Application of progressive case teaching method based on core competency in standardized nursing training / 中华医学教育探索杂志

Objective:To explore the application effect of progressive case teaching method based on core competency in standardized nursing training.Methods:A total of 63 nursing students rotated in department of neurosurgery from June 2020 to June 2022 were selected as the research objects and randomized into experimental group ( n=31) and control group ( n=32). The experimental group adopted the progressive case teaching method based on core competency, and the control group adopted the conventional teaching mode. The data was analyzed using SPSS 26.0 to conduct t-test or non-parametric test based on the data normality for comparing the theory results, objective structure clinical examination (OSCE) scores, core competency, self-directed learning ability scores, teaching satisfaction and nursing satisfaction of patients in two wards between the two groups. Results:The theoretical results ( t=4.74, P<0.001) and OSCE scores ( t=3.81, P<0.001) of the experimental group were better than those of the control group. The scores of core competency and autonomous learning ability ( t=4.32, P<0.001) of the experimental group were better than those of the control group. The teaching satisfaction score ( t=2.21, P=0.044) and patient satisfaction score ( t=2.92, P=0.011) of the observation group were better than those of the control group. Conclusion:The progressive case teaching method based on core competency can improve the post competency of nurses, and also improve the teaching satisfaction rate and patient satisfaction rate, which is worthy of being carried out in the subsequent teaching activities.

Application of scenario simulation teaching combined with modular training in nursing education of medical rescue in manned space flight / 中华急诊医学杂志

Objective:To study the application of scenario simulation teaching combined with modular training in nursing education of medical rescue in manned space flight.Methods:Twenty nurses from the medical rescue team of Strategic Support Force Characteristic Medical Center were selected as the research objects. The research objects were randomly divided into the scenario simulation combined with practical training group (practical training group, n=10) and traditional teaching group (control group, n=10). Scenario simulation teaching combined with modular training and traditional teaching were used to carry out nursing training. After the training, theoretical assessment, operation assessment and satisfaction survey were organized. Results:The scenario simulation teaching combined with modular training group was significantly better than the traditional training group in theory assessment, operation assessment and satisfaction survey of nursing staff (all P<0.05). Conclusions:Scenario simulation teaching combined with modular training has obvious teaching effect, which can improve the ability and quality of nursing staff, and help to complete the manned space medical rescue mission efficiently.

Instrumentos de evaluación de los factores que influyen en la capacitación continua del profesional de enfermería / Instruments for Evaluating the Influencing Factors on Continuous Training of Nursing Professionals

Introducción: Enfermería requiere de una construcción constante de conocimientos mediante capacitación continua, la que puede limitarse por factores organizacionales o motivacionales; los instrumentos para evaluarlos pueden excluir determinantes importantes a identificar. Objetivo: Analizar los instrumentos que evalúan los factores que influyen en la capacitación continua del profesional de enfermería. Métodos: Revisión sistemática, realizada entre septiembre 2020 y febrero 2021, de artículos publicados en inglés, español, portugués y malayu entre 2011 y 2021 en Scopus, Redalyc, SciELO, Dialnet, Lilacs, Elsevier y Google académico. La pregunta guía se elaboró con el acrónimo PICo. Para la búsqueda se aceptaron descriptores en Ciencias de la Salud (DeCS) "Enfermería", "Evaluación en enfermería", "Capacitación Profesional", en inglés (MeSH) "Nursing", "Nursing Assessment", "Professional Training", y los operadores booleanos AND, OR, se utilizó el diagrama de flujo (PRISMA). Se identificaron 72 artículos e incluyeron 9. El análisis de contenido permitió la interpretación de los referentes teóricos y la organización del conocimiento de la bibliografía encontrada. Conclusiones: Cada tipo de modalidad (presencial, semipresencial, en línea y a distancia) mostró factores negativos para que el profesional se capacite; sin embargo, la mayoría de las evaluaciones se enfocan en razones organizacionales y motivacionales, que excluyeron otras que son responsabilidad del profesional, como estado de salud, habilidad en el equipo de cómputo o dominar un segundo idioma. No hay un instrumento que integre todos los factores del porque enfermería no se capacita y los que se incluyeron en los instrumentos se clasificaron en cuatro dimensiones: sociodemográficas, personales, laborales y organizacionales(AU)

Introduction: Nursing requires constant construction of knowledge through continuous updating and training. Different factors, not only organizational or motivational ones, can negatively limit said activity; the instruments to evaluate them can exclude important determinants to identify. Objective: To analyze the instruments that evaluate the influencing factors of continuous training of nursing professionals. Methods: A systematic review was carried out from September 2020 to February 2021 with an antiquity of less than 10 years from the search in digital platforms such as Redalyc, SciELO, UNAM University Nursing, InfoMed, Dialnet, Academic Google and Elsevier, through Boolean operators AND, OR, NOT, and keywords. Seventy-two articles were identified, 52 useful for the review and 14 with mention of validated and non-validated instruments. The languages identified were Spanish, English, Portuguese and Malayu. Conclusions: Each type of modality (face-to-face, hybrid, online and distance) showed a negative factor for professionals to be trained; however, most evaluations focus on organizational and motivational reasons, excluding others that are the responsibility of the professional, such as health status, ability on the computer equipment or handling a second language. There is not an instrument that integrates all the factors, because nursing professionals are not trained and those factors that were included in the instruments were classified in four dimensions: sociodemographic, personal, work and organizational, as an evaluation proposal(AU)

A formação do técnico em enfermagem: perfil de qualificação / Nursing technician training: qualification profile

Resumo A identificação do atual perfil de formação profissional de auxiliares e técnicos de enfermagem (A&TE) se torna elemento central na compreensão da dinâmica da qualificação desses trabalhadores em diferentes Estados, com o objetivo de revelar tanto a existência de tendências para sub e sobrequalificação, quanto a participação do setor público na oferta e expansão dos cursos de enfermagem no país. O artigo explora três aspectos relevantes da formação profissional a partir dos resultados encontrados na pesquisa "Perfil da Enfermagem no Brasil (FIOCRUZ/COFEN)": o nível de escolaridade/qualificação; a distribuição geográfica e a participação governamental na consolidação do quadro atual. Trata-se de um estudo analítico baseado na interpretação de indicadores definidos pelo Coeficiente de Assimetria de Pearson. O estudo utiliza o banco de dados gerado pela pesquisa, além de dados do MEC/Inep e do IBGE. Os resultados alcançados estabelecem relações entre as características de formação, distribuição de A&TE em todos os estados brasileiros com o fenômeno da superqualificação, além de evidenciar um aparente descolamento da Rede Federal de Educação com a real demanda por técnicos de enfermagem no país.

