on his social reality. With this, this research has as intentionality to demonstrate the importance of having, by the educational institutions of higher level, a stimulus to the research through an analysis in relation to the curricular curriculum of the course of Bachelor of Nursing of Unicatólica, locus of the present research. The subjects of this scientific investigation are listed by teachers who are components of the institution. With this aim, the question was: how to make the individuals feel part of the teaching-learning process and with that grow the importance of doing research? Therefore, the objectives are: 1) To understand the importance of scientific research in the Bachelor course in Nursing of Unicatólica; 2) Demonstrate the importance of the institution to stimulate research in students and identify disciplines in the curriculum that encourage research. Methodologically, it is characterized as an exploratory research emphasizing the method of bibliographic research. We interviewed a teacher and the course coordinator, who teach the discipline of Scientific Methodology in the current context of the institution. When consulting the curriculum of the bachelor’s degree in nursing, it was verified that there were some changes related to the discipline of Scientific Methodology. Some questions were asked, how the institution is concerned with encouraging the initiation of research and events that instigate students to be researchers. The answer was positive, since both reported that the students present their work in the form of a symposium half-yearly and that the institution maintains a scientific initiation program with a scholarship for research. It is concluded that there are still important gaps that need to be addressed in order to improve the way the institution thinks of research on a daily basis.
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Oraison, Humberto Manuel, Loretta Konjarski, and Samuel Thomas Howe. "Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 173–94. http://dx.doi.org/10.21153/jtlge2019vol10no1art790.
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One of the primary goals of tertiary education is to prepare students for employment. There is debate as to whether university courses adequately provide students with 21st century workplace skills (Kaminski, Switzer, & Gloeckner, 2009; Kivunja, 2014). In a rapidly changing workforce, institutions must constantly adapt to maintain the practical utility of their courses. A thematic analysis was conducted to explore the degree of alignment between graduate attributes, accreditation requirements and industry employability criteria in nursing, psychology and education courses at an Australian University. Graduate attributes were obtained from the Course Approval and Management System. Relevant accreditation requirements were sourced from the respective bodies. A search of advertised job positions for the three discipline fields was conducted from a popular job-search engine (SEEK) to ascertain employability criteria. This analysis identified clear alignment between the university’s graduate attributes and the standards articulated by accreditation bodies for psychology, nursing and education. However, there were differences between graduate attributes and the employability criteria identified by job searches across the three disciplines. Analysis of the employability criteria suggest that employers seek and prioritise graduates who possess practical competencies and 21st century skills such as problem solving and communication. However, there was little to no mention of cultural understandings and attitudes towards inclusion and diversity, both a core graduate attribute and an aspect of professional accreditation. The findings of this study may inform the development of future graduate attributes that better reflect preparedness for the workforce. Alternatively, a reflection on graduate attributes and professional accreditation criteria might produce job advertisements that better reflect work contexts in an increasingly diverse society.
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Kosenko, V. M. "THE POTENTIAL CAPACITY OF THE “INFECTION CONTROL” DISCIPLINE IN THE FORMATION OF RESPONSIBLE ATTITUDE TO THE PATIENT SAFETY AMONG MASTER NURSES IN THE PROCESS OF PROVIDING MEDICAL AND PREVENTIVE CARE." Медична освіта, no. 2 (August 5, 2021): 138–42. http://dx.doi.org/10.11603/me.2414-5998.2021.2.11961.
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In the article we have analyzed the significance and importance of the “Infection Control” discipline in pursuing a master’s degree in nursing. The article states that the master nurse is the lead organizer and executor of activities related to the creation of a safe hospital environment, while the correctness and completeness of the actions at the workplace depends on the depth of theoretical knowledge and sophistication of practical skills. The paper specifies the general and occupational competencies, forms and methods of conducting lectures and practical sessions, describes the expected results of training, indicates interdisciplinary integration, draws attention to the problems of honesty in the performance of autonomous and individually research work by the seekers of higher education. It is noted that the practical health care needs such a master nurse, who not only possesses thorough professional knowledge, but also is capable to act clearly and quickly in an emergency, perfectly master up-to-date techniques of preventing, in particular, the healthcare-associated infections through the developed clinical judgment. It is the competency based potential capacity of the “Infection Control” academic discipline that makes it possible to realize these tasks. The priority area of improving the educational process is its practical orientation and significance.
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UNDERWOOD, SANDRA M., BARBARA POWE, MARY CANALES, CATHY D. MEADE, and EUN-OK IM. "Cancer in U.S. Ethnic and Racial Minority Populations." Annual Review of Nursing Research 22, no. 1 (January 2004): 217–63. http://dx.doi.org/10.1891/0739-6686.22.1.217.
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Discoveries, breakthroughs, and advances made in the area of cancer prevention and cancer control over the last 2 decades have led to declines in the rates of cancer incidence and mortality and increases in life expectancy and survival for many cancer patients. However, although the trends relative to cancer incidence, mortality, and 5-year survival for the nation as a whole have significantly improved, data reveal that there are significant disparities in the degree to which the burden of cancer that remains is borne by racial and ethnic minority population groups. As a practice-oriented discipline grounded in research, nursing could have a dominant role in efforts aimed toward eliminating the cancer disparities experienced by racial and ethnic population groups. Several reports of nursing studies have been published in the peer-reviewed literature that address factors associated with the cancer disparities experienced between and among U.S. racial and ethnic minority groups. However, given that few efforts have been undertaken to comprehensively review and critique this body of research, little is known about the scope, quality, and potential impact of this body of nursing science. This report presents the results of one of the first comprehensive reviews of nursing research undertaken to explore and address factors associated with the evolution of the cancer-related health disparities in ethnic and racial minority population groups within the United States. The findings reveal that, while the body of nursing research has contributed much to the identification and understanding of factors associated with the excess cancer morbidity and mortality of minority populations, in order for the profession to more fully contribute to the elimination of cancer-related disparities, there is a need for nurses to further expand and strengthen this base of knowledge.
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Soares de Farias, Dilton Luis, Ana Rafaela Souza Rodrigues, Jouhanna Do Carmo Menegaz, Márcia Maria Bragança Lopes, and Lucia HisakoTakase Gonçalves. "Warmup do just in time teaching em ensino de pós-graduação." Revista de Enfermagem UFPE on line 12, no. 5 (May 1, 2018): 1463. http://dx.doi.org/10.5205/1981-8963-v12i5a234569p1463-1468-2018.
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RESUMO Objetivo: descrever o uso do Warmup, no método Just in Time Teaching, com base em experiência vivenciada em seminário de disciplina do mestrado. Método: estudo qualitativo, descritivo, do tipo relato de experiência, focado na contribuição do Warmup, componente do método Just in Time Teaching, no planejamento e na execução de seminário em disciplina do mestrado em Enfermagem com uma turma de 11 alunos. Resultados: descreveram-se as experiências sobre as respostas ao Warmup e influências no ajuste de aula; o Warmup - possibilidades e limites da experiência. Analisaram-se as respostas dos alunos e identificaram-se respostas poucos profundas e um conhecimento primário. Conclusão: com o Warmup, oportunizaram-se, aos alunos, o desenvolvimento, o alcance da máxima do conhecimento, o fortalecimento de sua formação profissional e o aperfeiçoamento do conhecimento prévio e desenvolveram-se as capacidades necessárias para a atuação nas áreas da Enfermagem de uma maneira crítica, reflexiva e criativa. Descritores: Metodologia; Educação em Enfermagem; Warmup; Estratégias; Tecnologia da Informação; Informática em Enfermagem.ABSTRACTObjective: to describe the use of Warmup in the Just in Time Teaching method, based on experience in a master's degree seminar. Method: a qualitative, descriptive, experience-based study focused on the contribution of Warmup, a component of the Just in Time Teaching method, in the planning and execution of a seminar on the discipline of the Master's Degree in Nursing with a class of 11 students. Results: experiments were described on responses to Warmup and influences on classroom adjustment; the Warmup - possibilities and limits of experience. The responses of the students were analyzed and the answers were identified as shallow answers and a primary knowledge. Conclusion: with the Warmup, the students were given the opportunity to develop, reach the maximum of knowledge, strengthen their professional training and improve their prior knowledge, and developed the necessary skills to perform in the areas of Nursing a critical, reflective and creative way. Descriptors: Methodology; Nursing Education; Warmup; Strategies; Information Technology; Informatics in Nursing.RESUMENObjetivo: describir el uso del Warmup, en el método Just in Time Teaching, con base en la experiencia vivida durante el seminario de asignatura de la maestría. Método: estudio cualitativo, descriptivo, del tipo relato de experiencia enfocado en la contribución del Warmup, componente del método Just in Time Teaching, en la planificación y en la ejecución de seminario en asignatura del máster en Enfermería con un grupo de 11 alumnos. Resultados: se describieron las experiencias, sobre las respuestas Warmup e influencias en el ajuste de la clase; el Warmup - posibilidades y límites de la experiencia. Se analizaron las respuestas de los alumnos y se identificaron respuestas poco profundas y un conocimiento primario. Conclusión: con el Warmup, se proporcionaron a los alumnos, el alcance, el desarrollo de la máxima del conocimiento, el fortalecimiento de su formación profesional y el perfeccionamiento del conocimiento primario y se desarrollaron las capacidades necesarias para la actuación en las áreas de la Enfermería de una manera crítica, reflexiva, reflexiva y creativa. Descriptores: Metodología; Educación en Enfermería; Warmup; Las estrategias; Tecnología de la Informacion; Informática en Enfermería.
