Proposição, fundação, implantação e consolidação de uma liga acadêmica

RESUMOObjetivo: relatar a experiência de estudantes de graduação em enfermagem na proposição, fundação, implantação e consolidação de uma Liga Acadêmica. Método: estudo descritivo do tipo relato de experiência abrangendo desde a fundação à consolidação da Liga Acadêmica de Saúde Coletiva da Universidade Federal de Alagoas (LASC/UFAL). Resultados: a proposição deu-se a partir da visão de estudantes de graduação em enfermagem, das Ligas Acadêmicas, como espaço de relevância no processo de formação, imersão estudantil e militância. O processo de fundação da Liga caracterizou-se pela reunião dos membros fundadores, definição de objetivos e confecção do estatuto, culminado com a sua implantação. O processo de consolidação teve como marco a realização da I Cerimônia de Posse da LASC/UFAL. Conclusão: a autonomia, o protagonismo e o engajamento estudantil foram marcos presentes durante todo o processo, ultrapassando o paradigma tradicional do processo de ensino-aprendizagem. Descritores: Estudantes de Enfermagem; Educação em Enfermagem; Capacitação de Recursos Humanos em Saúde; Relações Comunidade-Instituição; Saúde Pública; Tomada de Decisões. ABSTRACT Objective: to report the experience of undergraduate nursing students in the proposition, foundation, implementation and consolidation of an Academic League. Method: a descriptive study of the type experience report ranging from the foundation to the consolidation of an Academic League of Public Health at the Federal University of Alagoas (LASC/UFAL). Results: the proposition came from the point of view of undergraduate students of Nursing from Academic Leagues as a space of relevance in the process of training, student immersion and militancy. The process of foundation of the league was characterized by the meeting of the founding members, setting goals and making the statute, culminating with its deployment. The process of consolidation has had as marco held the 1st Ceremony of LASC/UFAL. Conclusion: the autonomy, the role and the student engagement were present during the entire process, beyond the traditional paradigm of the teaching-learning process. Descriptors: Students of Nursing; Nursing Education; Health Human Resource Training; Community-Institutional Relations; Public Health; Decision Making.RESUMEN Objetivo: reportar la experiencia de estudiantes de enfermería de pregrado en la proposición, fundación, la implementación y la consolidación de una Sociedad Académica. Método: se realizó un estudio descriptivo del tipo experiencia informe, desde la fundación para la consolidación de la Liga Académica de Salud Pública de la Universidad Federal de Alagoas (LASC/UFAL). Resultados: la propuesta llegó desde el punto de vista de los estudiantes de pregrado en enfermería de Ligas Académicas como un espacio de relevancia en el proceso de formación del estudiante, la inmersión y la militancia. El proceso de fundación de la sociedad se caracteriza por la reunión de los miembros fundadores, estableciendo metas y haciendo el estatuto, culminando con su implementación. El proceso de consolidación ha tenido como marco llevado a cabo la Primera Ceremonia de LASC/UFAL. Conclusión: la autonomía, la función y la participación del alumno estuvieron presentes durante todo el proceso, más allá del paradigma tradicional del proceso de enseñanza-aprendizaje. Descriptores: Estudiantes de Enfermería; Educación en Enfermería; Capacitación de Recursos Humanos en Salud; Relaciones Comunidad-Institución; Salud Pública; Toma de Decisiones.

Download Full-text

Die stand van kliniese evaluering aan Suider-Afrikaanse Universiteite

Curationis ◽

10.4102/curationis.v15i1.349 ◽

1992 ◽

Vol 15 (1) ◽

Author(s):

M. Mulder ◽

M. Viljoen

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Undergraduate Students ◽

Clinical Evaluation ◽

Southern Africa ◽

Professional Preparation ◽

Nursing Literature ◽

Teaching Learning ◽

High Level

The fact that clinical evaluation is a difficult and complex task of nursing education has been emphasized in the nursing literature since the early seventies. It is, nevertheless, a most important component of the teaching-learning process of nursing students and it has definite advantages. It: * contributes to the improvement of the standard of nursing care * helps to identify problem areas for research and * contributes to high level professional preparation. In the light of these factors the aims of the study were to: * determine and describe the position of clinical evaluation as a component of the teaching of undergraduate students in departments of nursing at universities in Southern Africa; * draw up a proto-theoretical model for clinical evaluation. The second aim will be fully discussed in a follow-up article. The empirical data showed that nursing educationists in Southern Africa are not entirely up to standard regarding the skills required for clinical evaluation.