Abstract The identification of the current vocational training profile of nursing aides and technicians becomes a central element in understanding the dynamics of their qualification in several states, aiming to expose both the existence of trends for under- and overqualification and the participation of the public sector in the offer and expansion of nursing courses in the country. The article explores three relevant aspects of vocational training based on the results found in the research "Nursing Profile in Brazil (FIOCRUZ/COFEN)": the level of schooling/qualification; the geographical distribution and the governmental participation in the consolidation of the current situation. This is an analytical study based on the interpretation of indicators identified by Pearson's Asymmetry Coefficient. The study uses the database generated by the research, as well as data from MEC/Inep and IBGE. The achieved results establish relations between the characteristics of training, distribution of NA&T in all Brazilian states with the phenomenon of overqualification, besides revealing an apparent separation of the Federal Education Network from the actual demand for nursing technicians in the country.

Necesidades de docentes y estudiantes para humanizar la formacion de enfermería / Needs of teachers and students to humanize nursing training / Necessidades de professores e alunos para humanizar a formação de enfermagem

Motivan este estudio la búsqueda de coherencia entre la formación y el cuidado humanizado, teniendo el antecedente de investigaciones que muestran bullying y enseñanza agresiva de enfermeras docentes a estudiantes. Objetivo: Indagar las necesidades de humanización de la formación en enfermería, desde una perspectiva docente y estudiantil. Material y Método: Investigación cualitativa tipo estudio de caso realizada en una Escuela de Enfermería chilena, con 15 docentes y 12 alumnos que, previo consentimiento informado, conformaron 4 grupos de discusión con preguntas semiestructuradas a partir de la literatura. Se realizó análisis de contenido con Atlas ti® Versión 8.4.2, que generó red de códigos, categorías y 6 dimensiones de análisis. Se aplicaron los principios éticos de Ezekiel Emanuel y para asegurar el rigor metodológico se siguieron los principios de credibilidad, confiabilidad, confirmabilidad y transferibilidad. Resultados: Respecto a las necesidades para una formación de enfermería humanizada, las dimensiones que surgieron fueron: 1) Conceptos de humanización, cuidado y enseñanza humanizada; 2) Potenciar desarrollo personal; 3) Comprender a los jóvenes y contextos sociales; 4) Formación docente en enseñanza humanizada y curriculum; 5) Reflexionar sobre conflictos éticos; y 6) Avanzar a una Universidad que cuide su comunidad educativa. Conclusiones: Se requieren esfuerzos personales, colectivos e institucionales que potencien el buen trato con estrategias de formación y de apoyo estudiantil y docente. De igual forma, se requiere mejorar las condiciones laborales para una vida saludable y una cultura de cuidado humanizado.

Research on bullying and aggressive teaching from nurse instructors to students, and the search for coherence between training and humanized care motivate this study. Objective: To assess the need for humanization of nursing training, from a teaching and student perspective. Material and Method: Qualitative research and case study, carried out in a Chilean Nursing School. Fiveteen teachers and 12 students, who previously provided informed consent, formed 4 discussion groups using semi-structured questions obtained from the literature review. Content analysis was performed using Atlas ti® Version 8.4.2, which generated a network of codes, categories and 6 dimensions of analysis. Ezekiel Emanuel's ethical principles were applied and, in order to ensure methodological rigor, the principles of credibility, reliability, confirmability and transferability were followed. Results: Regarding the needs for humanized nursing training, the following dimensions emerged: 1) Concepts of humanization, care and humanized teaching; 2) Enhancing personal development; 3) Understanding young people and social contexts; 4) Teacher training in humanized teaching and curriculum; 5) Reflecting on ethical conflicts; and 6) Advancing towards a university that cares for its educational community. Conclusions: Personal, collective and institutional efforts are required to promote good interpersonal skills; based on training strategies, and student and teacher support. Similarly, it is necessary to improve working conditions for a healthy life and a culture of humanized care.

Este estudo é motivado pela busca de coerência entre a formação e o cuidado humanizado, tendo como referência as pesquisas que mostram o bullying e o ensino agressivo de enfermeiras que ensinam estudantes. Objetivo: Investigar as necessidades de humanização da formação em enfermagem, na perspectiva do ensino e do aluno. Material e método: Investigação qualitativa tipo estudo de caso realizada numa Escola de Enfermagem do Chile, com 15 professores e 12 alunos que, mediante consentimento informado prévio, formaram 4 grupos de discussão com perguntas semiestruturadas a partir da literatura. Foi realizada uma análise do conteúdo com Atlas ti ® Versão 8.4.2, a qual gerou uma rede de códigos, categorias e 6 dimensões de análise. Foram aplicados os princípios éticos de Ezekiel Emanuel e para garantir o rigor metodológico foram seguidos os princípios de credibilidade, confiabilidade, confirmabilidade e transferibilidade. Resultados: Em relação às necessidades de formação humanizada em enfermagem, as dimensões que emergiram foram: 1) Conceitos de humanização, cuidado e ensino humanizado; 2) Promover o desenvolvimento pessoal; 3) Compreender os jovens e os contextos sociais; 4) Formação de professores em ensino humanizado e currículo; 5) Reflexionar sobre conflitos éticos; 6) Avançar para uma universidade que cuida de sua comunidade educacional. Conclusões: São necessários esforços pessoais, coletivos e institucionais para melhorar o bom trato com estratégias de formação e apoio a alunos e professores. Da mesma forma, é preciso melhorar as condições de trabalho para uma vida saudável e uma cultura de cuidado humanizado.

