scholarly journals MESTRADO PROFISSIONAL EM ENFERMAGEM ACORDO DE COOPERAÇÃO CAPES/COFEN: PROJETO INOVADOR E TRANSFORMADOR

2020 ◽  
Vol 10 (7) ◽  
Author(s):  
Manoel Carlos Neri Da Silva ◽  
Mirna Albuquerque Frota ◽  
Leocarlos Cartaxo Moreira ◽  
Isabel Amélia Costa Mendes ◽  
David Lopes Neto ◽  
...  
Keyword(s):  
Nursing Education ◽  
Cooperation Agreement ◽  
Priority Areas ◽  
The Creation ◽  
Education Nursing

Objetivo: discorrer sobre a evolução do processo de idealização, construção e implementação do projeto de Mestrado Profissional em Enfermagem do Conselho Federal de Enfermagem, estabelecido no Acordo de Cooperação Capes/Cofen. Metodologia: estudo documental fundamentado em dados coletados em arquivos, especialmente, ofícios, processos, documentos, atas e relatórios gerados pela Comissão de Pós-Graduação Stricto Sensu, instituída pelo Cofen, ou recebidos por essa Comissão. Resultados: trajetória percorrida até a assinatura do Acordo de Cooperação Capes/Cofen; o lançamento do primeiro edital, investimento para a criação de MP em áreas prioritárias e o acompanhamento dos Cursos; contribuições e desafios enfrentados nesse percurso. Conclusão: a comprometida iniciativa e investimento do Cofen, assim como as parcerias construídas, constituíram o alicerce de um projeto em expansão, avaliado como relevante e exitoso, tanto por quem nele diretamente se envolveu e participou, quanto por quem foi seu espectador.Descritores: Enfermagem; Educação Continuada em Enfermagem; Profissionais de Enfermagem.PROFESSIONAL MASTER IN NURSING CAPES/COFEN COOPERATION AGREEMENT: INNOVATIVE AND TRANSFORMATIVE PROJECTObjective: to discuss the evolution of the idealization process, construction and implementation of the Project of Profissional Master in Nursing of the Federal Council of Nursing, established in the Capes/Cofen Cooperation Agreement. Methodology: documental study based on data collected from archives, especially letters, processes, documents, minutes and reports generated by the Stricto Sensu Graduate Commission, established by Cofen, or received by this Committee. Results: path taken until the signing of the Capes/Cofen Cooperation Agreement; the launch of the first public notice, investiment for the creation of MP in priority áreas and the monitoring of programs; contributions and challenges faced along this path. Conclusion: Cofen committed initiative and investment, as well as the partnerships built, were the foundation of a growing Project, assessed as relevant and successful, both by those who directly involved and participated in it, as well as who was its spectator.Descriptors: Nursing; Education Nursing Continuing; Nurse Practitioners.MASTER PROFESIONAL EN ENFERMERÍA ACUERDO DE COOPERACIÓN CAPES/COFEN: PROJECTO INNOVADOR Y TRANSFORMADORObjetivo: discutir la evolución del proceso de idealización, construcción e implementación del projecto de Master Profesional em Enfermería del Consejo Federal de Enfermería, establecido em El Acuerdo de Cooperación Capes/Cofen. Metodología: estúdio documental basado em datos recopilados de archivos, especialmente cartas, procesos, documentos, actas e informes generados por la Comisión de Posgrado Stricto Sensu, establecida por Cofen o recibida por esta Comisión. Resultados: camino tomado hasta la firma del Acuerdo de Cooperación Capes/Cofen; el lanzamiento del primer aviso público, la inversión para la creación de Master Profesional em áreas prioritárias y El monitoreo de los cursos; contribuciones y desafios enfrentados em este camino. Conclusión: la iniciativa y la inversión comprometidas de Cofen, así como las alianzas creadas, fueron la base de un proyecto en crecimiento, evaluado como relevante y exitoso, tanto por quienes participaron directamente y participaron en él, como por quién fue su espectador.Descriptores: Enfermería; Educación Continua en Enfermería; Enfermeras Practicantes

scholarly journals Teaching caring in nursing: a needs assessment

Curationis ◽  
1990 ◽  
Vol 13 (1/2) ◽  
Author(s):  
Hilla Brink
Keyword(s):  
Nursing Education ◽  
Needs Assessment ◽  
Education System ◽  
Priority Areas ◽  
The Third ◽  
Assessment Design ◽  
Research On Teaching ◽  
The Way

Despite the fact that caring is the heart of nursing, there is growing evidence that nurses are not as effective as they ought to be in their caring role. This signifies that more attention needs to be given to the teaching of caring. The aim of this study was to pave the way to initiate the process of research on teaching caring, by suggesting priority areas. The needs assessment design was used for the study. Five steps were involved to achieve the aims. The first was to explore the nature and meaning of caring as presented in the literature. The second was to review completed research on aspects of caring within the nursing context. The third was to investigate the position of caring in the present nursing education system. The fourth was to investigate ways of promoting the teaching of caring as advocated in the literature and the final step based on inferences made from the first four steps was to suggest priority areas for research on teaching caring in nursing.

