ABSTRACT
Objective:To investigate the application effect of simulation teaching in basic nursing practical teaching for undergraduates.Methods:A total of 271 nursing undergraduate intern students in the classes of 2018 and 2019 were selected as subjects, among whom 135 students in the class of 2018 were established as control group and 136 students in the class of 2019 were established as experimental group. The students in the control group received conventional practical training, and those in the experimental group received simulation teaching. The two groups were compared in terms of test scores and self-efficacy scores after practical teaching, and a questionnaire survey was conducted to investigate the degree of satisfaction with practical teaching among students. SPSS 20.0 was used for the t-test and the chi-square test. Results:Compared with the control group, the experimental group had significantly higher average scores of theoretical examination (88.78±5.17 vs. 82.04±4.36, P<0.05) and practical examination (96.90±5.05 vs. 90.48±5.34, P<0.05), as well as a significantly higher self-efficacy score (29.80±3.83 vs. 28.76±2.75, P<0.05). The experimental group had a significantly higher degree of satisfaction with clinical teaching than the control group ( P<0.05). Conclusion:Simulation teaching can effectively increase the practical score of nursing students, enhance their sense of self-efficacy, and improve their satisfaction with clinical teaching.
ABSTRACT
Objective:To study the application effect of objective structured clinical examination (OSCE)-based situational simulation case teaching on Nursing Fundamentals practical training. Methods:Using convenient sampling method, two undergraduate nursing classes of Batch 2018 in Hubei University of Chinese Medicine were chosen as the study objects. They were divided into observation group with 45 students and control group with 43 students through ball touching method. The control group used traditional teaching method, on this basis, the observation group used OSCE-based situational simulation case teaching. At the end of the semester, the results of theoretical assessment, operational skills assessment, humanistic care, health education achievements of the two groups of nursing students and students’ evaluation of the new teaching method in the observation group. SPSS 22.0 was used for t test. Results:The sores of theoretical assessment, operational skills and humanistic care assessment in the observation group were (81.01±8.53), (92.69±3.87) and (11.73±1.59), and the corresponding sores in control group were (76.94±9.74), (91.21±2.70) and (10.79±1.36). The nursing students in the observation group had significantly higher scores than the control group in above mentioned aspects ( P<0.05). In the observation group, 45 students (100.0%) believed that this teaching method could stimulate learning interest and comprehensively deal with clinical problems, 43 students (95.6%) thought that this teaching method could improve team cooperation ability, only one person (2.2%) did not agree that this teaching method could help to form critical thinking, and 42 students (93.3%) said that the teaching hours of this teaching method could be appropriately increased. Conclusion:The OSCE-based situational simulation case teaching may effectively improve the teaching quality of the nursing students and mobilize their learning activities.
ABSTRACT
Objective:To explore the effects of micro class combined with modular teaching on experimental teaching of internal medicine and basic nursing.Methods:Four classes of nursing students of Batch 2016 were selected as the research objects by drawing lots, and 148 nursing undergraduates were randomly divided into two groups. The combined teaching group adopted micro class combined with modular teaching, and the modular teaching group adopted modular teaching method. The examination scores, SDLRS (self-directed learning readiness scale for nursing education) scores, medical education environment and teaching satisfaction of the two groups were compared. SPSS 22.0 was conducted for chi-square test and t test. Results:The scores of internal medicine nursing, basic nursing and operation skills in the combined teaching group were significantly higher than those in the traditional teaching group ( P<0.05); at the end of the semester, the scores of self-management, love of learning, self-control and SDLRS total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the scores of learning perception, teacher perception, environment perception and total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the teaching satisfactions with improving learning interest, learning efficiency, learning initiative and mastering key contents better in the combined teaching group were higher than those in the modular teaching group ( P<0.05). Conclusion:The combination of micro class and modular teaching can improve the examination results and self-directed learning readiness of nursing students, improve the internal environment of medical education, and students' teaching satisfaction is high.
