ABSTRACT
BACKGROUND: acquisition of bioscience knowledge is challenging for nursing students. This calls for teaching methodologies that allow them to acquire this knowledge and add value in the nursing context. OBJECTIVE: to evaluate a teaching experience using a movie clip and the collaborative use of C-Maps in first-year bioscience learning in nursing students. DESIGN: embedded mixed methods study. PARTICIPANTS: 143 students. METHODS: data were collected in two phases: first, collecting quantitative data through a questionnaire on utility, satisfaction and perceived competency development, and collecting qualitative data on learning, teaching materials and developed competencies through an open-question instrument. The second phase consisted of a focus group to explore in greater depth learning experience. RESULTS: six themes emerged from the qualitative analysis: using C-Maps as a learning process; developing group competencies; knowledge integration and transfer; teacher-student relationship; art as a didactic support; and difficulties encountered and proposals for improvement. Regarding utility, the students highlighted learning and relating concepts. Elements of satisfaction were working in small groups and having the teacher as a guide. Finally, the competencies most developed were teamwork and learning ability. CONCLUSION: the combination of a movie clip and a C-Map is an innovative strategy motivating and valuable for learning biosciences.
Subject(s)
Education, Nursing, Baccalaureate , Students, Nursing , Curriculum , Education, Nursing, Baccalaureate/methods , Humans , Learning , Motion PicturesABSTRACT
PURPOSE: To validate the content of the NANDA-I diagnosis "death anxiety" (00147). METHODS: Descriptive study using the Fehring model with 202 Spanish nurses who were expert in end-of-life care to explore the adequacy of the components of the NANDA-I diagnosis "death anxiety" (00147) in the Spanish edition. FINDINGS: None of the diagnosis definitions were considered as representative. Furthermore, 5 of the 56 defining characteristics and 5 of the 26 related factors were validated as major. CONCLUSIONS: In general, the components of the diagnosis "death anxiety" (00147) in the Spanish edition are not representative according to experts. IMPLICATIONS FOR NURSING PRACTICE: The results support the need to either exclude the diagnosis from the taxonomy or adjust its content.
Subject(s)
Anxiety/diagnosis , Anxiety/nursing , Attitude to Death , Nursing Diagnosis , Adult , Female , Humans , Male , Middle Aged , Nursing Staff, Hospital , Reproducibility of Results , SpainABSTRACT
Introducción. El cuerpo teórico y filosófico de enfermería es complejo; existen un gran número de teorías enfermeras, algunas de difícil comprensión, por lo que habitualmente su aplicación práctica se ve restringida. Objetivo. Identificar el modelo teórico de enfermería que los estudiantes dicen utilizar durante las prácticas clínicas, la motivación para su elección, y la escuela universitaria donde estaban cursando sus estudios. Sujetos y métodos. Estudio descriptivo en el que participaron 105 estudiantes (de una población total de 108) que realizaban prácticas de enfermería en el hospital durante el curso 2006-2007. La variables de estudio fueron los modelos teóricos enfermeros, las razones de la elección y variables sociodemográficas. La recogida de datos se llevo a cabo mediante un cuestionario cumplimentado durante su experiencia clínica. El análisis de los datos se realizó mediante un análisis temático de texto, categorizando para crear finalmente un marco explicativo. Resultados y conclusiones. El modelo elegido es principalmente el de Virginia Henderson. Las motivaciones para la elección, según los estudiantes, son su uso en la enseñanza universitaria y la facilidad de ejecución del modelo. Se evidenció confusión entre los términos modelo conceptual y/o teórico y metodología enfermera (AU)
Introduction. The theoretical and philosophical nursing is complex, there are a large number of nursing theories, some difficult to understand, because this usually its practical application is restricted. Aim. To identify the theoretical model of nursing students say they use in clinical practice, the motivation for their choice, and school where they were pursuing their studies. Subjects and methods. Descriptive study. Participants were 105 students doing school practice during the academic year 2006-2007 (of a total population of 108 students). The study variables were the nursing models and theories, the reasons for the choice and demographic variables. Data collection was conducted through a questionnaire completed during their clinical experience. The analysis of data using a thematic analysis of text, categorizing to finally create an explanatory framework. Results and conclusions. The model chosen is mainly that of Virginia Henderson. The motivations for the election as students are used in university education and ease of implementation of the model. It was evident confusion between the terms related to nursing model and methodology (AU)
Subject(s)
Humans , Models, Nursing , Education, Nursing/methods , Models, Theoretical , Students, Nursing , Motivation , Choice BehaviorABSTRACT
Objetivo: indagar la percepción de los profesionales y de los estudiantesde Enfermería en relación al uso en la práctica de los modelos y teoríasde Enfermería.Material y método: estudio descriptivo transversal. La muestra estuvo formadapor los profesionales asistenciales y estudiantes matriculados en lasescuelas que realizan prácticas clínicas en la Corporación Sanitaria delParc Taulí durante 2006/2007.Resultados: el modelo aprendido durante la formación es Henderson enambos grupos. En cuanto al uso del modelo en la práctica asistencial,los estudiantes usaban modelos en un 62% mientras lo hacían el 23%de los profesionales. Referente a si se identificaban con el modelo conel que atendían a las personas, los estudiantes dijeron sí en un 88% y losprofesionales en un 83%.Conclusiones: ambos grupos muestran una gran variabilidad y confusiónen algunos conceptos. El uso de un modelo o teoría en la formaciónno condiciona a identificarse con los conceptos de la autora estudiada.El metaparadigma enfermero no se nutre de un sólo modelo (AU)
Objective: to gain deeper knowledge on the perception that professionalsand nursing students have regarding the practical use of Nursingmodels and theories.Material and method: cross-sectional, descriptive study. The sample wascomprised of healthcare professionals and students enrolled in the schoolsthat carried out clinical practice sessions in the Parc Taulí Health Corporationduring 2006/2007.Results: The model learned during the training period was the Hendersonmodel in both groups. In regards to the use of the model in healthcarepractice, 62% of students and 23% of professionals claimed that theyused the models. In terms of whether they identified with the care modelused, 88% of students and 83% of professionals responded affirmatively.Conclusions: both groups showed high variability and confusion in certainconcepts. The use of a certain model or theory during training doesnot necessarily lead to identification with the studied authors concepts.The nursing meta-paradigm is not shaped by one exclusive model (AU)
Subject(s)
Models, Nursing , Nursing Care/trends , Professional Practice/trends , Nursing Theory , Education, Nursing/trends , Surveys and QuestionnairesABSTRACT
The inclusion of the diagnostic label of "death anxiety" by the North Americvan Nursing Diagnosis Association (NANDA) in the 2001-2002 taxonomy is justified by the interest in establishing the specific care required in terminal patients. Nevertheless, the definition of "death anxiety" does not delimit the concept precisely, since it does not clearly establish the difference between the terms "death anxiety" and "fear of death". Consequently, the need arose to design a project whose goal was to modify the nursing diagnostic label and defining characteristics proposed by the NANDA, as well as to formulate the related factors, which had not yet been developed. At the meeting of the Diagnostic Review Committee in February 2005, the NANDA considered the proposal, accepting both the modification of the definition of the diagnostic label and the inclusion of the related factors. The revision will be included in the 2007 NANDA taxonomy.
