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Objective:To explore the effect of the "organ system-based learning (OBL)" digestive system teaching model in the clinical internship teaching of undergraduate nursing students.Methods:A total of 84 nursing undergraduates who practiced in the digestive system department of a third-grade Class-A general hospital from July 2020 to May 2022 were selected as the research objects. According to the historical control study, they were divided into control group ( n=42) and experimental group ( n=42). The control group adopted traditional practice teaching, and the experimental group adopted OBL teaching. The admission theory scores of the two groups of nursing students in the department, graduation theory scores and technical scores, nursing students' core competency and clinical teaching satisfaction were compared. SPSS 24.0 was used for t-test and chi-square test. Results:There was no significant difference between the experimental group and the control group in admission theory scores. The graduation theory scores of the experimental group (93.27±1.47) and the control group (90.91±1.32) were statistically significant ( t=7.72, P<0.001). The graduation technical scores of the experimental group (94.51±1.81) and the control group (94.00±2.35) were not significantly different ( t=1.12, P=0.268). The core competency of nursing students in the experimental group (164.21±20.81) and the control group (152.79±15.76) was statistically significant ( t=2.84, P=0.006). Clinical teaching satisfaction of the experimental group (173.33±17.58) and the control group (152.67±19.74) was statistically significant ( t=5.07, P<0.001). Conclusion:The application of the OBL practice teaching model in the digestive system department is conducive to improving the theoretical knowledge of nursing students, and improving the core competence and clinical teaching satisfaction.
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Objective:To explore the feasibility of applying BOPPPS (B-bridge in, O-objective, P-pre-assessment, P-participatory learning, P-post-assessment, S-summary) course design mode in the teaching of internal medicine practice for nursing undergraduates.Methods:A total of 73 nursing interns of Kunming Medical University were selected as subjects and divided into the experimental group ( n=30) and the control group ( n=43). The experimental group adopted the practice teaching method based on BOPPPS model, while the control group adopted the traditional teaching method. Students' evaluation was collected by questionnaire. The students' comprehensive reasoning ability, holistic nursing skills ability and clinical nursing evaluation ability were evaluated by taking out questions from the question bank. And the results of teachers' evaluation on the participation of case study and problem solving in the process of students' internship were collected. SPSS 20.0 was used for t-test. Results:The students' evaluation of the practice process in the experimental group (86.81±2.85) was significantly better than that in the control group (82.61±3.82) ( P<0.001). The experimental group was significantly better than the control group in comprehensive reasoning of clinical thinking and assessment of holistic nursing ability ( P <0.001). Teachers' evaluation in the experimental group was better than that in the control group ( P <0.05). The overall effect of the experimental group (20.60±1.73) was significantly better than that of the control group (17.84±1.70) ( P <0.001). Conclusion:BOPPPS mode is helpful for teachers to carry out and demonstrate holistic nursing teaching with symptoms as the core according to the overall teaching objectives of nursing internal medicine, optimize the time arrangement and knowledge structure, improve the practice efficiency, and promote the establishment of holistic nursing thinking mode of students.
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Objective:To explore the application effect of online and offline blended learning combined with Jigsaw teaching in arterial blood specimen collection of undergraduate nursing interns.Methods:A total of 135 undergraduate nursing interns were randomly divided into the experimental group ( n=66) and the control group ( n=69). The experimental group used the blended learning combined with Jigsaw teaching, while the control group adopted the blended learning combined with PBL teaching. The theoretical examination before and after class, the skill assessment after training, the nursing clinical decision-making consciousness scale, and the teaching satisfaction survey were conducted in the two groups. SPSS 28.0 was used for t-test and Chi-square test. Results:After teaching, the total score of courses and the score of theoretical examination and skill assessment of the experimental group were higher than those of the control group, and the differences were statistically significant ( P<0.05). The total score and the multi-dimension scores of the nursing clinical decision-making consciousness scale in the experimental group were higher than those in the control group, and the differences were statistically significant ( P<0.05). The teaching satisfaction of the experimental group was 92.42% (61/66), which was significantly higher than that of the control group [69.57% (48/69)], and the differences were statistically significant ( P<0.05). Conclusion:Blended learning combined with Jigsaw teaching is applied to collect arterial blood specimens for undergraduate nursing interns, which is beneficial to improve the academic performance and clinical decision-making ability of nursing students.
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【Objective:】 To explore the effect of metacognition on self-directed learning ability of undergraduate nursing students, and the role of interpersonal communication ability and sense of self-worth between them. 【Methods:】 A total of 905 undergraduate nursing students from six colleges and universities in Shaanxi were selected as the survey subjects by convenient sampling method during August to November 2022. Metacognitive Assessment Inventory, Self-Directed Learning Ability Measurement Scale for Nursing Students, Adolescent Sense of Total Self-Worth Scale, and Supportive Communication Scale were used to conduct a questionnaire survey on undergraduate nursing students. SPSS 25.0 software was used for statistical analysis of the data. 【Results:】 Finally, 854 valid questionnaires (94.36%) were collected, and the results showed that: a) Metacognition of undergraduate nursing students significantly positively predicted self-directed learning ability (β=0.172, P<0.001). b) Interpersonal communication ability played a partial mediating role between metacognition and self-directed learning ability [β=0.019, 95%CI: 0.004~0.034)] . c) The predictive effect of metacognition on self-directed learning ability was regulated by the level of self-worth (R2=0.314, P<0.001). 【Conclusion:】 This paper indicated that the metacognition of undergraduate nursing students indirectly affects their self-learning ability through interpersonal communication ability, and their sense of self-worth plays a moderating role. It is recommended to improve the metacognitive level of undergraduate nursing students, strengthen their interpersonal communication skills, and focus on the cultivation of self-worth, so as to improve their self-directed learning ability.
