Ensino remoto emergencial na graduação em enfermagem: relato de experiência na covid-19 / Enseñanza remota de emergencia en un curso de gradoen enfermería: informe de experiencia en covid-19 / Emergency remote teaching in nursing graduation: experience report during covid-19

RESUMO Objetivo: descrever a experiência no ensino remoto emergencial para as aulas teóricas na graduação em Enfermagem em decorrência da COVID-19. Método: trata-se de um relato de experiência pautado na análise de Paulo Freire que aborda o processo de ensino remoto emergencial das aulas teóricas ocorrido em um curso de graduação em Enfermagem pertencente a uma instituição de ensino superior de Salvador, Bahia, Brasil, após as medidas de afastamento social em consequência da pandemia. Resultados: amparado pelo modelo de educação dialógica, o processo de ensino remoto emergencial das aulas demandou a aproximação de docentes e discentes à realidade virtual, além da reestruturação das estratégias de ensino adotadas pelo corpo docente. Conclusão: a experiência de ensino remoto perpassou pela capacitação e acompanhamento das docentes e discentes quanto o uso de ferramentas virtuais, bem como pela necessidade de readequação das estratégias de ensino, as quais variaram desde a realização de conferências virtuais até a elaboração conjunta de produtos que compuseram atividades avaliativas nesse ambiente.

RESUMEN Objetivo: describir la experiencia en la enseñanza remota de emergencia para clases teóricas en cursos de grado en enfermería como resultado del COVID-19. Método: se trata de un informe de experiencia basado en el análisis de Paulo Freire que enfoca el proceso de enseñanza remota de emergencia de clases teóricas en un curso de licenciatura en enfermería de una institución de educación superior en Salvador, Bahía, Brasil, después de las medidas de distanciamiento social como consecuencia de la pandemia. Resultados: respaldado en el modelo de educación dialógica, el proceso de enseñanza remota de emergencia de las clases demandó el acercamiento de docentes y estudiantes a la realidad virtual, además de reestructuración de las estrategias de enseñanza adoptadas por la facultad. Conclusión: la experiencia de enseñanza a distancia implicó la capacitación y seguimiento de docentes y estudiantes en el uso de herramientas virtuales, así como la necesidad de reajustar las estrategias de enseñanza, desde la realización de conferencias virtuales hasta la elaboración conjunta de productos para evaluar las actividades en este entorno.

ABSTRACT Objective: to describe the experience in emergency remote teaching for theoretical classes in undergraduate Nursing courses due to COVID-19. Method: this is an experience report based on Paulo Freire's analysis that addresses the emergency remote teaching process of theoretical classes in an undergraduate Nursing course belonging to a higher education institution in Salvador, Bahia, Brazil, after measures of social exclusion due to the pandemic. Results: supported by the dialogical education model, the emergency remote teaching process of the classes demanded the approach of teachers and students to virtual reality and the restructuring of the teaching strategies adopted by the faculty. Conclusion: the remote teaching experience involved the training and monitoring of teachers and students regarding the use of virtual tools, and the need to readjust teaching strategies, from virtual conferences to the joint development of products that composed evaluative activities in this environment.

How to Prepare Interprofessional Teams in Two Weeks: An Innovative Education Program Nested in Telehealth.

PROBLEM: Preparing health professional students for interprofessional collaborative practice, especially at a distance where provider shortages prevail remains difficult. APPROACH: A two-week interprofessional education (IPE) immersion experience preparing students from 11 disciplines and four universities was implemented. Week-one, using online technology, students develop/present an interprofessional careplan for a complex patient. Students then meet face-to-face to conduct group interviews with two standardized patient dyads. Week-two, students develop a website for use of the patient dyads. Websites are presented to faculty and fellow students via an online virtual meeting space. OUTCOMES: To date, 594 students have participated demonstrating capacity to: 1.effectively engage in interprofessional care, 2. utilize Telehealth to impact care and break down barriers of isolation, and 3. implement skills to advance healthcare. CONCLUSION: IPE combined with Telehealth technology provides future providers with knowledge and skills for interprofessional care regardless of geographic barriers. Next Step: Integrate more technology using mobile devices and enhance the evaluation process.

