ABSTRACT
AIM: The aim of this study was to analyze the process of interpersonal competencies formation in nursing and medical students who participated in a standardized interprofessional clinical simulation. BACKGROUND: Interprofessional education in health sciences has had an important impact on the development of relational qualities centered on the patient. METHOD: The study followed a qualitative interpretive approach with students. Students who participated in clinical simulation activities were asked about their experiences and their learning process with respect to interpersonal competencies. A thematic analysis of the data was performed. RESULTS: Three themes emerged: 1) approaching the practice with uncertainty and fear of new relationships, 2) reflecting on decisions while recognizing distinctive roles, and 3) recognizing the human sense of practice while developing skills for caring and curing. CONCLUSION: Students underwent this process and learned about empathy, communication, critical reflexive thinking, and teamwork.
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Students, Medical , Students, Nursing , Humans , Learning , Interprofessional RelationsABSTRACT
OBJECTIVES: This work sought to know the state of the art related to the theme of Interprofessional Education (IPE) in the training of Nursing and Medical students and the level of evidence developed thus far. METHODS: This was an exploratory systematic review, declared as scoping review by the Joanna Briggs Institute, JBI, in which a search was performed in Embase, Science direct, Pubmed-Medline, Academic search complete, BVS, Scopus and ERIC databases, limiting between 2009 - 2019 by using the DeCS and MeSH terms of Interprofessional education, education research, healthcare professionals, nursing and medicine, selecting 39 original articles after carrying out the review process with the criteria by the JBI. RESULTS: Four thematic nuclei emerged: Experiences and perceptions of interprofessional learning, Didactics related with IPE, Empirical indicators related with IPE, and Development of professional skills. The highest level of evidence is presented by the articles dealing with didactics; on the contrary, no articles were found that dealt with topics related with early inclusion of IPE in the medical and nursing curricula, which are currently necessary to complement the focus of patient-centered care. CONCLUSIONS: The thematic nuclei show that the level of evidence in the literature is varied, although mostly descriptive in scope, highlighting the development of professional skills as a result of interprofessional education.
Subject(s)
Students, Medical , Students, Nursing , Curriculum , Health Personnel , Humans , Interprofessional Education , LearningABSTRACT
Objective. This work sought to know the state of the art related to the theme of Interprofessional Education (IPE) in the training of Nursing and Medical students and the level of evidence developed thus far. Methods. This was an exploratory systematic review, declared as scoping review by the Joanna Briggs Institute, JBI, in which a search was performed in Embase, Science direct, Pubmed-Medline, Academic search complete, BVS, Scopus and ERIC databases, limiting between 2009 - 2019 by using the DeCS and MeSH terms of Interprofessional education, education research, healthcare professionals, nursing and medicine, selecting 39 original articles after carrying out the review process with the criteria by the JBI. Results. Four thematic nuclei emerged: Experiences and perceptions of interprofessional learning, Didactics related with IPE, Empirical indicators related with IPE, and Development of professional skills. The highest level of evidence is presented by the articles dealing with didactics; on the contrary, no articles were found that dealt with topics related with early inclusion of IPE in the medical and nursing curricula, which are currently necessary to complement the focus of patient-centered care. Conclusion. The thematic nuclei show that the level of evidence in the literature is varied, although mostly descriptive in scope, highlighting the development of professional skills as a result of interprofessional education.
Objetivo. Conocer el estado del arte, relacionado con la temática de Educación Interprofesional (EIP) en la formación de estudiantes de enfermería y medicina, y el nivel de evidencia desarrollado hasta el momento. Métodos. Revisión Sistemática exploratoria, declarada como Scoping review por la Joanna Briggs Institute -JBI-, en la que se realizó una búsqueda en bases de datos de Embase, Science direct, Pubmed-Medline, Academic search complete, BVS, Scopus y ERIC, entre 2009-2019 utilizando los términos DeCS y MeSH de Interprofessional education, education research, healthcare professionals, nursing y medicine. Se seleccionaron 39 artículos originales luego del proceso de crítica con los criterios de JBI. Resultados. Emergieron cuatro núcleos temáticos: Experiencias y percepciones del aprendizaje interprofesional, Didácticas vinculadas a la EIP, Indicadores empíricos relacionados con la EIP y Desarrollo de competencias profesionales. El mayor nivel de evidencia lo presentan los artículos sobre empleo de didácticas; por el contrario, no se encontraron artículos que trataran temáticas relacionadas con la inclusión temprana de EIP en los currículos de enfermería y medicina, pues son actualmente necesarios para complementar el enfoque de atención centrada en el paciente. Conclusión. Los núcleos temáticos muestran que el nivel de evidencia de la literatura es variado, aunque en su mayoría de alcance descriptivo, lo que resalta el desarrollo de competencias profesionales como resultado de la educación interprofesional.
