The advancement of critical care nursing as a response to the current demands.

The current demand on health services requires that nurses play a key role, by adapting their competencies to different fields and complexity levels. The approach of situations presented by critically ill patients underpins the need for development of specialised competencies in specific areas such as patient safety, prevention and control of healthcare-associated infections, performance of specific techniques and interventions, autonomous medication management or the use of technology, among others. Spain relies on a specialist training programme that is unique worldwide. Training admission is managed through a contract as a "Resident Nurse Intern" (EIR, Enfermera Interna Residente), provided by regional healthcare services. Only 6 specialities have been established and developed, in an uneven manner and with a short provision of places, annually. Given that the specialization in critical care nursing does not exist, nurses usually self-fund their postgraduate training to enhance their opportunities career development. The development of a speciality for critical care nursing is a priority. The models proposed advocate for creating nursing roles that could cover the systemic gaps through the expansion of their competencies and the introduction of procedures that fit nursing into advanced practice, which could be achieved through Advanced Accreditation Diplomas. Simultaneously, it would be convenient to analyse how and why such a dynamic discipline in some countries became stuck in anachronistic models of the Spanish healthcare system. This analysis might contribute to move forward on the development of areas of improvement in terms of service access and quality of care.

Informatics Competencies of Students in a Doctor of Nursing Practice Program: A Descriptive Study.

OBJECTIVES: Health systems that apply artificial intelligence (AI) are transforming the roles of healthcare providers, including those of Doctor of Nursing Practice (DNP) providers. These professionals are required to utilize informatics knowledge and skills to deliver quality care, necessitating a high level of informatics competencies, which should be developed through well-structured courses. The purpose of this study is to assess the informatics competency scale scores of DNP students and to provide recommendations for enhancing the informatics curriculum. METHODS: An online informatics course was offered to students enrolled in a Bachelor of Science in Nursing to DNP program, and their informatics competency, which includes three subscales, was evaluated. Online survey data were collected from Fall 2021 to Fall 2022 using the "Self-Assessment of Informatics Competency Scale for Health Professionals." RESULTS: An analysis of 127 student responses revealed that students demonstrated competence in overall informatics competency and in one subscale: "applied computer skills (clinical informatics)." They showed proficiency in the "basic computer skills" and the "role" subscales. However, they reported lower competency in managing data and integrating standard terminology into their practice. CONCLUSIONS: The findings offer detailed insights into the current informatics competencies of DNP students and can inform informatics educators on how to enhance their courses. As healthcare institutions increasingly depend on AI applications, it is imperative for informatics educators to include AI-related content in their curricula.

Superación profesional de los docentes de enfermería para el desarrollo de su cultura pedagógica / Professional growth for the development of a pedagogical culture in the teaching nursing staff i: en

Los cambios en la educación médica demandan profesionales eficientes en su magisterio. En tal sentido, la docencia en la carrera de Enfermería debe ser ejercida con una amplia cultura pedagógica, lo cual se logra a partir de la superación académica que prepara al individuo para ser flexible al lidiar con las constantes variaciones sociales, institucionales y curriculares. Los referentes epistemológicos sobre este tema revelan una limitada sistematización de dicha superación en el docente de enfermería respecto a su formación profesoral. El presente artículo esboza brevemente las etapas del desarrollo de dicha superación, así como las insuficiencias que se presentaron en cada una de ellas. Por último, se describen algunos elementos de la superación profesional y de la cultura pedagógica, los que argumentan la trascendencia de ambas en el proceso formativo de los docentes de Enfermería.

Changes in medical education demand efficient professionals in their teaching. In this sense, education in the nursing career must be exercised with a broad pedagogical culture, which is achieved through academic growth that prepares the individual to be flexible in dealing with constant social, institutional and curricular variations. The epistemological referents on this subject reveal a limited systematization of such improvement in nursing teachers with respect to the development of their teacher training. This article briefly outlines the stages of the development of the growth, as well as the inadequacies that were presented in each one of them. Finally, some elements of professional development and pedagogical culture are described, which argue the transcendence of both in the formative process of nursing teachers.

The Robert Wood Johnson Foundation Future of Nursing Scholars program: The scholar experience.

