Managerial Decision-Making of Nurses in Hospitals: creation and validation of a simulation scenario / Tomada de Decisão Gerencial do Enfermeiro da Área Hospitalar: construção e validação de cenário de simulação / Toma de Decisiones Gerenciales del Enfermero en el Área Hospitalaria: construcción y validación de un escenario de simulación

Abstract Objective: to build and validate a clinical simulation scenario on hospital nurse managerial decision-making competence for undergraduate nursing students. Method: a descriptive and methodological study was carried out in a higher education institution, with the participation of 10 judges and five players. To do so, the conceptual simulation model proposed by Jeffries and standards of the International Nursing Association for Clinical Simulation and Learning were used to prepare the scenario and the checklist. Results: the scenario was called "Managerial decision-making of nurses in the face of adverse events in a hospital". The scenario script and checklist were built for validation. The checklist was face- and content-validated. Afterward, judges used the checklist to validate the scenario, which, in its final version, was composed of Prebriefing (seven items), Scenario in Action (18 items) and Debriefing (seven items). Conclusion: the scenario proved to be a teaching strategy that anticipates the reality of future nurses, bringing them the self-confidence to perform their activities and helping them to act critically and reflectively during decision-making processes.

Resumo Objetivo: construir e validar um cenário de simulação clínica sobre a competência tomada de decisão gerencial do enfermeiro hospitalar para estudantes de graduação em enfermagem. Método: estudo descritivo e metodológico realizado em uma instituição de ensino superior, com a participação de 10 juízes e cinco atores. Utilizou-se o modelo conceitual de simulação proposto por Jeffries e guias padronizadas da International Nursing Association for Clinical Simulation in Learning para a elaboração do cenário e do checklist. Resultados: o cenário ficou denominado como "Tomada de decisão gerencial do enfermeiro diante de eventos adversos no contexto hospitalar". Construiu-se o script do cenário e o checklist para a sua validação. Realizou-se validação de face e conteúdo do checklist. Posteriormente, juízes de posse do checklist, validaram o cenário que, em sua versão final, ficou composto por Prebriefing (sete itens), Cenário em Ação (18 itens) e Debriefing (sete itens). Conclusão: o cenário mostrou-se uma estratégia de ensino capaz de antecipar a realidade do futuro enfermeiro, trazendo autoconfiança na execução de suas atividades, contribuindo para agir de forma crítica e reflexiva durante o processo de tomada de decisão.

Resumen Objetivo: construir y validar un escenario de simulación clínica sobre la competencia en la toma de decisiones gerenciales del enfermero hospitalario para estudiantes del grado en enfermería. Método: estudio descriptivo y metodológico realizado en una institución de educación superior, con la participación de 10 jueces y cinco actores. Se utilizó el modelo conceptual de simulación propuesto por Jeffries y guías estandarizadas de la International Nursing Association for Clinical Simulation in Learning para la elaboración del escenario y del checklist. Resultados: el escenario se denominó "Toma de decisiones gerenciales del enfermero ante eventos adversos en el contexto hospitalario". Se construyó el script del escenario y el checklist para su validación. Se realizó la validez aparente y el contenido del checklist. Posteriormente, los jueces en posesión del checklist, validaron el escenario que, en su versión final, quedó compuesto por Prebriefing (siete ítems), Escenario en Acción (18 ítems) y Debriefing (siete ítems). Conclusión: el escenario demostró ser una estrategia de enseñanza capaz de anticipar la realidad del futuro enfermero, trayendo autoconfianza en la ejecución de sus actividades, contribuyendo para actuar de forma crítica y reflexiva durante el proceso de toma de decisiones.

On professional skill in the age of digital technology: What happens when work is instrumented with technology.

