Characteristics of Maine and Massachusetts nurses interested in advanced nursing degrees.

BACKGROUND: Maine (ME) and Massachusetts (MA) nursing programs aim to develop collaborative training programs, but need to identify which nurses have interest in such programs. PURPOSE: We sought to determine sociodemographics of nurses seeking advanced nursing degrees nationally, and in ME and MA using the 2018 publicly available, National Sample Survey of Registered Nurses (NSSRN). METHODS: Weighted multivariable logistic regression for advanced degree-seeking, adjusted for sociodemographics. RESULTS: Of the n = 47,274 nurses (weighted n [Wn] = 3,608,633), 90.7 % were female, 74.1 % were white, and 15.8 % sought an advanced nursing degree on average 12.7 (SD 0.2) years after their first. Females vs. males had lower odds (OR 0.63, 95%CI [0.44-0.90]) and Black vs. White race had higher odds (OR 1.30, 95%CI [1.05-1.60]) of seeking doctorates. In Maine (Wn = 20,389), age 24-29 had higher odds (OR 2.98 (95%CI [1.06-3.74]), but in Massachusetts (Wn = 101,984), age 30+ had lower odds (OR 0.32, 95%CI [0.13-0.78]) of degree-seeking vs. <24 years. Initial nursing degrees earned between 1980 and 1989 had higher odds (OR 1.99, 95%CI [1.06-3.74]) in Maine, but between 2010 and 2014 had lower odds (OR 0.32, 95%CI [0.14-0.72]) in Massachusetts of degree-seeking, vs. before 1980. CONCLUSIONS: Targets for advanced nursing training programs may vary by state and sociodemographic profile.

[Universitarization of nursing education: promising experiments]. / Universitarisation de la formation en sciences infirmières : des expérimentations prometteuses.

In the context of the universitarization of paramedical professions, the call for experimental projects provided for in the law of July 22, 2013 on higher education and research and the decree of April 26, 2022, many projects have emerged with the aim of strengthening exchanges between training courses in the health professions and encouraging the emergence of innovative courses for nursing students. Two of these projects are underway at the University of Paris-Est Créteil.

Use of infographics for facilitating learning of pharmacology in the nursing degree.

AIM: To evaluate the impact of an educational intervention focused on teaching students to create infographics to improve pharmacology learning. DESIGN: This is a comparative study. METHODS: The population was 250 nursing students who had to create two infographics in groups related to the content that had been addressed in pharmacology in two different moments. Students and professors evaluated the infographics through a 5-point Likert scale. Scores from the official exam of the pharmacology subject were obtained. RESULTS: Most of the students scored below 50% for the "excellent" and "good" categories. Intraclass correlation and kappa correlations among students and professors' evaluations were low. The comparison between both times of students' evaluations only yields significant correlation values for the criterion "Understanding of information" (r = .039, p = .024) and the "Visual presentation of information" (r = .041, p = .019). No correlation was obtained between the test and evaluations values of the infographic.

Advancing Nursing Science and Practice in Unison.

PURPOSE: The purpose of this article is to explore the strengths of collaborative Doctor of Nursing Practice (DNP) and the Doctor of Philosophy (PhD) research drawing on the assets of the complementary skill sets, explore examples of current DNP/PhD collaborations, and provide a model for building these partnerships. DESIGN: A DNP and PhD collaboration was examined through case analysis. Courtney & Neiheisel's model was used as a framework to examine the development, implementation, and evaluation of DNP and PhD collaboration. METHODS: The DNP/PhD collaboration phases were examined using Tuckman's five-stage model for high-performance team development. CONCLUSION: Doctoral-prepared nurses must understand each other's background and education to facilitate combined contributions. This exemplar demonstrates the effectiveness of a synergistic relationship in a DNP/PhD collaboration. CLINICAL RELEVANCE: A collaborative partnership between DNP and PhD nurses creates a practice environment that helps discover, integrate, apply knowledge, and communicate and disseminate it. This same collaborative effort between the two roles has been shown to reduce practice gaps while ultimately improving patient outcomes.