BACKGROUND: Robert Wood Johnson Foundation Future of Nursing Scholars program used multi-pronged approach to support nurses completing accelerated PhD programs. PURPOSE: The purpose of this manuscript was to describe scholars' experiences completing PhDs, their dissertation characteristics, program leadership development sessions, scholar perceptions of program components. METHODS: Of 201 scholars, 157 (78%) completed quantitative exit surveys, providing: satisfaction with doctoral programs and FNS curricula, types of dissertation data used, dissertation formats. Interviews held with five scholars to capture representative themes. FINDINGS: Scholars utilized primary and secondary data for dissertations; 53% primarily used secondary data. The majority (68%) used manuscript dissertation formats. Approximately 64% completely agreed program curricula helped prepare them for professional transitions, to work collaboratively, lead confidently. Proportion of FNS graduates (42%) pursuing postdoctoral positions exceeded national trends. DISCUSSION: Despite stresses posed by accelerated PhD programs, scholars are well-situated to advance nursing science. Findings suggest secondary data analyses work well for accelerated programs. Scholar program experiences were positive.

The Robert Wood Johnson Foundation Future of Nursing Scholars program: An overview.

BACKGROUND: Following the 2010 report, "The Future of Nursing: Leading Change, Advancing Health," Robert Wood Johnson Foundation created the Future of Nursing Scholars program to increase the number of PhD-prepared nurses who could assume leadership roles earlier in their careers by shortening the PhD education trajectory and developing leadership skills. PURPOSE: The purpose of this paper is to describe the state of the field at program launch, the program development, and operations. METHODS: A descriptive narrative was used, which relied on literature review focused on nursing PhD program completion and presentation of FNS program objectives and findings. FINDINGS: Nurses from 46 schools pursued their PhDs as Future of Nursing Scholars. As of May 1, 2022, 181 scholars graduated with 20 scholars still enrolled. Preliminary results suggest accelerate PhD programs featuring intensive mentoring and financial support can produce well-prepared nurse researchers ready for postdoctoral positions and leadership roles. DISCUSSION: Program attributes including financial support and leadership development initiatives may be replicated.

Educating PhD students in research-intensive nursing doctorate programs regarding teaching competencies.

In October 2019 an invitational summit was held addressing nursing PhD program competencies within research-intensive universities. One topic of discussion was related to whether or not teaching competencies should be included in the PhD program curricula of research-intensive universities, and where competencies should be learned. The discussion indicated a lack of uniform consensus. Rather, schools should be clear about their goals-to focus solely on developing nurse scientists, or a broader mission of preparing graduates to embrace the full scope of academic work inclusive of discovery, teaching, application and integration, or even possibly roles outside of academia. The discussion group coalesced around the notion that preparation in teaching be dependent upon mission clarification. Schools could then decide whether to incorporate teaching competencies or whether the best way to achieve their mission was to limit the acquisition of teaching competencies to elective experiential learning alone, or a combination of didactics, supervised practica and experiential learning. Based upon the summit conversation, this is something that each PhD program will have to decide based upon its own purpose and the environment it is preparing graduates to occupy. Nevertheless, preparing for a too narrow and specific career trajectory may not accommodate flexibility in the marketplace.

Historicity of nursing graduate studies in Brazil: an analysis of the Sociology of the Professions / Historicidad de los estudios de posgrado en enfermería en Brasil: un análisis de la sociología de las profesiones / Historicidade da pós-graduação em enfermagem no Brasil: uma análise da sociologia das profissões

ABSTRACT Objectives: to analyze the scientific productions about the history of graduate studies in Brazilian nursing in the light of Eliot Freidson's Sociology of the Professions. Methods: an integrative review, carried out in the databases indexed in Virtual Health Library. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses recommendations were followed. Thematic content analysis and Eliot Freidson's concepts were adopted. Results: two categories emerged: "Institutionalization of graduate courses in Brazilian nursing", highlighting the historical process of professionalization in nursing through transition from empirical to professional care, subsidized by the monopoly of the construction of one's own knowledge; "The scientific production of graduate nursing in Brazil", showing the strengthening of a new generation of nurse researchers, given the greater scientificity in teaching due to implementation of graduate studies. Final Considerations: the analyzes present the historicity of graduate studies' institutionalization, supporting the understanding of professionalization outlines of Brazilian nursing.

