scholarly journals Theoretical-practical articulation of the continuous learning of leadership in Nursing in light of Peter Senge

2021 ◽  
Vol 74 (4) ◽  
Author(s):  
Ises Adriana Reis dos Santos ◽  
Simone Coelho Amestoy ◽  
Gilberto Tadeu Reis da Silva ◽  
Vânia Marli Schubert Backes ◽  
Cristiane Costa Reis da Silva ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Structured Interview ◽  
Public University ◽  
Behavioral Characteristics ◽  
Continuous Learning ◽  
Peter Senge ◽  
Undergraduate Nursing ◽  
Methodological Approaches

ABSTRACT Objective: To analyze the theoretical-practical articulation of the continuous learning of leadership in undergraduate Nursing. Methods: Case study carried out at a Northeast federal public university. For data collection, semi-structured interview techniques, workshops, and document analysis were applied. Forty Nursing students participated in the interviews, and 26 in the workshops. The data were submitted to Minayo’s operative analysis using the Nvivo software. Peter Senge’s concepts were adopted. Results: The students demonstrated a greater understanding of the theme throughout the course and recognized contributing elements to the continuous learning of leadership, such as behavioral characteristics and the use of methodological approaches integrated with theoretical and practical spaces. Final considerations: The teaching of leadership is relevant in Nursing education, and this has been recognized by students, but still requires changes for it to become operational, with an improvement and a theoretical-practical integration of the cultivated experiences, suitable to the reality of the craft.

Methodological approaches that facilitate the constant learning in nursing leadership

2021 ◽  
Vol 42 ◽  
Author(s):  
Ises Adriana Reis dos Santos ◽  
Simone Coelho Amestoy ◽  
Gilberto Tadeu Reis da Silva ◽  
Vânia Marli Schubert Backes ◽  
Patrícia Alves Galhardo Varanda ◽  
...  
Keyword(s):  
Nursing Students ◽  
Leadership Style ◽  
Nursing Leadership ◽  
Undergraduate Nursing Students ◽  
Peter Senge ◽  
Theoretical Contribution ◽  
Undergraduate Nursing ◽  
Methodological Approaches ◽  
Study Type

ABSTRACT Objective: To know the methodological approaches that facilitate the constant learning of leadership by undergraduate nursing students. Method: Qualitative research, of case study type, carried out with 26 nursing students from a federal public university in the Northeast Region. For the collection, the workshop technique was applied in July and December 2017, with two different groups. Analyzed with the support of content analysis and Nvivo®11 software. Interpreted with the theoretical contribution of Peter Senge. Results: They listed two codes, understood as, essential to the formation of leaders, emerging the categories: Adoption of a leadership style; Qualities and attributes of the leader; Methodological approaches that facilitate the constant learning of leadership. Final considerations: It was identified that the application of teaching techniques and strategies, brings students closer to the performance scenarios. It is necessary to offer more stimuli during training since there are shortages in teaching for the development of leadership.

Gender debate as a challenge in nursing training

2021 ◽  
Vol 74 (5) ◽  
Author(s):  
Isabela Cristina Nogueira ◽  
Debora de Souza Santos ◽  
Clara Fróes de Oliveira Sanfelice ◽  
Eliete Maria Silva ◽  
Ana Elisa Spaolonzi Queiroz Assis
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Structured Interview ◽  
Study Data ◽  
Pedagogical Practices ◽  
Scientific Model ◽  
Undergraduate Nursing ◽  
Gender Debate ◽  
Nursing Training

ABSTRACT Objectives: to understand the challenges of introducing gender debate in nursing training from undergraduate students’ perspective. Methods: a qualitative, exploratory-explanatory study. Data were collected through a semi-structured interview applied to 12 undergraduate nursing students at a public university in São Paulo. For data treatment and analysis, the Discourse of the Collective Subject was used in light of Boaventura de Sousa Santos’ knowledge production paradigm theoretical framework. Results: nursing education remains centered on the traditional scientific model, neglecting gender and strengthening stereotypes aimed at the feminization of the profession. Final Considerations: nursing training has a challenge of implementing actions that deepen the gender theme. Therefore, some strategies are suggested, such as improving professor training and appropriating emancipatory pedagogical practices; reviewing pedagogical political projects; curriculum theorization and restructuring; problematizing gender issues for nursing leadership.

scholarly journals Script concordance testing to understand the hypothesis processes of undergraduate nursing students - Multiple case study

2021 ◽  
Vol 11 (6) ◽  
pp. 73
Author(s):  
Marie-France Deschênes ◽  
Johanne Goudreau
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Assessment Tool ◽  
Multiple Case Study ◽  
Clinical Situation ◽  
Undergraduate Nursing ◽  
Frequent Use ◽  
Multiple Case ◽  
Script Concordance

Background: Albeit essential to clinical reasoning (CR), strategies for generating student nursing clinical hypotheses at the time of transition to professional practice are underdeveloped. While script concordance testing (SCT) has been shown to be a valid and reliable assessment tool for CR in nursing education, the thought processes including the hypothesis processes involved in choosing an answer is not examined.Methods: A multiple case study was used to understand the complex phenomenon of students’ hypothesis activation and confrontation with the combined use of SCT questions and the think-aloud method. Structured individual interviews were conducted.Results: A total of 18 students, nine first-year and nine third-year students participated in the study. The results show that the students demonstrate certain CR cognitive processes, including early representation of a clinical situation, semantic transformation of data, and hypothesis comparison.Conclusions: Results suggest promoting knowledge articulation aloud and the frequent use of micro-judgments to compare and differentiate hypotheses involving the uncertainty of clinical practice, which underpin learning in successive layers.

