RESUMO
The purpose of this multisite, nonexperimental study was to examine, using a repeated measures design, the effects of a teaching intervention designed to promote caring behaviors as students learn the psychomotor skill of blood pressure measurement. Watson's theory of human caring and a combination of cognitive and connectionist learning theories were used as the organizing construct. Baccalaureate nursing student participants were videotaped and evaluated at two points in time while performing the psychomotor skill of blood pressure measurement on a role-player. Role-players rated the students' caring behaviors using the Role Player Survey of Caring Behaviors During Blood Pressure Measurement instrument. Between these data collection points, students learned about caring behaviors through analysis of a videotaped role-play and required readings. An evaluator randomly selected 10 student videotapes from each of the 6 baccalaureate nursing program study sites and noted the presence or absence of caring behaviors on the Caring Behaviors During Blood Pressure Measurement instrument. Pretest and posttest scores on both subjective and objective research instruments were compared using descriptive statistics and repeated measures analysis of variance (ANOVA). Students demonstrated a significant improvement in objective and subjective caring behaviors between the two performance examinations. The findings support further investigation of teaching interventions to promote the development of caring behaviors during nursing psychomotor skill development.
Assuntos
Determinação da Pressão Arterial , Competência Clínica , Bacharelado em Enfermagem/organização & administração , Empatia , Relações Enfermeiro-Paciente , Estudantes de Enfermagem/psicologia , Adulto , Análise de Variância , Atitude do Pessoal de Saúde , Determinação da Pressão Arterial/enfermagem , Determinação da Pressão Arterial/psicologia , Competência Clínica/normas , Feminino , Humanos , Masculino , Meio-Oeste dos Estados Unidos , Papel do Profissional de Enfermagem/psicologia , Pesquisa em Educação em Enfermagem , Avaliação de Programas e Projetos de Saúde , Desempenho Psicomotor , Desempenho de Papéis , Gravação de VideoteipeRESUMO
Developing skills in cultural competence is a recognized theoretical strategy in schools of nursing. Nursing faculty know that students need to be sensitized to the concept of diversity; however, many are struggling with the best way to teach cultural competence. This article describes transcultural experiences from service learning clinical rotations at a family homeless shelter, described by students as being in another world. Student narratives provide valuable information about structuring clinical learning activities to promote understanding of cultural differences and similarities. Clinical experiences using a traditional model versus those using service learning, the role of reflection, and teaching strategies promoting transcultural learning through service learning are explored.
Assuntos
Atitude do Pessoal de Saúde , Diversidade Cultural , Bacharelado em Enfermagem/organização & administração , Pessoas Mal Alojadas , Estudantes de Enfermagem/psicologia , Enfermagem Transcultural/educação , Adaptação Psicológica , Competência Clínica/normas , Empatia , Família/etnologia , Conhecimentos, Atitudes e Prática em Saúde , Necessidades e Demandas de Serviços de Saúde , Pessoas Mal Alojadas/psicologia , Humanos , Modelos Educacionais , Modelos de Enfermagem , Narração , Relações Enfermeiro-Paciente , Pesquisa em Educação em Enfermagem , Pesquisa Metodológica em Enfermagem , Pobreza/etnologia , Seguridade Social , Inquéritos e Questionários , Pensamento , População Branca/etnologiaRESUMO
For the past 3 years, the Minnesota Chapter of the Transcultural Nursing Society has focused efforts on the development of standards for transcultural nursing practice. The standards, based on Leininger's culture care theory and Campinha-Bacote's model of cultural competence, are intended to foster excellence in transcultural nursing practice, to provide criteria for the evaluation of nursing care, to be a tool for teaching and learning, to increase the public's confidence in the nursing profession, and overall to advance the field of transcultural nursing. The standards are presented as an invitation for individual and collective reflection and commentary.