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Pinehas, Lusia N., Ester Mulenga, and Julia Amadhila. "Factors that hinder the academic performance of the nursing students who registered as first years in 2010 at the University of Namibia (UNAM), Oshakati Campus in Oshana, Namibia." Journal of Nursing Education and Practice 7, no. 8 (March 14, 2017): 63. http://dx.doi.org/10.5430/jnep.v7n8p63.
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The University of Namibia (UNAM) is the only national university in Namibia that was established in 1992. It offers diploma and degree courses. The Bachelor of Nursing Science (Clinical) (Honours) was introduced in 2008 after the Diploma in Comprehensive Nursing Science was phased out. This degree is offered over the period of four years full-time. Students are allocated to the clinical practice throughout the training to acquire the relevant nursing skills. At the time of research the course was offered at two campuses only namely Windhoek and Oshakati. The total number of students who were admitted in 2010 was 83, but at the time of the research when they were in their fourth year, there were only 59. The difference of 24 was the students who could not make it to the fourth year and finish in the prescribed time frame. The lecturers were concerned with the poor performance of the students, the increased number of students with some modules behind, and the overcrowding of some classes. The purpose of the study was to identify, explore and describe the factors that hinder the academic performance of the nursing students at the UNAM Oshakati campus. The study was conducted among nursing students who registered for the Bachelor of Nursing Science (Clinical) (Honours) in 2010. The study was qualitative, exploratory, descriptive and contextual in nature using non-probability purposive sampling. The findings revealed that the academic performance of student nurses at the University of Namibia Oshakati campus is influenced by both internal and external factors. However, external factors are many compared to internal factors. External related factors comprise of teaching and learning, insufficient resources, lack of university accommodation, curriculum related and socio-economic factors. Teaching and learning related factors include use of one teaching strategy, language barriers, inadequate support and labeling of students by lecturers. On the other hand, insufficient resources are unavailability of the bookshop on campus, insufficient prescribed textbooks, poor internet facility, lack of space and less equipped library. Curriculum related factors include overloaded examination time table, huge scope of test, study day system and module pre-requisites, while socio-economic factors are problems in relationships, peer influence, financial problems and pregnancy while studying. Internal factors comprise of students’ attitude and lack of self-discipline among some students. Those factors result in increased number of students with some modules behind, overcrowding of some classes, increased student-lecturer ratio and some students not completing their studies within the prescribed time frame.
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Madlala, Siphiwe Themba, Maureen Nokuthula Sibiya, and Thembelihle Sylvia Patience Ngxongo. "Guidelines for student accoucheurs' acceptance in maternal healthcare." International Journal of Health Care Quality Assurance 34, no. 2 (February 2, 2021): 94–109. http://dx.doi.org/10.1108/ijhcqa-08-2018-0210.
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PurposeThe quality of maternal healthcare training is the most optimal degree of health in the delivery of effective, efficient and quality healthcare in midwifery discipline. Student accoucheurs studying at the Free State School of Nursing are faced with resistance, discrimination, rejection and unacceptability by pregnant women during their clinical placement at the Free State maternal healthcare institutions. This results in poor quality of training of student accoucheurs in maternal healthcare. Considerable studies have been conducted on males in midwifery nursing, but no guidelines have been developed to facilitate student accoucheurs' acceptance and improvement of the quality of training in maternal healthcare, hence the purpose of this study.Design/methodology/approachA descriptive, explorative qualitative design was used in this study. Qualitative focused group discussions (n = 32) were conducted through purposeful sampling method. Data was analysed thematically.FindingsThree main categories emerged: student accoucheurs' related factors with social interactions and relations as a theme; maternal healthcare users’ related factors with transcultural diversity and socio-economic status as themes; nurse training institutions and maternal healthcare institutions service providers-related factors with gender inequality in the work place as a theme. Ultimately, the guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in maternal healthcare institutions were developed and recommended for implementation.Originality/valueThe paper developed guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in Free State maternal healthcare institutions.
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Starck, Patricia L., and Lynda Woolbert. "DNP Comprehensive Care Certification: What Are the Issues?" Clinical Scholars Review 3, no. 2 (October 2010): 59–63. http://dx.doi.org/10.1891/1939-2095.3.2.59.
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With the rapid expansion of doctor of nursing practice (DNP) degree programs, a means of distinguishing clinical (direct care) from administrative (indirect care) programs is needed. Furthermore, not all clinically focused DNP programs prepare graduates to provide care across settings and across the life span. Patients and the general public deserve to know who is competent to provide comprehensive care. A rational way to accomplish this is to have a certification examination for clinicians to verify their abilities. Built on the premise that providers, regardless of discipline, who deliver the same clinical services should demonstrate common competencies, the Council for the Advancement of Comprehensive Care (CACC) contracted with the National Board of Medical Examiners (NBME) to offer a certification examination modeled after Step 3 of the Medical Examination. An interview between a nurse practitioner leader and a dean of a DNP program who is a member of the board of the CACC brings to light many of the questions, concerns, and issues related to the certification examination and attempts to bring clarity and clear communication.
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Martínez-Gimeno, Maria-Lara, Maria-Antonia Ovalle-Perandones, Gema Escobar-Aguilar, Nélida Fernández-Martínez, Jose Alberto Benítez- Andrades, and Pilar Marqués-Sánchez. "Dinámicas de información en profesionales de enfermería desde el análisis de redes sociales." Enfermería Global 20, no. 3 (July 2, 2021): 55–85. http://dx.doi.org/10.6018/eglobal.470721.
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Introducción: El conocimiento es una herramienta necesaria para la investigación científica y el progreso de cualquier disciplina. Pero el conocimiento científico y las dinámicas de información no sólo están sostenidas por los individuos, sino que son producidas y mantenidas por grupos de personas que trabajan en un mismo entorno donde los vínculos y las relaciones pueden influir en el proceso. Objetivo: Analizar las redes sociales de utilización de fuentes de información, de ayuda/consejo para la transferencia de conocimiento y los lugares donde los profesionales de enfermería comparten información.Método: Análisis de Redes Sociales a través de un cuestionario validado. Se reclutaron profesionales de 6 unidades hospitalarias.Resultados: Participaron 77 profesionales con una edad media de 42,9 (DE:11,48). Los compañeros son la fuente de información más utilizada (76 elecciones) frente a las bases de datos y artículos científicos que son la menos seleccionada (63 elecciones). Las redes homófilas horizontales (profesionales con estatus/intereses similares) son las más frecuentes para obtener información sobre resultados de investigación (74 elecciones). La unidad asistencial es el entorno más señalado para compartir información (50 elecciones).Conclusiones: Los profesionales consideran el conocimiento de sus compañeros como la principal fuente para obtener información sobre resultados de investigación. Unidades con determinado grado de especialización utilizan guías de práctica clínica y protocolos como fuente principal de información. Los profesionales de enfermería utilizan redes homófilas-horizontales para obtener información. El entorno laboral en sus diferentes ámbitos (unidad, office, reuniones) es el más utilizado para compartir información sobre resultados de investigación. Introduction: Knowledge is a necessary tool for scientific research and progress in any discipline. But scientific knowledge and information dynamics are not only sustained by individuals but are produced and maintained by groups of people working in the same environment where links and relationships can influence the process. Aim: To analyze the social networks of information source utilization, help/advice for knowledge transfer and the places where nursing professionals share information.Method: Analysis of social networks through a validated questionnaire. Professionals from 6 hospital units were recruited.Results: 77 professionals participated with a mean age of 42.9 (SD:11.48). Peers were the most frequently used source of information (76 choices) compared to databases and scientific articles, which were the least selected (63 choices). Horizontal homophilous networks (professionals with similar status/interests) are the most frequent for obtaining information on research results (74 choices). The care unit is the most pointed environment for sharing information (50 choices).Conclusions: Professionals consider the knowledge of their peers as the main source for obtaining information on research results. Units with a certain degree of specialization use clinical practice guidelines and protocols as the main source of information. Nursing professionals use homophilic-horizontal networks to obtain information. The work environment in its different settings (unit, office, meetings) is the most used for sharing information on research results.
