O cenário de aprendizagem na produção do conhecimento em enfermagem

2009 ◽  
Vol 3 (3) ◽  
pp. 595
Author(s):  
Suzelaine Tanji ◽  
Carmen Maria dos Santos Lopes Monteiro Dantas Silva ◽  
Lígia De Olveira Viana ◽  
Neiva Maria Picinini Santos
Keyword(s):  
Nursing Students ◽  
Rio De Janeiro ◽  
Private University ◽  
Theory And Practice ◽  
Undergraduate Nursing Students ◽  
University Center ◽  
Undergraduate Nursing ◽  
Open Questions ◽  
Thematic Units ◽  
Nursing Data

ABSTRACT Objective: to identify the meanings of the landscape of learning for undergraduate nursing students. Method: descriptive qualitative study, the scenario was a Private University Center, located in Rio de Janeiro. The subjects were 38 students of the first period of the course for undergraduate nursing. Data collection occurred in January 2009 with the implementation of a structured with open questions, the data were described in thematic units. Results: the results were analyzed and presented in five thematic units: the scenario of learning as an area of articulation between theory and practice, the scenario of learning as an area of expansion of knowledge, the scenario of learning as a space for reflection, the scene of learning as swap space - interaction. Conclusion: All units are strongly interlinked themes in learning, in a fair part of the training. Descriptors: nursing; learning; training.RESUMOObjetivo: identificar os significados do cenário de aprendizagem para os estudantes de graduação em enfermagem. Método: estudo qualitativo descritivo, cujo cenário foi um Centro Universitário Privado, situado no Estado do Rio de Janeiro. Os sujeitos foram 38 acadêmicos do primeiro período do curso de graduação em enfermagem. A coleta de dados ocorreu em janeiro de 2009, com a aplicação de um instrumento estruturado com perguntas abertas, os dados foram descritos em unidades temáticas. Resultados: os resultados foram analisados e apresentados em cinco unidades temáticas: o cenário de aprendizagem como espaço de articulação entre a teoria e prática, o cenário de aprendizagem como espaço de ampliação dos conhecimentos, o cenário de aprendizagem como espaço de reflexão, o cenário de aprendizagem como espaço de troca – interação. Conclusão: todas as unidades temáticas estão fortemente imbricadas na aprendizagem, fazendo parte de forma equânime do processo de formação profissional. Descritores: enfermagem; aprendizagem; formação.RESUMENObjetivo: identificar los significados de la escena de aprender para los estudiantes de la graduación en el oficio de enfermera. Método: estudio cualitativo descriptivo, que escena un centro privado de la universidad, situado en el estado de Río De Janeiro, los ciudadanos habían sido 38 académico del primer período del curso de la graduación en el oficio de enfermera. La recogida de datos ocurrió en enero de 2009, con el uso de un instrumento structuralized con preguntas abiertas, los datos había sido descrita en unidades temáticas. Resultados: los resultados habían sido analizados y presentados en cinco unidades temáticas: la escena que aprende como espacio del empalme entre la teoría práctica y, la escena de aprender como espacio de magnificar del conocimiento, la escena de aprender como espacio de la reflexión, la escena de aprender como espacio del intercambio - interacción. Conclusion: todas las unidades temáticas fuertes son imbricadas en aprender, siendo equânime de la pieza de la forma del proceso de la formación profesional. Descriptores: enfermería; el aprender; formación.

A intencionalidade do filme como estratégia de aprendizagem na formação do enfermeiro

2008 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Carmen Maria dos Santos Lopes Monteiro Dantas Silva ◽  
Neiva Maria Picinini Santos
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Student Learning ◽  
Rio De Janeiro ◽  
Private University ◽  
Analysis Data ◽  
Theory And Practice ◽  
University Center ◽  
Investigación Cualitativa ◽  
Nursing Course

