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Objective: to determine the global offer of Massive Open Online Courses (MOOCs) in health and nursing, and to know the characteristics of its content, for continuing education in nursing professionals in Peru. Method: exploratory study was carried out on the websites: Coursera, edX, FutureLearn, XuetangX and Udacity, Class Central and MOOC List. The courses were classified according to the five nursing areas recognized by the Peruvian College of Nurses (Colegio de Enfermeros del Perú, CEP). From each course, data was collected on institution and country of origin, hours per week and total duration in weeks, audio and subtitle language. Results: a total of 654 courses in this modality are offered in health were found, covering the five areas contemplated by the Peruvian College of Nurses. Fourteen courses were specifically developed for nursing with an average duration of five weeks (3.2 hours per week of activities). Eleven came from Anglo-Saxon institutions, with content in English. Only two courses were offered in Spanish and one in Turkish. Conclusion: Massive Open Online Courses would be a useful tool for the continuing education of the Peruvian nurse given the wide offer, including some specifically for nurses, in the different areas of nursing. The content of the course is mostly in English. Expanding the range of languages or subtitles would facilitate the participation of a larger audience.
Objetivo: determinar a oferta global de Massive Open Online Courses (MOOCs) em saúde e enfermagem e conhecer as características de seu conteúdo para a educação continuada em profissionais de enfermagem. Método: estudo exploratório realizado nos sites Coursera, edX, FutureLearn, XuetangX e Udacity, Class Central e MOOC List. Os cursos foram classificados de acordo com as cinco áreas de enfermagem reconhecidas pelo Colégio Peruano de Enfermeiros (Colegio de Enfermeros del Perú, CEP). Para cada curso foram coletadas as variáveis instituição e país de origem, horas semanais e duração total em semanas, idioma do áudio e das legendas. Resultados: foram encontrados 654 cursos nessa modalidade em saúde, cobrindo as cinco áreas contempladas pelo Colégio Peruano de Enfermeiros. Quatorze cursos foram desenvolvidos especificamente para enfermagem, com duração média de cinco semanas (3,2 horas por semana de atividades). Onze procediam de instituições anglo-saxônicas, com conteúdo em inglês. Apenas dois cursos foram oferecidos em espanhol e um em turco. Conclusão: Massive Open Online Courses é uma ferramenta útil para a educação continuada do enfermeiro peruano, dada a ampla oferta, incluindo alguns especificamente para enfermeiros, nas diferentes áreas da enfermagem. O seu conteúdo é oferecido principalmente em inglês. Expandir a variedade de idiomas ou incluir legendas facilitaria a participação de um público maior.
Objetivo: determinar la oferta global de Massive Open Online Courses (MOOCs) en salud y enfermería, y conocer las características de su contenido, para la educación continua de profesionales de enfermería en Perú. Método: estudio exploratorio se llevó a cabo en sitios web Coursera, edX, FutureLearn, XuetangX y Udacity, Class Central y MOOC List. Los cursos se clasificaron según las cinco áreas de enfermería reconocidas por el Colegio de Enfermeros del Perú (CEP). De cada curso se recopilaron datos sobre institución y país de origen, horas por semana y duración total en semanas, idioma de audio y de subtítulos. Resultados: se encontró un total de 654 cursos en esta modalidad en salud, que abarcaron las cinco áreas contempladas por el Colegio de Enfermeros del Perú. Catorce cursos fueron elaborados específicamente para enfermería con una duración promedio de cinco semanas (3,2 horas semanales de actividades). Once procedían de instituciones anglosajonas, con contenido en inglés. Solo dos se ofrecieron en español y uno en turco. Conclusión: Massive Open Online Courses es una herramienta útil para la educación continua del enfermero peruano dada la amplia oferta, incluyendo algunos específicamente para enfermeros, en las distintas áreas de la enfermería. El contenido de los cursos se ofrecen mayoritariamente en inglés. Ampliar la oferta de idiomas o subtítulos facilitaría la participación de un mayor público.
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Specialties, Nursing , Nurses Instruction , Education, Nursing , Education, Nursing, Continuing , Education, Nursing, Graduate , Nurse SpecialistsABSTRACT
PURPOSE: This study was intended to investigate the frequency of job performance of the Korean professional medical support staffs (PMSS).METHOD: The data of 1,666 PMSS from 36 hospitals and over 500 beds were analyzed. The participants were divided into 5 groups: advanced practice nurses (APN), clinical nurse experts, physician assistants (PA), coordinators, and others.RESULTS: Among the 5 main domains of job performance, advanced clinical practice has the highest frequency (111.36 d/y), followed by consultation/collaboration (75.66 d/y), education/counseling (53.54 d/y), leadership (23.90 d/y), and research (19.14 d/y). There was a significant difference in the frequency of job performance between the 5 groups of participants. The invasive activities were more frequent in the PA group. In the education and counseling domain, APNs had a higher level of job frequency than others (p < .001). In the research and leadership domains, APNs and coordinators had more prominent performance frequency than other groups (p < .01). However, there are some ambiguities in the job performance of the 5 groups depending on institutional characteristics.CONCLUSION: To establish the scope of work of PMSS, organizational and individual efforts are needed to promote and expand the leadership and research domains. To resolve the ambiguities of PMSS' roles, it is necessary to reorganize their titles.
