scholarly journals DEVELOPING TEACHING LEARNING FOR INTEGRATED MANAGEMENT OF CHILDHOOD ILLNESS (IMCI): A QUALITATIVE STUDY IN ACEH INDONESIA

2017 ◽  
Vol 3 (5) ◽  
pp. 555-568
Author(s):  
Wirda Hayati ◽  
Sri Supar Yati Soenarto ◽  
Fitri Haryanti ◽  
Yayi Suryo Prabandari
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Learning Process ◽  
Nurse Educators ◽  
Integrated Management ◽  
Community Health Center ◽  
Childhood Illness ◽  
Clinical Instructors ◽  
Sick Children ◽  
Teaching Learning

Background: Integrated Management of Childhood Illness (IMCI) is an integrated guideline in dealing with infants and sick children at the community health center. However, many students cannot apply this guideline because they are not being exposed.Objective: This study aims to explore the perspectives of nurse educators and clinical instructors regarding the effectiveness of teaching learning process of IMCI in diploma nursing students.Methods: This was a qualitative study with interpretive approach. There were 9 informants selected using purposive sampling, which consisted of nurse educators and clinical instructors. Data collection was conducted in December 2016 - February 2017 using focus group discussions and in-depth interviews. Data were analyzed using Colaizzi process.Result: There were four themes emerged from data, namely 1) Competency of IMCI for Diploma Nursing Students, 2) Deepening of IMCI Material, 3) Learning methods of IMCI in the class and clinic should be active and structured, 4) Student confidence in the application of IMCI in clinical setting.Conclusion: The learning process of IMCI will have an impact on the improvement of knowledge, skills and attitude in the application of IMCI in the clinical setting.

scholarly journals Nurse educators’ perceptions of the way nursing students protect patient privacy

2014 ◽  
Vol 48 (spe2) ◽  
pp. 171-177
Author(s):  
Otília Zangão ◽  
Mendes Felismina
Keyword(s):  
Nursing Students ◽  
Learning Process ◽  
Nurse Educators ◽  
Real Life ◽  
Care Process ◽  
Patient Privacy ◽  
Structured Interviews ◽  
Schools Of Nursing ◽  
Teaching Learning ◽  
The Way

The aim of this study was to assess the teaching-learning process related to patient privacy during the care process and the way nursing students’ protect patient privacy. Descriptive/correlational study using a qualitative approach and nonprobability sampling of 19 nurse educators from two schools of nursing. Data was collected using semi-structured interviews. Data analysis was undertaken using the SPSS version 20 and Alceste 2010 programs. The study complied with ethical standards. Two classes were assigned (protection of patient privacy and care process) with four subcategories (protection, empathy, relational competencies and technoscientific competencies).The findings show the need to adopt a reflective approach to the teaching-learning process by using experiential learning activities and real-life activities. We believe that intimacy and the protection of privacy should be core themes of nurse education and training.

scholarly journals Improving the Assessment and Classification of Sick Children according to the Integrated Management of Childhood Illness (IMCI) Protocol at Sanja Primary Hospital, Northwest Ethiopia: A Pre-Post Interventional Study

2020 ◽  
Vol 2020 ◽  
pp. 1-12
Author(s):  
Mohammed Abayneh ◽  
Tsegaye Gebremedhin ◽  
Endalkachew Dellie ◽  
Chalie Tadie Tsehay ◽  
Asmamaw Atnafu
Keyword(s):  
Integrated Management ◽  
Northwest Ethiopia ◽  
Mean Difference ◽  
Childhood Illness ◽  
Successful Implementation ◽  
Interventional Study ◽  
Essential Drugs ◽  
Primary Hospital ◽  
Sick Children