Standardizing nursing degree curriculum structure in Spain: A mixed-methods study.

BACKGROUND: Legislation regulating Spanish and European academic curricula prescribes a certain level of knowledge and skills any student must master. Spanish universities freely decide the number of credits assigned to each subject and in which year the subject will be taught. We hypothesize that this flexibility may give way to excessively heterogeneous training across universities in nursing degrees. Such curricula heterogeneity hinders inter-university transfers and weakens educational excellence. OBJECTIVES: 1) To review the existing differences in nursing degrees in Spanish universities; 2) to compare our results against current legislation; 3) to propose changes in the legislation, if necessary. DESIGN: Mixed-methods approach. SETTING: Spain. METHODS: We reviewed nursing degree curricula of all 60 Spanish universities. Inter-university differences were analyzed and checked against current legislation. A focus group proposed legislative changes accordingly. RESULTS: Several differences between public and private universities were statistically significant. During the first cycle, public universities´ course loads include more theoretical teachings, more credits in core subjects during the first year, and more compulsory subjects in second year. Private universities are more likely to offer external internships during the first cycle whereas the public ones are more likely to offer them during the second cycle. Public universities offer more credits under the following curricular blocks than private ones: "Nutrition/Dietetics," "Psychiatry," "Public and Community Health," and "Geriatrics." In turn, private universities offer more credits in the areas of "Theory/Methodology," "Ethics/Legislation," "English," and "Theology." Academic curricula meet most of the criteria established by the Spanish and European legislation. The proposed legislative changes aim at standardizing curricula by associating specific credits and their timeline to the teaching blocks. CONCLUSIONS: Nursing degree curricula among Spanish universities are highly heterogeneous. Legislative changes to homogenize teaching blocks would facilitate credit validations and student mobility across universities, in addition to increasing nursing degrees´ standardization and excellence.

Efectividad de la metodología libro fórum en la formación del estudiante de grado de Enfermería sobre violencia de género / Effectiveness of the forum book methodology in the training of nursing students on gender violence

Objetivo: Comprobar la eficacia educativa del libro fórum para evaluar a los alumnos del grado de Enfermería de la Universidad Francisco de Vitoria sobre las competencias y la prevención de la violencia de género.Materiales y métodos.Estudio cuasi experimental, longitudinal y prospectivo. La estrategia educativa ha sido el libro fórum El faro de Santa Cruz. Mil destellos de esperanza para la mujer maltratada. Se han medido los conocimientos sobre violencia de género en dos fases, una antes de la formación y otra después. Además, se ha realizado una rúbrica de habilidades individual y grupal. Se ha hecho de manera híbrida, presencial y en remoto por la situación de pandemia de la COVID-19. Para el análisis, se ha utilizado el programa SAS 9.4, para estadística descriptiva, y un análisis inferencial utilizando la t de Student para contrastar las posibles diferencias.Resultados.La evaluación previa a la formación (promedio ± desviación estándar) fue 5,15 ± 1,14, y en la evaluación posterior se obtuvieron unos resultados de 7,49 ± 0,86. En la rúbrica de habilidades individual, sobre una calificación de 20 puntos, se obtuvo un resultado de 19,22 ± 1,27, y en la rúbrica de habilidades grupal, sobre una calificación de 16 puntos, se obtuvo uno de 15,27 ± 1,16. Siguiendo con el análisis de las rúbricas, la calificación individual fue de 9,64 ± 0,6 frente a la grupal, de 9,61 ± 0,67.Conclusión.La estrategia educativa libro fórum es eficaz para la adquisición de competencias por parte de los alumnos de enfermería respecto a la lacra de la violencia de género. (AU)