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Parciak, Marcel, Theresa Bender, Ulrich Sax, and Christian Robert Bauer. "Applying FAIRness: Redesigning a Biomedical Informatics Research Data Management Pipeline." Methods of Information in Medicine 58, no. 06 (December 2019): 229–34. http://dx.doi.org/10.1055/s-0040-1709158.
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Abstract Background Managing research data in biomedical informatics research requires solid data governance rules to guarantee sustainable operation, as it generally involves several professions and multiple sites. As every discipline involved in biomedical research applies its own set of tools and methods, research data as well as applied methods tend to branch out into numerous intermediate and output data objects, making it very difficult to reproduce research results. Objectives This article gives an overview of our implementation status applying the Findability, Accessibility, Interoperability and Reusability (FAIR) Guiding Principles for scientific data management and stewardship onto our research data management pipeline focusing on the software tools that are in use. Methods We analyzed our progress FAIRificating the whole data management pipeline, from processing non-FAIR data up to data usage. We looked at software tools for data integration, data storage, and data usage as well as how the FAIR Guiding Principles helped to choose appropriate tools for each task. Results We were able to advance the degree of FAIRness of our data integration as well as data storage solutions, but lack enabling more FAIR Guiding Principles regarding Data Usage. Existing evaluation methods regarding the FAIR Guiding Principles (FAIRmetrics) were not applicable to our analysis of software tools. Conclusion Using the FAIR Guiding Principles, we FAIRificated relevant parts of our research data management pipeline improving findability, accessibility, interoperability and reuse of datasets and research results. We aim to implement the FAIRmetrics to our data management infrastructure and—where required—to contribute to the FAIRmetrics for research data in the biomedical informatics domain as well as for software tools to achieve a higher degree of FAIRness of our research data management pipeline.
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Ghasemi, Saeed, Fazlollah Ahmadi, and Anoshirvan Kazemnejad. "Responsibility among bachelor degree nursing students: A concept analysis." Nursing Ethics 26, no. 5 (March 1, 2018): 1398–409. http://dx.doi.org/10.1177/0969733018754369.
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Background: Responsibility is an important component of the professional values and core competencies for bachelor degree nursing students and has relationships with nursing education and professionalization. It is important for providing safe and high-quality care to the clients for the present and future performance of student. But there is no clear and operational definition of this concept for bachelor degree nursing students; however, there are extensive contents and debates about the definitions, attributes, domains and boundaries of responsibility in nursing and non-nursing literature. Objective: To examine the concept of responsibility among bachelor degree nursing students using the evolutionary approach to concept analysis. Methods: A total of 75 articles published between 1990 and 2016 and related to the concept of responsibility were selected from seven databases and considered for concept analysis based on Rogers’ evolutionary approach. Ethical considerations: Throughout all stages of data collection, analysis and reporting, accuracy and bailment were respected. Findings: Responsibility is a procedural, spectral, dynamic and complex concept. The attributes of the concept are smart thinking, appropriate managerial behaviours, appropriate communicational behaviours, situational self-mandatory and task-orientation behaviours. Personal, educational and professional factors lead to the emergence of the responsible behaviours among bachelor degree nursing students. The emergence of such behaviours facilitates the learning and education process, ensures nursing profession life and promotes clients and community health level. Responsibility has some effects on nursing students. Discussion: This concept had been changed over time since 1990–2016. There are similarities and differences in the elements of this concept in disciplines of nursing and other educational disciplines. Conclusion: The analysis of this concept can help to develop educational or managerial theories, design instruments for better identification and evaluation of responsible behaviours among bachelor degree nursing students, develop strategies for enhancing the responsibility and improve the safety and quality of nursing care in the community and healthcare system.
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Aktar, Sabrina, Ashees Kumar Saha, Mst Akhtara Khatun, and Baizid Khoorshid Riaz. "Career plan and related attributes of nurses." Asian Journal of Medical and Biological Research 7, no. 1 (March 31, 2021): 48–55. http://dx.doi.org/10.3329/ajmbr.v7i1.53308.
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A career is defined as advancing in a chosen job and as a result of that earning more money, taking on more responsibility, gaining more status, power, and respect A descriptive type of cross sectional study was conducted in two tertiary level Government hospitals namely Rajshahi Medical College Hospital (RMCH), Rajshahi and Shaheed Suhrawardy Medical College Hospital (ShSMCH), Sher-E-Bangla Nagar, Dhaka, Bangladesh from 1st January to 31st December, 2019 with the aimed to determine the career plan and related attributes of nurses in a selected tertiary hospital. Study Population was the nurses working in those two hospitals and convenience sampling technique was done, Sample size was 302. After taking written consent from the respondents, data collection was done by face to face interview using a semi-structured questionnaire. The study findings revealed that 94.0% of the respondents have career plan and only 89 respondents were received degree after employment, 43.8% nurses worked in RMCH and 56.2% nurses worked in ShSMCH. From the total respondents, 58.6% respondents expect after completion higher education they will get better job opportunity. Here, 50.0% of the respondent’s reason for no career plan had family problem, 33.3% respondents’ opinion was time consuming and only 16.7% respondents’ opinion was expensive and 56.3% had job satisfaction. Length of service significantly (p<0.001) associated with career plan and educational qualification significantly (p<0.001) associated with choosing of discipline. Professional development can be achieved through career plan, which will not only provide quality nursing care to patients but also nurses updated knowledge with new information and technology.
Asian J. Med. Biol. Res. March 2021, 7(1): 48-55
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Silva, Felicialle Pereira da, Suely De Fátima dos Santos Freire Bonfim, Iracema Da Silva Frazão, Luciana Pedrosa Leal, and Eliane Maria Ribeiro de Vasconcelos. "Education in healthy at imunization room: reality and possibilities. experience report." Revista de Enfermagem UFPE on line 5, no. 11 (December 15, 2011): 2682. http://dx.doi.org/10.5205/reuol.1718-1196-1-le.0511spe201112.
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ABSTRACTObjective: to perform a diagnostic on practices of health education experienced in room vaccines. Method: a descriptive study, report of experience, based on the Paulo Freire's “problematizing” theory, accomplished as practical activity of the Health Education discipline, from the Post Graduation Program - Master’s Degree - Federal University of Pernambuco (Brazil). Data were collected in the vaccines room at a reference hospital in Recife-PE (Brazil), through the systematic technique of observation, using structured guidelines, analyzed in light of the Paulo Freire’s theoretical constructs. Results: guidances to customers were accomplished by means of knowledge vertical transmission. The inadequate physical infrastructure and the lack of human resources also contributed to hamper the educational activities. Conclusion: the prevalence of knowledge vertical transmission, combined with structural inadequacy, brings a negative impact on the teaching-learning process in health. Descriptors: health education, nursing, primary health care.RESUMOObjetivo: realizar diagnóstico das práticas de educação em saúde vivenciadas no atendimento em sala de vacinas. Método: estudo descritivo, relato de experiência, fundamentado na Teoria Problematizadora de Paulo Freire, realizado como atividade prática da disciplina de Educação em Saúde, do Programa de Pós Graduação – Mestrado Acadêmico, da Universidade Federal de Pernambuco. Os dados foram coletados na sala de vacinas em hospital de referência do Recife-PE, por meio da técnica de observação sistemática, utilizando roteiro estruturado e analisados à luz dos constructos teóricos de Paulo Freire. Resultados: As orientações à clientela eram realizadas por meio da transmissão verticalizada do conhecimento. A estrutura física inadequada e o déficit de recursos humanos também contribuíram para dificultar as ações educativas. Conclusão: o predomínio da transmissão verticalizada do conhecimento, aliado a inadequação estrutural traz repercussões negativas no processo de ensino-aprendizagem em saúde. Descritores: educação em saúde; enfermagem; atenção básica. RESUMENObjetivo: realizar diagnóstico de las prácticas de educación en salud vividas en la atención en sala de vacunación. Método: estudio descriptivo, basado en la experiencia, fundamentado en la Teoría Problemática de Paulo Freire, realizado como actividad práctica de la disciplina de Educación en Salud, del programa de Pos Grado- Master Académico de la Universidad Federal de Pernambuco. Los datos fueron recogidos en la sala de vacunación del hospital de referencia de Recife-PE por medio de la técnica de observación sistemática, utilizando guión estructurado y analizados a la luz de los fundamentos teóricos de Paulo Freire. Resultados: las orientaciones a la clientela eran realizadas por medio de transmisión vertical del conocimiento. La estructura física inadecuada y el déficit de recursos humanos también han contribuido a dificultar las acciones educativas. Conclusión: el predominio de la transmisión vertical del conocimiento, unido a la inadecuación estructural trae repercusiones negativas en el proceso de enseñanza-aprendizaje en salud. Descriptores: educación en salud; enfermedades; atención básica.
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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.
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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.