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Humans , Counseling , Education , Job Description , Leadership , Methods , Nurse Clinicians , Physician Assistants , Work PerformanceABSTRACT
Objective@#To evaluate the reliability and validity of Chinese-version Good Death Inventory among oncology nurse specialists.@*Methods@#A further revision has been made in the Chinese-version Good Death Inventory from Taiwan experts through expert review and preliminary experiment. The reliability and validity of the Chinese-version GDI was evaluated among 180 oncology nurse specialists.@*Results@#The Chinese-version of GDI was easy to understand. Most respondents finished the whole scale in 25 minutes and the valid response rate of the scale was100%. The I-CVI value of each item was 0.67-1.00, S-CVI/Ave was 0.938. KMO was 0.832, and the revised Chinese-version GDI consisted of 54 items in 18 dimensions (Core 10 Domains and Optional 8 Domains). The total scale′ s Cronbach′ s alpha coefficient was 0.950, split-half reliability coefficient was 0.832. Cronbach′ s alpha of Core 10 Domains was 0.938 and that of Optional 8 Domains was 0.876.@*Conclusions@#The Chinese-version GDI is a valid scale to measure end-of-life care comprehensive outcomes from Chinese oncology nurse specialists′ perspective.
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Objective To understand the training effect and discuss psychiatric nurse specialists training′s influence on the core competence and scientific research ability by investigating the working status of psychiatric nurse specialists with the Chinese Nursing Association certification, and in order to improve the quality of the psychiatric nurse specialists training experience. Methods 100 nurses who participated in the Chinese Nursing Association psychiatric nurse specialists training from 2010 to 2014 were chosen by random number table method. Surveyed with their core competence and scientific research ability after training to understand their working status. Results Eighty-eight valid questionnaires were recovered. Scores in core competence of nurses after training were 2.78 ± 0.55, which in the medium level;education background was the main influencing factor of core competence (t=-2.891, P<0.01). Average scientific research ability scores were 1.74 ± 0.88, which was in low level;education background and title were main influencing factors of scientific research ability (t=-3.310, F=5.922, P<0.01). After training, 62.5%(55/88) psychiatric specialist nurses undertook clinical and nursing work the night shift. 82.9%(73/88) of specialist nurse after back to the unit to undertake the teaching work. 52.2% (46/88) psychiatric specialist nurses carried out the scientific research work, and a total of 33 articles published. 79.5%(70/88) of specialist nurses thought hospital for junior nurses more seriously, 35.2% (31/88) of psychiatric specialist nurses′ units carried out the follow-up training. 6.8% (6/88) of hospital tilted in wages reward about nurse specialist, 18.2% (16/88) of hospital tilted in the cut about nurse specialist. Conclusions After training,psychiatric nurses play an important role in clinical care, research, teaching and other work, but their core competencies and research capabilities should to be improved by the further training of the hospital. Although the hospital attaches great importance to specialist nurses, but in the wage awards and title do not tilt.
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PURPOSE: This study was to investigate the nationwide operational status of the professional medical support staffs (PMSS) who practice the expanded roles in the hospital setting. METHODS: The data were obtained through survey from 36 hospitals with over 500 beds from 25th May to 12th July 2016. Data from 1,666 PMSS were analyzed. RESULTS: Since the job titles varied, we classified them into 5 groups according to their roles; advanced practice nurse, clinical nurse expert, PA (physician assistant), coordinator, and others. There were differences in the operation status of PMSSs depending on the region, nurse staffing grade and number of hospital beds. Qualification criteria varied from hospital to hospital, and almost half of the hospitals didn't have any qualification standards for them. There were differences in age, educational level, clinical careers, rewards, and job satisfaction in 5 groups. Especially PA group had low salary, poorer working conditions, more difficulties in performing their work, and lower job satisfaction than other groups. Most PMSS (99.5%) were using a delegated prescription authority, however only 68.3% had job description and 19.9% had documented delegated role. CONCLUSION: Adequate training curriculum, documented delegated roles, and the protocols for legal protection and efficient medical services are needed.