Objective: Evaluate the educational efficacy of the forum book activity in students of the Nursing Degree of the Francisco de Vitoria University, on competences and prevention of gender violence.Materials and methods.Quasi-experimental, longitudinal and prospective study. The educational strategy was the forum book El faro de Santa Cruz. A thousand glimmers of hope for battered women. Knowledge about gender violence has been measured in two phases, one before and one after the training. In addition, a rubric of individual and group skills was used. For the analysis, the SAS 9.4 program was used for descriptive statistics and an inferential analysis using Student’s t-test to contrast possible differences.Results.The pre-training evaluation (mean ± standard deviation) was (5.15 ± 1.14) and in the post-training evaluation the results were (7.49 ± 0.86). In the individual skills rubric, on a score of 20 points a result of (19.22 ± 1.27) was obtained and in the group skills rubric, on a score of 16 points a (15.27 ± 1.16) was obtained. Continuing with the analysis of the rubrics, the individual score was (9.64 ± 0.60) compared to the group (9.61 ± 0.67).Conclusion.The educational strategy forum book is effective for the acquisition of skills by nursing students regarding the scourge of gender violence. (AU)

A Call to Rethink Nursing Education in Zimbabwe.

Nursing education is crucial in the achievement of The United Nations 2015 Sustainable Development Goal 3 that aims to "ensure healthy lives and promote wellbeing for all ages". Zimbabwe produces diploma and degree graduates from the available education programs in the country. The differences in the diploma and degree education program include the curricula, program funding, quality assurance processes, personnel delivering the programs, student exchange programs and partnerships. Graduates from both programs are not required to have licensure examinations to test their competency before practising. The diploma program has failed to produce graduates who are critical thinkers due to the shallow nature of the learning curriculum. Additionally, the graduates are not involved in strategic decision making in the profession. In the interest of quality and patient safety, it would be appropriate to phase out the diploma program and adopt the baccalaureate nursing degree.

Censo dos cursos de graduação em enfermagem brasileiros presenciais e à distância / Census of undergraduate and distance learning brazilian nursing courses / Censo de cursos de enfermería brasileños de pregrado y educación a distancia

Objetivo: Realizar um censo dos cursos de graduação em Enfermagem em instituições de Ensino Superior brasileiras, segundo credenciamento presencial e à distância. Método: Estudo de abordagem quantitativa, de base documental, do tipo analítico-descritivo, que utilizou dados sobre os cursos de Enfermagem brasileiros do portal e-MEC e das páginas destes, nos sites das IES. Resultados: Dos 1.668 cursos de Enfermagem brasileiros, 105 (6,29%) eram EAD e 1.563 (93,70%) presenciais. Todos os cursos EAD eram privados. Vale ressaltar que, dos 105 cursos EAD localizados, 50 se autodenominavam semipresenciais. Discussões: Na Enfermagem, profissão que essencialmente envolve o cuidado humano, questiona-se a qualidade de educação, que o ensino à distância oferece. Conclusões: Existem questionamentos com relação à qualidade da educação empregada pelo EAD que, por ser aplicada fora do ambiente palpável e observável de prática, coloca em xeque a confiabilidade da metodologia de formação, bem como a competência dos profissionais formados. (AU)

Objective: To carry out a census of undergraduate nursing courses in Brazilian Higher Education institutions, according to face-to-face and distance accreditation. Methods: Study of quantitative approach, based on documents, analytical-descriptive type, which used data on Brazilian Nursing courses from the e-MEC portal and their pages, on the websites of the HEIs. Results: Of the 1,668 Brazilian nursing courses, 105 (6.29%) were distance learning and 1,563 (93.70%) in person. All distance learning courses were private. It is worth mentioning that, of the 105 distance learning courses located, 50 called themselves semi-presential. In Nursing, a profession that essentially involves human care, the quality of education that distance learning offers is questioned. Conclusion: There are questions regarding the quality of education employed by EAD, which, being applied outside the palpable and observable environment of practice, puts in check the reliability of the training methodology, as well as the competence of the trained professionals. (AU)