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Souza, Raissa Silva, and Maria Flávia Gazzinelli Bethony. "PLANEJAMENTO INTEGRADO DO ENSINO NA PERSPECTIVA DE DOCENTES DE UMA UNIVERSIDADE FEDERAL." Enfermagem em Foco 7, no. 2 (August 10, 2016): 62. http://dx.doi.org/10.21675/2357-707x.2016.v7.n2.797.
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Objetivo: analisar as atividades de planejamento integrado implementadas em duas disciplinas de um curso de graduação. Metodologia: estudo de caso, descritivo, qualitativo realizado com 12 docentes de duas disciplinas do curso. Os dados foram coletados de janeiro a junho de 2013, mediante entrevistas com roteiro semiestruturado, posteriormente submetidas à análise de conteúdo. Resultados: as categorias oriundas da pesquisa foram ‘interpretações que deram sentido à política de integração da EEUFMG’; ‘planejamento docente no contexto da prática’; ‘processo de implementação da integração de disciplinas’. Conclusão: o planejamento docente integrado favorece a integração entre disciplinas, a depender da efetividade de projeto educacional centrado na intencionalidade, definida com base em objetivos.Descritores: Currículo; Ensino Superior; Educação em Enfermagem.PLANNING TEACHING IN PERSPECTIVE OF A FEDERAL UNIVERSITY LECTURERSObjective: to analyze the integrated planning activities implemented in two subjects of a degree course. Methodology: case study, descriptive, qualitative, with twelve teachers of two disciplines of the course. Data were collected from January to June 2013, through interviews with semi-structured, then submitted to content analysis. Results: the categories resulting from the research were ‘Interpretations that gave meaning to the EEUFMG integration policy’; ‘Teaching planning in the context of the practice’; ‘Implementation process of integration of disciplines’. Conclusion: the integrated teaching planning favors the integration between disciplines, depending on the effectiveness of educational project focused on intentionality, defined based on objective.Descriptors: Curriculum; Higher education; Nursing course.PLANIFICACIÓN DOCENTE EN LA PERSPECTIVA DE PROFESORES DE UNA UNIVERSIDAD FEDERALObjetivo: analizar las actividades de planificación integradas implementadas en dos temas de un curso de grado. Metodología: estudio de caso, descriptivo, cualitativo, con doce maestros de dos disciplinas del curso. Los datos fueron recogidos de enero a junio de 2013, a través de entrevistas con semi-estructurada, a continuación, sometido a análisis de contenido. Resultados: las categorías que resultan de la investigación fueron ‘interpretaciones que daban sentido a la política de integración EEUFMG’; ‘La enseñanza de la planificación en el contexto de la práctica’; ‘Proceso de implementación de la integración de disciplinas “. Conclusión: la planificación de la enseñanza integrada favorece la integración entre disciplinas, dependiendo de la eficacia del proyecto educativo centrado en la intencionalidad, definido basado en criterios objetivos.Descriptores: Plan de estudios; Enseñanza superior; Educación de enfermería
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Graves, Barbara A., Stephen Tomlinson, Marilyn Handley, JoAnn S. Oliver, Heather Carter-Templeton, Susan Gaskins, Marsha H. Adams, and Felecia Wood. "The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators." International Journal of Nursing Education Scholarship 10, no. 1 (August 31, 2013): 195–201. http://dx.doi.org/10.1515/ijnes-2012-0024.
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AbstractThe nursing faculty shortage is directly related to the ongoing shortage of nurses. As a result of many nursing faculty retiring, the discipline of nursing is losing its most experienced educators. The need is great for programs that will increase access and prepare nurse educators. Doctorate degrees for nurses have evolved in myriad ways. Discussions over the nature of doctoral education for the preparation of nurse educators are at the forefront of debates in nursing education. In response to National League for Nursing (2007; Core competencies of nurse educators, http://www.nln.org/profdev/corecompletter.htm) and Institute of Medicine (2010; The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press, http://thefutureofnursing.org/IOM-Report) calls to increase the number of nursing faculty, the colleges of nursing and education at a major university have combined to establish a collaborative doctoral program. This article describes the historical evolution of the nursing doctorate degrees and the development and implementation of the EdD in Instructional Leadership for Nurse Educators.
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Camacho, Alessandra Conceição Leite Funchal, Dayse Mary da Silva Correia, Claudia Maria Messias, Patrícia Dos Santos Claro Fuly, and Harlon França de Menezes. "Ensino remoto de cuidados clínicos no mestrado acadêmico na COVID-19." Revista Recien - Revista Científica de Enfermagem 11, no. 35 (September 23, 2021): 546–53. http://dx.doi.org/10.24276/rrecien2021.11.35.546-553.
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Relato de experiência tem como objetivo descrever as estratégias do planejamento e o desenvolvimento das disciplinas de Cuidados Clínicos I e II na modalidade de ensino remoto. Trata-se de um relato de experiência sobre estratégias de ensino empreendidas nas disciplinas de Cuidados Clínicos I e II na modalidade remoto, no Programa Acadêmico em Ciências do Cuidado em Saúde da Escola de Enfermagem Aurora de Afonso Costa com período de coleta de dados de Julho a Novembro de 2020. A análise realizada foi do tipo descritiva. A construção da interatividade foi fundamental para o planejamento contínuo do ambiente virtual por meio do uso de ferramentas e aplicativos nas disciplinas de Cuidados Clínicos I e II frente ao isolamento social imposto pela Pandemia. O desenvolvimento de estratégias de ensino articuladas nas ferramentas disponíveis no ambiente virtual possibilitou a avaliação e contribuição para o desenvolvimento dos projetos de pesquisa dos mestrandos.Descritores: Enfermagem, Infecções por Coronavírus, Tecnologia. Remote teaching of clinical care in the academic master's degree at COVID-19Abstract: Experience report aims to describe the strategies of planning and development of the disciplines of Clinical Care I and II in the remote teaching modality. This is an experience report on teaching strategies undertaken in the disciplines of Clinical Care I and II in remote mode, in the Academic Program in Health Care Sciences of the Aurora de Afonso Costa Nursing School, with data collection period of July to November 2020. The analysis performed was descriptive. The construction of interactivity was fundamental for the continuous planning of the virtual environment through the use of tools and applications in the disciplines of Clinical Care I and II in the face of the social isolation imposed by Pandemia. The development of teaching strategies articulated in the tools available in the virtual environment enabled the evaluation and contribution to the development of the research projects of the master students.Descriptors: Nursing, Coronavirus Infections, Tecnology. Enseñanza remota de la atención clínica en el máster académico del COVID-19Resumen: Informe de experiencia tiene como objetivo describir las estrategias de planificación y desarrollo de las disciplinas de Atención Clínica I y II en la modalidad de enseñanza a distancia. Se trata de un relato de experiencia sobre estrategias docentes realizadas en las disciplinas de Atención Clínica I y II en modalidad remota, en el Programa Académico en Ciencias de la Salud de la Escola de Enfermagem Aurora de Afonso Costa con período de recolección de datos de julio a noviembre de 2020. El análisis realizado fue descriptivo. La construcción de la interactividad fue fundamental para la planificación continua del entorno virtual mediante el uso de herramientas y aplicaciones en las disciplinas de Atención Clínica I y II ante el aislamiento social impuesto por Pandemia. El desarrollo de estrategias docentes articuladas en las herramientas disponibles en el entorno virtual posibilitó la evaluación y contribución al desarrollo de los proyectos de investigación de los estudiantes de maestría.Descriptores: Enfermería, Infecciones por Coronavirus, Tecnología.
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Cedeño Tapia, Stefanía Johanna, Miriam Ivonne Fernández Nieto, Liliana Elizabeth Wolhein, and Viviana de los Ángeles Galarza. "POSGRADOS EN ENFERMERÍA DE ARGENTINA Y ECUADOR DESDE UNA VISIÓN COMPARADA." Enfermería Investiga 7, no. 3 (July 3, 2022): 43. http://dx.doi.org/10.31243/ei.uta.v7i3.1682.2022.