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Humans , Curriculum , Job Description , Job Satisfaction , Nurse Clinicians , Organization and Administration , Physician Assistants , Prescriptions , Reward , Salaries and Fringe BenefitsABSTRACT
Objective To investigate the joint action mechanism of structural empowerment, psychological empowerment and job satisfaction of nursing staff in China,and probe into a joint action mechanism of such structure and empowerment on their satisfaction.Methods Totally 300 nurse specialists from secondary and tertiary hospitals in Anhui province were selected in a convenience sampling for investigation,by means of a general information questionnaire,Minnesota Satisfaction Questionnaire,Conditions of Work Effectiveness Questionnaires-Ⅱ and Psychological Empowerment Scale.Results The nurses′job satisfaction were positively associated with both their total scoring and individual dimensions of the structural empowerment and psychological empowerment.As shown in the structural equation modeling,the model (the pathway from structural empowerment to nurses′ job satisfaction and the mediating effect of psychological empowerment are significant)fitted the data well. Conclusions Nursing managers can use the empowerment theory to fully leverage their management advantages,creating a desirable environment for the nursing staff at large.
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Objective To investigate the career resilience and its influencing factors among nurse specialists.Methods Totally 288 nurse specialists were investigated by General Information Questionnaire,Career Resilience Scale,Core Self-Evaluations Scale and Simplified Coping Style Scale.Results The score was 37.12±4.78 for career resilience,35.46±4.78 for core self-evaluations,23.57±5.2 1 for positive coping,and 9.39±3.74 for negative coping,respectively.There were statistic difference (P＜0.01) among the total score and 2 dimensions score of career resilience on different level of self-assessment of health among specialist nurses.Specialist nurses,career resilience had a obvious positive correlation with the age,nursing age,core self-evaluations,and positive coping(P＜ 0.01).The results of multivariate linear regression analysis showed that age,self-assessment of health,positive coping and core self-evaluations entered the regression equation of career resilience.Positive coping was a partial intermediate variable of core self-evaluations and career resilience.Conclusion The level of career resilience is medium and it should be enhanced among nurse specialists.The age,self-assessment of health,positive coping and core self-evaluations are possible influencing factors of career resilience.And core self-evaluations can improve career resilience of specialist nurses via the effects of positive coping.
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Resumen
En 1947 a cuatro años del nacimiento del Instituto Mexicano del Seguro Social (IMSS), se crea la primera escuela de enfermería en el Instituto como respuesta a la problemática de falta de personal de enfermería formado en las instituciones educativas y de salud, con la consecuente heterogeneidad de conocimientos y actitudes que dificultaban su integración a la Institución. El propósito fundamental fue formar enfermeras con un perfil acorde al modelo de atención institucional. El perfil epidemiológico y demográfico de la población hizo necesaria la incorporación de servicios especiales en la institución, en 1966 el Departamento de Enseñanza e Investigación planea cursos de especialización para instructoras, instrumentistas, enfermeras pediatras y enfermeras en psiquiatría; pero fue hasta 1971 cuando se inició la formación de enfermeras especialistas mediante los cursos postécnicos de enfermería con las características idóneas que les permitan proporcionar una atención de enfermería científica y humana sumada a los avances de la tecnología médica y dentro de un contexto social real, capaz de proponer alternativas de solución para mejorar y preservar la salud de la población usuaria; con estudios afiliados a la Universidad Nacional Autónoma de México, inicialmente en la Escuela de Enfermería del Centro Médico Nacional, posteriormente en todas las escuelas del Instituto y actualmente en las diferentes Unidades de Atención Médica del IMSS. Hasta el año 2011 se han formado 25 793 enfermeras(os) en las diferentes áreas de especialidad que demanda el IMSS.
Abstract
In 1947, four years after the birth of the Instituto Mexicano del Seguro Social (IMSS), the first school of nursing at the Institute is established in response to the problem of having nurses trained in educational and health institutions, with the consequent heterogeneity of knowledge and attitudes that hindered their integration into the institution. The main purpose was to train nurses with a profile according to the institutional model of care. The epidemiological and demographic profile of population required the introduction of special Services in the institution, in 1966 the Department of Education and Research planned special training for instructors, scrub nurses, pediatricians and nurses in psychiatry, but it was not until the year 1971 when training of nurses started through nursing courses «postécnicos¼ with the ideal characteristics that enable them to provide scientific and human nursing care coupled with advances in medical technology in a real social context, able to propose alternative Solutions to improve and preserve the health of the user population, with studies affiliated to the Universidad National Autonoma de México, initially at the School of Nursing of the National Medical Center, then in all schools of the Institute and now in the different care units of the IMSS. Until 2011,25 793 nurses have been trained in different areas of expertise required by the IMSS.