This article is about professional skill and what happens when work is instrumented with technology. The purpose is to contribute to the understanding of the professional skill, its role and development in an increasingly digitalized working life. The article also argues that more research is needed to understand what is at stake in terms of professional skill in the age of digital technology. The research on which the article is based shows that people adapt their way of thinking and perceiving reality to the technology they use. This means that people are gradually becoming more and more like machines. There is an ongoing intellectual inner mechanization, which can be contrasted with the outer mechanization of human muscle power that the industrial revolution entailed. The intellectually mechanized man observes and describes reality in the terms of technology and loses the ability to discern nuances and make qualified judgments gradually. The concepts of Turing's man and functional autism capture these phenomena. Tacit engagement is a concept that captures the tacit knowledge that can only be expressed when people share physical space. The concept draws attention to the importance of the physical space and the body and what is at stake in terms of interpersonal knowledge in the wake of digital communication technology. It is not machines with supposedly human abilities and characteristics that we need to pay attention to when working life becomes increasingly digitalized, but people who gradually become like machines. What is required to safeguard the knowledge that is unique to man is bildung, i.e., to see the limits of the technology and the abstract theoretical models one uses. Art, classical literature, and drama, with their more plastic language, can reach areas where mathematics and natural science cannot reach.

Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation.

Objective. To explore preceptors' perceptions about the performance of undergraduate pharmacy students during experiential placements in Australia, before and after curricular transformation.Methods. Using a semi-structured approach, we interviewed 26 preceptors who had recently supervised students who took part in the transformed curriculum and students from the previous curriculum. A directed content analysis approach was used to analyze the transcripts.Results. Preceptors described students from the transformed curriculum as having improved professional skills, behaviors, and attitudes and as having an increased ability to perform clinical activities compared to students of the previous curriculum. Preceptors also perceived that students in the transformed curriculum had improved clinical knowledge and knowledge application. They less frequently expressed that students in the transformed curriculum had lower-than-expected knowledge levels.Conclusion. The results of this study suggest that curricular transformation with a focus on skill-based and active learning can improve the performance of pharmacy students in terms of their professional behaviors and attitudes, skills, knowledge, and clinical abilities, as perceived by preceptors.

Application of thinking visual guidance teaching model in anesthesia clinical practice teaching / 中华医学教育探索杂志

Objective:To analyze the application of thinking visual guidance teaching model in anesthesia clinical practice teaching.Methods:Taking the implementation time (March 2019) of thinking visual guidance teaching model in our hospital as the limit, 56 interns who came to our hospital for anesthesia practice before the implementation were included as control group, and 61 interns enrolled after the implementation (from March 2019 to March 2020) were included in study group. The mastery status of professional skills (duration of anesthesia operation, success rate of one-time anesthesia puncture and success rate of one - time tracheal intubation), professional knowledge assessment results and professional attitude changes were compared between the two groups at 2 months and 6 months of training. Self-evaluation after 6 months of training was compared between the two groups. SPSS 18.0 was used for t test and chi-square test. Results:After 6 months of training, the mastery status of professional skills (duration of anesthesia operation, success rate of one-time anesthesia puncture, and success rate of one-time tracheal intubation) of the two groups of interns were significantly improved compared with those after 2 months of training, and the above indicators of study group were significantly better than those of control group (all P<0.05). After 6 months of training, the scores of assessment results of professional knowledge (basic knowledge, understanding and memory, case analysis, emergency handling) and professional attitude (behavior, language, initiative and adaptability) in the two groups of interns were significantly higher than those after 2 months of training, and the above indicators scores of study group were significantly higher than those of control group (all P<0.05). The scores of self-evaluation (learning efficiency, learning atmosphere, learning ability, self-confidence and satisfaction) of study group at 6 months of training were significantly higher than those of control group at the same period (all P<0.05). Conclusion:Thinking visual guidance teaching model can effectively improve the professional knowledge and operation skills of anesthesia clinical interns, and it has a good application effect.