ABSTRACT
Introduction This study aims to reveal the current status and issues on global health competency (GHC) education as well as the perceptions and opinions of nursing academics at universities and vocational colleges about providing GHC education to their students at basic nursing education programs.Methods A Japanese open-ended questionnaire and qualitative content analyses facilitated the first-ever evaluation of Japanese nursing education by standard GHC items developed by Wilson et al. (2012) in the Americas. Using NVivo 11 Plus software, qualitative descriptions of the respondents obtained were coded and the data with similar content were organized into core categories.Results A total of 331 Japanese nursing academics, including 66 deans, 135 principals, and other educators at universities and vocational colleges responded to the questionnaire. The academics recognized the importance of GHC education for their students in basic nursing education programs to adapt to globalization in Japan. On the other hand, they noted the difference in education curricula with the Americas and commented that advanced GHC indicators such as assessment and analysis skills were not feasible in current Japanese nursing education. Insufficient time and specialized instructors in GHC education were other reasons for the reluctance to provide GHC education for nursing academics.Conclusions Incorporating GHC elements into existing courses and promoting nursing educators’ understanding and skills of GHC education through FDs may effectively alleviate their concerns about lack of time and personnel while providing GHC education to their nursing students. Promoting an open, detailed discussion and active conversation among educators is also necessary to reduce the barriers and gradually promote GHC education starting with what can be implemented.
ABSTRACT
Objective@#To investigate the effect of simulation based medical education (SBME) on the experimental teaching of Basic Nursing.@*Methods@#A total of 61 four-year undergraduate nursing students in 2015 batch (classic teaching group) and 66 four-year undergraduate nursing students in 2016 batch (simulation teaching group) were selected. Six experiments (aseptic technique, vital sign measurement, nasal feeding, catheterization, intramuscular injection and intravenous infusion) were selected in the SBME group as carrier experiment for scenario simulation teaching. After the end of the teaching, the teaching results were evaluated by questionnaire survey, theoretical knowledge assessment, experimental operation assessment and direct observation of procedural skills. SPSS 19.0 was used to perform the t-test.@*Results@#Examination results showed that the good rate and excellent rate in students of 2016 batch were 71.21% and 16.67%, respectively; the good and excellent rate in students of 2015 batch were 55.71% and 1.43%, respectively; theoretical and operational scores in students of 2016 batch were significantly higher than those in students of 2015 batch (P<0.05). According to the questionnaire, 91.0% students in the simulation teaching group believed that the simulation teaching was beneficial to auxiliary learning, 75.8% liked simulation teaching, and 83.3% thought that simulation teaching was able to stimulate their interest in learning; among teachers, 78.94% believed that this method could improve students' ability to analyze and solve problems, 84.21% thought that this method could stimulate students' interest in learning, and 89.48% considered that this method could make students listen carefully.@*Conclusion@#Applying the simulation teaching to the experiment teaching of Basic Nursing can effectively improve the teaching quality and teaching effect.
ABSTRACT
Objective To investigate the effect of simulation based medical education (SBME) on the experimental teaching of Basic Nursing . Methods A total of 61 four-year undergraduate nursing students in 2015 batch (classic teaching group) and 66 four-year undergraduate nursing students in 2016 batch (simulation teaching group) were selected. Six experiments (aseptic technique, vital sign measurement, nasal feeding, catheterization, intramuscular injection and intravenous infusion) were selected in the SBME group as carrier experiment for scenario simulation teaching. After the end of the teaching, the teaching results were evaluated by questionnaire survey, theoretical knowledge assessment, experimental operation assessment and direct observation of procedural skills. SPSS 19.0 was used to perform the t-test. Results Examination results showed that the good rate and excellent rate in students of 2016 batch were 71.21％and 16.67％, respectively; the good and excellent rate in students of 2015 batch were 55.71％ and 1.43％, respectively; theoretical and operational scores in students of 2016 batch were significantly higher than those in students of 2015 batch (P<0.05). According to the questionnaire, 91.0％students in the simulation teaching group believed that the simulation teaching was beneficial to auxiliary learning, 75.8％liked simulation teaching, and 83 . 3％ thought that simulation teaching was able to stimulate their interest in learning; among teachers, 78.94％ believed that this method could improve students' ability to analyze and solve problems, 84.21％thought that this method could stimulate students' interest in learning, and 89.48％considered that this method could make students listen carefully. Conclusion Applying the simulation teaching to the experiment teaching of Basic Nursing can effectively improve the teaching quality and teaching effect.
