Formação do enfermeiro por meio de metodologias ativas de ensino e aprendizado: influências no exercício profissional / Nurse education by means of active teaching and learning methodologies: influences on the professional activity / Formación del enfermero por medio de metodologías activas de enseñanza y aprendizaje: influencias en el ejercicio profesional

O objetivo da pesquisa foi conhecer a influência da proposta pedagógica da Faculdade de Enfermagem da Universidade Federal de Pelotas por meio de metodologias ativas de ensino e aprendizado no exercício profissional dos egressos. Trata-se de uma pesquisa qualitativa exploratória, realizada com vinte enfermeiros egressos que vivenciaram a mudança curricular e que tiveram vínculo direto com a assistência. A coleta de dados foi feita por meio de um questionário autoaplicado e a análise, por meio de análise temática. Os egressos referiram vivenciar articulação entre teoria e prática e o exercício do pensamento crítico e reflexivo, o que contribuiu no processo de tomada de decisão, além de dar ênfase às práticas do cuidado humanizado, da pesquisa e da escrita acadêmica. A proposta pedagógica na Faculdade de Enfermagem tem formado profissionais éticos, críticos e reflexivos, alinhados com os princípios das diretrizes curriculares nacionais em Enfermagem.(AU)

The objective of this study was to investigate the influence of the pedagogical proposal of the Nursing School of the Federal University of Pelotas, characterized by the use of active teaching and learning methodologies, on graduates' professional activity. A qualitative exploratory research was carried out with twenty graduate nurses who experienced the curricular change and had a direct bond with healthcare. Data were collected by means of a self-administered questionnaire and were analyzed through thematic analysis. The graduates reported having experienced the articulation between theory and practice and having exercised critical and reflective thinking, which contributed to the decision-making process and emphasized humanized care practices, as well as academic research and writing practices. The pedagogical proposal in the Nursing School has educated ethical, critical and reflective professionals aligned with the principles of the National Curricular Guidelines for Nursing.(AU)

Conocer la influencia de la propuesta pedagógica de la Facultad de Enfermería de la Universidad Federal de Pelotas por medio de metodologías activas de enseñanza y aprendizaje en el ejercicio profesional de los egresados. Estudio cualitativo exploratorio, realizado con veinte enfermeros egresados que experimentaron el cambio curricular y que tuvieron vínculo directo con la asistencia. La colecta de datos se realizó por medio de un cuestionario autoaplicado y el análisis por medio de análisis temático. Los egresados refirieron experimentar articulación entre teoría y práctica y el ejercicio del pensamiento crítico y reflexivo, lo que contribuyó en el proceso de tomas de decisión, además de enfatizar las prácticas del cuidado humanizado, de la investigación y de la escritura académica. La propuesta pedagógica en la Facultad de Enfermería ha formado profesionales éticos, críticos y reflexivos, alineados con los principios de las directrices curriculares nacionales en enfermería.(AU)

Influências paradigmáticas na formação docente de nível técnico do enfermeiro / Paradigmatic influences on technical nursing education / Influencias paradigmáticas en entrenamiento de profesores de nivel técnico de enfermería

Objetivo: Quantificar a produção científica publicada nos últimos 20 anos, sobre a formação técnica em enfermagem e discutir com base no paradigma ecossistêmico. Método: Trata-se de uma revisão integrativa realizada via online na Biblioteca Virtual em Saúde nas bases de dados da Literatura Latino-Americana e do Caribe em Ciências da Saúde, Índice Bibliográfico Espanhol de Ciências da Saúde e Medical Literature Analysis and Retrieval System Online. A amostra constituiu-se de 05 artigos científicos completos selecionados observando os critérios de inclusão e exclusão. A descrição dos artigos foi realizada por análise estatística descritiva e os dados, foram analisados por análise de conteúdo na modalidade, análise temática. Resultados: Emergiu uma categoria, assim especificada: A influência do modelo cartesiano na formação técnica em enfermagem. Conclusão: Aponta-se uma emergente necessidade de repensar velhos paradigmas e inserir novas perspectivas conceituais para a Educação Profissional que fundamentem a formação do técnico em enfermagem

Objective: The objective of this work was to quantify the number of scientific publications on technical nursing education over 20 years (1996- 2016) and discuss them in light of the ecosystem paradigm. Methods: This integrative literature review with a descriptive-exploratory approach was performed using the following online databases: Biblioteca Virtual em Saúde (BVS) [Virtual Health Library], Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS) [Latin American and Caribbean Health Sciences Literature], MEDLINE, and Índice Bibliográfico Espanhol de Ciências da Saúde (IBECS) [Health Sciences Spanish Bibliographical Index]. The sample consisted of five articles that were selected after applying inclusion and exclusion criteria. Descriptive statistical analysis was used to describe the selected articles. Collected data was subject to thematic content analysis. Results: The following category was elaborated: "The influence of the Cartesian model on technical nursing education". Conclusion: There is an emerging need to rethink old paradigms and insert new conceptual perspectives on technical and vocational education to support the training of nurse technicians