ABSTRACT Objectives: to describe the contributions of the use of film as a strategy for learning and analyze the significance of the contributions of the film on learning of the nurses’ student. Methods: qualitative research, which was the scene, the Private University Center of City of Teresopolis, in the State of Rio de Janeiro. Eight students of the Nursing Course in of fourth and fifth period participated in this study. It was used the semi-structured script from May to August 2007 for data collecting. Data analysis was followed by pre-analysis, data analysis, processing and interpretation of results. Results: it was defined the unit theme: The Contributions and the implications of the strategy of the film in the Student Learning of Nursing and their topics: 1) the stimulus that leads the student of nursing to exercise the thought; 2) the image of the theory and practice of nursing; 3) the intent of the film as a strategy for learning. Conclusion: The ideology, in choosing intentional permeates the film is symbolic of ways, facilitating the perception of the professional world. Descriptors: nursing; strategies; films.RESUMOObjetivos: descrever as contribuições do uso do filme enquanto estratégia de aprendizagem e analisar o significado das contribuições do filme na aprendizagem do estudante de enfermagem. Métodos: pesquisa qualitativa, que teve como cenário, o Centro Universitário Privado do Município de Teresópolis, no Estado do Rio de Janeiro. Os sujeitos foram oito estudantes do Curso de Graduação em Enfermagem do 4º e 5º períodos. Para a coleta de dados foi empregadas a entrevista semi-estruturada, realizada de maio a agosto de 2007. A análise dos dados foi seguida de pré-análise, exploração do material, tratamento dos resultados e interpretação. Resultados: foi definida a unidade temática: As Contribuições e as Implicações da Estratégia do Filme na Aprendizagem do Estudante de Enfermagem e seus tópicos: 1) O estímulo que conduz o estudante de enfermagem a exercitar o pensamento; 2) A imagem da teoria e da prática de enfermagem; 3) A intencionalidade do filme enquanto estratégia de aprendizagem. Conclusão: A ideologia, na escolha intencional do filme se permeia de formas simbólicas, facilitando a percepção do mundo profissional. Descritores: enfermagem; estratégia; filme.RESUMENObjetivos: describir las contribuciones de la utilización del cine como una estrategia para el aprendizaje y analizar la importancia de las contribuciones de la película en el aprendizaje de los estudiantes de enfermería. Métodos: Investigación cualitativa, que fue el escenario, la Universidad Privada del Centro de la ciudad de Teresopolis, en el Estado de Río de Janeiro. Los sujetos fueron ocho estudiantes del Curso de Enfermería, de cuarto e quinto periodos. Se utilizó la entrevista semi-estructurada para la recogida de datos de mayo a agosto de 2007. El análisis de los datos fue seguida de pre-análisis, análisis de datos, procesamiento e interpretación de los resultados. Resultados: se definió la unidad de tema: Las contribuciones y las implicaciones de la estrategia de la película en el aprendizaje de los estudiantes de enfermería y sus temas: 1) el estímulo que lleva a la estudiante de enfermería para ejercer el pensamiento, 2) la imagen de la teoría y la práctica de enfermería; 3) la intención de la película como una estrategia para el aprendizaje. Conclusión: la ideología, en la elección intencional impregna la película es un símbolo de formas, facilitando la percepción del mundo profesional. Descriptores: enfermería; estrategias; películas.

scholarly journals A conceptual framework to facilitate clinical judgement in nursing: A methodological perspective

2017 ◽  
Vol 22 ◽  
Author(s):  
Anna C. Van Graan ◽  
Martha J.S. Williams
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
South African ◽  
Action Plan ◽  
Theory And Practice ◽  
Clinical Judgement ◽  
Undergraduate Nursing Students ◽  
Strategic Objectives ◽  
Undergraduate Nursing ◽  
Teaching Learning

The South African health care and education systems are challenged to provide independent, critical thinking nurses who can cope with diversity in a creative way and define their role in a complex, uncertain, rapidly changing health care environment. Quality clinical judgement is an imperative characteristic that newly qualified professional nurses should possess. To accommodate these needs, SANC in line with the SAQA Act, advocated the development of teaching and learning strategies to balance theory and practice opportunities together with an outcome-based, student centred approach and appropriate clinical supervision. This resulted in a positive outcome to facilitate the integration/fusion of theory and practice. The purpose of this study was to synthesise a teaching–learning strategy for creating an enabling learning environment to facilitate clinical judgement in South African undergraduate nursing students. The proposed teaching–learning strategyis grounded in modern-day constructivist approach of learning. The conceptual or theoretical framework of this study aimed to link the central concepts that were identified from the conclusions of four (4) strategic objectives of the two preceding phases of the study into a new structure of meaning that served as a basis for the proposed strategy. The implementation of the proposed action plan to achieve the stated strategic objectives should empower the relevant role players to facilitate clinical judgement in undergraduate nursing students and thereby promote autonomous and accountable nursing care.