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Objetivo: Analisar a inserção do cuidado ao idoso nos cursos de graduação em enfermagem das Instituições de Ensino Superior (IES) públicas e privadas do Paraná. Método: Trata-se de estudo descritivo, exploratório, de abordagem qualitativa, que utilizou a análise documental. Foi realizada a identificação das IES e cursos de graduação por meio do acesso à plataforma online do Ministério da Educação e, posteriormente, às páginas oficiais das IES para identificar conteúdos relacionados ao cuidado gerontológico. As ementas foram analisadas pelo Software Interface R IraMuTeQ® Resultados: Foram identificadas 60 IES e obteve-se informações de 52 cursos. Destes, 53,9% ofertavam disciplinas específicas de saúde do idoso e 46,1% possuíam disciplinas mistas. Na análise de similitude os principais eixos organizadores foram: idoso, enfermagem e processo. Conclusão: Pouco mais da metade dos cursos de enfermagem aborda o cuidado ao idoso em disciplinas específicas. A formação deve estar alinhada às políticas da atenção à pessoa idosa.(AU)
Objetivo: Analizar la inserción del cuidado de ancianos en los cursos de graduación en enfermería de Instituciones de Enseñanza Superior (IES) públicas y privadas de Paraná. Método: Se trata de un estudio descriptivo, exploratorio, con abordaje cualitativo, que utilizó el análisis de documentos. La identificación de las IES y carreras de grado se realizó a través del acceso a la plataforma en línea del Ministerio de Educación y, posteriormente, a las páginas oficiales de las IES para identificar contenidos relacionados con la atención gerontológica. Los menús fueron analizados por el software de interfaz R IraMuTeQ®. Resultados: Se identificaron 60 IES y se obtuvo información de 52 cursos. De estos, 53,9% ofrecieron temas específicos sobre la salud del anciano y 46,1% temas mixtos. En el análisis de similitud, los principales ejes organizadores fueron: anciano, enfermería y proceso. Conclusión: poco más de la mitad de los cursos de enfermería abordan el cuidado de ancianos en disciplinas específicas. La formación debe estar alineada con las políticas de atención a las personas mayores(AU)
Objective: To analyze the insertion of elderly care in undergraduate nursing courses at public and private Higher Education Institutions (HEIs) in Paraná. Method: This is a descriptive, exploratory study, with a qualitative approach, which used document analysis. The identification of HEIs and undergraduate courses was carried out through access to the Ministry of Education's online platform and, later, to the official pages of the HEIs to identify content related to gerontological care. The menus were analyzed by the R IraMuTeQ® Interface Software. Results: 60 HEIs were identified and information was obtained from 52 courses. Of these, 53.9% offered specific subjects on elderly health and 46.1% had mixed subjects. In the similarity analysis, the main organizing axes were: elderly, nursing and process. Conclusion: Just over half of nursing courses address elderly care in specific disciplines. Training must be aligned with care policies for the elderly(AU)
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Aged , Health of the Elderly , Education, Nursing, Diploma Programs , Geriatric NursingABSTRACT
Objective:To explore the association between attitudes toward care of the dying and death depression in undergraduate nursing students.Methods:With stratified sampling, 380 undergraduate nursing students in Guangdong Medical University from June to September 2020 were investigated by using a self-designed questionnaire, Frommelt Attitudes Toward Care of the Dying Scale Form B (FATCOD-B-C) and Chinese version of Death Depression Scale-Revised (CCDS-R). Pearson correlation analysis was used to analyze the correlation between hospice care attitude and death depression of nursing undergraduates.Results:The score of FATCOD-B-C of 380 nursing undergraduates was (104.92 ± 7.92) points. The highest average score of dimensions of attitude toward the necessity of family support was (4.02 ± 0.38) points, and the lowest average score of dimensions of attitude toward communication with the dying person was (2.95 ± 0.42) points. The score of CCDS-R was (54.58 ± 12.52) points. The highest average score of dimensions of other death was (3.48 ± 0.80) points, and the lowest average score of dimensions of existential vacuum was (1.78 ± 0.69) points. Pearson analysis revealed that attitudes toward care of the dying had a negative association with death depression ( r=-0.34, P<0.05). Conclusions:Attitudes toward care of the dying of undergraduate nursing students is in a higher level and it has close association with death depression. It is recommended to reduce the death depression level of undergraduate nursing students through hospice care training and carrying out death education, so as to improve the positive attitudes of caring for dying patients.