Download Full-text

Nursing students and mental health education in primary care

Revista Gaúcha de Enfermagem ◽

10.1590/1983-1447.2014.01.37887 ◽

2014 ◽

Vol 35 (1) ◽

pp. 94-101 ◽

Cited By ~ 1

Author(s):

Fernanda Tiemi MIYAI ◽

Sônia BARROS ◽

Jandro Moraes CORTES

Keyword(s):

Mental Health ◽

Primary Care ◽

Nursing Education ◽

Nursing Students ◽

Undergraduate Students ◽

Structured Interviews ◽

Mental Health Nursing ◽

School Of Nursing ◽

People With Mental Illness ◽

Teaching Learning

The University of Sao Paulo School of Nursing (EEUSP) went through a period of transition from undergraduate syllabus between the years 2009 and 2010. This change was made to integrate basic and clinical cycles and to reduce fragmentation of the disciplines. The mental health nursing education was included in many modules including the primary care. This qualitative study aimed to identify how the service offered to people with mental illness was performed by 20 undergraduate students in the context of primary care and how they were prepared. Data collection was conducted through semi-structured interviews, in August 2012, in EEUSP. After thematic analysis, we separated in categories: Teaching-learning process, Basic Health Unit and Mental health-illness process. The socially constructed conception of madness added to the problems related to academic training may result in lack of preparation in nursing mental health care.

Download Full-text

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

Revista Latino-Americana de Enfermagem ◽

10.1590/0104-1169.3265.2474 ◽

2014 ◽

Vol 22 (5) ◽

pp. 731-738 ◽

Cited By ~ 1

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.

Download Full-text

Tuberculosis: knowledge among nursing undergraduate students

Revista Brasileira de Enfermagem ◽

10.1590/0034-7167-2018-0384 ◽

2019 ◽

Vol 72 (5) ◽

pp. 1279-1287

Author(s):

Cleina de Fátima Carvalho ◽

Maria Amélia Zanon Ponce ◽

Reinaldo Antonio da Silva-Sobrinho ◽

Roberto Della Rosa Mendez ◽

Mariana Alvina dos Santos ◽

...

Keyword(s):

Nursing Students ◽

Learning Strategies ◽

Undergraduate Students ◽

Education Institution ◽

Cross Sectional Study ◽

Cross Sectional ◽

Attitudes And Practices ◽

Undergraduate Nursing ◽

The Subject ◽

Teaching Learning

ABSTRACT Objective: To analyze the knowledge about tuberculosis among nursing undergraduate students of a Federal Higher Education Institution. Method: Descriptive cross-sectional study, with quantitative approach. Data were collected through a questionnaire based on the WHO’s guide to developing evaluation instruments on knowledge, attitudes and practices related to TB. Students were classified as “with knowledge” and “with little knowledge” based on the mean percentage of correct responses to the variables analyzed. Descriptive statistics techniques were used. Results: 60 nursing students were interviewed. “with little knowledge” was observed among students who were studying at the university for less time and who had no previous contact with the subject, and “with knowledge” was observed among those whose knowledge about tuberculosis was acquired in the health services. Conclusion: Knowledge gaps among undergraduate nursing students were identified, suggesting the need to rethink teaching-learning strategies on the subject.

Download Full-text

Navigating public health clinical placements for rural online RN-BSN students

Online Journal of Rural Nursing and Health Care ◽

10.14574/ojrnhc.v21i1.664 ◽

2021 ◽

Vol 21 (1) ◽

pp. 118-130

Author(s):

Jill C. Borgos

Keyword(s):

Public Health ◽

Nursing Education ◽

Nursing Students ◽

Rural Areas ◽

Learning Experience ◽

State Health ◽

Non Profit ◽

Health Initiatives ◽

One To One ◽

Bsn Students

Purpose: In rural settings scare public health resources potentially limits the opportunities for nursing students living in these areas to participate in traditional one to one precepted experiences with public health agencies. To meet the revised Commission on Collegiate Nursing Education Standards related to direct clinical practice, creative strategies are needed for online degree seeking RN-BSN students who live in rural areas. This article explores an alternative learning experience by partnering students with a nonprofit healthcare institute to work on state health initiatives in the geographic region where the students reside. Process: In the absence of adequate opportunities for one to one precepted clinical experiences, student living in rural areas completing an online RN-BS program were partnered with a non-profit health organization. The students participate in an experiential learning experience to fulfill clinical hours in a public health setting as required by the Commission on Collegiate Nursing Education. In this case a cohort of students worked with a nonprofit healthcare institute on New York State’s T-21 campaign to further advance their knowledge on health initiatives driven by state health reform policy and actively participate community-based education. Conclusion: With a growing focus on population-based care and caring for vulnerable populations, particularly in rural areas, seeking clinical activities through partnerships with non-profit healthcare institute to improve health outcomes at the community level offers an alternative approach to engaging online degree seeking RN-BSN students in experiential clinical learning in communities with limited public health agency placements. Keywords: interprofessional learning, nursing accreditation, rural nursing students, service-learning pedagogy DOI: https://doi.org/10.14574/ojrnhc.v21i1.664

Download Full-text

Integrating YouTube into the Nursing Curriculum

OJIN: The Online Journal of Issues in Nursing ◽

10.3912/ojin.vol16no03ppt03 ◽

2011 ◽

Vol 16 (3) ◽

Author(s):

