Covid-19: un reto para los estudiantes de Enfermería en la educación en el trabajo / COVID-19: a challenge for Nursing students in the on-the-job training

RESUMEN Introducción: en las prácticas docentes de Enfermería de la educación en el trabajo, que se realizan en centros hospitalarios, los estudiantes y enfermeros están expuestos al contagio por covid-19. De ahí que se haga necesaria la preparación de este personal para ejercer su labor de un modo exitoso en medio de un escenario complejo. Objetivo: evaluar el enfrentamiento a la covid-19 por parte de educandos y personal de enfermería en las prácticas de la educación en el trabajo. Materiales y métodos: se realizó una investigación de intervención y desarrollo en el Servicio de Neurocirugía del Hospital Universitario Clínico Quirúrgico Comandante Faustino Pérez Hernández, de Matanzas, entre septiembre y octubre de 2020, período de rebrote de la covid. Para ello se trabajó con el universo constituido por 12 pacientes, 12 cuidadores y 6 educandos de 5to año de la carrera de Licenciatura en Enfermería. El estudio se dividió en tres etapas: diagnóstica, entrenamiento y evaluación. Se utilizó la entrevista. Resultados: predominó en los pacientes el grupo etario de 40 a 49 años, con 41,66 % del género masculino. En los cuidadores predominó el femenino, y la edad de 50 a 59 años. El entrenamiento resultó efectivo en un 58,33 %. Conclusiones: la prevención y el autocuidado fueron respuestas estratégicas positivas como formas de actuación en los educandos y el resto del personal que participó en la investigación. La labor asistencial educativa minimizó el riesgo epidemiológico en los pacientes y cuidadores, y logró un incremento en la percepción de riesgo de contraer la enfermedad (AU).

ABSTRACT Introduction: students and nurses are exposed to contagion by COVID-19 during the Nursing teaching practices of on-the-job training carried out in hospitals. Therefore, it is necessary train these staff to carry out their work successfully in the middle of a difficult scenario. Objective: to evaluate COVID-19 facing by students and nursing staff in the practices of on-the-job training. Materials and methods: an intervention and development research was conducted in the Neurosurgery Service of the University Hospital Comandante Faustino Pérez Hernández, of Matanzas, between September and October 2020, period of COVID-19 resurgence. For that we worked with a universe of 12 patients, 12 caregivers and 6 5th-year students of Nursing degree. The study was divided into three stages: diagnosis, training and evaluation. The interview was used. Results: the 40-49 age group predominated among patients, with 41.66 % of the male gender. Among caregivers, female gender predominated and 50-59 age group. The training was effective at 58.33 %. Conclusions: prevention and self-care were positive strategic answers as forms of action in students and the rest of the staff involved in the research. The educational aid work minimized the epidemiological risk in patients and caregivers, and achieved an increase in risk perception of contracting the disease (AU).

White dominance in nursing education: A target for anti-racist efforts.

Literature on racism, anti-racism, whiteness, nursing education and nurse educators was reviewed and analysed for the development of race consciousness and application of anti-racist pedagogy. The literature describes an oppressive educational climate for non-white identifying people, a curriculum that does not attend to the social construction of difference, and a nursing culture that is not consciously situated in a broader sociopolitical context. A particular focus on studies of nurse educators demonstrates a stark need for personal and professional development towards effectively delivering anti-racist pedagogy and a deconstruction of white normativity and dominance amongst white faculty. The protection and reproduction of white privilege is identified through the scholarship itself through a lack of racial analysis, an externalization of the root of oppression and non-specific study measures and outcomes. The persistence and pervasiveness of white dominance in nursing and the lack of anti-racist competence in white educators, particularly, merits a shift in anti-racist efforts away from short-term skill acquisition initiatives towards the deconstruction of socialized white supremacy and enactments of white privilege in nurse educators themselves.

Nursing students and health literacy: The effect of region and programme level.

Low levels of health literacy have been associated with poor health outcomes. If an organisation does not have a health literate workforce, it cannot be expected to create a healthcare service that supports the development of health literacy among its users. The aim of this cross-sectional study was to determine the health literacy profiles of undergraduate student nurses over year groups and between regions. The collaborative study employed an anonymous online survey using the Health Literacy Questionnaire which investigated the health literacy profiles of 845 undergraduate student nurses from eight universities in four regions from mid-2014 to early 2016 with co-investigators in each of the universities. Results show specific significant changes in health literacy profiles as a function of year level across the four regions; for example, in the Ability to find good health information. Different regions have different health literacy profiles; however, all could be improved. The results from this study provide specific direction to educators on what student health literacy may look like upon graduation as well as challenge current assumptions. Graduating nurse professionals have a role in mediating and sponsoring a health literate health system as well as being part of supporting patients' health literacy.

