scholarly journals Suicídio e cuidado às vítimas de tentativa de suicídio

2019 ◽  
Vol 13 (4) ◽  
pp. 1090
Author(s):  
Fábio Da Costa Carbogim ◽  
Nathalia Lanzoni Pereira ◽  
Franciane Silva Luiz ◽  
Patrícia Rodrigues Brás ◽  
Amanda Conrado Silva Barbosa ◽  
...  
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Suicide Attempt ◽  
Educational Interventions ◽  
Educational Approach ◽  
Analysis Technique ◽  
The Subject ◽  
Education Nursing ◽  
Structured Questionnaire

RESUMO Objetivo: investigar a percepção dos acadêmicos de Enfermagem sobre o suicídio e o cuidado a vítimas de tentativa de suicídio. Método: trata-se de um estudo qualitativo, exploratório e descritivo, realizada em uma Faculdade de Enfermagem Pública. Entrevistaram-se 19 acadêmicos de Enfermagem, a partir de questionário semiestruturado, tendo sido as falas submetidas à técnica de Análise de Conteúdo. Resultados: percebeu-se, pelos acadêmicos, o suicídio como um processo complexo, multifatorial, permeado por sofrimento psíquico e decisão de pôr fim à própria vida. Verificou-se pouco preparo para a oferta de cuidado a vítimas de tentativa de suicídio, indicando a necessidade de abordagem educativa da temática durante a graduação. Conclusão: acredita-se que a inserção curricular da temática, a partir de intervenções educativas ou abordagens explícitas, poderá contribuir para o desenvolvimento de competências e habilidades específicas no cuidado a vítimas de tentativa de suicídio. Descritores: Enfermagem; Estudantes de Enfermagem; Saúde Mental; Suicídio; Educação em Enfermagem; Cuidados de Enfermagem.ABSTRACT Objective: to investigate the nursing students' perception of suicide and the care of victims of attempted suicide. Method: this is a qualitative, exploratory and descriptive study carried out in a School of Public Nursing. Nineteen Nursing academics were interviewed, from a semi-structured questionnaire, and the speeches were submitted to the Content Analysis technique. Results: suicide was perceived by the academics as a complex, multifactorial process, permeated by psychic suffering and the decision to put an end to one's life. There was little preparation for the offer of care to victims of suicide attempt, indicating the need for an educational approach to the subject during graduation. Conclusion: it is believed that the curricular insertion of the subject, from educational interventions or explicit approaches, may contribute to the development of specific skills and abilities in the care of victims of suicide attempt. Descriptors: Nursing; Nursing Students; Mental Health; Suicide; Nursing Education; Nursing Care.RESUMEN Objetivo: investigar la percepción de los académicos de enfermería sobre el suicidio y el cuidado a las víctimas de intento de suicidio. Método: se trata de un estudio cualitativo, exploratorio y descriptivo, realizado en una Facultad de Enfermería Pública. Se entrevistaron 19 académicos de Enfermería, a partir de cuestionario semiestructurado, habiendo sido las palabras sometidas a la técnica de Análisis de Contenido. Resultados: se percibió, por los académicos, el suicidio como un proceso complejo, multifactorial, permeado por sufrimiento psíquico y decisión de poner fin a la propia vida. Se verificó poco preparo para la oferta de cuidado a víctimas de intento de suicidio, indicando la necesidad de abordaje educativo de la temática durante la graduación. Conclusión: se cree que la inserción curricular de la temática, a partir de intervenciones educativas o enfoques explícitos, podrá contribuir al desarrollo de competencias y habilidades específicas en el cuidado a víctimas de intento de suicidio. Descriptores: Nursing; Students, Nursing; Mental Health; Suicide; Educación en Enfermería; Atención en Enfermería.

Expert by Experience Involvement in Mental Health Nursing Education: Nursing Students’ Perspectives on Potential Improvements

2019 ◽  
Vol 40 (12) ◽  
pp. 1026-1033 ◽  
Author(s):  
Brenda Happell ◽  
Shifra Waks ◽  
Aine Horgan ◽  
Sonya Greaney ◽  
Julia Bocking ◽  
...  
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Mental Health Nursing ◽  
Health Nursing ◽  
Education Nursing

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 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 Bioscience Subjects Background and Nursing Education

2018 ◽  
Vol 5 (3) ◽  
pp. 163-169
Author(s):  
Rozia Malik ◽  
Muhammad Hussain ◽  
Hajra Sarwer ◽  
Muhammad Afzal ◽  
Syed Amir Gilani
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Sampling Technique ◽  
Individual Characteristics ◽  
Statistical Tool ◽  
Cross Sectional ◽  
Anatomy And Physiology ◽  
The Relationship ◽  
Bsn Students ◽  
Structured Questionnaire