A avaliação: um desafio que permanece para professores e estudantes de enfermagem

2008 ◽  
Vol 2 (4) ◽  
pp. 385 ◽  
Author(s):  
Carmen Maria dos Santos Lopes Monteiro da Silva ◽  
Suzelaine Tanji
Keyword(s):  
Rio De Janeiro ◽  
Descriptive Study ◽  
University Center ◽  
Open Questions ◽  
Thematic Units ◽  
Lowermost Part ◽  
New Vision ◽  
Second Period ◽  
Nursing Course ◽  
Janeiro State

ABSTRACTObjective: to know the perception of the students ahead of a new vision on the practical mediating evaluative of learning. Methodology: descriptive study, from qualitative approach, developed by a University Center of the Rio de Janeiro state. Subjects were 27 academics of the second period from the nursing course. The data collection occurred in December 2007, through a structured form of open questions. Of the 50 forms distributed, 27 were answered. The data were organized and, after reading repeated and careful the information, we have classified them, combining elements or aspects with common characteristics or maintained that relationship between them. After this proceeding we have established links between the information content and theoretical reference, to meet the goal of this research. For purposes of this study was used the thematic content analyse. Results: it had been organized in four thematic units: the evaluation that subsidizes learning practicing; the evaluation that provides freedom to search the learning; the evaluation that values what the note addition is known and devaluated; the evaluation that recognizes what it is learned and it stimulated to study what lacks. Conclusion: the students if identify, with the evaluation, therefore it is the service of learning and a lowermost part, still unsafe with the methodology waits hopeful a new formation of quality in nursing. Descriptors: nursing; evaluation; learning. RESUMOObjetivo: conhecer a percepção dos estudantes de enfermagem diante de um novo olhar sobre a prática avaliativa mediadora de aprendizagem. Metodologia: estudo descritivo, de abordagem qualitativa, desenvolvido em um Centro Universitário do Estado do Rio de Janeiro. Os sujeitos foram 27 acadêmicos do 2º período de enfermagem. A coleta de dados ocorreu em dezembro de 2007, mediante um formulário estruturado com perguntas abertas. Dos 50 formulários distribuídos, 27 foram respondidos. Os dados foram organizados e, após a leitura repetida e atenta das informações obtidas, estabelecemos classificações, agrupando elementos ou aspectos com características comuns ou que mantinham relação entre si. Após esta classificação inicial, procuramos estabelecer articulações entre o conteúdo das informações e o referencial teórico disponível, buscando atender ao objetivo desta investigação. Para fins desse estudo foi utilizada a análise de conteúdo temática. Resultados: quatro unidades temáticas foram organizadas: a avaliação que subsidia o aprender praticando; a avaliação que proporciona liberdade para buscar o aprendizado; a avaliação que valoriza o que se sabe e desvaloriza a soma de notas; a avaliação que reconhece o que se aprende e incentiva a estudar o que falta. Conclusão: os estudantes se identificam, com a avaliação, pois está a serviço do aprender e uma ínfima parte, ainda insegura com a metodologia aguarda esperançosa uma nova formação de qualidade em enfermagem. Descritores: enfermagem; avaliação;aprendizagem.RESUMEN Objetivo: conocer la percepción de los estudiantes delante de una nueva mirada sobre la práctica evaluativa mediadora de aprendizaje. Metodología: el estudio descriptivo de carácter cualitativo, desenvolvido em um Centro Universitário do Estado do Rio de Janeiro. Los sujetos fueron 27 académico del 2º período del curso de enfermería. La recogida de datos ocurrió en diciembre de 2007, mediante un instrumento estructurado de preguntas abiertas. De los 50 formularios distribuidos, 27 había sido contestado. Los datos fueron organizados, después de la lectura repetida y atenta de la información conseguida, establecen las clasificaciones, agrupando elementos u aspectos con características comunes u mantenese la relación entre sí mismo. Después de esta clasificación inicial, buscamos para establecer articulación entre el contenido de usted opinión y el referencial teórico disponible a ellos, buscando acoger del objetivo de esta investigación. Para los finales de este estudio el análisis temático del contenido fue utilizado. Conclusión: los estudiantes se identifican, con la evaluación, pues está a servicio del aprender y una ínfima parte, todavía insegura con la metodología aguarda esperanzada una nueva formación de cualidad en enfermería. Descriptores: enfermería; evaluación; aprendizaje.

scholarly journals Resilience Scale Psychometric Study. Adaptation to the Spanish Population in Nursing Students