Cultura de seguridad del paciente en la formación de enfermería / Patient Safety Culture in Nursing Training

Introducción: La cultura de seguridad del paciente es el conjunto de creencias, valores, costumbres, percepciones, normas, competencias y prácticas presentes en el clima organizacional de los profesionales de salud, lo cual se refleja en las acciones proactivas o reactivas de seguridad clínica. Objetivo: Describir la cultura de seguridad del paciente en los estudiantes durante la formación técnica en enfermería. Métodos: Transversal y descriptivo. El cuestionario se administró a 113 estudiantes; igualmente se aplicó una guía de observación directa a 26 estudiantes durante el desarrollo de las prácticas de aprendizaje de enfermería en las simulaciones de atención a pacientes. Ambos instrumentos abordaron las principales dimensiones de la cultura de seguridad clínica. Resultados: El 85,84 por ciento fueron mujeres, la media de edad fue de 22,3 años, con una desviación típica de 4,156; el mayor porcentaje se ubicó en el grupo de 21 a 25 años con un 40,71 por ciento. Los resultados sobre el conocimiento en seguridad del paciente fue que el 80,53 por ciento tenía una percepción positiva sobre el error, el 57,52 por ciento no definió si era necesario hablar de errores, el 71,68 por ciento involucró el factor humano en el error y el 66,37 por ciento consideró importante involucrar a los pacientes. La valoración de la práctica evidenció que 85,84 por ciento no identifica al paciente, mientras que 100 por ciento de los estudiantes no perciben una respuesta punitiva ante errores en la evaluación de su práctica simulada. Conclusiones: La cultura de seguridad es un conocimiento teórico para los estudiantes de enfermería y debe fortalecerse como competencia a nivel curricular(AU)

Introduction: A culture of patient safety is the set of beliefs, values, customs, perceptions, norms, competencies, and practices present in the organizational climate of health professionals, a fact reflected in the proactive or reactive actions of clinical safety. Objective: To describe the culture of patient safety in students during technical nursing training. Methods: Cross-sectional and descriptive. The questionnaire was applied to 113 students. A direct-observation guide was also applied to 26 students during the development of nursing learning practices in patient care simulations. Both instruments addressed the main dimensions of clinical safety culture. Results: 85.84 percent were women. The mean age was 22.3 years, with a standard deviation of 4.156. The highest percentage was in the group of 21 to 25 years of age, accounting for 40.71 percent. Regarding the results related to knowledge about patient safety, 80.53 percent had a positive error perception, 57.52 percent did not define whether it was necessary to talk about errors, 71.68 percent involved the human factor in error, and 66.37 percent considered it important to involve patients. The evaluation of performance showed that 85.84 percent did not identify the patient, while 100 percent of the students did not perceive a punitive response to errors in the evaluation of their simulated performance. Conclusions: Safety culture is theoretical knowledge for nursing students and should be strengthened as a competency at the curricular level(AU)

Necesidades de docentes y estudiantes para humanizar la formacion de enfermería / Necessidades de professores e alunos para humanizar a formação de enfermagem / Needs of teachers and students to humanize nursing training

RESUMEN Motivan este estudio la búsqueda de coherencia entre la formación y el cuidado humanizado, teniendo el antecedente de investigaciones que muestran bullying y enseñanza agresiva de enfermeras docentes a estudiantes. Objetivo: Indagar las necesidades de humanización de la formación en enfermería, desde una perspectiva docente y estudiantil. Material y Método: Investigación cualitativa tipo estudio de caso realizada en una Escuela de Enfermería chilena, con 15 docentes y 12 alumnos que, previo consentimiento informado, conformaron 4 grupos de discusión con preguntas semiestructuradas a partir de la literatura. Se realizó análisis de contenido con Atlas ti® Versión 8.4.2, que generó red de códigos, categorías y 6 dimensiones de análisis. Se aplicaron los principios éticos de Ezekiel Emanuel y para asegurar el rigor metodológico se siguieron los principios de credibilidad, confiabilidad, confirmabilidad y transferibilidad. Resultados: Respecto a las necesidades para una formación de enfermería humanizada, las dimensiones que surgieron fueron: 1) Conceptos de humanización, cuidado y enseñanza humanizada; 2) Potenciar desarrollo personal; 3) Comprender a los jóvenes y contextos sociales; 4) Formación docente en enseñanza humanizada y curriculum; 5) Reflexionar sobre conflictos éticos; y 6) Avanzar a una Universidad que cuide su comunidad educativa. Conclusiones: Se requieren esfuerzos personales, colectivos e institucionales que potencien el buen trato con estrategias de formación y de apoyo estudiantil y docente. De igual forma, se requiere mejorar las condiciones laborales para una vida saludable y una cultura de cuidado humanizado.

ABSTRACT Research on bullying and aggressive teaching from nurse instructors to students, and the search for coherence between training and humanized care motivate this study. Objective: To assess the need for humanization of nursing training, from a teaching and student perspective. Material and Method: Qualitative research and case study, carried out in a Chilean Nursing School. Fiveteen teachers and 12 students, who previously provided informed consent, formed 4 discussion groups using semi-structured questions obtained from the literature review. Content analysis was performed using Atlas ti® Version 8.4.2, which generated a network of codes, categories and 6 dimensions of analysis. Ezekiel Emanuel's ethical principles were applied and, in order to ensure methodological rigor, the principles of credibility, reliability, confirmability and transferability were followed. Results: Regarding the needs for humanized nursing training, the following dimensions emerged: 1) Concepts of humanization, care and humanized teaching; 2) Enhancing personal development; 3) Understanding young people and social contexts; 4) Teacher training in humanized teaching and curriculum; 5) Reflecting on ethical conflicts; and 6) Advancing towards a university that cares for its educational community. Conclusions: Personal, collective and institutional efforts are required to promote good interpersonal skills; based on training strategies, and student and teacher support. Similarly, it is necessary to improve working conditions for a healthy life and a culture of humanized care.