Aprendizaje colaborativo de Anatomía facilitado con escenarios y videos, una nueva experiencia para los estudiantes del primer año de Enfermería / Active and collaborative Anatomy learning with scenarios and videos, a new experience for first year nursing students

Las Ciencias Básicas pueden ser un reto para los estudiantes en los primeros años de la carrera de Enfermería. En la Universidad Walter Sisulu, África del Sur, la conferencia es el método de enseñanza de la Anatomía en el primer semestre, mientras que en el segundo, los alumnos aprenden esta materia de modo activo y en grupos de colaboración. El propósito de este trabajo fue investigar la evaluación que los estudiantes hicieron de variables que impactan en su nuevo ambiente de aprendizaje, así como incursionar en la relación que pueda existir entre ellas para su interpretación. Todos los estudiantes que finalizaron el primer año en los cursos 2014-16 recibieron un cuestionario con 16 ítems, y el 80.7% (n=168) de las encuestas entregadas fue incluido en este trabajo. Se calculó la estadística descriptiva de las 16 variables y el análisis factorial exploratorio con extracción de factores comunes y rotación oblimin. Los participantes evaluaron satisfactoriamente atributos sobre ellos mismos, sobre el resto de los integrantes de su grupo y acerca del diseño del curso. El análisis factorial exploratorio permitió agrupar las variables en dos dimensiones, una relacionada con las habilidades cognitivas del individuo y la regulación de su aprendizaje, y otra segunda dimensión referida a las relaciones e inter-acciones sociales que se despliegan entre los individuos cuando aprenden en colaboración

Learning Basic Sciences can be a challenge for first year nursing students. At Walter Sisulu University (South Africa), learning Anatomy is lecture-based in the first semester, but active and collaborative in the second semester. This paper investigated how students assessed their Anatomy learning environment of the second semester, as well as explored the possibility to group the variables studied. A questionnaire with 16 items was handed to all students at the end of academic years 2014-16, and 80.7% (n=168) of the total, was included in this study. Descriptive statistic of the variables was calculated and exploratory factor analysis with maximum likelihood extraction was the mean to explore the dimensionality of the scale. Participants satisfactorily assessed items related to attributes of the individual, attributes of the other members of her/his group, as well as the design of the course. Variables could be grouped into two dimensions: the first dimension being related to the cognitive strategies and skills that the individual as an agent displayed maximizing the learning opportunities afforded by the course, and, the other dimension related to the social relations and interactions that unfold among students when they learn in collaboration

Evaluating a case study using Bloom's Taxonomy of Education.

The joint commission recognizes effective communication among caregivers as an important factor for ensuring patient safety, especially at times when the patient's care is handed off from one caregiver or service to another. This case study reviews the course of treatment for one patient throughout the perioperative continuum, including the postoperative unit where a pre-arrest situation developed. A workshop using Bloom's Taxonomy of Educational Objectives enabled staff members to more clearly understand the patient's situation. It also allowed the participants to gain an increased understanding of significant data and has been strategic in preventing patient complications.

National audit of critical care resources in South Africa - nursing profile.

OBJECTIVES: (i) To determine the profile and number of nurses working in South African intensive care units (ICUs) and high care units (HCUs); (ii) to determine the number of beds in ICU and HCUs in South Africa; and (iii) to determine the ratio of nurses to ICU/HC beds. DESIGN AND SETTING: A descriptive, non-interventive, observational study design was used. An audit of all public and private sector ICU and HCUs in South Africa was undertaken. RESULTS: A 100% was sample obtained; 74.8% of the ICU nursing managers were ICU-trained nurses with an average of 12.8 years of ICU experience. Only 25.6% of nurses working in ICU were ICU trained. The majority were registered nurses (49.2%), while 21.4% were semi-professional nurses. Private sector nurses represented 50.3% of all nurses. Some 42.8% of the professional nurses had 0 - 5 years of experience and 28.7% had 5 - 10 years. The groups 10 - 15 and 15 - 20 years represented 16.1% and 6.6% respectively. Only 5.7% nurses had 20 and more years' experience. In the units that used agency staff the ratio of permanent to agency nursing staff for the month of June 2003 was 64.5% versus 35.5%. In total there are 4,168 ICU and HC beds in South Africa that are serviced by 4,584 professional nurses. The nurse:bed ratio is 1.1 nurses per ICU/HC bed. CONCLUSIONS: This study demonstrates that ICU nursing in South Africa faces the challenge of an acute shortage of trained and experienced nurses. Our nurses are tired, often not healthy, and are plagued by discontent and low morale.