Application of PBL teaching guided by anesthesia plan in the teaching of anesthesia undergraduate interns / 中华医学教育探索杂志

Objective:To explore the application effect of PBL teaching guided by anesthesia plan in clinical teaching of anesthesia undergraduate practice.Methods:A total of 34 anesthesiology undergraduates who practiced in Daqing Oilfield General Hospital/The Tenth Affiliated Hospital of Qiqihar Medical University from January 2020 to September 2020 were selected and randomly divided into experimental group ( n=17) and control group ( n=17). The experimental group adopted PBL teaching guided by anesthesia plan, while the control group adopted traditional teaching. The theoretical assessment results, case analysis assessment results, and clinical skills assessment results of the two groups of undergraduate interns were compared and analyzed. Additionally, a questionnaire survey was conducted to evaluate the students' comprehensive ability. SPSS 22.0 was used for t test. Results:The scores and total scores of theoretical knowledge and anesthesia skills in the experimental group were higher than those in the control group, and the difference was statistically significant ( P<0.05). Before learning, there was no significant difference in scores and total scores of comprehensive ability between the two groups ( P>0.05); after learning, the comprehensive ability of the two groups of students were improved, and those of the experimental group were higher than those of the control group ( P<0.05). Conclusion:PBL teaching guided by anesthesia plan can effectively improve the mastery of theoretical knowledge, clinical operation skills and case analysis ability of anesthesia undergraduate interns, and the teaching effect is good, which is worthy of further promotion.

Profile of transversal skills of Nursing students to intervene in disaster situations / Perfil de competencias transversales de estudiantes de Enfermería para intervenir en situaciones de desastre / Perfil de competências transversais dos estudantes de Enfermagem para intervir em situações de catástrofe

ABSTRACT Objective: to identify the profile of transversal teaching/learning skills, which allows an adequate intervention of disaster nursing students. Methods: this is research framed in the qualitative, transversal paradigm methodology, supported by inductive and exploratory reasoning. Results: it was found that there is no consensus between Nursing Education Major Coordinators/Directors and disaster nursing experts regarding transversal skills considered decisive, due to the current absence of the theme in study plans and the limited personal and professional training of professors. Final considerations: the development and implementation of teaching/learning strategies that allow the development of transversal skills, favoring students' ability to meet this reality in a conscious, balanced and efficient way, is crucial.

RESUMEN Objetivo: identificar el perfil de competencias transversales de enseñanza/aprendizaje, que permita una adecuada intervención del estudiante de la Licenciatura en Enfermería en el dominio de la catástrofe. Resultados: se constató que no existe consenso entre los Coordinadores/Directores de la Licenciatura en Enfermería y los expertos en enfermería de catástrofes respecto a las competencias transversales consideradas cruciales. Métodos: investigación enmarcada en la metodología del paradigma cualitativo, transversal, sustentada en razonamientos inductivos y exploratorios. Consideraciones finales: es crucial el desarrollo e implementación de estrategias de enseñanza/aprendizaje que permitan el desarrollo de competencias transversales, favoreciendo la capacidad del estudiante para afrontar esta realidad de manera consciente, equilibrada y eficiente.

RESUMO Objetivo: identificar o perfil de competências transversais de ensino/aprendizagem, que permita uma intervenção adequada do estudante do Curso de Licenciatura em Enfermagem no domínio da catástrofe. Métodos: investigação enquadrada na metodologia do paradigma qualitativo, transversal, apoiada no raciocínio indutivo e exploratória. Resultados: verificou-se que não existe consenso entre os Coordenadores/Diretores dos Cursos de Licenciatura em Enfermagem e os peritos de enfermagem em catástrofe quanto às competências transversais consideradas determinantes, decorrente da atual ausência da temática nos planos de estudo e da diminuta formação pessoal e profissional dos docentes. Considerações finais: o desenvolvimento e implementação de estratégias de ensino/aprendizagem, que permitam o desenvolvimento de competências transversais, favorecendo a capacidade do estudante para se encontrar com esta realidade de maneira consciente, equilibrada e eficiente, assume-se crucial.

[Professional profiles and representations of staff members in Burundi health centers: Socio-professional groups with compartmentalizes knowledge]. / Profils et représentations professionnelles des agents en centre de santé au Burundi : des groupes socio-professionnels aux savoirs cloisonnés.