Objetivo: Cuantificar la producción científica publicada en los últimos 20 años, sobre capacitación técnica en enfermería y debatir en base al paradigma ecosistémico. Método: Es una revisión integradora realizada en línea en la Biblioteca Virtual de Salud en las bases de datos de Literatura Latinoamericana y del Caribe en Ciencias de la Salud, Índice Bibliográfico Español de Ciencias de la Salud y Sistema de Análisis y Recuperación de Literatura Médica en línea. La muestra consistió en 05 artículos científicos completos seleccionados, observando los criterios de inclusión y exclusión. La descripción de los artículos se realizó mediante análisis estadístico descriptivo y los datos se analizaron mediante análisis de contenido en la modalidad, análisis temático. Resultados: Surgió una categoría, como sigue: La influencia del modelo cartesiano en la formación técnica en enfermería. Conclusión: Hay una necesidad emergente de repensar viejos paradigmas e insertar nuevas perspectivas conceptuales para la Educación Profesional que subyacen en la capacitación de los técnicos de enfermería

Lecturers' reflection on the three-part assessment discussions with students and preceptors during clinical practice education: A repeated group discussion study.

Assessment of students' learning and achievement requires active involvement of participating students, preceptors and lecturers. The lecturers have overall responsibility for both the content of the assessment and students' learning. The aim of the present study was to investigate lecturers' reflections on the mid-course discussion and final assessment that are part of nursing students' clinical practice education. The design was descriptive and had a qualitative approach. Repeated group discussions were undertaken with 14 lecturers at two university campuses in Norway. Five categories were identified: preparing for the three-part discussion, creating a collaborative atmosphere, facilitating student learning, verifying student learning, using the assessment tool to create the assessment discussion; one theme emerged: 'being able to see and justify students' learning processes'. Lecturers' reflections on both assessment discussions and students' learning proceeded from a clear pedagogical viewpoint.

Interprofessional Education on Adverse Childhood Experiences for Associate Degree Nursing Students.

BACKGROUND: The health impact of adverse childhood experiences (ACEs) is significant. Nurses need knowledge and must work in multidisciplinary teams to address this problem. This study examined the effects of an interprofessional education (IPE) activity with nonhealth care students on associate degree nursing (ADN) students' ACEs knowledge and perspectives on IPE. METHOD: The mixed-methods approach used a quasi-experimental pretest-posttest design with an intervention and control group and thematic analysis of focus group data. RESULTS: Readiness for Interprofessional Learning scale mean scores indicated positive baseline IPE perspectives. Scores changed minimally for most measures in both the intervention and control groups on posttest. However, four major relevant themes related to ACEs knowledge and two related to interprofessional learning were identified. CONCLUSION: IPE with nonhealth care students is an effective way to teach ADN students about ACEs and infuse interprofessional learning in a nonuniversity setting. However, outcomes are best captured with qualitative data. [J Nurs Educ. 2018;57(2):101-105.].

Active Learning Strategies to Enhance Nursing Students' Knowledge of Pharmacology.

This article presents the author's experience using gaming and social media to enhance undergraduate nursing students' pharmacology knowledge. Although gaming may help with rote learning, active participation in gaming was not associated with higher exam or final course grades. Active participation in social media, on the other hand, was associated with higher exam and final course grades.

Use of Mindful Observer to Extend Simulation Learning Experience.

Simulation is a teaching strategy that allows students to experience patient care situations in a safe environment. After these experiences, students will understand and respond more readily when exposed in clinical practice. An increase in student enrollment meant incorporating larger numbers of students into simulations. Faculty at an associate degree nursing program decided to use the observer role. At the time, mindfulness was being integrated throughout the curriculum. Use of a mindful observer during simulations resulted in an effective learning strategy as reported by students.

Impact of a Simulated Clinical Day With Peer Coaching and Deliberate Practice: Promoting a Culture of Safety.

Nursing education is challenged to shift from task-based proficiencies to higher level competencies with patient safety as a priority. Using a quasi-experimental pretest/posttest design, a simulation-based, peer-coached, deliberate practice clinical substitution was implemented to compare nursing students' knowledge, skills, and attitudes for promoting safety. Our findings demonstrated improved knowledge and skill acquisition in the intervention and control groups. The former trended toward improved team communication attitudes and enteral medication skill performance. Additional research with larger samples is needed to further investigate this innovative strategy.