ABSTRACT
Objective To explore the effect of four-element teaching design model based on comprehensive learning in teaching of basic nursing in vocational nursing students. Methods Ninety-six nursing students at Taizhou Vocational and Technical College in Zhejiang Province were selected as the study subjects. Ninety-six nursing students were divided into the experimental group and the control group with 48 nursing students in each. The experimental group used four-element teaching design model for teaching, and the control group adopted traditional teaching methods.The testing results and evaluation of nursing students for this curriculum were compared. Results The theoretical assessment and skill assessment of nursing students in the experimental group were 82.09±8.05 and 90.65±4.93 respectively, and in the control group were 76.30±10.20, 85.33±6.01. The difference was statistically significant (t =3.06,4.74, P<0.01). The scores of curriculum setting, teaching methods, assessment methods, and teaching effects in the experimental group were evaluated as 35.08±3.64, 42.06±4.75, 18.15±1.60, 40.35±6.20, in the control group were 29.63 ± 4.65, 36.02 ± 6.20, 14.04 ± 2.69, 36.35 ± 6.56. The difference was statistically significant (t=3.07-9.09, P<0.01). Conclusion The four-element teaching design model based on comprehensive learning can improve the students′ learning initiative and teaching effect of basic nursing, promote the coordinated development of nursing students'professional knowledge, skills and professional ability.
ABSTRACT
To cultivate nursing students' independent learning ability, improve practical skills and teaching quality, "Monitorial System" has been applied in the training teaching of basic nursing. The new teaching mode combines building monitorial selection and training mechanism, monitorial teaching and quality assurance system, incentive mechanism, scientific evaluation mechanism. The practical results de-monstrate that the new practical teaching is active and effective. In the future, it can be widely used in vo-cational education.
ABSTRACT
Objective To explore the effects of application of virtual simulation technology in basic nursing practice teaching.Methods Convenience sampling method was used to select 204 nursing students of grade 2013 in Fenyang College of Shanxi Medical University as the research subjects.Virtual reality software and simulator were used to build realistic experiment environment.Tasks of virtual simulation training were primary,intermediate and advanced.Questionnaire survey was conducted after training to investigate teaching effects,and theoretical and operating test scores of grade 2013 were compared with those of grade 2012.Results In the primary,intermediate and advanced tasks,there were 87.3％,77％ and 60.8％ of the students having scores of 91～100;theoretical and operating test scores of grade 2013 were better than those of grade 2012(P＜0.01);98％ of the students considered virtual simulation enhanced proficiency of operation,93.1％ of the students considered virtual simulation facilitated learning,91.1％ of the students liked virtual simulation learning,and 90.1％ of the students considered virtual simulation stimulated interests in learning.Conclusion The application of virtual simulation experiment teaching in basic nursing practice teaching can promote the innovation of teaching mode and improve the teaching quality and teaching effect.
ABSTRACT
Objetivo: verificar o grau de conhecimento e atuação de uma equipe de enfermagem em relação à saúde bucal de pacientes hospitalizados. Material e métodos: foram avaliados 71 profissionais provenientes de dois hospitais municipais do Rio de Janeiro, que responderam ao instrumento validado e aplicado por um único examinador. Após a coleta, foi realizada uma análise descritiva dos dados através de tabela de distribuição de frequência. Resultados: apenas 18,31% disseram ter recebido alguma informação/treinamento sobre doença periodontal. Quando questionados sobre condições sistêmicas relacionadas à doença periodontal, 78,87% tiveram seu conhecimento considerado limitado. Ao serem questionados se seguiam alguma conduta para controle do biofilme, 60,56% disseram que sim. Quanto ao método empregado, 38,03% citaram apenas a solução antisséptica, e 11,27% citaram fio dental, solução e escova. Conclusão: quando os sujeitos dessa pesquisa apresentam algum conhecimento de higiene oral, o mesmo é limitado, por conseguinte, suas atividades apresentam-se aquém do que é preconizado pela literatura.
Objective: to assess knowledge level and performance of nursing team regarding inpatients' oral health. Material and methods: 71 nursing professionals from two municipal hospitals of Rio de Janeiro were evaluated through a validated instrument applied by a single examiner. After data collection, a descriptive analysis was carried out through a frequency distribution table. Results: only 18.31% said they received some information/training on periodontal diseases. When asked about systemic conditions related to periodontal diseases 78.87% had their knowledge considered limited. When asked if they had followed some specific conduct to control biofi lm 60.56% asked affirmatively. As for the method employed 38.03% cited only antiseptic solution and 11.27% floss, solution and tooth brush. Conclusion: even when the subjects of this research present some level of oral hygiene knowledge, it is often limited. Therefore their activities present a pattern below that recommended by the literature.