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Introducción: La importancia de los profesionales de salud está en realce actualmente, y al ser enfermería el personal más numeroso del Sistema Sanitario requiere formación de posgrado para llevar el cuidado de manera más especializada cuando así sea necesario. Objetivo: comparar la oferta de posgrados de enfermería acreditados en Ecuador y Argentina en el 2019. Métodos: estudio de diseño descriptivo, transversal, con un análisis documental comparativo con una perspectiva de metodología cuantitativa. La población estuvo constituida por todos los posgrados vigentes y acreditados dirigidos para enfermería durante el año 2019 en Argentina y Ecuador, siendo la unidad de análisis las carreras de posgrado dirigidos a enfermería. Resultados: En Argentina se ofertan 9 especializaciones, 3 maestrías y 2 doctorados y en Ecuador solo 2 especialidades que cuentan con acreditación de los organismos que velan por la calidad de la Educación Superior. Ambos países ofrecen posgrados destinados a fortalecer la Atención Primaria de la Salud. Argentina tiene posgrados variados, pero no están distribuidos equitativamente en todo el territorio. Conclusión: ambos países deberían fortalecer la carrera de enfermería, haciéndose necesario que se oferten posgrados destinados exclusivamente para esta disciplina con los debidos estándares y criterios básicos para el aseguramiento de la calidad de la Educación Superior tomando en cuenta las necesidades específicas de cada país. Palabras clave: educación de postgrado en enfermería, educación superior, educación en enfermería, enfermería, programas de posgrado en salud ABSTRACT Introduction: The importance of health professionals is currently being highlighted, and since nursing is the most numerous personnel in the Health System, postgraduate training is required to provide care in a more specialized manner when necessary. Objective: to compare the offer of accredited nursing postgraduate courses in Ecuador and Argentina in 2019. Methods: a descriptive, cross-sectional design study, with a comparative documentary analysis with a quantitative methodology perspective. The population consisted of all current and accredited postgraduate courses aimed at nursing during the year 2019 in Argentina and Ecuador, with the unit of Analysis being postgraduate courses aimed at nursing. Results: In Argentina, 9 specializations, 3 master's degrees and 2 doctorates are offered and in Ecuador only 2 specialties that have accreditation from the organizations that ensure the quality of Higher Education. Both countries offer postgraduate degrees aimed at strengthening Primary Health Care. Argentina has varied postgraduate degrees, but they are not evenly distributed throughout the territory. Conclusion: both countries should strengthen the nursing career, making it necessary to offer postgraduate courses exclusively for this discipline with the proper standards and basic criteria for quality assurance of Higher Education, taking into account the specific needs of each country. Keywords: graduate nursing education, higher education, nursing education, nursing, graduate health programs
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Bianchi, Serena, Sara Bernardi, Enrico Perilli, Claudia Cipollone, Jasmine Di Biasi, and Guido Macchiarelli. "Evaluation of Effectiveness of Digital Technologies During Anatomy Learning in Nursing School." Applied Sciences 10, no. 7 (March 30, 2020): 2357. http://dx.doi.org/10.3390/app10072357.
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The disciplines of biosciences included in the curricula of a nursing degree represent a daunting but crucial type of knowledge that a well-prepared nurse should acquire. Given the importance and the objective difficulties of these courses, nursing students experience anxiety, especially for the anatomy course. This anxiety and the related rate of exam failures lead professors to analyze their teaching approach, by diversifying the lecturing methods. The aim of our study was to test the use of a virtual dissection table (DT) during the anatomy lectures of a nursing course, evaluating the anxiety level before the exam and evaluating the exam score. The feedback of the evaluated student population was positive overall. The integration of the DT in anatomy lectures improved the learning performance and mostly enhanced the self-confidence of the first year nursing students.
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Climaco, Layres Canuta Cardoso, Juliane Dos Santos Almeida, Ivana Santos Ferraz, Stela Almeida Aragão, Ana Cristina Santos Duarte, and Rita Narriman Silva de Oliveira Boery. "Conhecendo as práticas integrativas e complementares em saúde: oficina educativa." Revista de Enfermagem UFPE on line 13, no. 4 (April 19, 2019): 1167. http://dx.doi.org/10.5205/1981-8963-v13i4a237410p1167-1172-2019.
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RESUMOObjetivo: relatar a experiência vivenciada por discentes do curso de mestrado sobre a realização de uma oficina de práticas integrativas e complementares em saúde, com enfoque na Terapia Comunitária Integrativa (TCI). Método: trata-se de um estudo descritivo, tipo relato de experiência. Deu-se o estudo a partir da disciplina Processo Ensino-Aprendizagem cuja proposta de avaliação consistia na realização de uma oficina desenvolvida na semana de Enfermagem com 13 pessoas. Apresentaram-se os resultados em forma de relato. Resultados: percebeu-se, mediante a experiência da execução da oficina, que os participantes, embora inseridos na área da saúde, seja enquanto formação acadêmica ou atuação profissional, detinham um conhecimento vago acerca da temática das Práticas Integrativas e Complementares. Conclusão: tornou-se tal prática gratificante e exitosa na medida em que redimensiona e possibilita a ressignificação de fundamentos diante da produção do conhecimento na área da saúde, ao considerá-lo enquanto um processo dinâmico e não estático. Descritores: Terapias Complementares; Saúde; Educação Superior; Saúde Pública; Capacitação Profissional; Educação Continuada. ABSTRACTObjective: to report the experience of students of the master's degree course on the realization of a workshop on integrative and complementary practices in health, focusing on Integrative Community Therapy (ICT). Method: it is a descriptive study, type of experience report. The study was based on the discipline Teaching-Learning Process whose evaluation proposal consisted of a workshop developed in Nursing week with 13 people. The results were presented in the form of a report. Results: it was perceived, through the experience of the execution of the workshop, that the participants, although inserted in the health area, either as an academic or professional activity, had a vague knowledge about the theme of Integrative and Complementary Practices. Conclusion: it has become such a rewarding and successful practice insofar as it resizes and enables the re-signification of foundations in the production of knowledge in the health area, considering it as a dynamic and non-static process. Descriptors: Complementary Therapies; Health; College education; Public health; Professional Training; Continuing Education.RESUMEN Objetivo: relatar la experiencia vivenciada por discentes del curso de maestría sobre la realización de un taller de prácticas integrativas y complementarias en salud, con enfoque en la Terapia Comunitaria Integrativa (TCI). Método: se trata de un estudio descriptivo, tipo relato de experiencia. Se dio el estudio a partir de la asignatura Proceso Enseñanza-Aprendizaje cuya propuesta de evaluación consistía en la realización de un taller desarrollado en la semana de Enfermería con 13 personas. Se presentaron los resultados en forma de relato. Resultados: se percibió, mediante la experiencia de la ejecución del taller, que los participantes, aunque insertos en el área de la salud, sea como formación académica o actuación profesional, tenían un conocimiento vago acerca de la temática de las Prácticas Integrativas y Complementarias. Conclusión: se ha convertido en tal práctica gratificante y exitosa en la medida en que redimensiona y posibilita la resignificación de fundamentos ante la producción del conocimiento en el área de la salud, al considerarlo como un proceso dinámico y no estático. Descritores: Terapias Complementarias; Salud; Educación Superior Salud Pública; Capacitación Profesional; Educación Continua.
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Snow, Brenda L., and Virginia Fitzsimons. "Message From Plato: Expanding Our Nursing Horizons." Creative Nursing 21, no. 2 (2015): 119–22. http://dx.doi.org/10.1891/1078-4535.21.2.119.
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Recognizing human enlightenment is a common theme from the ancient discipline of philosophy. The budding philosophy of nursing continues to find meaning and value in advanced education. This article offers a lesson from the philosopher Plato about not knowing what we don’t know. Plato’s allegory of the cave offers a unique insight for nurses hesitant to return to school for advanced degrees. Those who believe that the endeavor offers little in return may find enlightenment in this two-thousand-year-old allegory. Plato’s cave both encourages the reader to consider the unseen benefits of an educational journey and provides hope about the value of the unknown.
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Brown-Benedict, Deonne J. "The Doctor of Nursing Practice Degree: Lessons from the History of the Professional Doctorate in Other Health Disciplines." Journal of Nursing Education 47, no. 10 (October 1, 2008): 448–57. http://dx.doi.org/10.3928/01484834-20081001-01.
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Pack, Margaret, and Peter Brown. "Educating on anti-oppressive practice with gender and sexual minority elders: Nursing and social work perspectives." Aotearoa New Zealand Social Work 29, no. 2 (July 26, 2017): 108–18. http://dx.doi.org/10.11157/anzswj-vol29iss2id279.
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INTRODUCTION: This article relates a common dilemma in professional education out of which developed a collaboration between two health disciplines at a regional Australian university. In a literature review across the two disciplines, the authors drew from social work’s teaching knowledge base in an attempt to strengthen the nursing skill base. The intention was to provide students working in the health sector with a consistent theoretical approach and practical tools when working with sexual and gender minorities.METHOD: As associate professors in social work and nursing, the authors argue on the basis of the teaching and the literature review, for an explicitly anti-oppressive approach to be applied to the education of professionals who work with elders identifying with gender and sexual minorities. Working within an anti-oppressive framework, beginning practitioners in social work and nursing in degree-level education programmes were encouraged to explore their own attitudes including taken-for-granted assumptions often unexplored in the prevailing medical models of care. How different demographics within the lesbian, gay, bisexual, transgender, intersex, queer (LGBTQIA) community experience the health industry is a current issue for educators. There have been increasing challenges expressed by transgender individuals and their concerns over their specific health needs/stigma in rest-home-care facilities, for example.CONCLUSION: By embedding anti-oppressive principles in our teaching practice, relating to gender and sexual minorities, we acknowledge and open the debate to some of the possibilities/practicalities/difficulties of advocating for this within a broader multi-disciplinary in small town, rural contexts. The implications for social work and nursing education are discussed.