Eficacia de la educación en el tratamiento de la diabetes mellitus tipo 1 realizado por cuidadores de niños / Eficácia da educação no manejo do diabetes mellitus tipo 1 realizado por cuidadores de crianças / Education effectiveness in diabetes mellitus type 1 management made by children of caregivers

Objetivo: Analizar la eficacia de la educación para la salud en el tratamiento de diabetes mellitus tipo 1 proporcionado por los cuidadores de niños. Métodos: Se trata de un estudio descriptivo con corte transversal y un enfoque cuantitativo. Utilizamos los instrumentos: Examen de Conocimiento Diabetes Mellitus y escala de autoeficacia en Gestión de la Diabetes, adaptado y validado en Brasil. Resultados: En relación con el conocimiento de los cuidadores, el 72% tenía una puntuación satisfactoria. La mayoría consigue realizar el tratamiento ( 80 % ) y el 24% no confía en su habilidad; 72% de los encuestados pueden reconocer la hiperglucemia y el 96%, la hipoglucemia; 80% aplica la técnica correcta de la administración de insulina; 80% logran mantener la dieta recomendada, sin embargo, el 16% dijo que no sabía reemplazarla correctamente. Conclusión: La mayoría de los cuidadores de niños con diabetes mellitus tipo 1 tiene buen conocimiento sobre la enfermedad, y la gestión de la enfermedad realizada por estos cuidadores es satisfactoria en general, sin embargo, hay una necesidad de intervenir de alguna manera, cambiar actitudes para hacer frente de manera más adecuada a la enfermedad, así como también la mejora de la eficacia de la educación en diabetes (AU)

Objetivo: Analisar a eficácia da educação em saúde no manejo do Diabetes Mellitus tipo 1 realizado por cuidadores de crianças. Métodos: Trata-se de um estudo descritivo com recorte transversal e abordagem quantitativa. Utilizaram-se os instrumentos: Questionário de Conhecimento do Diabetes Mellitus e Escala de Autoeficácia no Manejo do Diabetes, adaptados e validados no Brasil. Resultados: Em relação ao conhecimento dos cuidadores, 72% obtiveram escore satisfatório. A maioria consegue realizar o tratamento (80%) e 24% não confia na sua habilidade; 72% dos entrevistados conseguem reconhecer a hiperglicemia e 96%, a hipoglicemia; 80% aplicam a técnica correta de administração da insulina; 80% conseguem manter a dieta recomendada, no entanto 16% afirmaram que não sabiam substituir corretamente. Conclusão: a maioria dos cuidadores de crianças com Diabetes Mellitus tipo 1 possuem bom conhecimento sobre a doença, e o manejo da doença realizado por esses cuidadores é satisfatório de um modo geral, no entanto há a ecessidade de intervenção em alguns aspectos, modificação de atitudes para enfrentamento mais adequado da doença, como também a melhoria da eficácia da educação em diabetes (AU)

Objective: To analyze the effectiveness of health education in the management of type 1 diabetes mellitus provided by caregivers of children. Methods: This is a descriptive study with cross- cut and quantitative approach. We used the instruments: Knowledge Quiz Diabetes Mellitus and Self-efficacy Scale in Diabetes Management, adapted and validated in Brazil. Results: About knowledge of caregivers, 72% had a satisfactory score. Most of them can perform the treatment (80%), and 24% do not trust the skill; 72% of respondents can recognize hyperglycemia and 96% can recognize hypoglycemia; 80% apply the correct technique of insulin administration; 80% manage to keep the recommended diet. However, 16% said they did not know to replace correctly. Conclusion: The majority of caregivers of children with type 1 diabetes mellitus have good knowledge about the disease, and disease management performed by these caregivers is satisfactory in general. However, there is a need to intervene in some ways, changing attitudes to cope more adequately with the disease, as well as improving the effectiveness of diabetes education (AU)

Effectiveness of Integrated Simulation and Clinical Experiences Compared to Traditional Clinical Experiences for Nursing Students.

AIM: The focus of this research study was the evaluation of the effectiveness of using high-fidelity simulations to replace 50 percent of traditional clinical experiences in obstetrics, pediatrics, critical care, and mental health nursing. BACKGROUND: Increasing student admissions to nursing programs require additional clinical learning opportunities to accommodate extra students. METHOD: Three schools with associate degree nursing programs partnered to identify, implement, and evaluate a creative solution to this dilemma. The resulting quasi-experimental study investigated if substituting half of the conventional clinical experiences with simulations was as effective as traditional clinical activities in obstetrics, pediatrics, mental health, and critical care. One hour of simulation counted for two hours of clinical time. RESULTS Findings indicated combining simulations with conventional clinical experiences resulted in significantly higher scores on the pre-graduation exit exam than traditional clinical experiences alone. CONCLUSIONS: Findings have implications for articulation and basic students in associate degree nursing programs.