scholarly journals Entrepreneurship among Undergraduate Nursing Students at a public university

2022 ◽  
Vol 75 (1) ◽  
Author(s):  
Rafael Marcelo Soder ◽  
Caroline Egger Cordeiro Cechet ◽  
Giovana Dorneles Callegaro Higashi ◽  
Luiz Anildo Anacleto da Silva ◽  
Thayza Mirela Oliveira Amaral ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cross Sectional Study ◽  
Public University ◽  
Two Dimensions ◽  
General Measure ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Subject

ABSTRACT Objectives: to identify undergraduate nursing students' entrepreneurial tendency at a public university. Methods: cross-sectional study, with a quantitative approach, with 135 undergraduate nursing students from a public university in the interior of the state of Rio Grande do Sul, Brazil. Data were collected using a socio-professional characterization form and a General measure of Enterprising Tendency test and analyzed using descriptive statistics. Results: among the five entrepreneurial tendencies, students presented results equal or above average in two dimensions: Drive and Determination (82.2%) and Need for Success (51.1%). The Creative tendency was the dimension with the highest percentage of participants below the average (68.9%). However, students in research or extension groups scored equal or above average in all five entrepreneurial tendencies. Conclusions: students showed low entrepreneurial tendencies, indicating the need for a broader approach to the subject in nursing education.

scholarly journals A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

scholarly journals Satisfaction with academic experience among undergraduate nursing students

2015 ◽  
Vol 24 (1) ◽  
pp. 187-195 ◽  
Author(s):  
Aline Marcelino Ramos ◽  
Jamila Geri Tomaschewski Barlem ◽  
Valéria Lerch Lunardi ◽  
Edison Luiz Devos Barlem ◽  
Rosemary Silva da Silveira ◽  
...  
Keyword(s):  
Nursing Students ◽  
Linear Regression Analysis ◽  
Leisure Activities ◽  
Public University ◽  
Descriptive Statistics ◽  
Academic Experience ◽  
Southern Brazil ◽  
Satisfaction Scale ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

To analyze satisfaction with the academic experience and its relationship with sociodemographic variables among undergraduate nursing students from a public university in southern Brazil. Quantitative study, conducted with 170 students with the application of the Academic Experience Satisfaction Scale. Descriptive statistics, analysis of variance and linear regression analysis were used for data analysis. Students were neither satisfied nor dissatisfied with the course or with the institution and the opportunity of development. The aspect "satisfaction with the course" obtained the highest mean; younger students who carried out leisure activities had greater satisfaction with the course and with the opportunity of development. It is expected that learning the possible satisfaction or dissatisfaction of students can contribute to the development of strategies aimed at qualifying students' learning.

Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sarah Dewell ◽  
Carla Ginn ◽  
Karen Benzies ◽  
Cydnee Seneviratne
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Curriculum Development ◽  
Role Models ◽  
Nursing Student ◽  
Undergraduate Curriculum ◽  
Future Research ◽  
Curriculum Innovation ◽  
Or Education ◽  
Undergraduate Nursing

Abstract Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

scholarly journals Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

2014 ◽  
Vol 22 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Isabel Silva de Jesus ◽  
Edite Lago da Silva Sena ◽  
Luana Machado Andrade
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Training ◽  
Public University ◽  
Metropolitan Region ◽  
Undergraduate Nursing Students ◽  
Construction Of Knowledge ◽  
Undergraduate Nursing ◽  
Teaching Learning ◽  
The University

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health.METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty.RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience.CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

scholarly journals Burnout syndrome among undergraduate nursing students at a public university

2014 ◽  
Vol 22 (6) ◽  
pp. 934-941 ◽  
Author(s):  
Jamila Geri Tomaschewski-Barlem ◽  
Valéria Lerch Lunardi ◽  
Guilherme Lerch Lunardi ◽  
Edison Luiz Devos Barlem ◽  
Rosemary Silva da Silveira ◽  
...  
Keyword(s):  
Nursing Students ◽  
Extracurricular Activities ◽  
Emotional Exhaustion ◽  
Leisure Activities ◽  
Maslach Burnout Inventory ◽  
Public University ◽  
Burnout Syndrome ◽  
Student Survey ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

OBJECTIVE: to investigate the burnout syndrome and its relationship with demographic and academic variables among undergraduate nursing students at a public university in Southern Brazil.METHOD: a quantitative study with 168 students, by applying an adaptation of the Maslach Burnout Inventory - Student Survey, validated for this study. We used descriptive and variance analysis of the data analysis.RESULTS: we found that students do not have the burnout syndrome, manifesting high average scores in Emotional Exhaustion, low in Disbelief and high in Professional Effectiveness; that younger students who perform leisure activities have greater Professional Effectiveness, unlike students in early grades with no extracurricular activities; combining work and studies negatively influenced only the Professional Effectiveness factor, while the intention of giving up influenced negatively Disbelief and Professional Effectiveness factors.CONCLUSION: the situations that lead students to Emotional Exhaustion need to be recognized, considering the specificity of their study environments.

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