RESUMO Este estudo é motivado pela busca de coerência entre a formação e o cuidado humanizado, tendo como referência as pesquisas que mostram o bullying e o ensino agressivo de enfermeiras que ensinam estudantes. Objetivo: Investigar as necessidades de humanização da formação em enfermagem, na perspectiva do ensino e do aluno. Material e método: Investigação qualitativa tipo estudo de caso realizada numa Escola de Enfermagem do Chile, com 15 professores e 12 alunos que, mediante consentimento informado prévio, formaram 4 grupos de discussão com perguntas semiestruturadas a partir da literatura. Foi realizada uma análise do conteúdo com Atlas ti ® Versão 8.4.2, a qual gerou uma rede de códigos, categorias e 6 dimensões de análise. Foram aplicados os princípios éticos de Ezekiel Emanuel e para garantir o rigor metodológico foram seguidos os princípios de credibilidade, confiabilidade, confirmabilidade e transferibilidade. Resultados: Em relação às necessidades de formação humanizada em enfermagem, as dimensões que emergiram foram: 1) Conceitos de humanização, cuidado e ensino humanizado; 2) Promover o desenvolvimento pessoal; 3) Compreender os jovens e os contextos sociais; 4) Formação de professores em ensino humanizado e currículo; 5) Reflexionar sobre conflitos éticos; 6) Avançar para uma universidade que cuida de sua comunidade educacional. Conclusões: São necessários esforços pessoais, coletivos e institucionais para melhorar o bom trato com estratégias de formação e apoio a alunos e professores. Da mesma forma, é preciso melhorar as condições de trabalho para uma vida saudável e uma cultura de cuidado humanizado.

A simulação no ensino de enfermagem: reflexões e justificativas a luz da bioética e dos direitos humanos / La simulación en la enseñanza de enfermería: reflexiones y justificaciones a la luz de la bioética y de los derechos humanos / Simulation in training nurses: reflections and justifications based on bioethics and human rights approaches

Resumo: 18. Objetiva-se refletir sobre a simulação no ensino de enfermagem a luz da bioética e dos direitos humanos. Trata-se de ensaio reflexivo que parte da premissa que o contexto formativo atual em saúde e enfermagem deve contemplar, em seus processos, estratégias de ensino e aprendizagem que levem em consideração as diversas questões éticas e bioéticas, dos direitos humanos, dos avanços tecnológicos e do conhecimento científico. Justifica-se o uso da simulação no ensino de enfermagem a partir da perspectiva da dignidade da pessoa humana, da não instrumentalização da pessoa humana, da igualdade, e da não discriminação. Além disso, são apontados alguns princípios fundamentais da bioética e sua relação com a simulação. Discute-se ainda, as contribuições dessa estratégia de ensino e aprendizagem na perspectiva do doente/usuário, do estudante, da universidade, e das instituições de saúde. Ao considerar esses aspectos, é imprescindível pensar numa prática formativa que incorpore essas dimensões nos seus processos de formação dos futuros enfermeiros.

Resumen: 22. El objetivo es reflexionar sobre la simulación en la enseñanza de enfermería a la luz de la bioética y de los derechos humanos. Se trata de un ensayo reflexivo que parte de la premisa que el contexto formativo actual en salud y enfermería debe contemplar en sus procesos estrategias de enseñanza y aprendizaje que tengan en cuenta las diversas cuestiones éticas y bioéticas de los derechos humanos, de los avances tecnológicos y del conocimiento científico. Se justifica el uso de la simulación en la enseñanza de enfermería desde la perspectiva de la dignidad de la persona humana, de la no instrumentalización de la persona humana, de la igualdad y de la no discriminación. Además, se señalan algunos principios fundamentales de la bioética y su relación con la simulación. Se discute además las contribuciones de esta estrategia de enseñanza y aprendizaje en la perspectiva del paciente / usuario, del estudiante, de la universidad y de las instituciones de salud. Al considerar estos aspectos, es imprescindible pensar en una práctica formativa que incorpore esas dimensiones en sus procesos de formación de los futuros enfermeros.

Abstract: 26. The aim of this paper is to reflect about the use of simulation in training nurses based on bioethics and human rights approaches. This is a reflexive essay based on the assumption that the current training context in health and nursing must include in the process teaching and learning strategies which take into account diverse ethical and bioethical questions about human rights, technological development and scientific knowledge. The use of simulation in training nurses is justified on human dignity, not in the instrumentalization of the person, equity and not discrimination. Furthermore, some fundamental principles of bioethics and their relation to simulation are pointed out. Moreover, the contributions of this teaching and learning strategy are discussed under the perspectives of patient/user, student, university and health care institution. Considering these issues, it is essential to plan a training practice incorporating these dimensions in the training process of future nurses.

Application of defect situational simulation based on crisis management in training course of cardiopulmonary resuscitation skills among non-emergency department junior nurses / 中国中西医结合急救杂志

Objective To investigate the effects of using junior nurses in non-emergency department to take part in the training course of cardiopulmonary resuscitation (CPR) skills based on the defect situational simulation of crisis management. Methods A prospective randomly controlled test method was conducted, 66 junior nurses in non-emergency department newly-contracted in 2016 admitted to the Yuyao City People's Hospital from July 1, 2017 to Augest 30th, they were divided into a control group (n = 32) and an experimental group (n = 34) by random number table method. The nurses in control group received conventional CPR situational simulation teaching method, while the nurses in observation group received the training of using crisis management mode to direct realizing the defect situational simulation. The differences in the nurse team cooperation levels were compared between the two groups. Results After training, the team cooperation scores of the two groups of non-emergency department nurses were all higher than those before the training(control group: 99.78±12.33 vs. 92.34±12.35; experiment group:116.00±12.80 vs. 93.44±10.29, both P < 0.05), and the team cooperation score in observation group was significantly higher than that of control group (116.00±12.80 vs. 99.78±12.33, P < 0.01). Conclusion The defect situational simulation based on crisis management can effectively elevate the levels of CPR skills and team work cooperation in the non-emergency department junior nurses.

The effect analysis of standardized nursing trainingin reducing the incidence rate of post-endoscopic retrograde cholangiopanography pancreatitis / 中国实用护理杂志

Objective To investigate the effectiveness and feasibility of standardized nursing training in reducing the incidence rate of post-endoscopic retrograde cholangiopanography(ERCP) pancreatitis. Methods A total of 521 patients were collected from January 2015 to June 2016 in ERCP therapy as control group.The patients in this group did not have standardized nursing training.A total of 289 patients were selected from July 2016 to April 2017 in ERCP therapy as intervention group.The patients in this group were carried out the standardized nursing training. The incidence of hyperamylasemia and post-ERCP pancreatitis was observed in two groups. Results The incidence of hyperamylasemia and post-ERCP pancreatitis was 12.09%(63/521),7.87%(41/521)in control group,and 7.61% (22/289), 3.11% (9/289) in intervention group,the difference was statistically significant between two groups(χ2=3.972,7.258,P<0.05 or 0.01). Conclusions The standard nursing training and intraoperative coordination can reduce its risk factors, and to reduce the post-ERCP pancreatitis and hyperamylasemia has important meaning and function.