Background. A complete and consistent use of integrated management of childhood illness (IMCI) protocol is a strategic implementation that has been used to promote the accurate assessment and classifications of childhood illnesses, ensures appropriate combined treatment, strengthens the counseling of caregiver, and speeds up the referrals to decrease child mortality and morbidity. However, there is limited evidence about the complete and consistent use of IMCI protocol during the assessment and classifications of childhood illness in Ethiopia. Therefore, this intervention was implemented to improve the assessment and classifications of childhood illness according to the IMCI protocol in Sanja primary hospital, northwest Ethiopia. Methods. A pre-post interventional study was used in Sanja primary hospital from January 01 to May 30, 2019. A total of 762 (381 for pre and 381 for postintervention) children from 2 months up to 5 years of age were involved in the study. Data were collected using a structured questionnaire prepared from the IMCI guideline, and a facility checklist was used. A five-month in-service training, weekly supportive supervision, daily morning session, and availing essential drugs and materials were done. Both the descriptive statistics and independent t -test were done. In the independent t -test, a p value of <0.05 and a mean difference with 95% CI were used to declare the significance of the interventions. Results. The findings revealed that the overall completeness of the assessment was improved from 37.8 to 79.8% (mean difference: 0.17; 95% CI: 0.10-0.22), consistency of assessment with classification from 47.5 to 76.9% (mean difference: 0.34; 95% CI: 0.27-0.39), classification with treatment from 42.3 to 75.4% (mean difference: 0.35; 95% CI: 0.28-0.47), and classification with follow-up from 32.8 to 73.0% (mean difference: 0.36; 95% CI: 0.29-0.42). Conclusion. The intervention has a significant improvement in the assessment and classification of childhood illness according to the IMCI protocol. Therefore, steps must be taken to ensure high quality of training, adequate supervision including the observation of health workers managing sick children during supervisory visits, and a constant supply of essential drugs and job aids for successful implementation of IMCI in the hospital and also to other facilities.

scholarly journals Teaching-learning evaluation on the ICNP® using virtual learning environment

2017 ◽  
Vol 70 (3) ◽  
pp. 602-609 ◽  
Author(s):  
Carolina Costa Valcanti Avelino ◽  
Lívia Cristina Scalon da Costa ◽  
Soraia Matilde Marques Buchhorn ◽  
Denismar Alves Nogueira ◽  
Sueli Leiko Takamatsu Goyatá
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Learning Process ◽  
Professional Education ◽  
Nursing Practice ◽  
Virtual Learning Environment ◽  
Learning Evaluation ◽  
Teaching Learning ◽  
Nursing Professionals

ABSTRACT Objective: Evaluating the teaching-learning process of undergraduates and nursing professionals on the International Classification for Nursing Practice (ICNP®) through a course on Moodle Platform. Method: Mixed research conducted with 51 nursing students and nurses. Many technological and educational resources were used. To collect data, two semi-structured questionnaires were applied and focus groups were carried out. Statistical and thematic analysis of the data was performed. Results: There was a correlation between the Wiki variable, the Animation Video (p = 0.002) and the Arch Method (p = 0.04), as well as a correlation between the Forum, the Virtual Book (P < 0.001) and time (p = 0.009). Three topics emerged: innovation in the application of technological resources, distance education in the professional education and permanent education and the teaching-learning process on the ICNP® in a collaborative way. Conclusion: Teaching-learning strategies and technological resources used were pointed out as innovative and helped students have a better performance.

scholarly journals O ensino de enfermagem em saúde mental na percepção de estudantes

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Aline Mesquita Lemos ◽  
Helder De Pádua Lima ◽  
Lourdes Suelen Pontes Costa ◽  
Maria Raquel Rodrigues Carvalho ◽  
Emília Cristina Carvalho Rocha Caminha
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Process ◽  
Psychosocial Care ◽  
Public Institution ◽  
Mental Health Training ◽  
Health Training ◽  
Salud Mental ◽  
Teaching Learning