Traditionally, Nursing students study human bioscience e.g. pathophysiology, microbiology, anatomy and physiology in their first and second year course. Nursing students are facing difficulties with bioscience learning. Hence, it’s essential for nursing students to keep in mind that bioscience understanding  is very important throughout the research, and clinical practice. The PURPOSE of this study was to assess BSN students’ experiences regarding bioscience subject’s background and nursing education. A cross-sectional analytic study was done among 183 BSN (Generic) students February 2018 to May 2018. Convenient sampling technique was used to collect the required sample size. Data on individual characteristics of Bioscience learning experiences was collected by distributing semi-structured questionnaire. Statistical tool SPSS 21.0 was used for the analysis of collected data. Person correlation test used to determine the relationship between variables. In this study majority of BSN (Generic) students were considered bioscience subjects more challenging and time consuming. About 45.36% participants were agreed with there is more content required for bioscience compared with nursing subjects. BSN students (59.56%) were reported that bioscience related to nursing practice to gain better understanding for assessment. Majority of participants were reported that bioscience subjects more difficult as compared to nursing subjects. Bioscience relationship with nursing practices significantly correlated with clinical-relevant employment. In this type of research the area of improvement have been reviewed further knowledge available for those who will conduct the research on this topic in future.Int. J. Soc. Sc. Manage. Vol. 5, Issue-3: 163-169 

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.

The development of moral sensitivity of nursing students: A scoping review

2020 ◽  
pp. 096973302097245
Author(s):  
Ankana Spekkink ◽  
Gaby Jacobs
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Scoping Review ◽  
Educational Interventions ◽  
Two Dimensions ◽  
The Other ◽  
Clear Understanding ◽  
Moral Awareness ◽  
Moral Sensitivity ◽  
Starting Point

Moral sensitivity is known to be the starting point for moral competence and even is a core concept in the curricula for bachelor’s-level nursing students in the Netherlands. While the development of moral sensitivity in nursing is commonly agreed to be important, there is no clear understanding of how to develop moral sensitivity through nursing education and what components of nursing education contribute to moral sensitivity. Studies on educational interventions could build knowledge about what works in developing moral sensitivity and how to achieve this outcome. Therefore, the aim of this study is to explore if and how educational interventions contribute to the development of moral sensitivity in nursing students. A scoping review was conducted. Four electronic databases were searched: CINAHL, PubMed, MEDLINE and SpringerLink. Articles that were not about formal or initial nursing education and that had no link to moral development or moral sensitivity were excluded. After the final selection on educational interventions, 10 articles out of the initial 964 resources were included in the review. Three different but related dimensions of moral sensitivity emerged from the literature: (1) raising moral awareness, (2) providing the ability to frame and name ethical issues and (3) improving moral reasoning ability. Half of the studies used quantitative measures to evaluate the educational intervention, in particular the Moral Sensitivity Questionnaire; the other half used diverse qualitative evaluation methods. None of the studies presented teaching methods that included all three dimensions of moral sensitivity. Moral awareness of self appears to be more loosely connected to the other two dimensions, which raises the question of whether it can be seen as a prerequisite for them. To encompass all dimensions of moral sensitivity, a mix of quantitative and qualitative measures seems most appropriate to study that topic.

Comparison of nurse educators’ and nursing students’ descriptions of teaching codes of ethics

2011 ◽  
Vol 18 (5) ◽  
pp. 710-724 ◽  
Author(s):  
Olivia Numminen ◽  
Helena Leino-Kilpi ◽  
Arie van der Arend ◽  
Jouko Katajisto
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Ethics Education ◽  
Codes Of Ethics ◽  
Evaluation Methods ◽  
Demographic Variables ◽  
Patient Relationship ◽  
Teaching Research ◽  
Structured Questionnaire

This study analysed teaching of nurses’ codes of ethics in basic nursing education in Finland. A total of 183 educators and 214 students responded to a structured questionnaire. The data was analysed by SPSS. Teaching of nurses’ codes was rather extensive. The nurse-patient relationship was highlighted. Educators assessed their teaching statistically significantly more extensive than what students’ perceptions were. The use of teaching and evaluation methods was conventional, but differences between the groups concerning the use of these methods were statistically significant. Students’ knowledge of and their ability to apply the codes was mediocre. Most educators and students assessed educators’ knowledge of the codes as adequate for teaching. These educators also taught the codes more extensively and these students perceived the teaching as more extensive. Otherwise educators’ and students’ socio-demographic variables had little association with the teaching. Research should focus on the organization and effectiveness of ethics education, and on educators’ competence.

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