BACKGROUND: The professional identities, profiles and representations of Burundian health workers remain insufficiently explored. Our twofold objective is to identify the different socio-professional profiles of first-line caregivers and to explore their respective representations of health workers and work. METHODS: The first study describes the overall population of the 1047 staff members employed in 2014-2015 in 62 health centers. The second is a cross-sectional survey conducted in April 2014. Using IRAMUTEQ© software, we conducted textology analysis of the structure and contents of 911 respondents' representations via 3 free associations with regard to 6 questions on the "good worker" and the "what renders one capable of doing good work". RESULTS: At the normative level, among all categories of staff, a relational role is a foundation of professional identity, while technical or administrative functions remain marginal. At the positional level, responses differed according to initial qualification level but not as a function of their role with patients or their professional experience. Three socio-professional categories emerged. The most qualified category (one-quarter of the population) consists primarily of male caregivers, with a high turnover rate (4 years) associated with prospects for further training and career development. These persons present the most professionalized representations of the worker and work. The second quarter has an average level of qualification and turnover (10 years), and is mainly composed of female caregivers with limited professional perspectives. This group's representations are less technical and more patient-centered. Finally, the remaining half consists of relatively low-skilled staff members in charge of technical and logistical support, who are likely to spend their entire career in the same center (>20 years). Largely disregarded by the health care system and its funders, they have few opportunities for training or advancement and despite their long experience, maintain profane representations of workers and work. CONCLUSION: Our results shed light on the predicament of unskilled staff members whose expectations are rarely taken into consideration, even though they represent a significant proportion of the workforce, perform tasks essential to quality of care, and serve as bearers of the memory of their hospital center. These results also highlight the compartmentalization of practices and knowledge between categories of workers and underscore the failure of continuous training strategies targeting the unskilled.

Leadership and surgical training part 2: training toolkit for leadership development during surgical training.

The Royal Australasian College of Surgeons identifies leadership as an everyday surgical skill and one of the 10 key competences expected of surgeons. However, there is limited opportunity for formal leadership training and development prior to becoming a consultant, with surgical leadership curricula within worldwide training programmes often poorly defined. As a consequence of a focus on general professional skill development, rather than specific training and assessment in leadership, observed trainee leadership skills show scope for improvement. Many studies indicate trainees report leadership skills training as beneficial and are receptive to interventions. However, most surgical leadership development courses prepare pre-identified leaders for formal leadership positions rather than developing all surgical trainees leadership skills. Although the recently established Royal Australasian College of Surgeons 'Surgeons as Leaders in Everyday Practice' course helps to fill this gap, it is aimed at consultant surgeons. Most successful leadership development programmes are also longitudinal throughout surgical training and multi-faceted.

Leadership and surgical training part 1: preparing to lead the way?

Every day surgeons lead teams on the wards, in clinics and operating theatres, but most trainees and some surgeons do not consider themselves as leaders. Leadership skills are increasingly important for surgeons, who need knowledge of organizational structure and policy, management strategy and team dynamics to deliver and improve health care in resource-constrained environments. The Royal Australasian College of Surgeons recognizes leadership as one of 10 core surgical competencies but leadership curricula within surgical training programmes are not well defined. There is limited opportunity for formal leadership training and development prior to becoming a consultant.

Closing a window - opening a door: A response to the letter to the editor.

In this response, the authors of "A meta-analysis of anatomy laboratory pedagogies" (Wilson, 2018) make counter arguments to a letter submitted to the editor while encouraging academicians to consider a more modern perspective of anatomy education in the context of changing curricular models. While the authors agree the dissection laboratory is fertile ground for cultivating professional skill development, in more modern settings there are a myriad of outlets and experiences through which trainees can gain the necessary exposure to the same professional skills which are often touted as being informally developed in the anatomy laboratory. Overall, the authors advocate for closing the window on evaluating short-term anatomy knowledge outcomes so that the door can be opened to evaluating the effects of dissection on long-term knowledge gains and determining whether there are irreplaceable teaching advantages within hidden/informal curricula in the anatomy laboratory. Clin. Anat. 31:1207-1209, 2018. © 2018 Wiley Periodicals, Inc.