Selecting and applying taxonomies for learning outcomes: a nursing example.

In this manuscript procedures for selecting and applying taxonomies using nursing-related examples are described. Bloom's taxonomy and Gagne's instructional theory are compared. The author concludes that both taxonomies have much in common and are appropriate for use in nursing education.

Scholarly teaching and scholarship of teaching: noting the difference.

Scholarly teaching and the scholarship of teaching are being discussed more frequently in the nursing education literature, yet a clear distinction between the two is often not made. In this paper we will identify the differences between the two and the role each plays in faculty evaluation. We argue that all faculty members should be scholarly teachers but not all will or should engage in the scholarship of teaching.

Creating diversity in the healthcare workforce. The role of pre-registration nurse education in the UK.

It has been suggested that the introduction of first the diploma pre-registration course and then the three-year degree pre-registration course are likely to have an impact upon the diversity of the future nursing workforce in the UK. Using findings from three large-scale projects, this paper assesses the nature of these changes by comparing the diversity within recently qualified cohorts of graduate, diplomate and certificate-qualified nurses. Findings indicate little difference between the three groups in terms of gender and ethnic origin. A higher proportion of graduates had academic qualifications, which were generally higher than the qualifications held by the other groups of nurses. However, diplomates were the most diverse group overall, being older and more likely to have children, and also having greater previous working experiences. The overall conclusion is that, despite qualification differences, the level of diversity amongst degree-qualifiers was a return to the lower levels associated with qualifiers from certificate courses. Thus the introduction of degree courses may dilute the relative success of the diploma course in terms of the recruitment of a more diverse workforce. The findings are considered in the context of current debates about the future shape of nurse education in the UK.

Formación para la práctica de investigación cualitativa: algo más que retocar programas / Education in qualitative research: more than just improving programs

La investigación no es una tecnología, un lugar donde se aplican procedimientos, sino que implica actos creativos y, en el caso de la investigación cualitativa, también actos intuitivos y de compromiso. La formación de investigadores en el caso de los métodos cualitativos es un tema de crucial importancia, pues el investigador es un bricoleur que selecciona materiales, crea su estudio y, de hecho, se convierte en instrumento de la investigación, pero es un instrumento de reflexión que no de precisión. Este artículo explora el concepto de reflexividad en la investigación cualitativa para luego examinar algunas de las dificultades a las que se enfrentan los estudiantesinvestigadores y sugiere asuntos que se han de considerar en la formación de los investigadores cualitativos. Éstos indican un cambio paradigmático, profundo y de largo alcance, que va más allá de acciones aisladas en los respectivos programas, obliga a los docentes a pensar críticamente en la formación de pregrado y posgrado en enfermería y en el tipo de profesionales que requiere la sociedad (AU)

Desarrollo de los creditos de libre configuración en el diseño curricular de la Escuela de Enfermería de la Universidad de Huelva / Development of free configuration credits in the curriculum of the nursign college of the University Of Huelva

TIPO DE ESTUDIO: cualitativo, basado en el análisis de discursos sociales del profesorado y del alumnado de la Escuela de Enfermería de la Universidad de Huelva sobre el desarrollo de los créditos de Libre Configuración en el diseño curricular de los estudios conducentes a la obtención del título de Diplomado de Enfermería. OBJETIVO: conocer las actitudes, intereses, creencias, expectativas y vivencias de la comunidad educativa de la Escuela de Enfermería de la Universidad de Huelva respecto al desarrollo de los créditos de Libre Configuración. SUJETOS Y MÉTODO: se realizaron entrevistas semiestructuradas y grupos de discusión a los sectores del alumnado, profesorado y cargos directivos. RESULTADOS PRINCIPALES: El análisis de los diferentes discursos sociales pone de manifiesto que el desarrollo de los créditos de Libre Configuración en el diseño curricular de Enfermería no cumple su misión formativa global, detectándose, por tanto, una fuerte contradicción entre la filosofía de la Libre Configuración y lo que realmente se lleva a la práctica. Los actores participantes en este proceso formativo lo viven como una carga curricular adicional con escaso valor educativo. CONCLUSIONES: La Libre Configuración no alcanza el objetivo de formación global que se pretendió al ser introducida en el currículo de Enfermería. El malestar generalizado que provoca el desarrollo de la Libre Configuración se ve agravado por la sobrecarga curricular que ya tienen los estudios de Enfermería, cuestionándose no sólo el proceso de aprendizaje específico, sino también la función social de la Institución Universitaria (AU)