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Objective:To explore the application of interactive communication mode combined with problem-based learning in clinical teaching of undergraduate nursing students so as to provide basis for nursing teaching reform.Methods:A total of 62 undergraduate nursing students in Beijing Jishuitan Hospital were selected. Among them, 32 cases from September to November 2018 received traditional teaching (the control group), and 30 cases from September to November 2019 were given interactive communication mode combined with problem-based learning (the observation group). The assessment results, comprehensive ability, clinical communication ability, scientific research ability, and feedback results of teaching quality were compared between the two groups.Results:After intervention, the total score of assessment in the observation group was (90.62 ± 4.75) points, higher than that in the control group (83.84 ± 5.01) points, there was significant difference ( t=5.46, P<0.05). After intervention, the scores of observation ability, operation ability and teamwork ability in the observation group were (3.51 ± 0.59), (3.75 ± 0.50), (4.30 ± 0.77) points, higher than those in the control group (3.18 ± 0.44), (3.22 ± 0.46), (3.53 ± 0.81) points, there were significant differences ( t=2.51,4.35, 3.83, all P<0.05). After intervention, the scores of clinical communication and keen listening, determining patients′ problems, participating together, sending effective information, establishing harmonious doctor-patient relationship, and verifying perception ability in the observation group were (83.61 ± 10.18), (81.66 ± 8.92), (84.01 ± 9.17), (83.25 ± 9.73), (80.90 ± 9.99), (84.15 ± 8.08) points, higher than those in the control group (73.91 ± 9.73), (74.95 ± 8.05), (76.02 ± 8.22), (73.16 ± 8.02), (74.61 ± 8.54), (76.08 ± 8.25) points, there were significant differences ( t values were 2.67-4.47, all P<0.05). After intervention, the scores of literature reading ability, data processing ability and paper writing ability in the observation group were (14.29 ± 1.54), (13.02 ± 1.29), (14.91 ± 1.50) points, higher than those in the control group (13.08 ± 1.43), (11.44 ± 1.24), (12.36 ± 1.28) points, there were significant differences ( t=3.21, 4.92, 7.22, all P<0.05). The feedback scores of students about improving nursing humanistic quality, professional self-identity, learning interest, communication ability, clinical thinking ability and innovation ability in the observation group were (4.26 ± 0.75), (4.43 ± 0.81), (4.25 ± 0.77), (4.18 ± 0.66), (4.44 ± 0.90), (4.38 ± 0.94) points, higher than those in the control group (3.51 ± 0.64), (3.79 ± 0.70), (3.48 ± 0.84), (3.40 ± 0.76), (3.83 ± 0.89), (3.60 ± 0.89) points, there were significant differences ( t values were 2.68-4.30, all P<0.05). Conclusions:The interactive communication mode combined with problem-based learning can effectively improve assessment results of undergraduate nursing students, and promote the improvement of their comprehensive quality, which is conducive to the improvement of clinical communication ability and scientific research ability in nursing students.
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ABSTRACT Objective: To understand the meanings attributed to patient safety by nursing students. Methods: Descriptive study of qualitative approach, based on the theoretical-methodological proposal of Symbolic Interactionism, conducted with 12 students completing the nursing course of a public higher education institution in a city in the state of Amazonas. The data were collected through a semi-structured interview. For interpretation of the results, it was used thematic analysis. Results: The meanings attributed by the students to patient safety are: the reduction of harm, the guarantee of the integrity of the patient, family members, and health professionals, the promotion of health through the knowledge acquired in the academy, the attitude of the professional and the practice. Final considerations: The meanings originated are in line with the literature produced; however, the students have knowledge gaps that enable patient safety development in their academic training and as nurses.
RESUMEN Objetivo: Comprender los significados atribuidos a la seguridad del paciente por discentes del curso de Enfermería. Métodos: Estudio descriptivo de abordaje cualitativo, pautado en la propuesta teórico-metodológica del Interaccionismo Simbólico, realizado con 12 discentes concluyentes del curso de Enfermería de una institución de enseñanza superior pública en un municipio del estado de Amazonas. Los datos fueron recolectados mediante una entrevista semiestructurada. Para interpretación de los resultados, utilizado el análisis temático. Resultados: Los significados atribuidos por los discentes a la seguridad del paciente son: reducción de daños, garantía de la integridad del paciente, familiares y profesionales de salud, promoción de la salud mediante el conocimiento adquirido en la academia, la aptitud del profesional y la práctica. Consideraciones finales: Los significados originados están en consonancia con la literatura producida, aunque los discentes presentan lagunas del conocimiento que posibilite el desarrollo de la seguridad del paciente en su formación académica y como enfermeros.
RESUMO Objetivo: Compreender os significados atribuídos à segurança do paciente pelos discentes do curso de Enfermagem. Métodos: Estudo descritivo de abordagem qualitativa, pautado na proposta teórico metodológica do Interacionismo Simbólico, realizado com 12 discentes concluintes do curso de Enfermagem de uma instituição de ensino superior pública em um munícipio do estado do Amazonas. Os dados foram coletados mediante uma entrevista semiestruturada. Para interpretação dos resultados, utilizou-se a análise temática. Resultados: Os significados atribuídos pelos discentes à segurança do paciente são: a redução de danos, a garantia da integridade do paciente, familiares e profissionais de saúde, a promoção da saúde por meio do conhecimento adquirido na academia, da atitude do profissional e da prática. Considerações finais: Os significados originados estão em consonância com a literatura produzida, no entanto os discentes apresentam lacunas do conhecimento que possibilite o desenvolvimento da segurança do paciente em sua formação acadêmica e como enfermeiros.