Exploring the Changing Landscape of Jobs for New Graduates: Practice, Education, and New Graduate Imperatives

2012 ◽  
Vol 18 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Dori Taylor Sullivan ◽  
Kathleen S. Fries ◽  
Michael V. Relf
Keyword(s):  
Nursing Education ◽  
Nursing Practice ◽  
Economic Conditions ◽  
Nursing Workforce ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduates ◽  
New Graduate ◽  
Near Future ◽  
Education Nursing

Numerous expert sources have reported a reduction in positions available for new graduate nurses, largely because of general economic conditions, although there are conflicting data and significant geographic variances. Nursing education, nursing practice, and new graduates themselves must develop partnerships to better prepare graduates for more challenging employment searches so that these newest members of the nursing workforce are retained and available for practice in preparation for the expected shortage of nurses in the near future.

scholarly journals The opinions of nursing students regarding the first implementation of distance education

2017 ◽  
Vol 9 (2) ◽  
pp. 51 ◽  
Author(s):  
Deniz Öztürk ◽  
Evrim Eyikara ◽  
Zehra Gocmen Baykara
Keyword(s):  
Distance Education ◽  
Nursing Education ◽  
Nursing Students ◽  
Nursing Student ◽  
Formal Education ◽  
Positive Finding ◽  
Scale Scores ◽  
Students Attitudes ◽  
Vocational Courses ◽  
Education Nursing

With rapid developments being made in science and technology, there is also an increasing need for different educational methods. Distance education allows increased access to education and more flexibility for the students. This descriptive study was conducted to establish the opinions of nursing students about distance education being adopted for the first time. The study comprised 261 nursing students, who were applied a data collection form in class. Of these students, 55.6% stated that they had problems while taking courses through distance education, 83.1% stated that it was not beneficial, 90.8% stated that distance education could not be used for applied vocational courses. It was found the mean scale scores were lower for the students who thought that distance education was not beneficial, who would like to take these courses through formal education and who believed that the applied vocational courses could not be provided through distance education. The students had difficulties in accessing the internet during the courses. The students' attitudes towards distance education were at moderate level and the negative conditions adversely affected the students' opinions. In addition, the majority of the students thought that the vocational courses could not be made through distance education, and this is considered to be a positive finding. Keywords: Nursing education, nursing student, simulation. Keywords: Distance education; nursing students; nursing education

scholarly journals O ensino do processo de enfermagem

2018 ◽  
Vol 12 (9) ◽  
pp. 2470
Author(s):  
Iranete Almeida Sousa Silva ◽  
Josicélia Dumet Fernandes ◽  
Mirian Santos Paiva ◽  
Fernanda Rios Da Silva ◽  
Lázaro Souza Da Silva
Keyword(s):  
Nursing Education ◽  
Teaching And Learning ◽  
Scientific Production ◽  
Nursing Process ◽  
Virtual Library ◽  
Innovative Strategies ◽  
Unified Health System ◽  
Nursing Courses ◽  
Education Nursing ◽  
Process Method