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Candlin, Christopher N., and Sally Candlin. "8. HEALTH CARE COMMUNICATION: A PROBLEMATIC SITE FOR APPLIED LINGUISTICS RESEARCH." Annual Review of Applied Linguistics 23 (March 2003): 134–54. http://dx.doi.org/10.1017/s0267190503000230.
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In this chapter, we address, selectively, how applied linguists and those concerned with discourse analysis in particular, have recently approached the study of health care communication, especially in intercultural contexts, and relate these approaches to studies undertaken by researchers in other academic disciplines such as the sociology of medicine and by health care practitioners in the course of their own work. At issue will be questions concerning selected sites and themes, the degree of distinctiveness of research methodologies and different understandings of what counts as data, and questions concerning reflexivity and practical relevance in terms of the use to which findings can be put. Appreciating areas of difference and similarity is a necessary basis for establishing the desirable, but potentially problematic, partnerships among academic disciplines and between such disciplines and the work of professional practitioners, both in research and in professional development. As a sample site in the delivery of health care in the framework of cultural and linguistic diversity, we identify nursing, and use this site and its practices to advocate the collaboration of applied linguists, professional practitioners, and researchers from other areas of social science in the exploration of health care communication in multilingual/multicultural contexts and elsewhere.
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Gordiichuk, S., and I. Ivanenko. "THE INFLUENCE OF THE EDUCATIONAL ENVIRONMENT OF MEDICAL EDUCATION INSTITUTIONS ON THE LEVEL OF ACADEMIC ACHIEVEMENT AND THE QUALITY FORMATION OF GENERAL EDUCATIONAL COMPETENCIES IN APPLICANTS FOR EDUCATION." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(109) (October 19, 2022): 95–108. http://dx.doi.org/10.35433/pedagogy.2(109).2022.95-108.
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The article presents the results of a monitoring study on the impact of the educational environment of a medical education institution on the level of educational achievements and the quality of the formation of comprehensive competencies in applicants for education. The indicators of the success of applicants for education with incomplete secondary general education, who obtained corresponding qualification in the specialty 223 "Nursing" according to the educational and professional programs "Nursing" and " Medical Care " of the junior bachelor educational degree are considered. A comparative analysis of the level of educational achievements of applicants in a comprehensive institution, during the entrance exam and after the completion of the first semester of study at a professional medical college in the disciplines "Biology" and "Ukrainian language" was carried out. In the process of conducting practical classes in the "biology" and "Ukrainian language" disciplines, educators of a professional medical college used innovative methods and means of training. Significant (medical business: biology – 46.7%, Ukrainian language – 48.9%, respectively nursing: 23% and 45.9%) improvement in the level of educational achievements among applicants for education according to the results of semester assessment in general education disciplines, compared with the indicators in the certificate of basic general secondary education. Qualitative indicators and average score educational success of educational applicants is analyzed, and positive dynamics is established, which is expressed by a significant increase in these indicators (medicine: biology – 37.8%, Ukrainian language – 48.8%, respectively nursing: 22.9% and 45.8%, relative to the average score of its increase ranges from 0.2 to 0.5) from both educational components in each of the studied educational and professional programs. It is emphasized that in the institution of professional pre-higher education, the educational process is based directly on the formation of professional clinical thinking and the possibility of forming general and special competencies in applicants. After all, educational and professional programs, according to which applicants study, provide for the implementation of the educational process on the basis of systematic, professionally oriented, competent, student-centered approaches. In addition, it is proved that the educational environment as a system of safe learning conditions, comfortable interpersonal interaction, availability of resources for compliance with the rights and norms of physical, psychological, informational and social security of each participant in the educational process, and teaching methods and tools used by teachers during the organization of the educational process has a significant impact on the process of formation of general educational competencies of students in a professional medical college.
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Greco, Karen E., Susan Tinley, and Diane Seibert. "Development of the Essential Genetic and Genomic Competencies for Nurses With Graduate Degrees." Annual Review of Nursing Research 29, no. 1 (December 2011): 173–90. http://dx.doi.org/10.1891/0739-6686.29.173.
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Scientific advances in genetics and genomics are rapidly redefining our understanding of health and illness and creating a significant shift in practice for all health care disciplines. Nurses educated at the graduate level are well-prepared to assume clinical and leadership roles in health care systems and must also be prepared to assume similar roles related to genetic/genomic health care. This chapter describes the processes used to create a consensus document identifying the genetic/genomic competencies essential for nurses prepared at the graduate level. Three groups were involved in the competency development; a steering committee provided leadership and used qualitative methods to review and analyze pertinent source documents and create an initial competency draft; an advisory board evaluated and revised the draft, and a consensus panel refined and validated the final set of competencies. The concensus process resulted in 38 competencies organized under the following categories: Risk Assessment and Interpretation; Genetic Education, Counseling, Testing and Results Interpretation; Clinical Management; Ethical, Legal, and Social Implications; Professional Role; Leadership, and Research. These competencies apply to all individuals functioning at the graduate level in nursing, including but not limited to advanced practice registered nurses, clinical nurse leaders, nurse educators, nurse administrators, and nurse scientists and are intended to inform and guide their practice.
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Pitthan, Luiza De Oliveira, Laura De Azevedo Guido, and Graciele Fernanda da Costa Linch. "Reflection on nursing management: are we all competent?" Revista de Enfermagem UFPE on line 4, no. 1 (December 29, 2009): 416. http://dx.doi.org/10.5205/reuol.683-5729-1-le.0401201054.
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ABSTRACTObjective: to reflect on competencies of the nurse in managing health services. Methods: Theoretical reflection. As source of attainment of the data one used articles argued in disciplines “Theoretical Conceptions in Management and Work” of the Program of masters degree in nursing/UFSM and other articles selected in the databases Lilacs and Medline, combined the experiences manager of a specialized unit. Results: it is observed that most of the nurses is not prepared to accept other organization forms, different from the classic structure, adopted for many years in the nursing. Some characteristics of that management style, as the fragmentation of the activities, the impessoalidade in the relation, the centralization of the power and the rigid hierarchy are still outstanding in the nurse work. Conclusion: it is highlighted that the development of competencies depends on the situations lived and the exchanges that are made in the search for a common ideal, which is the assistance to the individual. Descriptors: nursing; management; practice management; professional competence. RESUMOObjetivo: refletir sobre as competências do enfermeiro para a gerência dos serviços de saúde. Métodos: reflexão teórica. Como fonte de obtenção dos dados tilizaram-se artigos discutidos na disciplina “Concepções Teóricas em Gestão e Trabalho”, do Programa de Pós-Graduação em Enfermagem/UFSM, e outros artigos selecionados nas bases de dados Lilacs (Literatura Latino-Americana e do Caribe em Ciências da Saúde) e Medline (Literatura Internacional em Ciências da Saúde), aliados às vivências como gerente de uma unidade especializada. Resultados: observa-se que a maior parte dos enfermeiros não está preparada para aceitar outras formas de organização diferentes da estruturação clássica, adotada por muitos anos na enfermagem. Algumas características desse estilo de gerência, como a fragmentação das atividades, a impessoalidade nas relações, a centralização do poder e a rígida hierarquia ainda são marcantes no trabalho do enfermeiro. Conclusão: destaca-se que o desenvolvimento das competências depende das situações vividas e das trocas que realizamos com os nossos pares, na busca por um ideal comum, que é a assistência ao indivíduo de quem cuidamos. Descritores: enfermagem; gerência; gerenciamento de prática profissional; competência profissional. RESUMENObjetivo: reflexionar sobre las competencias del enfermero para la gerencia de los servicios de salud. Métodos: reflexión teórica. Para la obtención de los datos fueron utilizados artículos discutidos en la asignatura “Concepciones Teóricas en Gestión y Trabajo” (Concepções Teóricas em Gestão e Trabalho) del Programa de Pos-Grado en Enfermería/UFSM y otros artículos seleccionados en las bases de datos Lilacs y Medline, juntamente con la experiencia que se ha obtenido al ser gerente de una unidad especializada. Resultados: se observa que la mayoría de los enfermeros no está preparada para aceptar otras formas de organización, diferentes de la estructura clásica, adoptada por durante muchos años en enfermería. Algunas características de ese estilo de gerenciamiento, como la fragmentación de las actividades, la impersonalidad en las relaciones, la centralización del poder y la rígida jerarquía aún son preponderantes en el trabajo del enfermero. Conclusión: se destaca que el desarrollo de las competencias depende de las situaciones vividas y de los cambios que realizamos con nuestros pares, en la búsqueda de un ideal común, que es la asistencia al individuo a quien cuidamos. Descriptores: Enfermería; Gerencia; Manejo práctico; Competencia profesional.