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Human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) are overwhelming health issues globally. They have caused many devastating and draining health issues, which have escalated a critical need for a well-trained and sustainable healthcare workforce in order to meet the needs of people living with HIV and AIDS (PLWHA). Health science students are the future healthcare providers who will implement proper preventive measures, as well as health educational and promotional sessions to promote information and knowledge among the public regarding HIV and AIDS in Eswatini. Methods: A quantitative cross-sectional study was conducted on 140 final-year undergraduate nursing students in three nursing universities in Eswatini. A questionnaire adapted from Othman and Ali in Malaysia with closed-ended questions was modified and used to collect data. The questionnaire consisted of questions on the virus structure, transmission, prevention and management of HIV and AIDS. Statistical Package for the Social Sciences (SPSS) version 20 was utilised to analyse the data. Results: The level of knowledge about HIV and AIDS was high, as evidenced by a mean score and standard deviation of (91.02 ± 5.00). However, there were low scores on questions related to the transmission of the disease. Conclusion: Across all three universities in Eswatini, there were good nursing education programs on HIV and AIDS, evidenced by the high knowledge level about HIV and AIDS. However, there are still some knowledge gaps on HIV and AIDS transmission and management that need to be attended to contribution: This study contributed by providing knowledge of undergraduate nursing students' HIV and AIDS training and management of PLWHA.
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Schools, Nursing , Eswatini , Health Knowledge, Attitudes, Practice , Acquired Immunodeficiency Syndrome , HIV , Students, Nursing , Healthy People ProgramsABSTRACT
Background: Mentally fit preceptors may be more capable and flexible in providing students with system, emotional and cognitive support in the clinical learning environment (CLE) in the face of any life-threatening outbreaks. Existing professional development programmes for preceptors emphasise the development of preceptor competence in a normal CLE with minimal focus on their ability to engage with adverse events that challenge their mental health. Objective: The study sought insight from preceptors' experiences during the coronavirus disease 2019 (COVID-19) pandemic to identify their professional development programme needs while providing support to students during accompaniment. Method: A mixed methods convergent parallel design was used to collect data from 24 preceptors at a nursing education institution (NEI). Eleven preceptors responded to the survey that included the coronavirus disease 2019 (COVID-19) Stress Scale (CSS) and Burnout Assessment Tool (BAT) to collect quantitative data. Semi structured interviews were conducted with five purposively selected preceptors to collect qualitative data regarding their experiences while accompanying students during the COVID-19 pandemic. Results: Subscales within the CSS and BAT instruments were mapped against an existing preceptor support framework. Overall CSS data for each subscale indicated an average score varying from no stress to moderate stress, while BAT data shows that respondents rarely experienced burnout. However, some respondents experienced very high levels of stress and burnout. Qualitative data supplemented results. Conclusion: The COVID-19 pandemic influenced preceptors' role in supporting students and reflecting that they amended their functioning role. Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.
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Education, Nursing , Pandemics , COVID-19ABSTRACT
Objective:To examined the effects of the evidence-based nursing teaching mode for undergraduate nursing students on evidence-based practice ability, critical thinking and creativity.Methods:From July 2019 to November 2021, 79 undergraduate nursing students from 14 groups who practiced in Department of Colorectal Surgery/Thyroid Surgery of Qilu Hospital of Shandong University were randomly assigned to evidence-based nursing teaching group (33 cases) and traditional teaching group (46 cases) by random number method. The traditional teaching group conducts one-to-one teaching according to the general clinical practice plan, the teaching plan of the department, and the list of training items; the evidence-based nursing teaching group, on the basis of traditional teaching, implements three courses and corresponding practice guidance of evidence-based nursing teaching for 4 weeks. The evidence-based practice ability, critical thinking and creativity tendency of undergraduate nursing students were evaluated by the Evidence-Based Practice Competence Questionnaire, Critical Thinking Disposition Inventory-Chinese Version, and Williams Creativity Tendency Scale before and immediately after the intervention. Generalized linear models (repeated measures) were used in the analyses.Results:After the intervention, the scores of evidence-based practical knowledge, truth seeking (the dimension of critical thinking) and creative tendency in evidence-based nursing teaching group were 22.09 ± 3.15, 39.61 ± 5.26, and 109.88 ± 11.76, respectively, the traditional teaching group was 20.56 ± 3.00, 37.93 ± 4.38, and 109.37 ± 10.78, respectively. Before the intervention, the scores of evidence-based practical knowledge, truth seeking (the dimension of critical thinking) and creative tendency in evidence-based nursing teaching group were 19.54 ± 3.54, 39.24 ± 3.54 and 104.88 ± 10.97, respectively, the traditional teaching group were 19.89 ± 3.15, 40.48 ± 4.12, and 108.72 ± 10.72, respectively. The increased scores of evidence-based practical knowledge, truth-seeking (dimension of critical thinking), and creativity tendency after the intervention in the evidence-based nursing teaching group were significantly higher than those of the traditional teaching group ( F=4.51, 10.03, 4.21, all P<0.05). Conclusions:The evidence-based nursing teaching mode is conducive to the increase of evidence-based practical knowledge, improvement of the critical thinking ability and creativity of undergraduate nursing students.