Objetivo. Conhecer o estado da arte, relacionado com a temática de Educação Interprofissional (EIP) na formação de estudantes de enfermagem e medicina, e o nível de evidência desenvolvido até o momento. Métodos. Revisão Sistemática exploratória, declarada como Scoping review pela Joanna Briggs Institute -JBI-, na qual se realizou uma busca em bases de dados de Embase, Science direct, Pubmed-Medline, Academic search complete, BVS, Scopus e ERIC, limitando entre 2009-2019 utilizando os termos DeCS e MeSH de Interprofessional education, education research, healthcare professionals, nursing and medicine. Se selecionaram 39 artigos originais após de realizado o processo de crítica com os critérios de JBI. Resultados. Emergiram quatro núcleos temáticos: Experiências e percepções da aprendizagem interprofissional, Didáticas vinculadas à EIP, Indicadores empíricos relacionados com a EIP e Desenvolvimento de competências profissionais. O maior nível de evidência o apresentam os artigos sobre emprego de didáticas; pelo contrário, não se encontraram artigos que trataram temáticas relacionadas com a inclusão precoce de EIP nos currículos de enfermagem e medicina, sendo atualmente necessários para complementar o enfoque de atenção centrada no paciente. Conclusão. Os núcleos temáticos mostram que o nível de evidência da literatura é variado, embora na sua maioria de alcance descritivo, ressaltando o desenvolvimento de competências profissionais como resultado da educação interprofissional.
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Humans , Students, Medical , Students, Nursing , Review , Curriculum , Education, Medical , Education, NursingABSTRACT
Antecedentes: Al menos un 50 por ciento de los pacientes quirúrgicos presentan algún grado de hipotermia. Esta se ha asociado a diversos efectos adversos metabólicos, hematológicos, cardiovasculares y farmacológicos, entre otros. Objetivo: conocer el efecto del calentamiento durante el periodo perioperatorio en pacientes adultos. Metodología: revisión de literatura que recopila 22 investigaciones randomizadas controladas, 11 revisiones bibliográficas, 3 estudios prospectivos, 1 metanálisis, 1 revisión sistemática y 1 guía clínica, publicadas entre enero de 1996 y octubre de 2006, obtenidos desde distintas bases de datos y revistas científicas. Resultados: existen diversos sistemas de calentamiento, siendo el más utilizado y efectivo el aire caliente forzado. El calentamiento es utilizado en todo tipo de cirugías (excepto en las neurológicas y cardiacas), principalmente durante el intraoperatorio. Los principales efectos en la etapa preoperatoria son el aumento de la temperatura corporal y la facilitación de la canulación venosa. En la etapa intraoperatoria produce mantención de la normotermia y disminución en el sangramiento durante la cirugía, ambos efectos se mantienen durante la etapa postoperatoria. En la última fase del perioperatorio, es posible observar una reducción de la infección de la herida operatoria, escalofríos, vasoconstricción, presión arterial, eventos mórbidos cardíacos, tiempo de ventilación mecánica, uso de vasodilatadores, morfina y antibióticos, y un aumento del confort térmico. Conclusiones: se respalda la aplicación del calentamiento como un método efectivo, ya sea previniendo o tratando la hipotermia perioperatoria inadvertida y sus complicaciones, lo que reduce el tiempo de recuperación, los costos de la hospitalización y aumenta el confort térmico.
Background: At least 50 percent surgical patients have some hypothermia degree. In Addition, hypothermia may have several metabolic, haematologic, cardiovascular and pharmacological adverse consequences, between other things. Aim: it is to know the warming effects during perioperative in surgical adults patients. Methods: literature review of twenty two randomized controlled trials, eleven literature review, three prospective trials, one meta-analysis, one systematic review, and one clinical guideline, published between January 1996 and October 2006, all this evidence have been got of different data bases and scientific magazine. Results: randomized controlled trials show the application of several warming systems, the most used and effective is air forced. Warming used in all types of surgery (except neurological and cardiac surgery), mainly during intraoperative. The principal effects of warming in the preoperative are: increase patient temperature, and facilitate venous cannulation. During intraoperative mantains normothermia and decrease blood loss during surgery, both effects remain in the postoperative. Furthermore in the last perioperative phase is possible found a reduce of wound infection, hospital stay, shivering, vasoconstriction, blood pressure, morbid cardiac events, mechanical ventilation time, vasodilators, morphine and antibiotics use, pain, and increase thermal comfort. Conclusion: this evidence review provide support that warming is an effective method, preventing or treatment unplanned perioperative hypothermia and its adverse consequences, reducing recuperation time, hospitalization costs and increasing thermal comfort.