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Romeiro, Joana, Helga Martins, Sara Pinto, and Sílvia Caldeira. "Review and Characterization of Portuguese Theses, Dissertations, and Papers about Spirituality in Health." Religions 9, no. 9 (September 11, 2018): 271. http://dx.doi.org/10.3390/rel9090271.
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Research about spirituality has grown widely in the past decades and the interest in health care is also evident in Portugal. This literature review aims to identify and to characterize Portuguese theses, dissertations, and papers about spirituality in health, and to provide a systematic overview of the knowledge concerning this subject. The search was conducted in February 2017 and updated in January 2018. Four independent reviewers screened and analyzed all citations, and a total of 76 results were included. Publications started in 2002 and include master degree dissertations (n = 37), scientific papers (n = 31), and PhD theses (n = 8). Papers were published in 24 national and international journals. Most papers were psychology- and nursing-related and had a quantitative design (n = 55). Samples were mostly composed of patients living with a chronic disease (n = 20) or elderly (n = 11). The Spiritual Well-Being Questionnaire (SWBQ) was the most used tool. A multidisciplinary approach is regarded as foundational in implementing spirituality in the provision of health care and the results underline the interest on this topic from other disciplines rather than nursing. Further studies must provide a deeper understanding of spirituality in children, adolescents or families’ perspective bringing new insights to advanced health practice.
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Lange, Ann-Kathrin, Jana Koch, Anastasia Beck, Till Neugebauer, Frauke Watzema, Kamil J. Wrona, and Christoph Dockweiler. "Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model." JMIR Nursing 3, no. 1 (September 1, 2020): e20249. http://dx.doi.org/10.2196/20249.
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Background Digital games–based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter. The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning. Objective The aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration. Methods With a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study. Results Overall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant’s own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity. Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities. Conclusions The extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies. As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful.
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Abbas, Syed Muslim, Ambreen Usmani, and Maroosha Imran. "Innovative Curriculum: Evidence Based Practice For Nursing Professionals." Journal of Bahria University Medical and Dental College 08, no. 03 (June 4, 2018): 176–82. http://dx.doi.org/10.51985/jbumdc2018060.
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Introduction: Evidence based medicine and practice needs to have a robust and reliable curriculum. This curriculum has been designed keeping in mind the latest technology and teaching strategies. There has been a major shift in context to the patient physician relations, care and utilisation of best available evidence in making informed decisions about the various treatment options and approaches to patient care. Nurses form an integral component of the healthcare delivery system and of the health system itself. There has been substantial research in the nursing principles and indexed nursing journals are publishing articles pertaining to the various disciplines and components of nurse practitioners and related patient care services. Methodology: It is a cross sectional study and total of 50 registered nurses were recruited from a public hospital to engage in the evaluation for statistically meaningful and valid results or interpretations. A self-administered questionnaire was distributed among 62 registered nurses; 12 registered nurses did not fill the questionnaire therefore 50 registered nurses were recruited. Result: Pie chart shows the major differences in frequency of all themes, the junior registered nurses have more knowledge about EBM as compared to their seniors 70% and 10% respectively but when asked about doing post-graduation the seniors showed more interest as compared to junior nurses 67% and 2% respectively. The junior nurses showed more counselling ability and also practiced EBM. Overall there was significant decline in senior nurses’ performance when compared with junior nurses p-value is 0.001 Conclusion: Evidence based medicine is based on three components; utilising prior knowledge based on clinical experience, searching systematically evidence and acknowledging patient’s preferences. Junior registered nurses understand evidence based medicine and are eager to apply EBM in their career whereas senior nurses where more interested in obtaining higher degree and were less interested in patient care
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Abery, Elizabeth, Claire Drummond, and Nadia Bevan. "Work Integrated Learning: What do the students want? A qualitative study of Health Sciences students’ experiences of a non-competency based placement." Student Success 6, no. 2 (July 7, 2015): 87–91. http://dx.doi.org/10.5204/ssj.v6i2.288.
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Work Integrated Learning (WIL) offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in an applied real-life context. WIL also assists students in their transition from educational to professional practice informed by experience, engagement and reflection. Traditionally, disciplines such as Medicine, Nursing, Education, and Law have incorporated WIL into their programs. Literature outlines the benefits of a WIL placement to measure learned competencies, which are integral to such fields of practice. Currently, the scope for a WIL experience is expanding into other non-clinical courses due to increasing pressure for universities to produce “work ready” graduates. However, in generalist degrees such as Health Sciences, where clinical or explicit skill competencies are not required, the WIL experience is generic. This study sought the perceptions of past Health Sciences students’ WIL experiences in order to develop appropriate resources for future students.
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Lawless, Jane, Coleen E. Toronto, and Gail L. Grammatica. "Health literacy and information literacy: a concept comparison." Reference Services Review 44, no. 2 (June 13, 2016): 144–62. http://dx.doi.org/10.1108/rsr-02-2016-0013.
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Purpose The purpose of this paper is to compare health and information literacy with a focus on how the development of these concepts within two disciplines (nursing and library/information science) impacts librarian/nurse educator shared understanding. Design/methodology/approach This paper uses a modified concept comparison method. The comparison, grounded in two seminal concept analysis articles, identifies common and unique antecedents, attributes and consequences of each concept. Findings Health and information literacy share common antecedents and attributes: literacy, health or information need, comprehension, decision-making and degree of technological competency. Unique to health literacy is an emphasis on interactive communication and unique to information literacy is a focus on discovery and search skills. Research limitations/implications This concept comparison uses a snapshot approach rather than a full literature review. This work suggests further research into health literacy and information literacy as related concepts in the literature and how multidisciplinary concept comparison can be effectively framed. Practical implications Librarians and nurse educators collaborating on complex concepts such as these should use available definitions, and evidence, to reach shared understanding. Librarians are encouraged to communicate with database developers to address questions and inconsistencies in subject headings. Originality/value This paper presents the first concept comparison of health and information literacy using the concept comparison method – an adaptation of concept analysis methods frequently used in nursing literature, developed by Walker and Avant, Rodgers and Knafl and others.
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Lützén, Kim, Tammy Blom, Béatrice Ewalds-Kvist, and Sarah Winch. "Moral stress, moral climate and moral sensitivity among psychiatric professionals." Nursing Ethics 17, no. 2 (February 25, 2010): 213–24. http://dx.doi.org/10.1177/0969733009351951.
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The aim of the present study was to investigate the association between work-related moral stress, moral climate and moral sensitivity in mental health nursing. By means of the three scales Hospital Ethical Climate Survey, Moral Sensitivity Questionnaire and Work-Related Moral Stress, 49 participants’ experiences were assessed. The results of linear regression analysis indicated that moral stress was determined to a degree by the work place’s moral climate as well as by two aspects of the mental health staff’s moral sensitivity. The nurses’ experience of ‘moral burden’ or ‘moral support’ increased or decreased their experience of moral stress. Their work-related moral stress was determined by the job-associated moral climate and two aspects of moral sensitivity. Our findings showed an association between three concepts: moral sensitivity, moral climate and moral stress. Despite being a small study, the findings seem relevant for future research leading to theory development and conceptual clarity. We suggest that more attention be given to methodological issues and developing designs that allow for comparative research in other disciplines, as well as in-depth knowledge of moral agency.
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Owens, Alison, Donna L Brien, Margaret McAllister, Craig Batty, Susan J Carson, and Anthony Tuckett. "Researching, Implementing, and Evaluating Industry Focused and Cross-Disciplinary Doctoral Training." International Journal of Doctoral Studies 14 (2019): 651–73. http://dx.doi.org/10.28945/4422.
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Aim/Purpose: This article reports on university-funded research conducted to inform, design and implement applied industry-integrated training that could support higher degree by research (HDR) candidates in the disciplines of nursing and creative arts. Background: Doctoral candidates contribute in steadily increasing numbers to the intellectual and economic capital of universities globally, however, the quality of candidate progression and outputs has also been widely criticised. How to best support doctoral candidates for success is therefore a critical focus for universities and an ongoing area of research. Methodology: The study was framed as an action research project as it was driven by the identification of a problem embedded in professional practice that invited action and reflection as well as participation from other practitioners in the field. Contribution: This article presents a multidimensional, industry-focused model for HDR training that effectively engages HDR candidates with key threshold concepts for research. Findings: Doctoral training needs to be more holistic, integrative and career-focused to meet the needs of increasing numbers of candidates with diverse backgrounds and post-doctoral career pathways. Recommendations for Practitioners: This article provides a doctoral training model that can be adapted to other disciplines and industry contexts. Recommendation for Researchers: This article provides a doctoral training model that can, and should, be adapted to other disciplines and industry contexts in order to build more substantive and reliable evaluative data. Impact on Society: As secure career pathways in academia are diminishing, while the number of doctoral candidates are increasing, the integration of industry partners and applied contexts into holistic doctoral training is critical for the working futures of doctoral graduates. Future Research: Further implementations and evaluations of the training workshop provided in this article would advance understandings of training design and implementation options and issues.