2020 ◽  
Vol 17 (12) ◽  
pp. 4602
Author(s):  
Ana M. Tur Porcar ◽  
Noemí Cuartero Monteagudo ◽  
Vicente Gea-Caballero ◽  
Raúl Juárez-Vela
Keyword(s):  
Nursing Students ◽  
Theory And Practice ◽  
Professional Life ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Resilience Scale ◽  
And Gender ◽  
The University ◽  
Critical Situations

Nursing students and professionals are exposed to highly stressful clinical situations. However, when confronted with stress, which is exacerbated by academic and professional situations, there is a great disparity between those who do not know how to respond suitably to the demands from patients or teachers due to a lack of competence and personal resistance, and those who are more resilient and develop a greater range of strengths. This research aims to analyse the validity and psychometric characteristics of a questionnaire on resilience adapted to Spanish nursing bachelor’s degree students. The participants were 434 undergraduate nursing students from the province of Valencia (Spain) between 17 and 54 years of age (Mean, M = 21; Standard Deviation, SD = 0.320), 104 of whom were men (24%) and 330 women (76%). A cross-sectional group evaluation was carried out in the university itself, adhering to the ethical standards of the Declaration of Helsinki. Based on the descriptive, factorial, exploratory and confirmatory analyses, it was possible to confirm the suitability of the questionnaire and its adaptation to nursing students. The model is thus suitable for evaluating the population under study. Furthermore, there are statistically significant differences depending on age and gender. The results show that the questionnaire analysed is suited to evaluating resilience among Spanish nursing students, thereby justifying the adaptation of a scale of this nature to foster resilience among nursing students and nurses in professional life, who are exposed to critical situations with patients’ suffering, deterioration or death. Our study highlights important practical implications: Spanish nursing studies involve theory and practice, but students and nurses in professional life have to confront critical situations of patients’ suffering, deterioration, or death. These situations cause stress and feelings of impotence that may lead to chronic stress and even suicidal thoughts.

scholarly journals Using successful graduates to improve the quality of undergraduate nursing programs

2010 ◽  
Vol 1 (1) ◽  
pp. 26-44 ◽  
Author(s):  
Geoff Scott ◽  
Esther Chang ◽  
Leonid Grebennikov
Keyword(s):  
Nursing Students ◽  
Academic Staff ◽  
Early Career ◽  
Theory And Practice ◽  
Public Hospitals ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Case Based Learning ◽  
High Level

This paper outlines the context and focus of the late 2008 survey of 45 early career nursing graduates working in public hospitals in an outer-urban area of Sydney who were identified by their supervisors as performing successfully. It gives an overview of the key quantitative and qualitative results for 2008 compared with the results of earlier studies of successfully performing nurses and other professionals in the first 3-5 years of their career. Based on this analysis it makes a range of recommendations on how to optimise the quality and relevance of the learning design, support and assessment systems experienced by undergraduate nursing students. The study confirms that, in addition to possessing a high level of technical competence, it is a particular combination of personal, interpersonal and cognitive capabilities which characterises the most effective performers. The most productive approaches to developing these capabilities focus on: consistent two-way links between theory and practice; the availability of responsive, committed academic staff with current clinical experience; provision of clear direction and integration between different units of study; the systematic use of case-based learning, simulations, clinical placements and associated assessment tasks which are a "real world" focused, integrated and problem-based, and which concentrate on the key capabilities identified as counting most for successful early career practice in this and parallel studies.

Missed nursing care as experienced by undergraduate nursing students

Pflege ◽  
2021 ◽  
Author(s):  
Monika Habermann ◽  
Renate Stemmer ◽  
Riitta Suhonen
Keyword(s):  
Content Analysis ◽  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Care ◽  
Clinical Settings ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Open Questions ◽  
Missed Nursing Care

Abstract. Background: In clinical settings where missed nursing care prevails, nursing students’ instructions, supervision and the joint reflection on clinical practice with mentors are also affected and nursing students become involved in dealing with missed nursing care. Aim: To explore the experience of missed nursing care in clinical placements, its meaning for nursing students, and actions they considered or took. Methods: Qualitative study based on a content analysis of nursing students’ written reports. Nursing students in three universities in Germany with experience of at least one clinical practice placement were invited to participate. Online, they answered three open questions concerning missed nursing care focusing on: (1) experiences of the phenomenon, (2) its meaning and (3) actions that had been considered or taken when dealing with missed nursing care. A content analysis was performed. Results: The recruitment criteria were met by 69 nursing students. Four main themes and 20 sub-themes were identified. The reports covered all forms of missed nursing care. Becoming involved led to intrapersonal conflicts and, feelings of powerlessness but also to learning opportunities. It challenged professional and ethical standards. Students identified a broad spectrum of actions to answer the challenge. Conclusion: Dealing with missed nursing care creates opportunities and challenges for nursing students. To build up a well-trained and sustainable nursing workforce, learning environments for nursing students must reflect the challenges and counteract deficits.