RESUMEN Objetivos: analizar las producciones científicas sobre la historia de los estudios de posgrado en enfermería brasileña a la luz de la Sociología de las Profesiones de Eliot Freidson. Métodos: revisión integradora, realizada en las bases de datos indexadas en la Biblioteca Virtual en Salud, se siguieron las recomendaciones del Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Se adoptaron el análisis de contenido temático y los conceptos de Eliot Freidson. Resultados: se enumeraron dos categorías: "Institucionalización de los posgrados en enfermería brasileña", destacando el proceso histórico de profesionalización de la enfermería a través de la transición del cuidado empírico al profesional, subsidiado por el monopolio de la construcción del conocimiento propio; "La producción científica de la enfermería graduada en Brasil", mostrando el fortalecimiento de la nueva generación de enfermeras investigadoras en el país, dada la mayor cientificidad en la docencia debido a la implementación de estudios de posgrado. Consideraciones Finales: los análisis muestran la historicidad de la institucionalización de los estudios de posgrado, apoyando la comprensión de los trazos de la profesionalización de la enfermería brasileña.

RESUMO Objetivos: analisar as produções científicas acerca da história da pós-graduação em enfermagem brasileira à luz da Sociologia das Profissões de Eliot Freidson. Métodos: revisão integrativa, realizada nas bases indexadas na Biblioteca Virtual da Saúde. Seguiram-se as recomendações da Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Adotaram-se a Análise de Conteúdo Temática e as concepções de Eliot Freidson. Resultados: elencaram-se duas categorias: "Institucionalização da pós-graduação em enfermagem brasileira", ressaltando o processo histórico da profissionalização da enfermagem pela transição de um cuidado empírico para o profissional, subsidiado pelo monopólio da construção de saber próprio; "A produção científica da pós-graduação em enfermagem no Brasil", evidenciando o fortalecimento da nova geração de enfermeiros pesquisadores no país, visto a maior cientificidade no ensino pela implantação da pós-graduação. Considerações Finais: as análises apresentam a historicidade da institucionalização da pós-graduação subsidiando a compreensão dos delineamentos da profissionalização da enfermagem brasileira.

Produção científica sobre saúde penitenciária na enfermagem brasileira / Producción científica en salud penitenciaria en enfermería brasileña / Scientific production on penitentiary health in Brazilian nursing

Objetivo: caracterizar os estudos publicados no Centro De Estudos e Pesquisa em Enfermagem que abordam a temática saúde penitenciária. Método: trata-se de uma pesquisa bibliográfica, cuja busca foi realizada no banco de dados do CEPEn, nos catálogos disponíveis eletronicamente ­ correspondentes ao Volume XIX (2001) ao XXXIV (2016). Resultados: a análise foi realizada nos 9514 títulos constantes no banco de dados, entre os quais nove (0,095%) das dissertações e teses foram desenvolvidas sobre o tema e compõem a amostra final. Destes, apenas um estudo relacionou enfermagem e saúde penitenciária e três destacaram implicações para a profissão. Conclusão: depreende-se que fomentar a discussão sobre o tema representa um avanço e é essencial para suprir as lacunas verificadas na prestação da assistência à saúde nesse cenário.

Objective: To characterize the studies published in the Center for Studies and Research in Nursing that address the theme penitentiary health. Method: This is a bibliographic search, which was searched in the CEPEn database, in the catalogs available electronically - corresponding to Volume XIX (2001) to XXXIV (2016). Results: The analysis was performed on the 9514 titles in the database, among which nine (0.095%) dissertations and theses were developed on the subject and make up the final sample. Of these, only one study related nursing and penitentiary health and three highlighted implications for the profession. Conclusion: It is clear that fostering discussion on the topic represents a breakthrough and is essential to fill the gaps in health care delivery in this scenario.

Objetivo: caracterizar los estudios publicados en el Centro de Estudios e Investigación en Enfermería que abordan el tema de la salud penitenciaria. Método: Esta es una búsqueda bibliográfica, que se buscó en la base de datos CEPEn, en los catálogos disponibles electrónicamente, correspondientes al Volumen XIX (2001) a XXXIV (2016). Resultados: El análisis se realizó en los 9514 títulos de la base de datos, entre los cuales se desarrollaron nueve tesis (0.095%) y tesis sobre el tema y constituyen la muestra final. De estos, solo un estudio se relacionó con la enfermería y la salud penitenciaria y tres destacaron las implicaciones para la profesión. Conclusión: está claro que fomentar la discusión sobre el tema representa un gran avance y es esencial para llenar los vacíos en la prestación de atención médica en este escenario.