Advancing Associate Degree in Nursing-to-Baccalaureate Degree in Nursing Academic Progression: The California Collaborative Model for Nursing Education.

BACKGROUND: In 2004, nurse leaders in California recognized the imminent need to increase the number and educational preparation of the state's nursing workforce. The California Collaborative Model for Nursing Education (CCMNE), a key strategy to meet this goal, was introduced in 2008. METHOD: The CCMNE set a new statewide standard for associate degree in nursing (ADN)-to-baccalaureate degree in nursing (BSN) progression by defining seamless academic progression parameters. The CCMNE's five core components are dual enrollment, integrated curriculum, shared faculty, BSN within 1 year of ADN conferral, and permanence and sustainability. Flexibility in operationalizing the core components accelerated the development of effective approaches systematically shared across the state to support CCMNE development and implementation. RESULTS: Nearly 7% of the current California ADN student population is dually enrolled in a BSN program through 19 university-based CCMNE partnerships with 59 community colleges. CONCLUSION: The CCMNE provides ADN students early access to BSN education, which is promising for increasing the percentage of baccalaureate-educated nurses in the workforce.

Variability of Passing Grades in Undergraduate Nursing Education Programs in New York State.

AIM: The purpose of this descriptive study was to provide information about passing grades and their corresponding numeric grades for undergraduate nursing programs in New York State. An additional purpose was to report on differences in grading between faculty teaching in associate versus baccalaureate nursing programs, full-time versus adjunct faculty, and tenured versus nontenured faculty. BACKGROUND: There is a paucity of research on grade variability in undergraduate nursing programs. METHOD: Three hundred eighty-four full-time and 96 adjunct faculty responded to an invitation to complete an online survey. RESULTS: Grades are not uniformly awarded across institutions. Passing grades ranged from 70 to 85 percent (C- to B+, respectively), with a mean of 74.79 percent. CONCLUSION: Wide variations in grades in different institutions across the country may undermine grade point average as a reliable measure of education, making it difficult to evaluate individual student performance.

How to succeed as an adjunct clinical nurse instructor.

Adjunct clinical nurse instructors who are proactive about staying clinically current and who form collaborative relationships with nurses, physicians and other health care professionals are able to teach safe care and engender staff nurses' trust. It's important for nurse educators to continually work to remain effective in the clinical setting to provide an optimal learning environment for students and optimal working environment for staff.

Effect of simulation on the development of critical thinking in associate degree nursing students.

AIM: The purpose of this study was to explore the development of critical thinking for students who received instruction using high-fidelity patient simulation (HFPS) versus low-fidelity simulation (instructor-written case studies). BACKGROUND: Simulated patient care environments have become increasingly more sophisticated in nursing labs, with HFPS fast becoming the standard for laboratory teaching/learning. METHOD: A convenience sample of first-semester associate degree nursing students participated in this quasi-experimental study. One group of students received weekly HFPS patient simulations and the other group received weekly case studies. Both groups took a pre- and posttest using the Health Studies ReasoningTest. RESULTS: Both groups showed an increase in critical thinking skills; however, there was no statistically significant difference between the HFPS and case study groups. CONCLUSION: Results suggest that high- and low-fidelity simulations are both associated with increases in critical thinking scores.

The simulated clinical environment as a platform for refining critical thinking in nursing students: a pilot program.

AIM: This research explores the use of clinical simulations as a platform for stimulating critical thinking in nursing students. BACKGROUND: This study takes place in an associate degree nursing program with a clinical group of nursing students. METHOD: Utilizing a faculty partnership approach, information was presented to the clinical group. Students were divided into small groups to create simulation scenarios. RESULTS: Students were able to appreciate complexity of care and research differential diagnoses as they applied to care and management of changes in client condition scenarios. CONCLUSIONS: Use of a small-group teaching method to develop, implement, and critique clinical simulation scenarios facilitated critical thinking and clinical judgment of nursing students.

Evidence-based reflective teaching practice: a preceptorship course example.

AIM: This preceptorship course case study employed an evidence-based reflective teaching practice perspective based on a nursing process framework to develop, implement, and evaluate assignment efficacy directly related to course objectives. BACKGROUND: Journaling and article analysis had been used to assess development of role socialization, critical thinking, and self-reflective practice. These activities were found to be ineffective; new assignments were needed to address essential issues and allow for evaluation of assignment efficacy. METHOD: Based upon contextual constructivism, four assignments were developed focused on learning goals, nursing skills, assumptions/biases, and role socialization.Assignment efficacy was evaluated via anonymous exploratory surveys. RESULTS: Student reports identified that assignments met learning outcomes. Methods for improvement in instructional practice were identified and revisions made. CONCLUSION: Participation in evidence-based reflective teaching practice can enhance reflective practice in students through appropriate assignment development, advancing the discipline of nursing education.