Subject(s)
Anxiety/diagnosis , Attitude to Death , Nursing Diagnosis , Terminally Ill , Anxiety/etiology , HumansABSTRACT
La inclusión, por parte de la North American Nursing Diagnosis Association (NANDA) en la taxonomía 2001-2002, de la etiqueta ansiedad ante la muerte se justifica por el interés que supone la concreción de cuidados específicos dirigidos a personas en proceso de muerte. No obstante, la definición planteada no delimita el concepto de una manera precisa, ya que no establece con claridad la diferencia entre los términos de ansiedad ante la muerte y temor ante la muerte. Consecuentemente, se planteó la necesidad de diseñar un proyecto cuyo objetivo fuese la modificación de la etiqueta diagnóstica propuesta por NANDA, así como la formulación de los factores relacionados pendientes de desarrollar. En la reunión del Comité de Revisión de Diagnósticos de febrero de 2005, la NANDA sometió a consideración la propuesta realizada, aceptando tanto la modificación de la definición de la etiqueta diagnóstica como la inclusión de los factores relacionados, que serán incluidos en la taxonomía de 2007
The inclusion of the diagnostic label of "death anxiety" by the North Americvan Nursing Diagnosis Association (NANDA) in the 2001-2002 taxonomy is justified by the interest in establishing the specific care required in terminal patients. Nevertheless, the definition of "death anxiety" does not delimit the concept precisely, since it does not clearly establish the difference between the terms "death anxiety" and "fear of death". Consequently, the need arose to design a project whose goal was to modify the nursing diagnostic label and defining characteristics proposed by the NANDA, as well as to formulate the related factors, which had not yet been developed. At the meeting of the Diagnostic Review Committee in February 2005, the NANDA considered the proposal, accepting both the modification of the definition of the diagnostic label and the inclusion of the related factors. The revision will be included in the 2007 NANDA taxonomy
Subject(s)
Humans , Attitude to Death , Anxiety/psychology , Fear/psychology , Nursing Diagnosis/trends , International Classification of DiseasesABSTRACT
El objetivo de este trabajo fue comprobar si una intervención pedagógica fundamentada en una metodología activa, que incluye el trabajo cooperativo y el fomento de la discusión, era capaz de modificar en sentido positivo la actitud de los estudiantes ante el VIH/SIDA. Participaron en el estudio un total de 80 estudiantes de enfermería, divididos en dos grupos; el primero de ellos, formado por 39 estudiantes, constituía el grupo de intervención, donde se llevó a cabo la experiencia pedagógica. El segundo grupo, de 41 sujetos, constituyó el grupo control. Todos los estudiantes respondieron a la Escala de Actitud ante el Sida para Enfermería (EASE) antes y después de la intervención. Los resultados muestran que se produjo un aumento positivo de la actitud ante el Sida estadísticamente significativo en el grupo de intervención, después de haber pasado por el período de formación. Por el contrario, en el grupo control, no se observaron diferencias significativas entre las dos medidas. Estos resultados confirman la eficacia de la metodología pedagógica utilizada en el cambio positivo de las actitudes de los estudiantes ante cuestiones que, como el Sida, están mediatizadas por el contexto social y cultural y que son determinantes en la calidad de su futuro trabajo como profesionales de la salud (AU)
The aim of this work was to verify whether a pedagogic intervention based on the use of active methodology, including both cooperative work and stimulus of discussion, was capable of modifying the students' attitude regarding HIV/AIDS. To this end, 80 nursing students were divided in two groups. The first (39 students) was the intervention group where the pedagogic experiment was performed. The second group (41 subjects) was used as a control. All students answered the AIDS Attitude Scale for Nursing (EASE) protocol at the beginning and end of the pedagogic trial. An analysis of the results demonstrates that a statistically significant positive change in the students' attitude is registered in the intervention group after having finished the training period, compared to the results obtained at the beginning of the trial. In contrast, no significant differences were observed between the results determined in the two tests for students in the control group. These findings confirm the effectiveness of the pedagogic methodology used to effect a positive change in student attitudes regarding topics such as AIDS; an area that is often subject to a social and cultural bias that can affect the quality of an individual's future work as a health-care professional (AU)