Influence of Pharmacist Professional Skill Contest on the Continuing Education of Hospital Pharmacists / 医药导报

Combined with the development of modem hospital pharmacy,in light of the present condition of the continuing education for the hospital pharmacists,based on the continuing education mode and method of the affiliated provincial hospital of Anhui medical university pharmacists,from the establishment of continuing education's goal and mode,the construction of hierarchical continuing education system,and education content integration aspects,this paper expounds the role and influence of the pharmacist professional skill contest.Through pharmacist professional skill contest,pharmacist can test and evaluate the hospital pharmacist professional ability,gradually improve pharmaceutical service level and quality of pharmacists.By introducing the pharmacist professional skill contest,pharmacist can not only timely adjust the continuing education's plan and ways,better coordinate with the development of hospital pharmacists,but also provide important technical support and talent reserves for the pharmacist professional skill contest.

Implementation of undergraduate tutorial system of biomedical engineering specialty in medical college / 医疗卫生装备

Objective To explore the tutorial system of biomedical engineering students in medical colleges and universities,and provide useful references for the implementation of undergraduate tutorial system in medical colleges and universities in China.Methods Based on the compulsory professional knowledge and skills of biomedical engineering students,the undergraduate tutorial system of biomedical engineering specialty was analyzed and summarized with thatof School of Biomedical Engineering of the Fourth Military Medical University taken as an example.Results The necessity,problems and new mode were pointed out for the undergraduate tutorial system of biomedical engineering specialty.Conclusion The implementation of undergraduate tutorial system is a new idea of deepening the reform of undergraduate education in biomedical engineering specialty,and is of important significance to improve the professional skills of students.

[Delphi study to identify the management skills of nursing executives]. / Estudio Delphi para identificar las competencias en gestión del directivo de enfermería.

OBJECTIVE: To determine and update the skills map for the position of Nurse Administrator in hospitals and Primary Care. METHOD: An observational, descriptive, cross-sectional study based on a Delphi technique was conducted in hospital and Primary Care settings. Two nominal groups with 15 nurses each were used to define the contents of the questionnaire 0 in the Delphi technique. All nurses registered in the professional associations of Alicante, Castellón and Valencia were invited to participate. The results of the Delphi study was submitted to factor analysis to identify the set of skills and, subsequently, compare them with the offer of post-graduate course in colleges and universities during the 2014-15 academic year. RESULTS: Forty-five competences were extracted during the Nominal groups. In total, 705 nurses replied to the first wave in the Delphi Technique, and 394 in the second (response rate of 56%). Factorial analysis grouped the skills chosen into 10 factors: managing people, conflict management, independent learning, ethics, emotional balance, commitment, self-discipline, continuous improvement, critical-thinking, and innovation. Four skills groups identified in this study (emotional balancing, commitment, self-discipline and courage) were not usually included in the post-graduate courses CONCLUSIONS: The nurse administrator skills should be related to relational and ethical behaviour. The training offer of the post-graduate courses must be reoriented.

Perfil de competências de enfermeiros de um hospital privado / Skills profile of nurses of a private hospital / Perfil de competencias de las enfermeras de un hospital privado

Objetivo: identificar o perfil de competências de enfermeiros de um hospital privado. Método: estudo transversal descritivo, de abordagem quantitativa. A coleta de dados foi realizada com 46 enfermeiros por meio de um questionário validado composto por 88 questões. Com o auxílio do software SPSS versão 17.0 foi realizada a análise estatística descritiva dos dados, por meio das frequências absolutas e relativas. O projeto de pesquisa foi aprovado pelo Comitê de Ética em Pesquisa, CAAE 11996512.0.0000.5523. Resultados: a competência relacionamento pessoal obteve a mediana mais elevada (5,0) seguida das competências foco do cliente, planejamento e organização e visão do negócio, com (4,8). A menor mediana (4,3) foi registrada para empreendedorismo e criatividade, seguida de excelência operacional, visão sistêmica e comunicação (4,5). Conclusão: foco do cliente, visão do negócio, liderança, planejamento e organização foram competências citadas com maior frequência, como indispensáveis para o melhor desempenho da função.(AU)