Objetivo: Realizar un censo de los cursos de licenciatura en enfermería en las instituciones de educación superior brasileñas, según acreditación presencial y a distancia. Métodos: Estudio de abordaje cuantitativo, basado en documentos, tipo analítico-descriptivo, que utilizó datos de los cursos de Enfermería brasileños del portal e-MEC y sus páginas, en los sitios web de las IES. Resultados: De los 1.668 cursos de enfermería brasileños, 105 (6,29%) fueron a distancia y 1.563 (93,70%) presenciales. Todos los cursos de educación a distancia fueron privados. Cabe mencionar que, de los 105 cursos a distancia localizados, 50 se autodenominaron semipresenciales. En Enfermería, profesión que involucra esencialmente el cuidado humano, se cuestiona la calidad de la educación que ofrece la educación a distancia. Conclusion: Existen interrogantes sobre la calidad de la educación empleada por EAD, que al ser aplicada fuera del ámbito de práctica palpable y observable, pone en jaque la confiabilidad de la metodología de formación, así como la competencia de los profesionales capacitados. (AU)

Hábitos de vida y rendimiento académico en periodo evaluativo en estudiantes de enfermería / Life Habits and Academic Performance during the Examination Period in Nursing Students

Introducción: Los hábitos de vida de los estudiantes universitarios, con poco tiempo para su realización debido al estrés académico, prácticas, horario de clase y estudio, suelen ser poco saludables, por tanto, pueden influir negativamente en el rendimiento académico. Objetivo: Analizar los hábitos de vida en periodo evaluativo y su influencia en el rendimiento académico en estudiantes universitarios del grado en enfermería. Métodos: Estudio observacional descriptivo de tipo transversal realizado en el momento del examen a 488 estudiantes de los cuatro cursos del grado en enfermería de una universidad al sur de España, en el curso académico 2018. Los instrumentos empleados fueron: un cuestionario con datos sociodemográficos y otro cuestionario de hábitos de estilo de vida. El análisis de la información se realizó través de estadísticos descriptivos, pruebas paramétricas y no paramétricas y correlación lineal. Se respetaron las consideraciones éticas para estudios con humanos. Resultados: El 53,30 por ciento de la muestra realizaba ejercicio físico de forma regular, siendo similar en los cuatro cursos evaluados para los hombres mientras que en las mujeres aumentó de 31,11 por ciento en 1º a 61,26 por ciento en 4º curso. No diferencias relevantes en el rendimiento académico según variables de estilo de vida excepto sueño. Conclusiones: Las horas de sueño dormidas, sobre todo la semana previa al examen se relacionan con mayor rendimiento académico. Nuestros resultados sugieren que los estilos de vida menos saludables conllevan a peor rendimiento académico(AU)

Introduction: The life habits of university students, with little time to carry them out due to academic stress, practices, class and study hours, are usually unhealthy; therefore, they can influence academic performance negatively. Objective: To analyze life habits in the evaluation period and their influence on academic performance in university students of the Nursing degree. Methods: Descriptive, cross-sectional and observational study carried out, in the academic year 2018, at the time of examination with 488 students from the four courses of the Nursing degree from a university in southern Spain. The instruments used were a questionnaire with sociodemographic data and another lifestyle habits quiz. Information analysis was carried out through descriptive statistics, parametric and nonparametric tests, and linear correlation. Ethical considerations for human studies were respected. Results: 53.30 percent of the sample did physical exercise on a regular basis, being similar for men in the four courses assessed, while for women it increased from 31.11 percent in first academic year to 61.26 percent in the fourth academic year. There were no relevant differences in academic performance according to lifestyle variables except sleep. Conclusions: The hours of sleep per se, especially during the week before the exam, are related to higher academic performance. Our results suggest that less healthy lifestyles lead to poorer academic performance(AU)

Testing general self-efficacy, perceived competence, resilience, and stress among nursing students: An integrator evaluation.

The purpose of this study was to develop a predictive model for perceived competence and to obtain an integrator evaluation of the nursing curriculum with measures of nursing self-efficacy, general self-efficacy, resilience, and stress among nursing students. A correlational study with nursing students (N = 265) from the degree in nursing was conducted. A factor analysis was used to test the construct validity of nursing self-efficacy and perceived competence. The correlational and discriminant analyses evaluated the factors in the four academic levels of the degree (2016-2017) to identify the variables involved in the classification of the students in each level. The results of exploratory and confirmatory factor analyses of nursing self-efficacy and perceived competence revealed a statistically significant good fit and consistency. Nursing self-efficacy, general self-efficacy, resilience, and year of the degree course predicted 34% of perceived competence scores. The discriminant function of nursing self-efficacy, perceived competence, and resilience classified 76% of participants in the first and last years of the degree. Nursing self-efficacy, perceived competence, and resilience increased with academic level. They help chart nursing students' progress through the curriculum.