La formación y la orientación profesional en enfermería / Nursing professional training and guidance

Introducción: la formación y orientación profesional de los estudiantes de enfermería es hoy una preocupación a investigar, por lo que se hace necesario un análisis valorativo de conceptos y enfoques para su formación desde referentes en el contexto internacional y cubano y sus implicaciones dirigido hacia una práctica de excelencia. Objetivo: sistematizar las bases teóricas para la formación y desarrollo de intereses y habilidades profesionales en estudiantes de enfermería. Métodos: se realizó análisis de contenido de documentos, que incluyó artículos originales y de revisión publicados del 2000 al 2015 con las palabras clave: formación, formación profesional, orientación profesional y formación vocacional de enfermería, en SciELO, Dialnet y Pubmed. Se identificaron y revisaron 50 artículos, de los que fueron útiles 13, así como libros de textos, monografías de varias revistas y tesis doctorales que permitieron el análisis histórico lógico de la evolución de la definición. Conclusiones: la sistematización de los términos relacionados con la formación y el desarrollo de intereses y habilidades profesionales en enfermería, permitió identificar las tendencias históricas de esta categoría. En todo este proceso continuo y complejo intervienen factores que deben dirigirse por la escuela, y el profesor es el máximo responsable(AU)

Introduction: training and guidance for nursing students today is a concern to do research about, so it is necessary an evaluative analysis of concepts and approaches for training, from referents in the international context and Cuba, and its implications directed towards an excellence practice. Objective: to systematize the theoretical fundamentals for training and interest and skills development in nursing students. Methods: documental content analysis was carried out, including original and review articles published from 2000 to 2015, with the keywords training, vocational training, guidance and vocational nursing training, in SciELO, and PubMed Dialnet. 50 items were identified and reviewed, 13 of which were useful, as well as textbooks, monographs from several journals and doctoral dissertations, which permitted logical and historical analysis of the definition's evolution. Conclusions: systematization of terms related to the training and development of interests and professional skills in nursing permitted identifying historical trends in this category. This continuous and complex process involves factors are that should be addressed by the school, and the teacher is ultimately responsible(AU)

A formação em enfermagem orientada aos princípios do sistema único de saúde: percepção dos formandos / Nursing education oriented to the principles of the unified health system: perception of graduates / Formación en enfermería orientada a los principios del sistema único de salud: percepción de los alumnos

Objetivo: Identificar como os formandos de graduação em enfermagem de uma Universidade Pública da Região Sul do Brasil percebem o seu processo de formação em consonância com os princípios do Sistema Único de Saúde (SUS). Métodos: Pesquisa qualitativa, ancorado no referencial de Freire. Os dados foram coletados no primeiro semestre de 2012, por meio de entrevistas individuais e analisadas de acordo com análise de conteúdo. Resultados: Destaca-se como categoria que a formação está dirigida à realidade, com ênfase no SUS. A formação do enfermeiro está de acordo com as Diretrizes Curriculares Nacionais/Enfermagem e os princípios do SUS; os alunos sentem-se preparados para trabalhar na atenção básica, sendo que sua formação é generalista, humanista, crítica e reflexiva. Conclusão: O processo de formação do enfermeiro encontra-se de acordo com a política de saúde vigente, porém apresenta fragilidades que devem ser repensadas, como a interdisciplinaridade e a transversalidade dos conteúdos relacionados ao SUS.

Objective: To identify how nursing undergraduate students from a public university in southern Brazil perceive their educationalprocess in line with the principles of the Brazilian Unified Health System (SUS). Methods: This is a qualitative research, basedon Freire's studies. Data were collected in the first half of 2012 through individual interviews and analysed according to contentanalysis. Results: Training geared towards reality, with an emphasis on SUS, stands out as a category. Nursing training is inline with the National Nursing Curriculum Guidelines and SUS principles; students feel prepared to work in primary care, andtheir training is generalist, humanist, critical and reflective. Conclusion: The nursing training process is in line with the currenthealth public policy, although presenting weaknesses that must be rethought, such as interdisciplinary and transversality ofSUS related content.

Objetivo: Identificar como los alumnos del último año de grado en enfermería de una universidad pública del sur de Brasil percibensu proceso de formación en línea con los principios del Sistema Único de Salud (SUS). Métodos: Investigación de caráctercualitativo, anclado por el referencial de Freire. Los datos fueron obtenidos en el primer semestre de 2012 y se analizaron deacuerdo con el análisis de contenido. Resultados: Para los alumnos la formación está dirigida a la realidad, con un énfasis enel SUS. La titulación académica de enfermería está según las directrices del Plan de Estudios Nacional de Enfermería y con losprincipios del SUS. Los estudiantes se sienten preparados para trabajar en la atención primaria, siendo que su formación esgeneralista, humanista, crítico y reflexiva. Conclusión: El proceso de formación del enfermero está de acuerdo con la políticade salud actual, sin embargo presenta debilidades que deben ser repensados, como la interdisciplinariedad y la integración delos contenidos relacionados con el SUS.

Effects of nurse training on oncology nursing / 现代临床护理

Objective To explore the training mode and practical effects of nurse training on oncology nursing. Methods One hundred students were chosen by examination and inspection and then trained in the full-time centralized training mode. In the program, the theory courses focused on the characteristics of specific nursing. Multi-mode teaching was adopted in the clinical practice. Thelearn andteach evaluation was implemented throughout the whole process. Results All of the students were trained in our training base with the pass rate of 98.0%. The rate of satisfaction with teaching and management quality reached 100.0%. Conclusion The scientific and standard training can improve the knowledge and skills of the oncology nursing specialists.