Objective: identifying the skills profile of nurses of a private hospital. Method: a descriptive cross-sectional study with a quantitative approach. Data collection was performed with 46 nurses using a validated questionnaire consisting of 88 questions. With the aid of SPSS software version 17.0 it was performed the descriptive statistical analysis of data using absolute and relative frequencies. The research project was approved by the Ethics Committee in Research, CAAE 11996512.0.0000.5523. Results: the skill personal relationship had the highest median (5,0) followed by customer focus skills, planning and organization and business vision, with (4,8). The lower median (4,3) was recorded for entrepreneurship and creativity, followed by operational excellence, systemic vision and communication (4,5). Conclusion: customer focus, business vision, leadership, planning and organization were the skills cited most frequently as necessary for the better performance of the function.(AU)

Objetivo: identificar el perfil de competencias del personal de enfermería de un hospital privado. Método: es un estudio descriptivo transversal con enfoque cuantitativo. La recolección de datos se llevó a cabo con 46 enfermeras mediante un cuestionario validado que consta de 88 preguntas. Con el software SPSS la versión 17.0 realizó se el análisis estadístico descriptivo de los datos mediante frecuencias absolutas y relativas. El proyecto de investigación fue aprobado por el Comité de la Ética en Investigación, CAAE 11996512.0.0000.5523. Resultados: la competencia relación personal tuvo el mayor promedio (5,0), seguida de las habilidades de enfoque al cliente, la planificación y la organización y visión de negocio, con (4,8). La mediana más baja (4,3) se registró para el emprendimiento y la creatividad, seguida de la excelencia operativa, la visión sistémica y la comunicación (4,5). Conclusión: orientación al cliente, visión de negocio, liderazgo, habilidades de planificación y organización fueron citadas con mayor frecuencia como sea necesario para el adecuado desempeño de la función.(AU)

Reforming practical teaching and strengthening students' professional competence / 中华医学教育探索杂志

This paper probed into the talent training mode of two circles training,alternation of learning and training of bio-pharmaceutical technology through the reform of professional cognitive practice,professional skill training and post practice,etc.The practice teaching reforms carried out above intensify students' professional competence and professional quality.

Practice and consideration of how to improve pediatric clinical teaching / 中华医学教育探索杂志

Now there are many difficulties in pediatric clinical teaching. As one important part of medical education, how to improve the teaching quality is worth discussion. Based on the current situation of pediatric clinical teaching in our Soochow University, the suggestions of how to improve the quality of pediatric clinical teaching are given.

Study on Students'Capacity in Dealing with Skill and Moral in Nationality Medical College / 中国医学伦理学

There are three misunderstanding of medical students on health undertaking. Some take health undertaking as pure public institution, some believe that it's an economical entity, and others holds that there are contradiction between humanism and economic income. Such misunderstanding could lead to the lack of medical students'professional consciousness. Hence, we should guide them to deal with the relationship of professional skill and professional morals properly.

Preliminary Study the Identification of the Professiional Skill and the Joint of Microorganism Education Reform / 微生物学通报

The professional skill schools started an activity,which is the important measure to popularize the strategy of“the science and education making our country prosper”,that is,the definition of professional skill and implement of institution of professional certificates.It is the development direction of professional education that implementing of the institution of double-certificates',creating the new mode of cultivating the individuals,and strengthening the tuition of students'skill to make the students to acquire the education diplomas and the pro- fessional certificates.This issue points out the way and some opinions in this work,in the terns that imploring practice of the identification of the professional skill of microorganism inspecting worker' and the joint of microorganism education reform.