Refletindo sobre a educação em saúde na graduação em enfermagem

2009 ◽  
Vol 3 (2) ◽  
pp. 258
Author(s):  
Barbara Soares Avanci ◽  
Fernanda Garcia Bezerra Góes ◽  
Luciana Rangel Marins ◽  
Luciana Da Silva Viana ◽  
Renata Loureiro Laborne Borges
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Rio De Janeiro ◽  
Private University ◽  
Health Needs ◽  
Open Questions ◽  
Practical Field ◽  
Nursing Course ◽  
Education Nursing ◽  
Care Nursing

ABSTRACT Objective: to identify the nursing academic's knowledge about the education in health. Method: this is about a descriptive and exploratory study from qualitative approach that had as subjects ten nursing students from 3rd to 8th period of the nursing course of a private university in Niterói, Rio de Janeiro, Brazil. The choice was random and for the fact of the same ones have already lived the theoretical-practical teaching, where they had the opportunity to develop educational activities in health in the practical field. It was used as instrument for data collection an interview itinerary composed by open questions. The collection of data closed up after the saturation of the speeches and the interpretation of the same ones was accomplished through the Thematic Analysis. Results: after analysis of the data, two categories emerged: The nursing academics and the education in health; The approach of the education in health in the graduation. Conclusion: this study showed us that the education in health needs to be analyzed continually, discussed and understood in the graduation as an important practice in the nurse's assistance performance. Descriptors: health education; nursing care; nursing education. RESUMOObjetivo: identificar o conhecimento do acadêmico de enfermagem sobre a educação em saúde. Método: trata-se de um estudo descritivo e exploratório, de abordagem qualitativa, que teve como sujeitos dez acadêmicos de enfermagem do 3º ao 8º período da graduação de uma universidade privada no município de Niterói, Rio de Janeiro, Brasil. A escolha foi espontânea pelo fato de os mesmos já terem vivenciado o ensino teórico-prático, onde tiveram a oportunidade de desenvolver atividades educativas em saúde no campo prático. Foi utilizado com instrumento de coleta de dados um roteiro de entrevista composto por perguntas abertas. A coleta de dados encerrou-se após a saturação das falas e a interpretação das mesmas utilizando-se da Análise Temática. Resultados: após análise dos dados duas categorias emergiram: Os acadêmicos de enfermagem e a educação em saúde; A abordagem da educação em saúde na graduação. Conclusão: a educação em saúde precisa ser continuamente analisada, discutida e entendida na graduação como uma importante prática na atuação assistencial do enfermeiro. Descritores: educação em saúde; cuidados de enfermagem; educação em enfermagem.RESUMENObjetivo: identificar el conocimiento del académico de enfermería acerca de la educación en salud. Método: se trata de un estudio descriptivo y exploratorio con enfoque cualitativo que tuve como sujetos diez académicos de enfermería del 3º al 8º período de la graduación de una universidad privada en la ciudad de Niterói, Río de Janeiro/Brasil. La elección fue aleatoria y ocurrió porque los mismos ya habrían vivenciado lo estudio teórico-práctico, donde tuvieran la oportunidad de desarrollar actividades educativas en salud en el campo práctico. Fue utilizado como instrumento de coleta de datos  una entrevista compuesta por cuestiones abiertas. La obtención de los datos se encerró después de la saturación de los discursos y la interpretación de estos fuera realizada por Análisis Temática. Resultados: después del análisis de los datos dos categorías surgieron: Los académicos de enfermería y la educación en salud; El enfoque de la educación en salud en la graduación. Conclusión: este estudio nos mostró que la educación en salud necesita ser analizada continuamente, discutida y entendida en la graduación como una práctica importante en la asistencia de la enfermera. Descriptores: educación en salud; cuidados de enfermería; educación en enfermería.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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