Evaluación del proceso educativo en línea desde la perspectiva de los alumnos de licenciatura en enfermería sistema abierto y educación a distancia / Evaluation of the online educational process from the perspective of undergraduate students in open system nursing and distance education / Avaliação do processo educacional on-line na perspectiva de estudantes de graduação em enfermagem de sistema aberto e educação a distância

Introducción: Actualmente, la educación en línea (e-learning) se perfila como una alternativa de formación profesional que la enseñanza presencial no puede atender, sin embargo, por sí sola no garantiza una educación de mayor calidad ni un mayor rendimiento en el aprendizaje, pues requiere contar con la integración correcta de los elementos pedagógicos que lo constituyen y con la participación activa de alumno como un factor insustituible. Por lo anterior, y debido a que en la educación en línea participan varios componentes en el proceso educativo, que hipotéticamente favorecen el aprendizaje de los alumnos, el presente estudio se realiza con la intención de evaluar desde la perspectiva de los usuarios la opinión que tienen sobre estos componentes, proporcionando una evidencia sobre la operatividad de los mismos. Objetivo: Evaluar los elementos constitutivos del proceso educativo en línea desde la perspectiva de los alumnos de la Licenciatura en Enfermería del SUAyED-ENEO Metodología: Se trata de un estudio descriptivo, transversal y observacional, empleando como muestra 119 alumnos inscritos en el séptimo semestre la Licenciaturaen Enfermería del SUAyED ­ ENEO. Para la recolección de la información se aplicó una encuesta integrada por tres apartados, el primero para datos sociodemográficos, el segundo para evaluación del proceso educativo en línea y tercero para evaluación de las emociones, confiabilidad del instrumento fue de .908 Alfa de Cronbach. Análisis con SPSS versión 18, mediante "t" de student, ANOVA, X2 y Coeficiente de Pearson con un 95% de confiabilidad. Resultados: El 66% de los encuestados se encuentran en sedes del D.F y el resto en cuatro diferentes estados de la república, más del 77% cuentan con conocimientos básicos de computación además de no haber tenido experiencias previas de cursos en línea, en promedio dedican 20±9 horas de estudio a la semana al estudio de la Licenciatura. Se encontraron diferencias estadísticamente significativas por sede en lo que respecta a la evaluación del proceso educativo en línea, evaluación del diseño y estructura del sitio, evaluación de los contenidos de los materiales educativos y la evaluación de las actividades educativas; también se encontraron tendencias de asociación lineal estadísticamente significativa entre el número de horas dedicadas al estudio por semana, la edad y las actividades educativas. Discusión: Los resultados se relacionan con la literatura, quienes coinciden al mencionar que el manejo de las Tecnologías de la información y Comunicación (TIC) como instrumento de aprendizaje hace que éste sea visto como sencillo y útil, pero si no existe una cultura de uso habitual de la informática, la formación en línea se verá como una dificultad añadida a la tarea de aprender. Las sedes que marcan la mayor diferencia en la evaluación que realizan los alumnos sobre proceso educativo en línea son Neurología, ENEO y Celaya. Conclusiones: El propósito de este estudio fue evaluar los componentes del proceso educativo en línea, y en este sentido podemos concluir que las variables sociodemográficas están asociadas con una mayor o menor apreciación en relación al diseño y estructura del sitio; los materiales y actividades de aprendizaje en línea son los elementos que mostraron mayor diferencia en cada sede; los alumnos de mayor edad evaluaron con un menor puntaje las actividades educativas en línea y estos mismos dedicaron mayor número de horas al estudio de la Licenciatura; respecto a las emociones que experimentó el alumno durante el curso, los hallazgos mostraron que no son un factor tajantemente negativo en la evaluación.

Introduction: Currently, online education (e-learning) is emerging as an alternative for vocational training that face-to-face education cannot attend, however, by itself it does not guarantee higher quality education or higher learning performance, It requires having the correct integration of the pedagogical elements that constitute it and with the active participation of the student as an irreplaceable factor. Due to the above, and because in the online education several components participate in the educational process, which hypothetically favor the learning of the students, the present study is carried out with the intention of evaluating from the users perspective the opinion they have on these components, providing evidence on their operability. Objective: To evaluate the constituent elements of the online educational process from the perspective of the students of the Nursing Degree of SUAyED-ENEO Methodology: This is a descriptive, cross-sectional and observational study, using 119 students enrolled in the seventh semester in the Bachelor of Nursing at SUAyED - ENEO. For the collection of the information, a survey consisting of three sections was applied, the first for sociodemographic data, the second for evaluation of the online educational process and third for evaluation of emotions, reliability of the instrument was .908 Cronbach's Alpha. Analysis with SPSS version 18, through "t" of student, ANOVA, X2 and Pearson coefficient with a 95% reliability. Results: 66% of the respondents are in DF headquarters and the rest in four different states of the republic, more than 77% have basic computer knowledge in addition to not having had previous experiences of online courses, on average they dedicate 20 ± 9 hours of study a week to study the Bachelor's degree. Statistically significant differences were found by site with regard to the evaluation of the online educational process, evaluation of the design and structure of the site, evaluation of the contents of educational materials and the evaluation of educational activities; There were also statistically significant linear association trends between the number of hours spent studying per week, age and educational activities. Discussion: The results are related to the literature, who coincide in mentioning that the management of Information and Communication Technologies (ICT) as a learning tool makes it seen as simple and useful, but if there is no culture of use Regular computer science, online training will be seen as an added difficulty to the task of learning. The venues that make the biggest difference in the evaluation that students do about the online educational process are Neurology, ENEO and Celaya. Conclusions: The purpose of this study was to evaluate the components of the online educational process, and in this sense we can conclude that sociodemographic variables are associated with a greater or lesser appreciation in relation to the design and structure of the site; Materials and online learning activities are the elements that showed the greatest difference in each venue; older students assessed online educational activities with a lower score and they spent more hours studying the Bachelor's degree; Regarding the emotions that the student experienced during the course, the findings showed that they are not a categorically negative factor in the evaluation.