Preparing the Next Generation of Advanced Practice Nurses for Connected Care.

The health care delivery system in the United States is transforming at a rapid pace. Several trends, including the emergence of a Connected Health care system, will require advanced nurse practitioners to have new knowledge, skills and competencies to practice in the future. This paper describes the redesign of coursework and the development of a Connected Care Framework to guide the learning needs of nurse practitioners. A Connected Care Quotient consisting of ten relevant questions and learning activities will serve as a guide for the future development of competencies for advanced practice nurses.

Training oncology nurses to use remote symptom support protocols: a retrospective pre-/post study.

PURPOSE/OBJECTIVES: To evaluate the impact of training on nurses' satisfaction and perceived confidence using symptom protocols for remotely supporting patients undergoing cancer treatment. DESIGN: Retrospective pre-/post-study guided by the Knowledge-to-Action Framework. SETTING: Interactive workshops at three ambulatory oncology programs in Canada. SAMPLE: 107 RNs who provide remote support to patients with cancer. METHODS: Workshops included didactic presentation, role play with protocols, and group discussion. Post-training, a survey measured satisfaction with training and retrospective pre-/post-perceived confidence in the ability to provide symptom support using protocols. One-tailed, paired t-tests measured change. MAIN RESEARCH VARIABLES: Satisfaction with the workshop and perceived confidence in the ability to provide symptom support and use protocols. FINDINGS: Twenty-two workshops, 30-60 minutes each, were conducted with 107 participants. Ninety completed the survey. Compared to preworkshop, postworkshop nurses had improved self-confidence to assess, triage, and guide patients in self-care for cancer treatment-related symptoms, and use protocols to facilitate symptom assessment, triage, and care. Workshops were rated as easy to understand, comprehensive, and provided new information on remote symptom management. Some specified that the workshop did not provide enough time for role play, but most said they would recommend it to others. CONCLUSIONS: The workshop increased nurses' perceived confidence with providing remote symptom support and was well received. IMPLICATIONS FOR NURSING: Subsequent workshops should ensure adequate time for role play to enhance nurses' skills in using protocols and documenting symptom support.

La teleenfermería, una estrategia de cuidado para los pacientes con falla cardiaca / Telenursing, a care strategy for patients with heart failure", "_i": "

La teleenfermería se convierte en una estrategia novedosa que permite mejorar la adherencia al tratamiento en los pacientes con falla cardiaca, en donde el seguimiento telefónico es una de sus herramientas utilizadas como parte del seguimiento ambulatorio, orientada al empoderamiento, toma de decisiones, refuerzo de conductas e identificación oportuna de signos de descompensación; para esto se requiere que el profesional de enfermería fortalezca habilidades comunicativas, estandarice o aplique un modelo de seguimiento telefónico y realice intervenciones educativas previas.

The telenursing becomes a novel strategy that improves adherence to treatment in patients with heart failure, where the telephone follow-up is one of the tools used as part of outpatient follow-empowerment-oriented, decision-making, strengthening behaviors and early identification of signs of decompensation, and for this it is required that the nurse strengthen communication skills, standardize or apply a model and perform telephone follow previous educational interventions.

Cell phones to collect pregnancy data from remote areas in Liberia.