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ABSTRACT Objective: To historically analyze psychiatric nursing teaching at the Universidade Federal de Alagoas from 1976 to 1981. Methods: Qualitative study; social-historical approach employing Thematic Oral History based on the documentary sources and testimonials from nurses, students, professors, and professionals at the psychiatric hospital where these practices occurred. The study researched World, Brazil, and Alagoas history and the Curricular Guidelines for Nursing for the history comprehension and used Erving Goffman's concepts as a theoretical reference. Results: They revealed the structural conditions of the university in 1976, the American contribution to the teaching staff, the students' psychological preparation in theoretical and practical classes, the precarious scenario of psychiatric care in Alagoas, and the care that minimizes stigmas through empathy and sensitive listening. Conclusion: With the emergence of that discipline, students and professors expanded their views on mental illness and emphasized their need for academic training based on reforming care principles.
RESUMEN Objetivo: Analizar históricamente la enseñanza de enfermería psiquiátrica en la Universidad Federal de Alagoas de 1976-1981. Métodos: Estudio cualitativo; abordaje histórico-social con auxilio de Historia Oral Temática basada en fuentes documentales y deposición de enfermeros, discentes, docentes y profesionales del hospital psiquiátrico en que prácticas ocurrían. Para comprensión de la historia, utilizaron investigaciones sobre historia mundial, de Brasil, de Alagoas y Directrices Curriculares de Enfermería, además de conceptos de Erving Goffman como referencial teórico. Resultados: Revelaron condiciones estructurales de la universidad en 1976, contribución estadunidense al cuerpo docente de la disciplina, preparación psicológica de estudiantes en clases teórico-prácticas, escenario precario de la asistencia psiquiátrica en Alagoas y el cuidado reductor de estigmas mediante la empatía y escucha sensible. Conclusión: Con el surgimiento de la disciplina, estudiantes y profesores ampliaron miradas acerca de enfermedad mental y evidenciaron la necesidad de mantener una formación académica pautada en principios reformadores de la asistencia.
RESUMO Objetivo: Analisar historicamente o ensino de enfermagem psiquiátrica da Universidade Federal de Alagoas de 1976-1981. Métodos: Estudo qualitativo; abordagem histórico-social com o auxílio da História Oral Temática com base em fontes documentais e depoimento de enfermeiros, discentes, docentes e profissionais do hospital psiquiátrico em que práticas ocorriam. Para a compreensão da história, utilizaram-se pesquisas sobre história mundial, do Brasil, de Alagoas e Diretrizes Curriculares da Enfermagem, além dos conceitos de Erving Goffman como referencial teórico. Resultados: Revelaram-se as condições estruturais da universidade em 1976, a contribuição estadunidense no corpo docente da disciplina, a preparação psicológica das estudantes nas aulas teórico-práticas, o cenário precário da assistência psiquiátrica em Alagoas e o cuidado minimizador de estigmas mediante a empatia e escuta sensível. Conclusão: Com o surgimento da disciplina, estudantes e professores ampliaram olhares sobre o adoecimento mental e evidenciaram a necessidade de manter uma formação acadêmica pautada em princípios reformadores da assistência.
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Background: The advents of new technologies are providing a variety of effective learning environment. However, many adult students still prefer traditional, academic settings and do not want to take online or hybrid classes.Methods: Present study included cross sectional descriptive survey design which was carried out on 394 undergraduate nursing students. Convenient sampling technique was chosen for selection of samples. A five-point Likert self-structured scale was used for data collection. Descriptive and inferential statistics were used to analyze the data in SPSS.Results: Study findings showed that there were 209 (53%) female participants. Significant difference (p=0.05) was found among participants’ gender and year of study, area of residence, father education, family income and whether they had ever attended online classes. Lack of control over the group was top perceived barrier with highest score (261 marks). Majority of participants (61%) perceived barriers encountered during online classes. Mann Whitney U test showed the significant differences of participants’ perceived barriers among male and female participants by their age, year of study, fathers’ education and family income (p<0.05).Conclusions: As more students are growing up familiar with internet-based learning, many students were still opposing to go with online classes. Barriers explored in the study can limit the acceptance of online classes among undergraduate nursing students. Higher authorities must find the ways for making online education user friendly.