Expressão das tendências pedagógicas em teses e dissertações de um laboratório de pesquisa e tecnologia em educação em enfermagem e saúde (1994-2017) / Expresión de tendencias pedagógicas en tesis y disertaciones de laboratorio de investigación y tecnología educativa en enfermería y salud (1994-2017) / Pedagogical trends in theses and dissertations of a research and technology laboratory in nursing and health education (1994-2017)

RESUMO Objetivo: analisar como as tendências pedagógicas se expressam nas investigações científicas do Laboratório de Pesquisa e Tecnologia em Educação em Enfermagem e Saúde, da Universidade Federal de Santa Catarina. Método: pesquisa qualitativa, utilizando análise documental de teses e dissertações produzidas no período 1994-2017. A coleta dos dados ocorreu de março a maio de 2018. Dados tratados à luz da análise de conteúdo. Resultados: identificaram-se 106 documentos. Destes, 89 se filiam à tendência libertadora/criativa, 17 se aproximam da tendência progressista e não foram evidenciados estudos exclusivamente relacionados à tendência pedagógica convencional. Conclusões: as teses e dissertações do Laboratório de Pesquisa trabalharam a educação em enfermagem a partir de perspectiva pautada, majoritariamente, pela tendência pedagógica libertadora/criativa. Este estudo contribui para a construção do conhecimento na enfermagem por reconhecer os pressupostos pedagógicos utilizados por pesquisadores da área, essencial para identificar quais posicionamentos políticos a enfermagem brasileira assume em suas investigações científicas.

RESUMEN Objetivo: Analizar la expresión de las tendencias pedagógicas en las investigaciones científicas del Laboratorio de Investigación y Tecnología en Educación en Enfermería y Salud, Universidad Federal de Santa Catarina. Método: Investigación cualitativa, aplicando análisis documental de tesis y disertaciones producidas en el período 1994-2017. Datos recolectados entre marzo y mayo de 2018. Datos estudiados por análisis de contenido. Resultados: Se identificaron 106 documentos. De ellos, 89 adoptan la tendencia liberadora/ creativa, 17 se acercan a la tendencia progresista, yo no hubo evidencia de estúdios exclusivamente relacionados a la tendencia pedagógica convencional. Conclusiones: Las tesis y disertaciones del Laboratorio de Investigación trabajaron la educación en enfermería a partir de una perspectiva establecida, mayoritariamente, por la tendencia liberadora/creativa. Este estudio contribuye a la construcción del conocimiento en enfermería, al reconocer los presupuestos pedagógicos utilizados por investigadores del área, esencial para identificar las posturas políticas que la enfermería brasileña asume en sus investigaciones científicas

ABSTRACT Objective: To analyze pedagogical trends present in the scientific investigations conducted by the Research and Technology Laboratory in Nursing and Health Education of the Federal University of Santa Catarina. Method: This was a qualitative documentary analysis of theses and dissertations produced in 1994-2017. The data were collected between March and May 2018. Content analysis was used to process the data. Results: A total of 106 documents were analyzed. Of these, 89 were affiliated with the liberating/creative trend, 17 with the progressive trend, and no studies were found that were exclusively related to the conventional pedagogical trend. Conclusions: The theses and dissertations produced by the Research Lab addressed nursing education on a perspective mostly based on the liberation/creative pedagogical trend. This study contributed to constructing knowledge by recognizing the pedagogical assumptions used by researchers in the field, essential for identifying the political positions of Brazilian nursing when conducting research

Partnership for development: A peer mentorship model for PhD students.

Formal mentoring relationships socialize Doctor of Philosophy (PhD) students to their current and future roles as nursing scholars. Despite formal mentoring, some students may desire or benefit from additional mentoring in an informal setting. Informal mentoring complements the one-to-one relationship students develop with a primary faculty mentor or dissertation chair. This manuscript describes the development, implementation, and evaluation of a student-driven, peer mentorship model, titled Partnership for Development. This small group, peer mentorship model was implemented in a PhD program at a School of Nursing during an academic year. Five student peer facilitators organized a total of 32 PhD students, 2 post-doctoral associates, and invited 5 faculty to participate. Data includes pre- and post-implementation surveys completed by the students and peer facilitator field notes. Student reported post-participation benefits included: getting to know faculty in an informal setting (n=6), socializing with students from other cohorts (n=6), and obtaining a sense of camaraderie with other PhD students (n=5). We recommend peer mentorship for other PhD programs as a way to socialize PhD students into the role of nurse scientist and assist students during their tenure as a PhD student.