RESUMOObjetivo: analisar a produção científica de enfermeiras sobre o ensino do Processo de Enfermagem. Método: trata-se de revisão integrativa de estudos publicados entre 2002 e 2012, na base de dados LILACS e biblioteca virtual SciELO. Realizou-se a busca em março de 2017, utilizando-se descritores controlados contemplados no DeCS. Resultados: caracterizaram-se sete artigos originais quanto ao periódico, ano de publicação, delineamento metodológico, área de atuação e titulação das autoras e procedência regional das produções. Suscita-se a necessidade de discutir e refletir sobre os modos de ensinar e aprender o Processo de Enfermagem entre docentes, discentes, coordenadores de cursos de enfermagem e serviços de saúde. Conclusão: considera-se que diante da complexidade do Processo de Enfermagem, o seu ensino deve ocorrer transversalmente, envolver estratégias inovadoras e promover qualificação docente contínua visando à formação de profissionais críticos, reflexivos e comprometidos com os princípios do Sistema Único de Saúde. Descritores: Enfermagem; Educação em Enfermagem; Educação Superior; Processo de Enfermagem; Revisão.ABSTRACTObjective: to analyze the scientific production of nurses on the teaching of the Nursing Process. Method: this is an integrative review of studies published between 2002 and 2012, in the LILACS database and SciELO virtual library. The search was carried out in March of 2017, using controlled descriptors contemplated in the DeCS. Results: seven original articles, characterized as periodical, year of publication, methodological design, area of action and titration of the authors and regional origin of the productions. The results raise the need to discuss and reflect on the ways of teaching and learning the Nursing Process among teachers, students, coordinators of nursing courses and health services. Conclusion: in view of the complexity of the Nursing Process, its teaching must take place transversally, involving innovative strategies and promoting continuous teaching qualification aimed at training critical professionals, reflective and committed to the principles of the Unified Health System. Descriptors: Nursing; Nursing Education; Higher Education; Nursing Process; Review.RESUMENObjetivo: analizar la producción científica de enfermeras sobre la enseñanza del Proceso de Enfermería. Método: revisión integradora de estudios publicados entre 2002 y 2012, en la base de datos LILACS y biblioteca virtual SciELO. Se realizó la búsqueda en marzo de 2017, utilizándose descriptores controlados contemplados en el DeCS. Resultados: siete artículos originales, caracterizados sobre el periódico, año de publicación, delineamiento metodológico, área de actuación y titulación de las autoras y procedencia regional de las producciones. Los resultados muestran la necesidad de discutir y reflexionar sobre los modos de enseñar y aprender el Proceso de Enfermería entre docentes, discentes, coordinadores de cursos de enfermería y servicios de salud. Conclusión: frente a la complejidad del Proceso de Enfermería, su enseñanza debe ocurrir transversalmente, envolver estrategias innovadoras y promover calificación docente continua visando la formación de profesionales críticos, reflexivos y comprometidos con los principios del Sistema Único de Salud. Descriptores: Enfermería; Educación en Enfermería; Superior Educación; Proceso de Enfermería; Revisión.

scholarly journals Estágio em ensino: fortalecendo a formação do docente enfermeiro

2020 ◽  
Vol 14 ◽  
Author(s):  
Geysa Santos Góis Lopes ◽  
Paloma Rocha Reis ◽  
Isaura Letícia Tavares Palmeira Rolim ◽  
Ana Hélia De Lima Sardinha
Keyword(s):  
Nursing Education ◽  
Theory And Practice ◽  
Graduate Faculty ◽  
Master's Students ◽  
De Se ◽  
Nursing Graduate ◽  
Methodological Approaches ◽  
Concrete Reality ◽  
Education Nursing

Objetivo: relatar a experiência do estágio de docência do programa de pós-graduação Stricto sensu em Enfermagem enquanto prática fortalecedora na formação do enfermeiro docente. Método:  trata-se de um descritivo, tipo relato de experiência. que surgiu da iniciativa de se refletir sobre as abordagens pedagógicas e teórico-metodológicas do EDO na formação do enfermeiro docente, em um programa de Pós-Graduação Stricto sensu de Enfermagem/PPGENF, na modalidade mestrado acadêmico. Resultados: apresentou-se o estágio como um espaço de desafios, desenvolvimento de habilidades, ressignificações e oportunidade de excelência, ao aumentar a superfície de contato das mestrandas com a realidade concreta da atuação docente, oportunizando um instante único de análise e assimilação do cenário existente. Conclusão: configurou-se o estágio de docência orientado como um componente imprescindível para a formação das futuras mestras, além de possibilitar um diálogo entre a teoria e a prática, suscitando reflexões profundas sobre o papel do docente. Descritores: Educação Superior; Ensino; Enfermagem; Educação de Pós-Graduação; Educação de Pós-Graduação em Enfermagem; Docentes de Enfermagem.AbstractObjective: to report the experience of the teaching internship of the Stricto sensu postgraduate program in Nursing as a strengthening practice in the training of nurse teachers. Method: it is a descriptive, experience report type, that emerged from the initiative to reflect on the pedagogical and theoretical-methodological approaches of EDO in the training of nurse teachers, in a Postgraduate Stricto sensu Nursing / PPGENF program, in the academic master's modality. Results: the internship was presented as a space of challenges, development of skills, reframing and opportunity for excellence, by increasing the contact surface of the Master's students with the concrete reality of teaching performance, providing a unique moment of analysis and assimilation of the existing scenario. Conclusion: the oriented teaching stage was configured as an essential component for the training of future teachers, in addition to enabling a dialogue between theory and practice, giving rise to profound reflections on the role of the teacher. Descriptors: Education, Higher; Teaching; Nursing; Education, Graduate; Education, Nursing, Graduate; Faculty, Nursing.ResumenObjetivo: informar la experiencia de la pasantía docente del programa de posgrado Stricto sensu en Enfermería como práctica de fortalecimiento en la formación del enfermero docente. Método: es un tipo de informe de experiencia descriptivo que surgió de la iniciativa de reflexionar sobre los enfoques pedagógicos y teórico-metodológicos de EDO en la formación del enfermero docente, en un programa de Postgrado Stricto sensu Enfermería / PPGENF, en la modalidad de maestría académica. Resultados: la pasantía se presentó como un espacio de desafíos, desarrollo de habilidades, resignificación y oportunidad de excelencia, al aumentar la superficie de contacto de los estudiantes de maestría con la realidad concreta del desempeño docente, proporcionando un momento único de análisis y asimilación del escenario existente. Conclusión: la etapa de enseñanza orientada se configuró como un componente esencial para la formación de futuros docentes, además de permitir un diálogo entre la teoría y la práctica, dando lugar a profundas reflexiones sobre el papel del docente. Descriptores: Educación Superior. Enseñanza. Enfermería. Educación de Postgrado. Educación de Postgrado en Enfermería. Docentes de Enfermería.    