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Objective@#To understand the relationships between personal knowledge management,self-determination motivation and high-order thinking abilities.@*Methods@#A total of 469 undergraduate nursing students in China Medical University were recruited and assessed with general information questionnaire,high-order thinking abilities scale,self-determination motivation scale and personal knowledge management Questionnaire.@*Results@#The score of high-order thinking abilities for undergraduate nursing students was (4.42±0.51) points,the score of self-determination motivation was (3.84±0.55) points, the score of personal knowledge management was (3.84±0.55) points. High-order thinking abilities were significantly positively related to self-determination motivation and personal knowledge management, respectively (r value was 0.437, 0.499, P<0.01 respectively).Grade and whether they were student cadres had no significant predictive effect on higher-level thinking ability of nursing undergraduates (β value was 0.000, 0.064, P > 0.05 respectively).Self-determination motivation positively predicted high-order thinking abilities (β value was 0.270, P<0.01), whereas personal knowledge management positively predicted high-order thinking abilities (β value was 0.381, P<0.01). Structural equation results showed that the direct effect value of higher-order thinking abilities of personal knowledge management was 0.41, and the indirect effect value of self-determining motivation on higher-order thinking abilities was 0.16,self-determination motivation played an intermediary role in the sense of undergraduate nursing students high-order thinking abilities and personal knowledge management.@*Conclusions@#Personal knowledge management and self-determination motivation are significant predicting factors of high-order thinking abilities.
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RESUMO Objetivo: analisar as representações sociais do graduando de enfermagem e identificar em seu discurso elementos que influenciam na promoção de conforto aos pacientes monitorizados. Método: Trata-se de estudo observacional, transversal, descritivo-exploratório, com abordagem qualitativa, cuja observação dos dados ocorreu à luz das representações sociais de Moscovici. A técnica escolhida foi a análise de conteúdo proposta por Bardin e, para facilitar a arrumação dos dados, foi utilizado o software IRAMUTEQ 0.7, alpha 2. Resultados: Foram entrevistados 57 graduandos de enfermagem de universidade privada do Rio de Janeiro que já cursaram as disciplinas de ensino clínico ou estágio curricular supervisionado em alta complexidade, conforme critérios de inclusão da pesquisa e, em sua maioria, componentes da geração Y. Este estudo revelou que o graduando de enfermagem considera o conforto do paciente monitorizado nos quatro contextos possíveis: físico, ambiental, psicoespiritual e social; e que a tecnologia dura em questão, o monitor multiparamétrico, representa importante parceria no cuidar do paciente crítico, porém, não em detrimento do conforto que, para o graduando, é perfeitamente possível em concomitância. Conclusão: Conclui-se que a formação biomédica e centrada em altas tecnologias no ambiente de terapia intensiva vem dando espaço à humanização e aos cuidados holísticos e confortantes, e que os novos profissionais, já habituados ao contato constante com tecnologias diversas, as respeitam, porém consideram prioritariamente o cuidado e o conforto da coletividade.
RESUMEN Objetivo: analizar las representaciones sociales del graduando de enfermería e identificar en su discurso elementos que influyen en la promoción de la comodidad de los pacientes monitorizados. Se trata de un estudio observacional, transversal, descriptivo-exploratorio, con abordaje cualitativo, cuya observación de los datos ocurrió a la luz de las representaciones sociales de Moscovici. Método: la técnica elegida fue el análisis de contenido propuesto por Bardin y, para organizar los datos, fue utilizado el software IRAMUTEQ 0.7, alpha 2. Fueron entrevistados 57 graduandos de enfermería de universidad privada de Rio de Janeiro-Brasil que ya habían hecho las asignaturas de enseñanza clínica o práctica curricular supervisada en alta complejidad, según criterios de inclusión de la investigación y, en gran parte, componentes de la generación Y. Resultados: este estudio reveló que el graduando de enfermería considera la comodidad del paciente monitorizado en los cuatro contextos posibles: físico, ambiental, psicoespiritual y social; y que la tecnología dura en cuestión, el monitor multiparamétrico, representa importante herramienta en el cuidar del paciente crítico, pero, no en detrimento de la comodidad que, para el graduando, es perfectamente posible en concomitancia. Conclusión: la formación biomédica y centralizada en altas tecnologías en el ambiente de cuidados intensivos últimamente ha dado espacio a la humanización y a los cuidados holísticos y alentadores, y que los nuevos profesionales, ya habituados al contacto constante con las tecnologías diversas, las respetan, aunque consideran prioritariamente el cuidado y la comodidad de la colectividad.
ABSTRACT Objective: The objective was to analyze the social representations of nursing students and to identify in their speech elements that influence the promotion of comfort to patients monitored in intensive care. Method: This is an observational, cross-sectional, descriptive-exploratory study with a qualitative approach whose observation of the data occurred in the light of Moscovici's social representations. The chosen technique was the content analysis proposed by Bardin; the software IRAMUTEQ 0.7, alpha 2, was used to facilitate data storage. Results: Fifty-seven (57) nursing students from a private university in Rio de Janeiro who had already attended clinical or supervised curricular internship in high complexity were interviewed, according to the inclusion criteria of the research and, in its majority, components of generation Y. This study revealed that the nursing students consider the comfort of patients in the four possible contexts: physical, environmental, psycho-spiritual and social; they also think that the hard technology in question, the multi-parametric monitor, represents an important partnership in caring for critical patients. Conclusion: However, undergraduate students believe that such technology must not imply the detriment of the comfort; in their opinion, the concomitant existence of both aspects is perfectly possible. It is concluded that biomedical training focused on high technologies in the intensive care environment has given way to humanization and holistic and comforting care, and that new professionals, already accustomed to constant contact with different technologies, respect them, but they consider the care and comfort of the community as a priority.