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Li, Tse Yan, Xiaoli Gao, Kin Wong, Christine Shuk Kwan Tse, and Ying Yee Chan. "Learning Clinical Procedures Through Internet Digital Objects: Experience of Undergraduate Students Across Clinical Faculties." JMIR Medical Education 1, no. 1 (April 14, 2015): e1. http://dx.doi.org/10.2196/mededu.3866.
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Background Various digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students’ acquisition of clinical competence. Objective This study aimed to understand the experience of undergraduate students across clinical disciplines—medicine, dentistry, and nursing—in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning. Methods Mid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong—Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups. Results Among 439 respondents, 97.5% (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7%) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0%) and dental students (43/96, 45%) having learned them this way (both P<.001). Three-quarters (341/439, 77.7%) of students accessed DLOs through public search engines, whereas 93.2% (409/439) accessed them by watching YouTube videos. Students often shared DLOs with classmates (277/435, 63.7%), but rarely discussed them with teachers (54/436, 12.4%). The accuracy, usefulness, and importance of Internet DLOs were rated as 6.85 (SD 1.48), 7.27 (SD 1.53), and 7.13 (SD 1.72), respectively, out of a high score of 10. Conclusions Self-exploration of DLOs in the unrestricted Internet environment is extremely common among current e-generation learners and was regarded by students across clinical faculties as an important supplement to their formal learning in the planned curriculum. This trend calls for a transformation of the educator’s role from dispensing knowledge to guidance and support.
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Ramírez, Antonia, and Belén Martínez. "La Salud en la Medicina Complementaria, Viejas Definiciones para Nuevos Agentes Sociales." European Scientific Journal, ESJ 18, no. 38 (December 31, 2022): 21. http://dx.doi.org/10.19044/esj.2022.v18n38p21.
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Se aborda el estudio interdisciplinar psicosocial y sociológico de la salud en medicina complementaria, y sus implicaciones sociales. Se define la salud desde conceptualizaciones presentes en el mundo académico y se compara con la definición dada por los profesionales de la medicina complementaria. Se realizan cerca de treinta entrevistas en profundidad a personas con titulación y experiencia médica, en enfermería y en disciplinas en medicina complementaria[1] de la Ciudad de México y Sevilla. Los discursos se analizan siguiendo las propuestas de la Grounded theory. Los resultados muestran una concepción positiva, dinámica y multidimensional de la salud, estableciendo un modelo de salud complejo y donde la enfermedad se conceptualiza en dos corrientes diferentes. Las conclusiones muestran, por un lado, dos discursos uniformes entre los profesionales, similares a varias de las corrientes principales sobre salud presentes en la actualidad, y, por otro lado, que no se observan diferencias contextuales en la producción de la representación social de la salud.
[1] Este trabajo utiliza el término medicina complementaria para simplificar la terminología, atendiendo en ese concepto a otros términos como son medicina tradicional, medicina alternativa o medicina integrativa.
The interdisciplinary psychosocial and sociological study of the health in complementary medicine and its social implications is addressed. Health is defined from current academy concepts and then is compared with the definition given for the professionals of complementary medicine. Nearly thirty in-depth interviews are conducted with people with degrees and experience in medicine, nursing, and disciplines in complementary medicine from Mexico City and Seville.The discourses are analyzed following the proposals of the Grounded theory. The results show a positive, dynamic and multidimensional concept of health, defining a model of health complex and where illness is conceptualized in two different branches. The conclusions show, on the one hand, two uniform discourses among professionals, similar to several of the main currents on health present today, and, secondly, that no contextual differences are observed in the production of the social representation of health.
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Johansson, Patrik, Devin Nickol, Shannon Maloney, Brandon Grimm, Melissa Tibbits, Mohammad Siahpush, Armando De Alba Rosales, Elizabeth Lyden, Caitlin Schneider, and Jaime Gofin. "Health Professions Students’ Assessment of an Interprofessional Rural Public Health-Focused Rotation: A Pilot Study Based on the Community-Oriented Primary Care Approach." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052093254. http://dx.doi.org/10.1177/2382120520932549.
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Using a community-oriented primary care (COPC) approach, the format for this interprofessional rural rotation was a public health focused team project based in a local health department and primary care setting. The target audience included fourth-year dental students, fourth-year undergraduate students in imaging science, second-year master of public health students, third-year medical students enrolled in the MD/MPH program, second-year nurse practitioner students, fourth-year pharmacy students, second-year MSN nursing students, and first-year PhD students. The specific learning objectives of the curriculum were drawn from emphasis areas of the Interprofessional Education Collaborative’s competency domains and included the development of students’ knowledge to function as a member of an interprofessional team to (1) engage diverse health care professionals, (2) communicate with team members to clarify each member’s responsibility in executing components of a public health intervention, (3) choose effective communication tools and techniques, (4) integrate knowledge and experience of other professions, and (5) engage themselves and others to constructively manage disagreements. Additional learning objectives centered on 10 competencies from the Master’s Degree in Public Health Core Competency Project. Assessment of 13 student participants, as a group, showed increased perceived knowledge in 4 out of 5 selected interprofessional emphasis areas and 9 out of 10 public health competencies. Our curriculum provides promising evidence for one interprofessional rural education model with proven short-term effectiveness among six health professions disciplines, in increasing student knowledge in interprofessional emphasis areas and public health competencies.
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Zhang, Min, and Juanle Wang. "Trend Analysis of Global Disaster Education Research Based on Scientific Knowledge Graphs." Sustainability 14, no. 3 (January 27, 2022): 1492. http://dx.doi.org/10.3390/su14031492.
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Disaster reduction and prevention have become urgent issues worldwide. Disaster education is an effective way to deal with frequent global disaster risks, carry out disaster prevention and relief measures in a timely manner, and reduce disaster losses. Based on the Web of Science database, using bibliometrics and network analysis methods based on scientific knowledge graphs, we conducted a visual analysis of global disaster education research trends from the perspectives of national cooperation spatial distribution, research hotspot mining, hybrid network analysis, and institutional cooperation spatial distribution of disaster education. The following conclusions were drawn. (1) The spatial distribution of disaster education research is uneven: it is clustered in Europe, evenly distributed in Asia and Africa, and scattered in North America and Oceania. Moreover, the United States in North America, China and Japan in Asia, and Australia in Oceania have the largest number of articles. (2) The field of disaster education focuses mainly on the themes of education, disaster nursing, disaster risk and reduction, disaster awareness, and earthquakes. The general trend of research hotspots is disaster risk >> disaster preparedness >> disaster nurse >> disaster awareness >> disaster risk and reduction, realizing the great transformation from disaster rescue to disaster preparedness and then to disaster prevention awareness. (3) A hybrid network of keywords and countries revealed the research focus of various countries in the field of disaster education, and a hybrid network of keywords and categories showed that the research on disaster education primarily focuses on the disciplines of environment, nursing, geography, geology, atmosphere, ecology, and psychology. On this basis, the breadth and depth of the disaster education system should be further improved. (4) The spatial layout of disaster education research institutions showed a clustered distribution of research institutions in North America and Europe, even distribution in some regions in Asia, and sporadic distribution in Africa and Oceania. In-depth cooperation among institutions should be strengthened, the degree of attention paid to disaster education should be increased, and external cooperation should be actively carried out to improve the level of disaster education, particularly in Africa and Asia.
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Norton, Rhy, and Phillip J. Finley. "Clinically isolated bacteria resistance to silver-based wound dressings." Journal of Wound Care 30, no. 3 (March 2, 2021): 238–47. http://dx.doi.org/10.12968/jowc.2021.30.3.238.
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Objective: Silver has become a global treatment option with the US Food and Drug Administration providing marketing clearance for many silver-impregnated wound dressings and topical agents. However, the increased use of silver-based products across medical disciplines has raised questions concerning the development of acute silver resistance. In this study, the efficacy of previously identified silver-resistant clinical bacteria (Klebsiella pneumoniae and Enterobacter cloacae) against a variety of commercially available silver-based wound dressings was further investigated. Method: To further explore the clinical significance of these isolates, multiple time-course and repeat-challenge assays were conducted with nine dressings using a panel of silver-resistant and silver-sensitive microorganisms. Silver-impregnated dressings were ranked by silver species, quantity of silver and overall efficacy. Results: Both silver-resistant strains were largely unaffected and exhibited phenotypic resistance even when exposed to the high silver concentrations found in commercially available wound dressings. In stark contrast, the majority of the dressings were able to maintain a high degree of efficacy over the course of 72 hours and during repeated bacterial challenges against silver-sensitive microorganisms. Conclusion: Our findings provide additional evidence that clinically significant silver-resistance has emerged in the clinical setting. Such resistant microbes are capable of sustained silver resistance against a wide variety of silver adjuvants. These findings suggest that the further development and dissemination of these resistance mechanisms could significantly impact current practices in wound healing.