PURPOSE: To report findings on knowledge and skill acquisition following a 3-day training session in the use of short message service (SMS) texting with non- and low-literacy traditional midwives. DESIGN: A pre- and post-test study design was used to assess knowledge and skill acquisition with 99 traditional midwives on the use of SMS texting for real-time, remote data collection in rural Liberia, West Africa. METHODS: Paired sample t-tests were conducted to establish if overall mean scores varied significantly from pre-test to immediate post-test. Analysis of variance was used to compare means across groups. The nonparametric McNemar's test was used to determine significant differences between the pre-test and post-test values of each individual step involved in SMS texting. Pearson's chi-square test of independence was used to examine the association between ownership of cell phones within a family and achievement of the seven tasks. FINDINGS: The mean increase in cell phone knowledge scores was 3.67, with a 95% confidence interval ranging from 3.39 to 3.95. Participants with a cell phone in the family did significantly better on three of the seven tasks in the pre-test: "turns cell on without help" (χ(2) (1) = 9.15, p= .003); "identifies cell phone coverage" (χ(2) (1) = 5.37, p= .024); and "identifies cell phone is charged" (χ(2) (1) = 4.40, p= .042). CONCLUSIONS: A 3-day cell phone training session with low- and nonliterate traditional midwives in rural Liberia improved their ability to use mobile technology for SMS texting. CLINICAL RELEVANCE: Mobile technology can improve data collection accessibility and be used for numerous health care and public health issues. Cell phone accessibility holds great promise for collecting health data in low-resource areas of the world.

The Virtual Clinical Practicum: an innovative telehealth model for clinical nursing education.

The Virtual Clinical Practicum (VCP) involves a clinical nursing education delivery strategy that uses video teleconferencing technology to address time, distance, and resource barriers. Technology-delivered education can augment the existing curriculum by increasing student access to clinical experts in specialty areas, thus supporting efficient use of faculty resources. This article describes the implementation of the VCP process and student perceptions of its effectiveness and usefulness. The VCP was shown to be a successful method of clinical nursing education, offering students exposure to clinical situations not available by other means. Opportunities for dialogue, critical reflection, and synthesis allowed students to experience the benefits of a traditional experience, enhanced through technology and tailored to the specific needs of the students. Respondents overwhelmingly recommended further use of the VCP to augment existing clinical nursing education methods.

Educating advanced practice nurses in using social media in rural health care.

Health care in the United States is facing a crisis in providing access to quality care for those in underserved and rural regions. Advanced practice nurses are at the forefront of addressing such issues, through modalities such as health care technology. Many nursing education programs are seeking strategies for better educating students on technology utilization. Health care technology includes electronic health records, telemedicine, and clinical decision support systems. However, little focus has been placed on the role of social media in health care. This paper describes an educational workshop using standardized patients and hands-on experiences to introduce advanced practice nurses in a Doctor of Nursing Practice program to the role of social media in addressing issues inherent in the delivery of rural health care. The students explore innovative approaches for utilizing social media for patient and caregiver support as well as identify online resources that assist providers in a rural setting.

Improving information technology competencies: implications for psychiatric mental health nursing.

While substantial evidence links information technology (IT) with improved patient safety, care quality, access, and efficiency, nurses must demonstrate competencies in computers, informatics, and information literacy in order to use IT for practice, education, and research. The nursing profession has established IT competencies for all nurses at beginning and experienced levels. Newly revised standards also articulate role-specific expectations for advanced practice nurses. Unfortunately, there is a concern that many nurses may not possess these capabilities and that nurse educators are not prepared to teach them. IT competency evaluations, which have focused predominately on nursing education, indicate novice skill levels for most faculty and students. In numerous studies, again conducted largely in nursing education, significant improvement in IT competencies has been achieved only with intensive interventions. Deficits in IT competencies are a significant concern, because the federal government has mandated full implementation of Electronic Health Records (EHR) by 2014. EHR will require all nurses to use IT to deliver, document, and obtain reimbursement for patient care. In response to these concerns, two recent initiatives, the "Health Information Technology Scholars (HITS)" and "Technology Informatics Guiding Education Reform (TIGER)" projects, have been launched. By enhancing IT competencies, these projects will enable nurses to use evidence-based practice and other innovations to transform clinical care, education, and research. This report updates psychiatric-mental health nurses on the IT competencies literature, recent enhancement initiatives and innovations, and their implications for the specialty.