Objetivo: Compreender a experiência de estudantes de Enfermagem no processo de ensino-aprendizagem em saúde mental. Métodos: Estudo qualitativo, realizado com oito estudantes de enfermagem de uma instituição pública. As narrativas foram coletadas através de grupo focal, gravadas e transcritas na íntegra. A análise pautou-se na técnica de análise categorial temática. Resultados: Emergiram duas categorias analíticas: Formação em saúde mental na Graduação em Enfermagem e Experiências dos estudantes no processo de ensino-aprendizagem. Conclusão: A experiência discente apontou: a necessidade de potencializar a formação em saúde mental com a criação de disciplinas que abordassem esta área de conhecimento; desenvolvimento de estratégias de integração do conteúdo deste campo específico com o de outras disciplinas; uso de metodologias ativas e inovadoras; maiores oportunidades de atuação na Rede de Atenção Psicossocial; e desenvolvimento de práticas de cuidado em enfermagem que favoreçam a superação da estigmatização da pessoa em sofrimento psíquico.Descritores: Enfermagem, Saúde mental, Estudantes de enfermagem, Educação em enfermagem, Enfermagem psiquiátrica.MENTAL HEALTH NURSING TEACHING BASED ON STUDENTS’ PERCEPTIONObjective: Analyzing nursing students’ experience in the teaching-learning process in mental health. Methods: Study qualitative conducted with eight nursing students from a public institution. Participants’ narratives were recorded in a focus group and fully transcribed. Data analysis was based on the theme/category-based content analysis technique. Results: Two analytical categories emerged, namely: Mental Health Training in Undergraduate Nursing and Students experiences in teaching-learning process. Conclusion: Students’ experience pointed towards the need of improving mental health training by creating a discipline focused on addressing this knowledge field; developing strategies focused on integrating the content of this specific field with that of other disciplines; using active and innovative methodologies; enabling greater opportunities for students to act in the Psychosocial Care Network; and developing nursing care practices to help individuals in psychological distress to overcome stigmatization.Descriptors: Nursing, Mental health, Students nursing, Education nursing, Psychiatric nursing. LA ENSEÑANZA DE ENFERMERÍA EN SALUD MENTAL EN LA PERCEPCIÓN DE LOS ESTUDIANTESObjetivo: Entender la experiencia de los estudiantes de enfermería en el proceso de enseñanza-aprendizaje en salud mental. Métodos: Un estudio cualitativo, realizado con ocho estudiantes de enfermería de una institución pública. Las narrativas fueron recopiladas a través de grupo focal, grabadas y totalmente transcritas. El análisis se basó en la técnica de análisis por categoría y tema. Resultados: Surgieron dos categorías analíticas: Formación en Salud Mental en enfermería del pregrado y Experiencias de los estudiantes en la participación en el proceso de enseñanza-aprendizaje. Conclusión: La experiencia de los estudiantes señaló la necesidad de potenciar la formación en salud mental con la creación de disciplina que aborde esta área del conocimiento; el desarrollo de estrategias de integración del contenido de este campo específico con el de otras disciplinas; el uso de metodologías activas e innovadoras; mayores oportunidades de acción en la Red de Atención Psicosocial; y el desarrollo de prácticas de cuidado en enfermería que favorezcan la superación de la estigmatización de la persona con sufrimientos psicológicos.Descriptores: Enfermería, Salud mental, Estudiantes de enfermeira, Educación em enfermeira, Enfermería psiquiátrica.

scholarly journals Percepções de estudantes de enfermagem sobre a utilização do portfólio reflexivo

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Antonio Germane Alves Pinto ◽  
Daniele Gomes da Silva ◽  
Estephani Vitorino Correia da Silva ◽  
João Paulo Xavier Silva ◽  
José Adelmo da Silva Filho ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Process ◽  
Assessment Method ◽  
Traditional Teaching ◽  
Process Data ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Investigación Cualitativa ◽  
Teaching Learning