Subject(s)
Humans , Hospitalization , Nurse Practitioners/statistics & numerical data , Oral Health , Oral Hygiene , Primary NursingABSTRACT
<p><b>Objectives</b></p><p> This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP) to clear significance and educational effect of practicum in international nursing. </p><p><b>Methods</b></p><p> We conducted an anonymous, self-administered questionnaire survey for students participating in an INP, including practicum in developing countries, using qualitative and quantitative methodologies.</p><p><b>Results</b></p><p> In total, 67.0% students completed the pre-practicum questionnaire and 28.4% completed the post-practicum questionnaire. Students interested in international nursing before and after were 54.5% and 59.3%, respectively. Those who perceived benefits from attending the INP for their future nursing activities (benefits) were 88.0% and 85.2%, respectively.</p><p> In perceptions regarding international nursing, the following four items were significantly higher: “characteristics and diversity of society and culture affecting health,” “understanding of the Japanese health and nursing system,” “understanding of the world health and nursing system,” and “characteristics and diversity of society and culture affecting nursing.” In the perceptions regarding overseas practicum, the following three items included in expectation and achievement were significantly higher: “understanding the effect of society and culture on nursing,” “unable to experience this in Japan,” and “building up relationships with Vietnamese students and teachers.” All significant items included in anxiety were lower. “Language (English) skills” included in preparation was significantly higher. The basis for benefits before and after INP was extracted from six and five categories, respectively. Four categories, i.e., “personal growth,” “cultivation of an international perspective,” “forming views on nursing,” and “preparation for inter-state globalization” were the same for both. The benefits were related to willingness to perform international activities, achievement, and meaningfulness of overseas practicum.</p><p><b>Conclusion</b></p><p> The results suggest that INP is an effective educational method for basic nursing education, moreover, to foster internationalism. One needs to understand the readiness of students and take their anxieties into consideration, particularly for overseas practicum.</p>
ABSTRACT
Objective To discuss the teaching method and effect of teaching-learn-do integration mode in the Basic Nursing Technology.Methods Students of two classes of grade 2010 and two classes of grade 2011 in our nursing college were randomly divided into the experimental group and the control group,they respectively adopted teaching-learn-do integration teaching mode and first-theory-after-practice traditional teaching method.The teaching effect of the two groups by theory and skills testing was compared.Results The experimental groups were better than the control groups in two grades in skill examination results.For the theoretical examination results,the experimental group of grade 2011 was better than the control group,while the two groups of grade 2010 were undifferentiated in theoretical examination.Conclusions Teaching-learn-do integration mode can not only improve students' operating skills,but also promote the theoretical learning,and improve the students' learning ability of independent innovation,suitable for practical and technical-strong course teaching in Basic Nursing Technology.
ABSTRACT
Objective To explore the effect of applying PDCA Circulation Theory in practical teaching of Basic Nursing at Higher Vocational College.Methods By using cluster random sampling method 2 classes of each 50 people from the nursing class of Grade 2013 were selected as the control group and the experimental group respectively.The traditional method of practice teaching was used in control group,that is,from the presentation of teachers,students practice,the guidance of teachers,periodic assessment to the final examination,while the PDCA Circulation Theory was used in experimental group.With periodic skill examination result,the final skill examination result and students' learning experience as evaluation index,two groups were compared with t test,using SPSS 17.0 for data analysis,expressed as percentage and-x ± s.Results The results of both single skill examination and the final skill examination as well as study experience of experimental group were higher than those of control group,and the differences are statistically significant.Conclusion Using PDCA Circulation Theory in practical teaching of Basic Nursing at Higher Vocational College can stimulate the students' consciousness and initiative,cultivate students' critical thinking,promote the student to study in a planned way with purpose and system and improve the learning effect.
ABSTRACT
Objective To analyze the distribution and content characteristics of highly cited pa pers in Chinese nursing journals,in order to give a reference for nursing researchers to design their studies and to improve more high quality nursing papers.Methods Nursing papers were searched from database of China Academic Journal Network.Papers cited 100 times or more were collected for statistical analysis.Results There were 266 nursing papers cited 100 times or more.They were found in 9 nursing journals,of which Chinese Nursing Journal was 69.1％.The paper most highly cited was 1 298 times.The contents of highly cited papers covered basic nursing (infusion nursing and air way nursing),health education,nursing management (safety management,nursing laws,and nursing profession protection),humanistic care,psychological nursing care,and pressure of nurses.Conclusions In order to produce high quality of nursing paper,nursing researchers should improve their academic sensitivity,pay more attention to the scientific fronts,emphasize basic nursing research and study persistent.