scholarly journals Simulation-Based Learning: No Longer a Novelty in Undergraduate Education

2018 ◽  
Vol 23 (2) ◽  
Author(s):  
Michelle Aebersold
Keyword(s):  
Nursing Education ◽  
Nursing Programs ◽  
Clinical Experiences ◽  
Educational Strategies ◽  
Safe Environment ◽  
Reasoning Abilities ◽  
Simulation Evaluation ◽  
Simulation Based ◽  
Learning Options ◽  
Education Nursing

Simulation, once the domain of those faculty who enjoyed the technical aspects of using computerized mannequins, has now moved to center stage in nursing education. Nursing programs realize that they can no longer afford to consider simulation as merely an 'add-on.’ Simulation today includes role play, standardized patients, virtual simulation, and computerized mannequins. It is now imperative to integrate simulation throughout the entire curriculum. Today, simulation allows students to learn skills; develop clinical reasoning abilities; and to become competent in caring for patients/families in a safe environment. The variety of simulation-based learning options can offer a way to replace traditional, and often hard to find, clinical experiences. In this article, the author describes the background, theoretical basis, and current uses of simulation; reports on simulation effectiveness in nursing; shares educational strategies to enhance effectiveness; and considers simulation methods and feedback and debriefing strategies. The conclusion addresses simulation evaluation, and the future of simulation in nursing education.

Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Satu Kajander-Unkuri ◽  
Riitta Meretoja ◽  
Jouko Katajisto ◽  
Helena Leino-Kilpi ◽  
Arja Suikkala
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Response Rate ◽  
Cross Sectional Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Competence Scale ◽  
The Relationship ◽  
Education Nursing

AbstractDuring nursing education, nursing students are required to develop their competence to be able to fulfill their duties safely as Registered Nurses. The aims of this study were to explore 1) nursing students’ self-assessed competence levels during education 2) the relationship with competence and frequency at which competencies are utilized in clinical practice, and 3) factors related to competence levels. 841 (response rate 67.6 %) nursing students responded to the Nurse Competence Scale in a cross-sectional study. The self-assessed overall competence levels were improving during the education continuum (VAS-means 1st 56.6; 2nd 58.3; 3rd 59.8 and 3.5th -year students 68.4). Every group revealed a significant positive correlation with competence and frequency at which competencies are utilized in clinical practice in clinical placement. Risk factors for low competence were also identified. Systematic multimethod competence evaluations with longitudinal designs are needed to monitor outcomes of nursing education.

Challenging Unjust Authority and Creating a Profession

2017 ◽  
Vol 23 (2) ◽  
pp. 129-137
Author(s):  
Mary Ellen Doona
Keyword(s):  
Nursing Education ◽  
Well Being ◽  
Professional Associations ◽  
Treatment Facilities ◽  
20Th Anniversary ◽  
The Law ◽  
The Right ◽  
Education Nursing ◽  
Trained Nurse

The emergence of the trained nurse as a new profession for women coincided with the transformation of hospitals from refuges for the sick and poor into treatment facilities. The hospital was an apt setting for learning nursing’s fundamentals, but the domestic demands of the setting soon took precedence over nursing education. Nursing superintendents struggled to honor the right of pupil nurses to an education over the might of the hospital’s demands. The 20th anniversary of the Trained Nurse Movement in 1893 proved the decisive moment when nursing superintendents created professional associations and gathered the nursing diaspora into a coherent force. Recourse to the law followed with nurses seeking legal validation of their authority over nursing education. Now, as then, a nurse’s authority is a right that has to be protected when the might of individuals and institutions, both subtle and blatant, interferes with nurses caring for the well-being of society.

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