Introdução: Atualmente, a educação on-line (e-learning) está emergindo como uma alternativa para a formação profissional que a educação presencial não pode frequentar, no entanto, por si só, não garante uma educação de qualidade superior ou um desempenho de aprendizagem superior, Requer a correta integração dos elementos pedagógicos que o constituem e a participação ativa do aluno como fator insubstituível. Diante do exposto, e como na educação on-line vários componentes participam do processo educacional, o que hipoteticamente favorece a aprendizagem dos alunos, o presente estudo é realizado com o intuito de avaliar, na perspectiva dos usuários, a opinião que eles possuem. nesses componentes, fornecendo evidências de sua operacionalidade. Objetivo: Avaliar os elementos constituintes do processo educacional on-line na perspectiva dos estudantes do Curso de Enfermagem do SUAyED-ENEO Metodologia: Estudo descritivo, transversal e observacional, com 119 alunos matriculados no sétimo semestre do Bacharelado em Enfermagem da SUAyED - ENEO. Para coletar as informações, aplicou-se uma pesquisa composta por três seções, a primeira para dados sociodemográficos, a segunda para avaliação do processo educacional on-line e a terceira para avaliação de emoções, a confiabilidade do instrumento foi o alfa de Cronbach de 0,908. Análise com SPSS versão 18, através de "t" do aluno, ANOVA, X2 e coeficiente de Pearson com um 95% de confiabilidade. Resultados: 66% dos entrevistados estão na sede do DF e os demais em quatro estados diferentes da república, mais de 77% possuem conhecimentos básicos de informática, além de não terem tido experiências anteriores em cursos on-line, em média eles dedicam 20 ± 9 horas de estudo por semana para estudar o Bacharelado Foram encontradas diferenças estatisticamente significativas por site no que diz respeito à avaliação do processo educacional on-line, avaliação do design e estrutura do site, avaliação do conteúdo de materiais educacionais e avaliação de atividades educacionais; Também houve tendências lineares estatisticamente significativas de associação entre o número de horas gastas estudando por semana, idade e atividades educacionais. Discussão: Os resultados estão relacionados à literatura, que coincide em mencionar que o gerenciamento das Tecnologias de Informação e Comunicação (TIC) como ferramenta de aprendizagem o torna visto como simples e útil, mas se não houver cultura de uso Ciência da computação regular, o treinamento on-line será visto como uma dificuldade adicional na tarefa de aprender. Os locais que fazem a maior diferença na avaliação que os alunos fazem sobre o processo educacional on-line são Neurologia, ENEO e Celaya. Conclusões: O objetivo deste estudo foi avaliar os componentes do processo educacional on-line e, nesse sentido, podemos concluir que variáveis ​​sociodemográficas estão associadas a uma apreciação maior ou menor em relação ao design e estrutura do site; Materiais e atividades de aprendizagem on-line são os elementos que mostraram a maior diferença em cada local; os alunos mais velhos avaliaram as atividades educacionais on-line com uma pontuação mais baixa e passaram mais horas estudando o diploma de bacharel; Em relação às emoções que o aluno experimentou durante o curso, os resultados mostraram que eles não são um fator categoricamente negativo na avaliação.

Establishment and effectiveness of school-based nursing training bases / 现代临床护理

Objective To explore the establishment and effectiveness of school-based training bases.Methods Two hundred forty-six nursing students having finished theoretical learning and possessing into clinical practice were divided into the control group(n=121)and the observation group(n=125).The control group received the conventional training in out-school training bases and the observation group in the school-based training bases.The two groups were compared in terms of creative thinking and the performances of nursing theory,manipulations and assessed by their teachers.Result The scores on creative thinking and the performances in nursing theory and manipulation in the observation group were both significantly higher than the control group(P<0.05)and the assessment by teachers in the observation group was better than the control group.Conclusion The school-based training base used for nursing teaching can not only improve the nursing theory and manipulation of nursing students but also improve the creative thinking.

Impacto de la metodología b-learning en el rendimiento académico de los estudiantes de enfermería / Impact of the B-learning methodology in the academic performance of nursing students

Resumen:

Investigación cuasi-experimental, cuyo objetivo fue evaluar el impacto de la metodología B-learning en el rendimiento académico de estudiantes de Enfermería en procedimientos básicos (lavado de manos, control de signos vitales, control de presión arterial y valoración física). El universo fue de 141 estudiantes con selección no aleatoria de grupos de intervención (63 estudiantes) y control (61 estudiantes), con evaluación postest. Los datos fueron almacenados en el programa Statistical Package for the Social Sciences (SPSS) y se calcularon estadígrafos descriptivos de posición y dispersión, de asociación y diferencias de medias (p < 0,05). Los resultados mostraron en el grupo intervenido un mejor rendimiento académico en los procedimientos control de la presión arterial, valoración física y nota final en la asignatura (p < 0,05) y ausencia de reprobación. Se concluye que en procedimientos de Enfermería que requieren integrar capacidades psicomotrices específicas y conocimientos teóricos complejos, es pertinente el uso complementario de metodologías B-learning.

The development of postgraduate anaesthesia and intensive care training at the University of the West Indies / Desarrollo de la anestesia de postgrado y entrenamiento en cuidados intensivos en la Universidad de West Indies

The one-year Diploma in Anaesthetics (DA) was the first postgraduate programme offered by the then Faculty of Medicine of The University of the West Indies (UWI). It was instituted in 1966, when the need for trained physician anaesthetists became paramount. Over 200 physicians have been awarded the DA which was discontinued in 1994. The four-year Doctor of Medicine in Anaesthetics [DM (Anaesthetics)] was commenced in 1974 and continues to train most of the region's physician anaesthetists. The majority of the 119 graduates (as of December 2011) are providing invaluable services to the people of the Caribbean. The time has come for the establishment of a regional certifying body, the Caribbean College of Anaesthetists. This college would determine the standards for the training and clinical practice of anaesthetists as perioperative physicians including: the conduct of anaesthesia, critical care, acute and chronic pain management. It would also facilitate continuing medical education and recertification of all practising anaesthetists within the region.