Effectiveness of the e-NurSus Children Intervention in the Training of Nursing Students.

The paediatric population is the most vulnerable to exposure to environmental risk factors. Institutions of higher education have to equip nursing students with the attitudes, knowledge, and skills to respond to this using blended learning. The aim of this study was to evaluate the effect of e-NurSus Children intervention on student nurses' attitudes, knowledge, and skills. A quasi-experimental study of time series was designed using pre and post educational intervention evaluation in 2018. The participants were nursing students (N = 267) from Spain (n = 110) and the United Kingdom (n = 157). Three instruments were used: the Sustainability Attitudes in Nursing Survey, the Children's Environmental Health Knowledge Questionnaire, and the Children's Environmental Health Skills Questionnaire. The attitudes (15.81%), knowledge (39.02%), and skills (29.98%) of nursing students improved following the e-NurSus Children intervention. It is necessary to include topics on children's environmental health in nurse education as students are aware of this issue but do not have the knowledge or skills required to manage problems or illness caused by the environment. The e-NurSus Children intervention is an effective tool to address this educational gap.

Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study.

BACKGROUND: The European Higher Education Area places students at the centre of the teacher-guided learning process and requires them to participate more in their education and to be responsible for acquiring the professional competences relevant to their career. Self-directed learning is a key means for developing the skills necessary for professional careers. OBJECTIVE: To measure self-directed learning readiness in health science undergraduates. METHOD: Observational descriptive cross-sectional study of a convenience sample drawn from the total health science (medicine, nursing, physiotherapy and psychology) undergraduate population (n = 1699) at the University of Girona (Spain). The data collection instrument was a self-directed learning readiness scale with 38 items administered to the 1134 undergraduates who agreed to participate. RESULTS: Just over three quarters of the sample (n = 865; 76.27%) completed the full questionnaire. Self-directed learning readiness was indicated by an overall mean (standard deviation) score of 143.65 (11.76) points. Nursing undergraduates obtained the highest mean (SD) score - 145.08 (14.13) - in the overall scale. Associations were observed between degree course and self-directed learning readiness in the learning planning, desire for learning, self-confidence, self-management and self-evaluation subscales. Women scored better than men (p < 0.13) and scores progressively improved with each additional academic year. CONCLUSION: The sampled students exhibited good self-directed learning readiness. Training students in self-directed learning skills is a necessary part of the teaching-learning process. This kind of training in universities needs to be reinforced to develop learning autonomy, promote lifelong learning and prepare competent future health professionals.

Analysis of factors potentially associated with nursing students' academic outcomes: A thirteen-year retrospective multi-cohort study.

BACKGROUND: Low academic success rates lead to fewer than the required number of nurses entering the national health systems, impacting on the supply of nurses and with negative consequences for global health care since low nurse-to-patient ratios are associated with an increase of patients' adverse outcomes. OBJECTIVES: This study was mainly aimed at documenting any of the academic outcomes' potential predictors among Nursing Degree Program (NDP) students' characteristics. DESIGN: A retrospective multi-cohort study was conducted. PARTICIPANTS AND SETTING: Ten cohorts of nursing students enrolled in a central Italy university were involved. METHODS: Qualitative and quantitative data on entry characteristics and academic outcomes were retrieved, observing retrospectively 10 cohorts of Italian nursing students for 13 academic years (2004-2017). Multiple regression analyses were conducted to assess if potential predictors reporting a p-value < 0.05 in univariate analyses were independently related to academic outcomes. RESULTS: A total of 2278 students were enrolled in this study. Multivariate analyses showed that 'female gender', 'having attended classical or scientific upper-secondary school', and 'having higher upper-secondary diploma grade' were associated both with the qualitative outcomes (graduation within the legal duration of NDP) and the quantitative ones (final degree exam grade). The weight of the 'admission-test score' in explaining the variance of academic performances was very low (ß = 0.03, 95% CI = 0.01 to 0.05) compared to the 'upper-secondary diploma grade' (ß = 0.14, 95% CI = 0.12 to 0.16). CONCLUSIONS: This evidence should lead to a reflection on the entry-selection methods for NDP, especially in those countries such as Italy, where these methods are essentially based on the entry-test, which in this study was shown to have a very low predictive power for academic outcomes.