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Objective To explore the consistency between the Chinese Version of Stressors in Nursing Students (SINS-CHI) and the Student Nurse Stress Index Scale (SNSI-CHI) in assessing the pressure of undergraduate nursing students.Methods A total of 960 nursing undergraduates from three universities in Henan province were randomly selected.SINS-CHI and SNSI-CHI were applied to all subjects and SPSS 21.0 was used to analyze the validity and reliability.Results The total score of SINS-CHI was (112.73± 26.07).The Cronbach's α was 0.926,the Guttman's partial reliability coefficient was 0.893,the test-retest reliability was 0.820,the content validity index (CVI) was 0.890,the sensitivity was 70.0％,and the specificity was 62.3％.The Yoden index was 0.323 and the area under the ROC curve was 0.710.The total score of SNSI-CHI was (58.71± 14.18).The Cronbach's α was 0.893,Guttman split-half reliability coefficient was 0.829,test-retest reliability was 0.966,CVI was 0.954,sensitivity was 71.4％,specificity was 63.6％.The Yoden index was 0.350 and the area under the ROC curve was 0.714.Conclusion The consistency of SINS-CHI and SNSI-CHI is good.
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Objective To understand the status quo of clinical practice teaching quality based on undergraduate nursing program interns perspective, analysis the problems existing in the clinical practice teaching process, provide the basis for next making improvement scheme and measures. Methods Adopt the clinical practice teaching quality gap scale to survey the 82 undergraduate nursing program interns in the tumor affiliated hospital of Harbin medical university, to observe the clinical practice teaching quality score, and adopted the quadrant analysis method to do in-depth analysis of clinical practice teaching quality evaluation factors. Results the overall score of clinical practice teaching quality in a certain Class-three hospital was 74.65 points, responsive dimension was the highest score 81.00 points, assurance dimension was the lowest score 72.30 points. the indexes need to improve were to provide the corresponding channels of consulting for students, training hospital could listen to the opinions of the protection of life and the suggestion;the indexes need to reshape were easy to get teachers′guidance and help in the internship time, special attention will be given special case for individual nursing students, training hospital introduces many policies as the starting point of the nursing students′ interests. Conclusion The hospital has larger improvement and promotion space on clinical practice teaching quality. Clinical practice teaching quality evaluation based on service quality gap model is helpful that practice hospital targeted to carry out the continuous improvement, enhance the level of practice teaching hospital.
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Objective:To construct the "3+2" counterpart cut-through sectional training nursing major un-dergraduate curriculum system, which is oriented by vocational competence. Methods: The preliminary draft of"3+2" nursing undergraduate curriculum setting was established base on the literature review and expert group in-terview, and the 25 experts was conducted two rounds of expert questionnaire consultation using Delphi method. Results:Experts' opinions tended to be consistent after two rounds of consultation, the expert authority coefficient was 0 . 92 , the coordination coefficient of Kendall was 0 . 44 in the second round of expert consultation and finally established 5 curriculum groups, including total 28 courses of public elementary courses, professional basic cour-ses, professional core courses, professional oriented courses and centralized practice courses. Conclusion: It should construct the"3+2" counterpart cut-through nursing major undergraduate curriculum system, which is o-riented by vocational competence, and achieve effective connection between the knowledge structure and the quality of the nursing students, in order to provide the reference for perfecting the curriculum system of vocational educa-tion in our country.
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A educação, assim como tantos outros setores, vem passando por mudanças significativas, atribuídas, sobretudo, às inovações tecnológicas surgidas nas últimas décadas. As Tecnologias da Informação e Comunicação (TIC's) vêm promovendo transformações na forma como se estuda, trabalha e relaciona. Junto a isso, o fato de uma geração, denominada geração z, de nativos tecnológicos, ou seja, indivíduos conectados em todas as esferas de seu cotidiano. Na educação, as TIC's rompem com aspectos de tempo e espaço, facilitando as relações de comunicação no processo de ensino aprendizagem. Isso implica uma reflexão sobre o aprender e o ensinar dentro e fora da sala de aula. A internet possui algumas ferramentas utilizadas diariamente pela maioria dos internautas, as quais possibilitam a comunicação e interação. Dentre tais ferramentas, pode-se destacar o fórum de discussão, utilizado na interação professor - aluno e aluno - aluno. Assim, esse trabalho teve por objetivo investigar a utilização de ferramentas virtuais de aprendizagem como uso complementar e auxiliar no curso de graduação presencial em Enfermagem. Para tanto, a pesquisa adotou como estratégia metodológica a revisão sistemática da literatura, por meio da busca de dados no período de 2006 a 2017 e foi norteada pelo método PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). A aplicação da estratégia PICo buscou responder os objetivos específicos. Incluiu-se como base de dados para a pesquisa: Lilacs, Web Of Science, BDENF e PubMed. A pesquisa, foi realizada em etapas de afunilamento com base nos descritores, identificadas como tal pelo título, logo após o abstract ou resumo e por último a leitura do artigo na íntegra, resultou em uma amostra de oito estudos dos quais foram possíveis identificar as ferramentas virtuais utilizadas pelos alunos e professores como complementariedade ao ensino no curso de graduação presencial em Enfermagem. De acordo com as reflexões a partir de análises dos usos e com base na literatura pesquisada, encontramos subsídios para compreender a relevância e importância dessas ferramentas virtuais. Trata-se, portanto, de uma estratégia eficaz na interação e na comunicação dos envolvidos na educação na atualidade