El Diploma en Anestesia (DA) de un año fue el primer programa de postgrado ofrecido por la entonces Facultad de Medicina de la Universidad de West Indies. Este diplomado se instituyó en 1966, cuando se hizo patente la necesidad de médicos anestesistas entrenados. Más de 200 médicos han recibido el DA, que fue discontinuado en 1994. El programa de Doctor Especialista en Anestesia, comenzó en 1974 y continúa entrenando a la mayoría de anestesiólogos de la región. La mayor parte de los 119 graduados (a partir de diciembre 2011) están proporcionando servicios inestimables a las personas del Caribe. Ya es hora de establecer un organismo de certificación - el Colegio de Anestesistas del Caribe. Dicho colegio determinaría las normas para el entrenamiento y la práctica clínica de los anestesistas como médicos perioperatorios, incluyendo la conducción de la anestesia, el cuidado crítico, y el tratamiento del dolor crónico y agudo. También facilitaría la continuación de la educación médica y la recertificación de todos los anestesistas practicantes de la región.

Nurse training and nursing education in the Philippines during the Spanish and American periods

This paper provides an overview of the development nursing education in the Philippines from the arrival of the Spaniards in the 16th century until the period following World War II. A review of available literature shows the minimal progress made in nurse training during Spanish occupation, and the progress made following the introduction and significant influences of a more structured American model of nursing education in the country. Literature also highlights the role of religious orders and the private sector in the development of nursing education in the Philippines. Much remains to be learned in regards to the development of nursing education in the Philippines which may be useful in fully appreciating the significant role of the nursing profession in the Philippines and its history.

A formação profissional do auxiliar de enfermagem: a experiência do Projeto Larga Escala no município de Natividade, RJ / The training of auxiliary nurse: the experience of Large Scale Project in the municipality of the Nativity, RJ

O objeto deste estudo foi o Curso de Formação Profissional de Auxiliar de Enfermagem realizado no município de Natividade, estado do Rio de Janeiro nos anos de 1995 a 1997, pela Escola de Formação Técnica em Saúde “Enfª Izabel dos Santos” – ETIS – SESDEC/RJ e teve como objetivo estudar os efeitos ocorridos na prática profissional das egressas da rede de saúde. Na implantação e no desenvolvimento deste curso foi utilizada a proposta do Projeto de Formação em Larga Escala de Pessoal de Nível Médio e Elementar para os Serviços de Saúde, mais conhecido como Projeto Larga Escala – PLE, que objetivava a formação profissional de nível médio visando à qualidade da assistência à saúde da população, e que ainda hoje influencia a formação dos trabalhadores da saúde. O Projeto Larga Escala concebia que para transformar a realidade é preciso construir novas práticas de formação e de gestão na saúde, tornando necessário que a educação profissional se fundamente numa concepção que amplie os horizontes de interesses da sociedade, numa visão de mundo que posiciona e compreende o homem como centro das preocupações. Para atingir o objetivo proposto, foi realizada pesquisa em documentos na ETIS-SESDEC/RJ e aplicado um questionário com perguntas abertas e fechadas às egressas do curso. Os dados foram trabalhados dentro de uma abordagem quanti-qualitativa...

The object of this study was the Nursing Assistant Professional Training Course held in the municipality of Natividade, in the State of Rio de Janeiro between the years 1995 and 1997, by the Nurse Izabel dos Santos Health Technical Training School – ETIS – SESDEC/RJ and aimed to study the effects in the professional practice of alumni of the health network. In the implementation and development of this course, the Project Proposal for the Large Scale Training of Mid- and Elementary-Personnel for Health Services, better known as the Large Scale Project – PLE, which sought the training of mid-level professionals aimed at quality health assistance of the population, and still today influences the training of health workers. The Large Scale Project understood that in order to transform reality it is necessary to construct new training practices and health management, thus making professional education necessarily base itself on an idea that broadens the horizons of the interests of society, into a worldview which places and understands humanity at the center of its worries. To meet this proposed objective, an ETIS-SESDEC/RJ documentary study was created and a questionnaire given to the graduate from the course consisting of open and closed responses. The data was elaborated within a quantitative-qualitative prism. The results indicated that: 100% of respondents were female, the majority (38.9%) is in the age group between 41 and 50 years old and 50% are married...

Vinculación del modelo de enfermería nightingeliano en las actividades de Educación en el Trabajo / Link of the Nightingale nursing model with work education activities

Se realizó una revisión bibliográfica con el objetivo de valorar la vinculación del modelo de enfermería nightingeliano en las actividades de la educación en el trabajo. En nuestro análisis fue considerado el proceso de institucionalización de la enfermería profesional, así como la necesaria vinculación que se establece entre la teoría en enfermería y su vinculación a la práctica mediante el Proceso de Atención de Enfermería, método de trabajo del enfermero profesional. Se establece una relación entre el modelo que dio inicio al surgimiento de las teorías en relación con la actividad de enfermería desarrolladas a partir de un planteamiento totalmente científico que incluye los componentes: Enfermería, persona (paciente), salud y entorno. Se concluyó que la enfermería ha sido considerada como un arte y una ciencia. La propuesta de Florence Nightingale dedicó especial atención a la importancia de la interrelación entre el individuo y el medio ambiente, estableció pautas generales relacionadas con el entorno y su influencia en la salud, haciendo afirmaciones como: "sólo naturaleza cura", "la enfermería ha de colocar al paciente en las mejores condiciones posibles para que la naturaleza actúe sobre él". Se estableció con ello el primer modelo de enfermería, muy relacionado con las actividades de la educación en el trabajo durante las acciones que realizamos, para satisfacer las necesidades humanas, considerando siempre los cuatro principios básicos que guían nuestra actuación y las responsabilidades como miembros del equipo de salud(AU)

A bibliographic review was made with the objective of assessing the linking of the Nightingale nursing model with the work education activities. The professional nursing institutionalization process, as well as the necessary linking established between nursing theory and its connection with practice by the Nursing Care Process, the working method of the professional nurse, were considered in our analysis. It is established a relation between the model that gave origin to the theories and the nursing activities developed starting from a totally scientific statement that includes the following components: Nursing, person (patient), health and environment.It was concluded that Nursing has been considered an art and a science. The proposal of Florence Nightingale made special emphasis on the importance of the interrelation between the individual and the environment, and established general guidelines related to the environment and its influence on health, making affirmations such as: "only nature cures" and "Nursing has to place the patient under the best possible conditions, so that nature acts on him". This way, the first nursing model was set up, closely related to the work education activities implicit in the actions we carry out, to meet the human needs, taking always into account the four basic principles that guide our acting and responsibilities as members of the health team(AU)