ABSTRACT
This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP). <BR> Students implementing INP in a developing country completed an anonymous, self-administered questionnaire. Results were analyzed using statistical and qualitative methods. <BR> 66 students completed the pre-practicum questionnaire and 23 completed the post-practicum questionnaire. <BR> As a result of perceptions regarding INP, three factors “interest in international nursing,” “knowledge necessary for international nursing,” and “understanding of the characteristics of international nursing” were extracted; knowledge necessary for international nursing was found to be significantly higher. Students’ perceptions of benefits of INP for their nursing activities, which were answered through the open-ended question revealed “personal growth,” “cultivation of an international perspective,” “increased understanding of nursing,” “beginning of expansion of views on nursing and nursing activities,” and “interest in exploring the essence of nursing.” <BR> Perceptions regarding practicum overseas were revealed by three dimensions. Four factors “development of compassion,” “experience only in the practicum field,” “inspiration from achievement of international nursing activity,” and “living experience outside of Japan” were extracted from expectation and achievement. Three factors “environment,” “individual ability,” and “inevitable events in the developing country” were extracted from anxiety. Four factors “fundamentals for achieving INP goals,” “necessity of achieving INP goals,” “nursing knowledge and skill,” and “importance for implementation in the developing country” were extracted from need for preparation. Expectation and achievement regarding experience only in the practicum field was found to be significantly higher. Anxiety about individual ability and inevitable events associated with practicum in the developing country and need for preparation regarding nursing knowledge and skill were significantly lower.<BR> It was suggested that INP is an effective educational method for basic nursing education and an early exposure for fostering internationalism. Understanding the willingness of students and taking their anxieties into considering were also found to be effective approaches.
ABSTRACT
Objective To explore the effects of PBL teaching method on classroom atmosphere of basic nursing course.Methods Two classes of nursing sophomore were enrolled and were divided two groups,60 as PBL group and other 60 as traditional group.Students in two groups were evaluated by questionnaire of classroom atmosphere.Data were statistically analyzed through t-test,P＜0.05 standing for statistical significances.Results There were statistical differences in classroom atmosphere between two groups (P ＜ 0.05) ; class democracy,elicitation in teaching and student cooperation in PBL group were significantly better than those of traditional mode (P ＜ 0.05).There was no significant difference in learning autonomy between the two groups (P ＞0.05).Conclusions PBL teaching is conductive to stimulating students' learning potentials,culturing their cooperative learning,raising the efficiency of classroom learning and improving the classroom atmosphere.But learning autonomy of students needs to be further improved.
ABSTRACT
Objective To carry out high-quality nursing services demonstration project, fully fulfill duties of nursing staff to provide quality care. Methods The high-quality nursing services demonstration project was first carried out in 4 pilot ward. The pilot ward studied and discussed carefully, receiving standard training, changing concepts, reasonable adjusting schedule mode, carrying out level use of nurses,responsibility to the group and responsibility to the people, and using nursing records in table format, freeing nurses from complex care record, returning the time to nurses and to patients. Results Nursing quality dramatically improved than before. Conclusions To strengthen basic nursing, make nurses change ideas,improve service consciousness, enhance the sense of responsibility, so that the nursing measures can be put in place to promote nurse-patient communication and improve patient satisfaction significantly.
ABSTRACT
Objective To discuss the application effect of task-driven basic nursing probation based on the action research. Methods Using the frame of Lewin's action research, with random sampling, we selected a class for the study, for the first time in the traditional training model, and the second time in the task-driven model based on the action research. and information was collected according to the interviews and diary records, narrative description was used for records of the results. Results Action research promoted changes in basic nursing probation model, constructed knowledge, ability and improved various kinds of ability of nursing students. Conclusions The task-driven probation model improved the quality of clinic practice, which proved to be effective.