Education, like so many other sectors, has undergone significant changes, attributed, above all, to the technological innovations that have emerged in recent decades. The Information and Communication Technologies (ICTs) have been promoting transformations in the way one studies, works and relates. Along with this, the fact of a generation, called generation z, of technological natives, that is, individuals connected in all spheres of their daily life. In education, ICTs break with aspects of time and space, facilitating communication relations in the process of teaching learning. This implies a reflection on learning and teaching in and out of the classroom. The internet has some tools used daily by most Internet users, which enable communication and interaction. Among such tools, it is possible to highlight the discussion forum, used in the interaction teacher-student and student-student. Thus, this study aimed to investigate the use of virtual learning tools as complementary and auxiliary use in the undergraduate nursing course. To do so, the research adopted as a methodological strategy the systematic review of the literature, through the search of data from 2006 to 2017 and was guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyzes) method. The implementation of the PICo strategy sought to respond to the specific objectives. It was included as a database for the research: Lilacs, Web Of Science, BDENF and PubMed. The research was carried out in phases of bottleneck based on the descriptors, identified as such by the title, after the abstract and lastly the reading of the article in its entirety, resulted in a sample of eight studies of which it was possible to identify the virtual tools used by students and teachers as complementary to face-to-face teaching. According to the reflections based on the analysis of the uses and based on the researched literature, we found subsidies to understand the relevance and importance of these virtual tools. It is, therefore, an effective strategy in the interaction and communication of those involved in education today
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Humans , Educational Technology/education , Education, Distance , Education, Nursing , Information Technology , Social MediaABSTRACT
ABSTRACT Objective: to assess the knowledge of scholars on Nursing regarding simple hands hygiene (SHH), blood pressure measurement (BP), peripheral venipuncture (PV) with venous catheter and male urethral catheterization delay (UCD) procedures. Method: quantitative study carried out between February and May 2014, with 186 undergraduate Nursing students from 5th to 9th period of a public university of Rio Grande do Norte, with application of four questionnaires. One carried out descriptive and analytic analysis. Results: the students presented low average percentage of right answers, especially in blood pressure measurement (55.5%); SHH's average was higher than 70%. The average of correct answers was the highest in SHH (8.6), followed by UCD (7.8), PV (7.4) and BP (6.7). The questions regarding the topic "concepts" showed less correct answers when comparing it to the topic "technique steps". Conclusion: it is necessary to establish knowledge monitoring strategies, in order to stimulate the constant improvement.
RESUMEN Objetivo: verificar el conocimiento de los estudiantes de enfermería acerca de los procedimientos de higiene de manos (HM), la medición de la presión arterial (PA), la punción venosa periférica (PVP) con el catéter con aguja y el catéter permanente (CP) masculino. Método: estudio cuantitativo realizado de febrero a mayo de 2014 con 186 estudiantes de enfermería desde el quinto al noveno período de una universidad pública al norte de Rio Grande, con la aplicación de cuatro cuestionarios. Se llevó a cabo un análisis descriptivo y analítico. Resultados: los académicos mostraron un bajo porcentaje medio de respuestas correctas, especialmente en la medición de la PA (55,5%); la media de HM fue mayor que 70%. El número medio de respuestas correctas en las preguntas fue mayor en HM (8,6), a continuación de CP (7,8), PVP (7,4) y PA (6,7). Las cuestiones relacionadas con el dominio 'conceptos' presentaran menor proporción de respuestas correctas en comparación con el dominio 'los pasos técnicos'. Conclusión: es necesario trabajar estrategias de monitoreo de conocimiento con el fin de fomentar la mejora continua.
RESUMO Objetivo: verificar os conhecimentos dos acadêmicos de Enfermagem quanto aos procedimentos de higienização simples das mãos (HSM), mensuração da pressão arterial (PA), punção venosa periférica (PVP) com cateter agulhado e sondagem vesical de demora (SVD) masculina. Método: estudo quantitativo desenvolvido entre fevereiro a maio de 2014, com 186 acadêmicos de Enfermagem do 5° ao 9° período de uma universidade pública norte-rio-grandense, com aplicação de quatro questionários. Realizada análise descritiva e analítica. Resultados: os acadêmicos apresentaram porcentagem média de acertos baixa, especialmente na mensuração da PA (55,5%); a média da HSM foi superior a 70%. A quantidade média de acertos nas questões foi maior na HSM (8,6), seguida de SVD (7,8), PVP (7,4) e PA (6,7). As questões referentes ao domínio "conceitos" apresentaram menor rendimento de acertos ao comparar com o domínio "passos da técnica". Conclusão: faz-se necessário trabalhar estratégias de acompanhamento dos conhecimentos, a fim de incentivar o constante aprimoramento.