Objetivo: Analisar as percepções de estudantes de graduação em Enfermagem sobre a utilização do portfólio reflexivo como método de ensino, aprendizagem e avaliação. Método: Pesquisa qualitativa, realizada em uma turma de acadêmicos de Enfermagem, os quais desenvolveram portfólios para a disciplina Tópicos Especiais do Cuidado de Enfermagem. Utilizou-se questionário sobre a percepção dos acadêmicos na construção do portfólio com ênfase em aspectos positivos e negativos do processo. Os dados foram categorizados pela análise de conteúdo temática. Resultados: Os resultados evidenciaram que a utilização do portfólio constitui uma ferramenta para superação do modelo tradicional de ensino, visando a reflexão do estudante no processo ensino-aprendizagem. O sucesso do uso do portfólio como metodologia ativa e método de avaliação depende da participação e interesse dos estudantes e professores. Conclusão: A reflexão no processo ensino-aprendizagem se torna possível com a utilização de metodologias ativas. Como implicações para a prática de Enfermagem, o portfólio se mostrou uma estratégia eficiente para a ampliação do conhecimento teórico, auxiliando no desenvolvimento das habilidades e competências da profissão.Descritores: Educação em Enfermagem; Aprendizagem; Avaliação educacional.PERCEPTIONS OF NURSING STUDENTS ON THE USE OF THE REFLECTIVE PORTFOLIOObjective: To analyze the perceptions of undergraduate nursing students about the use of the reflective portfolio as a teaching, learning and assessment method. Method: Qualitative research, conducted in a class of nursing students, who developed portfolios for the discipline Special Topics of Nursing Care. We used a questionnaire about the students' perception in the portfolio construction with emphasis on positive and negative aspects of the process. Data were categorized by thematic content analysis. Results: The results showed that the use of the portfolio is a tool for overcoming the traditional teaching model, aiming at student reflection in the teaching-learning process. The success of using the portfolio as an active methodology and assessment method depends on the participation and interest of students and teachers. Conclusion: Reflection in the teaching-learning process becomes possible with the use of active methodologies. As implications for nursing practice, the portfolio proved to be an efficient strategy for the expansion of theoretical knowledge, helping in the development of skills and competences of the profession.        Descriptors: Nursing education; Learning; Educational evaluation.PERCEPCIONES DE ESTUDIANTES EN REFERENCIA SOBRE EL USO DE LA CARTERA REFLECTIVAObjetivo: analizar las percepciones de los estudiantes de pregrado de enfermería sobre el uso de la cartera reflexiva como método de enseñanza, aprendizaje y evaluación. Método: Investigación cualitativa, realizada en un grupo de estudiantes de Enfermería, que desarrollaron portafolios para la disciplina Temas Especiales en Atención de Enfermería. Se utilizó un cuestionario sobre la percepción de los académicos en la construcción de la cartera con énfasis en los aspectos positivos y negativos del proceso. Los datos fueron categorizados por análisis de contenido temático. Resultados: Los resultados mostraron que el uso del portafolio es una herramienta para superar el modelo de enseñanza tradicional, con el objetivo de reflejar al alumno en el proceso de enseñanza-aprendizaje. El éxito del uso de la cartera como metodología activa y método de evaluación depende de la participación e interés de estudiantes y maestros. Conclusión: La reflexión en el proceso de enseñanza-aprendizaje se hace posible con el uso de metodologías activas. Como implicaciones para la práctica de enfermería, el portafolio demostró ser una estrategia eficiente para expandir el conocimiento teórico, ayudando a desarrollar las habilidades y competencias de la profesión.Descriptores: Educación en enfermería; Aprendizaje; Evaluación educativa.

scholarly journals Relación Entre la Investigación y la Docencia Activa. Un Punto de Vista Cualitativo de Estudiantes de Ingeniería

2018 ◽  
Vol 3 (1) ◽  
pp. 129
Author(s):  
Aránzazu Berbey Álvarez ◽  
Humberto Álvarez ◽  
Jessica Guevara Cedeño ◽  
Juan De Dios Sanz Bobi
Keyword(s):  
Active Learning ◽  
Qualitative Study ◽  
Qualitative Analysis ◽  
Learning Process ◽  
Engineering Students ◽  
Scientific Research ◽  
Research Results ◽  
Teaching Learning

This manuscript presents a qualitative analysis about the engineering students perspective of the insertion of research results in the teaching/learning process in the classroom, and if these didactic resources motivated or promoted a future scientific research career.Keywords: research, active learning teaching, engineering students, perception, qualitative study. 

scholarly journals Knowledge and Implementation of Integrated Management of Childhood Illness at East Kalimantan

2018 ◽  
Vol 14 (2) ◽  
pp. 163-171
Author(s):  
Fatma Zulaikha ◽  
Rina Triasih ◽  
Purwanta Purwanta
Keyword(s):  
Community Health ◽  
Health Center ◽  
Health Workers ◽  
Integrated Management ◽  
Community Health Center ◽  
Cross Sectional Study ◽  
Childhood Illness ◽  
Morbidity And Mortality ◽  
Cross Sectional ◽  
Implementation Quality

Pneumonia is the most common cause of morbidity and mortality among young children worldwide. Integrated Management of Childhood Illness (IMCI) is a procedural form in the care of childhood illness which aims to minimize morbidity and mortality rate in children, including pneumonia. This was a cross-sectional study at Samarinda and Kutai Kartanegara community health center from July to October 2015. The health workers’ knowledge was assessed through questionnaire. The quality of IMCI implementation was evaluated through direct observation in primary health care. A total of 46 health workers were involved in this study. Observation of IMCI implementation quality was conducted in 104 children. The majority of respondents (73.9) had sufficient knowledge; however, in terms of direct implementation on the field, most of the respondents (87%) were included in incompetent category. It can be concluded that level of knowledge was related to implementation of cough IMCI in community health center, but the correlation was weak.

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