Leighsa Sharoff

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Graduate Students ◽

Undergraduate Students ◽

Nurse Educators ◽

Nursing Curriculum ◽

Nursing Courses ◽

User Friendly ◽

Nursing Professionals ◽

Theoretical Foundations

Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today’s nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

Download Full-text

Students’ voices on spiritual care at a Higher Education Institution in the Western Cape

Curationis ◽

10.4102/curationis.v38i2.1520 ◽

2015 ◽

Vol 38 (2) ◽

Cited By ~ 1

Author(s):

Ntombizodwa S. Linda ◽

Hester C. Klopper ◽

Deliwe R. Phetlhu

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Spiritual Care ◽

Education Institution ◽

Western Cape ◽

Study Objective ◽

Clinical Placements ◽

Undergraduate Nursing ◽

Contextual Design ◽

Teaching Learning

Background: Nurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme.Objectives: The study objective was to describe and explore the students’ experiencs of teaching–learning of spiritual care in the undergraduate nursing programme.Methods: A qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied.Results: The findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care.Conclusion: There is a need for formal education regarding spiritual care in nursing.

Download Full-text

“Mutual Respect Would be a Good Starting Point:” Students’ Perspectives on Incivility in Nursing Education

Canadian Journal of Nursing Research ◽

10.1177/0844562118821573 ◽

2018 ◽

Vol 51 (3) ◽

pp. 133-144 ◽

Cited By ~ 3

Author(s):

Sandra P. Small ◽

Denise English ◽

Glenys Moran ◽

Patricia Grainger ◽

Geraldine Cashin

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Baccalaureate Nursing ◽

Well Being ◽

Cross Sectional ◽

Starting Point ◽

Good Starting Point ◽

Academic Incivility ◽

Cross Sectional Design ◽

Teaching Learning

Background Studies indicate that incivility is common in nursing education and perpetuated by both students and faculty. Academic incivility negatively affects the well-being of those involved, interferes with the teaching–learning process, and is antithetical to nursing as a caring profession. An understanding of academic incivility is essential to establish best practices to address this problem. Purpose The purpose of this study was to examine incivility in nursing academia from the perspective of baccalaureate nursing students. Methods The study was conducted using a cross-sectional design, with a mixed method questionnaire administered to 380 students. The quantitative data were analyzed descriptively and qualitative data through content analysis. Results The majority of students thought incivility is a mild to moderate problem in nursing education. They thought that students contribute to incivility by not taking responsibility (being unprepared and being disinterested) for their education and by not being professional (being disrespectful and being uncaring) and faculty contribute by not being good teachers (being authoritarian, treating students unfairly, having ineffective teaching methods) and not being professional (being disrespectful, lacking compassion). Conclusion Until evidence is available for effective measures to address incivility, nursing schools should consider adopting strategies for solutions as suggested by the students in this study.

Download Full-text

Constructivist Philosophy and Nursing Student Medication Calculations

Research and Theory for Nursing Practice ◽

10.1891/1541-6577.27.2.88 ◽

2013 ◽

Vol 27 (2) ◽

pp. 88-94

Author(s):

Sarah E. Newton ◽

Margaret Harris ◽

Laura Pittiglio

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Learning Strategies ◽

Nursing Student ◽

Nursing Program ◽

Learning Approach ◽

First Semester ◽

Baccalaureate Nursing Program ◽

Medication Calculations ◽

Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

Download Full-text

Evaluation of nursing students’ training in medical law

Nursing Ethics ◽

10.1177/0969733010378931 ◽

2010 ◽

Vol 17 (6) ◽

pp. 759-768

Author(s):

Nevin Kuzu Kurban ◽

Halide Savaş ◽

Bengü Çetinkaya ◽

Türkan Turan ◽

Asiye Kartal

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Nursing Faculty ◽

Great Majority ◽

Criminal Code ◽

Point Of View ◽

Nursing Schools ◽

Medical Interventions ◽

Code Of Practice ◽

Ethics Code

There is no co-ordinated focus on liabilities arising from nurses’ medical interventions in terms of occupational, administrative, civil legal and criminal activities. However, the Turkish Criminal Code, the Turkish Medical Ethics Code of Practice, and guidelines for patients’ rights offer some framework for the relevant ethical principles and responsibilities of nurses. The aim of this study was to investigate the evaluation of nursing students’ training in their legal liabilities. The sample consisted of 309 students who were taking a course entitled ‘Nurses’ legal liabilities under Turkish criminal and civil law arising from medical interventions’. Data were obtained by means of self-administered questionnaires and McNemar’s test was used to evaluate the answers. In conclusion, after their training, a great majority of the students demonstrated an improvement in terms of their percentage of correct answers relating to malpractice. This does not, however, mean that they will not face malpractice charges after graduating, but their increased awareness of the issue may encourage them to make more effort to reduce the risk of mistakes. It is recommended that nursing faculty carry out studies into medical malpractice, that they focus more on this subject in nursing education, and that all nursing schools review their curricula from the point of view of malpractice.

Download Full-text