The effect of nursing staff on student learning in the clinical setting.

Aim To explore baccalaureate nursing students' perspectives of the influence of nursing staff on their learning and experience in the clinical setting. Method A qualitative description approach was used. Thirty nursing students were interviewed individually or in focus groups. Data were analysed using content analysis. Four researchers analysed the data separately and agreed on the themes. Findings Nursing staff had positive (enabling) and negative (hindering) effects on students' clinical learning and socialisation to nursing. Nursing staff may encourage and excite students when they behave as positive mentors, facilitators and motivators. However, their actions may also have a negative effect on students, decreasing their confidence, learning and desire to continue in the profession. Conclusion Nursing staff influence student learning. Their actions, attitude and willingness to teach are influential factors. The findings have implications for patient safety, nurse retention and recruitment, and preparing students for professional practice.

Factors influencing the choice of a nursing or a non-nursing degree: a multicenter, cross-sectional study.

Current literature has paid increasing attention to the factors influencing career decisions; nevertheless, few studies have compared candidates that have chosen a nursing versus a non-nursing degree. A multicenter, cross-sectional study design was performed to explore whether or not certain individual variables and having inaccurate data about nursing as a profession influenced the choice of a non-nursing degree. Six non-nursing and three nursing degree programs offered by two public Italian universities were involved. A total of 507 students who had just enrolled in non-nursing degree programs and 202 in nursing degree programs were invited to complete a questionnaire comprising 12 closed items. Overall, from 40.0% to 57.1% of the variation in choosing a degree other than nursing was explained by variables such as age, and having inaccurate data on the nursing profession. For each year over 19 years of age, the likelihood that the student would decide to enroll in a nursing degree program increases. For each wrong answer reported on the questionnaire evaluating knowledge on nursing profession, there was a reduction of approximately six times in the likelihood that the student would enroll in a nursing degree program. Information regarding the nursing profession should be offered in early stages of life; in addition, offering accurate data on the profession is a key factor in evaluating the congruence of the career with the individual's personal motivations, aspirations, and talents.

Influencia de las estrategias curriculares de la carrera Licenciatura en Enfermería en la calidad del cuidado / Influence of curricular strategies of the career of Nursing Degree in the care quality

Se realizó una investigación documental con el objetivo de valorar la influencia de las estrategias curriculares de la carrera Licenciatura en Enfermería en la calidad del cuidado. Esta valoración, a partir del procedimiento inductivo-deductivo, el análisis y la síntesis, consideró la importancia que tiene este recurso pedagógico en la formación integral de los estudiantes y su contribución a la resolutividad de situaciones relacionadas con el cuidado, resultado que se refleja en la calidad de la atención, disminución de eventos adversos y por consiguiente la seguridad del paciente. Se asume por estrategia, línea o eje curricular, al abordaje pedagógico del proceso docente que se realiza con el propósito de lograr objetivos generales relacionados con determinados conocimientos, habilidades y modos de actuación profesional que son clave en su formación y que no es posible lograrlos con la debida profundidad desde la óptica de una sola disciplina o asignatura académica. Se concluye que las doce estrategias curriculares de esta carrera como una forma particular de desarrollar el proceso docente, con una direccionalidad altamente coordinada que responda al perfil de salida, en la que se imbrican de manera creciente los contenidos y los diversos métodos teóricos y prácticos de las unidades curriculares del plan de estudio, influye en la formación de un profesional competente, lo que se traduce en buenas prácticas, seguras y responsables en su campo de actuación; aunque para ello debe existir una estructura metodológica que garantice el funcionamiento de esta forma particular de desarrollar el proceso docente(AU)

