ABSTRACT
No disponible
Subject(s)
Humans , Nursing Faculty Practice/ethics , Nursing Faculty Practice/legislation & jurisprudence , Education, Nursing , Faculty, Nursing/organization & administration , Faculty, Nursing/standards , Health Personnel/legislation & jurisprudence , Nursing Faculty Practice/organization & administration , Nursing Faculty Practice/standards , Education, Nursing/organization & administration , Faculty, Nursing/history , Faculty, Nursing , Health Occupations/education , Health Occupations/legislation & jurisprudenceABSTRACT
La educación para la salud en el marco de la promoción de la salud, la prevención y el tratamiento de los problemas de salud ha dejado de ser un aspecto deseable de la atención sanitaria, para convertirse en una actividad concreta, perfectamente explicitada y, a menudo fundamental, de los programas de salud. Es preciso, por tanto, que el currículo de diplomado en enfermería contemple un enfoque educativo en los cuidados enfermeros que se prestan a los individuos que padecen problemas de salud, y no se centren sólo en los aspectos clínicos individuales. Además de la incorporación de contenidos educativos de manera general en las materias del currículo base enfermero, es incuestionable considerar la aportación de una asignatura específica en materia de educación para la salud. Así, en este trabajo proponemos un Programa de Formación en Educación para la Salud como asignatura básica que ampliará el horizonte y las expectativas profesionales de los estudiantes de enfermería en lo que se refiere a la atención a las familias, a los grupos y a las comunidades, tanto fuera como dentro de los muros de las instituciones sanitarias, para acercarse hasta donde ellos vivan, se relacionen y trabajen (AU)
Subject(s)
Adult , Female , Male , Humans , Faculty, Nursing/standards , Faculty, Nursing/organization & administration , Education, Nursing/standards , Education, Nursing/organization & administration , Nursing Assessment , Nursing Assessment/standards , Nursing Assessment/organization & administration , Education, Nursing, Continuing/standards , Education, Nursing, Continuing/organization & administration , Nursing Education Research/methods , Curriculum/standards , Job Application , Problem-Based Learning , Health Education/standards , Health Education/legislation & jurisprudence , Nursing Faculty Practice/legislation & jurisprudence , Nursing Faculty Practice/standards , Health Promotion/methods , Health Services Needs and Demand/legislation & jurisprudence , Health Services Needs and Demand/standardsABSTRACT
Contracts are a common foundation for faculty practice relationships between a college of nursing and other agencies. Although the legal format of a contract is relatively standardized, the process of contracting entails decisions and issues that increase its complexity. Little is available in the faculty practice literature that addresses contracts and contractual issues as a comprehensive whole. This article contains discussions of nursing faculty practice contractual issues such as the elements of a contract as a framework, including competent parties, offer, consideration, and acceptance. Evaluation of contract performance is addressed and alternatives for decision making and problem resolutions are suggested throughout. J Prof Nurs 17:173-179, 2001.