ABSTRACT
Objective To discuss effect of centralized training of basic operational skills for nursing students before nursing practice. Methods 176 student nurses in 2007 were set as the control group,320 nursing students in 2008 as the experimental group. The control group began practice after routine pre -practice education, based upon this, the experimental group carried out centralized training of basic operational skills for one week, only those who passed the examination could began practice, those who failed the examination should continued the training till they passed the examination. Time cost to master the operational skills, operational assessment results and evaluation of nursing practice by teachers were compared between the two groups. Results Compared to the control group, time cost to master the operational skills shortened, operational assessment results and evaluation of nursing practice by teachers improved in the experimental group. Conclusions Through centralized training of basic operational skills, time cost to master the operating skills of basic nursing by nursing students shortened, operational capability of nursing students can be improved, and the clinical nursing teaching quality can be promoted.
ABSTRACT
Objetivo: describir el significado, para los pacientes gravemente enfermos, de estar hospitalizado en una unidad de cuidado intensivo (UCI). Metodología: trabajo de investigación, con enfoque fenomenológico, que incluyó a nueve personas adultas entre 24 y 80 años de edad que estuvieron críticamente enfermos y hospitalizados en una UCI. La entrevista en profundidad fue la técnica de recolección de la información. El análisis de los datos se realizó según el esquema propuesto por Cohen, Kahan y Steeves. El estudio se llevó a cabo en la ciudad de Medellín, Colombia, entre abril y octubre de 2006. Resultados: este estudio permitió describir la "dureza" de la experiencia y las dificultades que se presentaron durante el episodio de la enfermedad, así como también con el sufrimiento físico y psicológico y algunas condiciones que contribuyeron para que el sufrimiento estuviera presente. Discusión: la experiencia de padecer una enfermedad crítica y la hospitalización en UCI es dura, debido al sufrimiento que ocasiona, tanto por los efectos de la enfermedad como por los elementos utilizados en el tratamiento y los procedimientos realizados para resolver la enfermedad. Conclusión: en la enfermedad, sus manifestaciones en el organismo y en la persona, las intervenciones médicas y quirúrgicas, y los procedimientos enfermeros constituyen motivos de sufrimiento que contribuyen a la dureza de la experiencia de estar críticamente enfermo.
Objective: Describe what hospitalization in an intensive care unit (ICU) means to critically ill patients. Method: This is a research project with a phenomenological approach. It includes nine adults between the ages of 24 and 80 who were critically ill and hospitalized in an intensive care unit. Information was collected through in-depth interviews and analyzed pursuant to the scheme proposed by Cohen, Kahan and Steeves. The study was conducted in Medellín, Colombia, between April and October 2006. Results: The study made ¡t possible to describe the "harshness" of the experience and the difficulties that emerged during the ¡llness, as well as the physical and psychological suffering and some of the conditions that contributed to suffering. Discussion: The experience of having a critical ¡llness and being hospitalized ¡n an ICU ¡s harsh, given the suffering occasioned by the effects of the ¡llness, the elements used ¡n treatment, and the procedures conducted to resolve the ¡llness. Conclusión: The manifestations of an ¡llness ¡n the organism and ¡n the person, medical and surgical interventions, and nursing procedures can cause suffering that contributes to the harshness of the experience of being critically ¡II.
Objetivo: descrever o significado de estar hospitalizado em urna unidade de cuidados intensivos (UCI) para os pacientes gravemente enfermos. Metodología: trabalho de pesquisa fenomenológía que incluiu nove pessoas adultas entre 24 e 80 anos de idade, que estiveram criticamente enfermos e hospitalizados em urna Unidade de Cuidados intensivos. Para a recolhida da informacao, foi aplicada a entrevista em profundo. A análise dos dados foi realizada com o esquema proposto por Cohén, Kahan e Steeves. O estudo transcorreu em Medellín, Colômbia, entre abril e outubro de 2006. Resultados: este estudo permitiu descobrir a "dureza" da experiência e as dificuldades experimentadas no curso da doença, assim como o sofrimento físico e psicológico, e certas condicpes que ajudaram á aparição do sofrimento. Discussáo: a experiência de padecer urna doença crónica e hospitalizacao na UCI é crítica pelo sofrimento causado pelos efeitos da doença e os elementos usados no tratamento e os procedimentos empregados para atacar a doença. Conclusáo: na doença, ñas suas manifestares no organismo e na pessoa, as ¡ntervencpes médicas e cirúrgicas, e os procedimentos dos enfermeiros, são motivos de sofrimento que ajudam a sentir a dureza da experiência de estar gravemente enfermo.