A documentary research was made to value the influence of the curricular strategies of the career of Nursing Degree in the care quality. This assessment, from the inductive-deductive procedure, the analysis and the synthesis, emphasizes the significance of this educational resource in integral training of students and its contribution to resolution of situations related to care, result reflected in the care quality, decrease of adverse events and thus the patient's safe. Strategy, line or curricular axis is considered as the educational approach of teaching process performed to achieve general objectives related to determined knowledges, abilities and ways of professional performance which are key elements in its training and that it is not possible to achieve with the appropriate depth from the point of view of an only discipline or academic subject. We conclude that the twelve curricular strategies of this career as a particular way of developing the teaching process with a very coordinated direction in keeping with the opening profile where in a increasing way are overlapped the contents and the different theoretical and practical methods of curricular units of study plan, influencing in the training of a competent professional leading to good, safe and responsible practices in its performance field; although for that reason must to be a methodological structure to guarantees the functioning of the specific way to develop the teaching process(AU)

Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students / Utilización del role playing en la integración de conocimientos en el proceso de enseñanza-aprendizaje de enfermería: valoración de los estudiantes / Usando role playing na integração do conhecimento no processo ensino-aprendizagem em enfermagem: avaliação dos alunos

To assess role-playing as a methodology in the teaching-learning process for the Nursing Degree. To identify the attitude of nursing students towards role-playing. To analyze the response of students to their teaching-learning process after role-playing. Relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave according to the situation. Third-year students from the Nursing School of the "X". Academic years 2006-2007 and 2007-2008. The reflexive nature of qualitative research is based on Symbolic Interactionism. The subject category chosen is role-playing and it is sorted into the subcategories and codes. Findings from the analysis of the summaries have allowed us to see what actually happens when using role-playing as a teaching-learning tool in nursing, why and what the consequences are.

Evaluar el role-playing como metodología en el proceso de enseñanza-aprendizaje en la enseñanza del Grado de Enfermería. Identificar la actitud de los estudiantes de enfermería ante el role-playing. Analizar la respuesta de los estudiantes después de realizar el role-playing en su proceso de enseñanza-aprendizaje. La relación de ayuda es una de las funciones principales de los cuidados de enfermería, en todos los ámbitos con el fin de que se pueda desarrollar y hacer frente a los diversos estímulos de la vida a través de la comunicación terapéutica, que permite a las enfermeras ver su rol con las personas como un marco para "saber estar" en la relación de ayuda. Estudiantes de tercer año de la Escuela de Enfermería de la "X". Año académico 2006-2007 y 2007-2008. El carácter reflexivo de la investigación cualitativa está fundamentado en el Interaccionismo Simbólico. La categoría temática seleccionada, es la de role-playing que permite una clasificación de subcategorías y códigos. Los resultados del análisis de las síntesis nos han permitido identificar lo que sucede realmente con la utilización del role-playing como herramienta de enseñanza-aprendizaje en enfermería, por qué y cuáles son las consecuencias.

Avaliar o role-playing como metodologia no proceso ensino-aprendizagem no ensino de graduação de enfermagem. Identificar as atitudes dos estudantes de enfermagem relacionadas ao role-playing. Analisar a resposta dos alunos no proceso ensino-aprendizagem após realizarem o role-playing. a relação de ajuda é uma das principaisfunções dos cuidados de enfermagem, em todas as dimensões e, através da comunicação terapêutica busca o desenvolvimento das pessoas para enfrentar os diversos estímulos da vida. A comunicação terapêutica permite às enfermeiras reconhecerem seu papel, como um marco para "saber estar" na relação de ajuda. Estudantes de terceiro ano da Escola de Enfermagem "X" nos períodos letivos de 2006-2007 e 2007-2008. A natureza reflexiva desta pesquisa qualitativa baseia-se no interacionismo simbólico. A categoria temática selecionada foi o role-playing, que permitiuuma classificação em subcategorias e códigos. Os resultados permitiram identificar o que realmente acontece com o uso do role-playing como uma ferramenta de ensino e aprendizagem em enfermagem, porquê e quais suas consequências.