Entraves e benefícios na utilização do ensino remoto para os acadêmicos do curso de enfermagem durante a pandemia de COVID-19: revisão integrativa

A Pandemia de COVID-19 ocasionou diversos impactos ao redor do mundo e em março de 2020, devido a velocidade que o vírus se espalhou pelos continentes, para tentar conter o avanço foi criada a política de distanciamento social, responsável pela interrupção de inúmeras atividades, incluindo aulas presenciais. Assim, ampliou-se a busca por meios de ensino remoto, a fim de amenizar os prejuízos causados na educação. O estudo tem como objetivo geral analisar os entraves na utilização do ensino remoto para os acadêmicos de enfermagem durante a pandemia de COVID-19. Trata-se de uma pesquisa bibliográfica do tipo revisão integrativa da literatura. Sete artigos foram incluídos nesta revisão, a maior parte apresentou abordagem qualitativa dos dados (71,4%). A base de dados CINAHL forneceu o maior número de estudos (71,4%). Todos os artigos concentraram-se no ano de 2021 e estavam na língua inglesa (100%); em que os Estados Unidos e Nepal foram os países com o maior número de publicações, com 28,6% cada. O periódico Nurse Education Today forneceu o maior número de evidências (28,6%). Com relação ao delineamento de pesquisa todos os estudos eram transversais (100%), onde todos representavam nível de evidência seis. A pandemia afetou a forma como o conhecimento é repassado, e dificultou a realização de aulas práticas para os alunos onde, o ensino remoto se tornou a alternativa mais segura e eficaz, utilizando diversas plataformas online, como Zoom, Google Meet e Teams.

Individualized Family-Centered Developmental Care for Infants With Congenital Heart Disease in the Intensive Care Unit

Background Individualized family-centered developmental care (IFDC) is considered the standard of care for premature/medically fragile newborns and their families in intensive care units (ICUs). Such care for infants with congenital heart disease (CHD) varies. Objective The Consortium for Congenital Cardiac Care– Measurement of Nursing Practice (C4-MNP) was surveyed to determine the state of IFDC for infants younger than 6 months with CHD in ICUs. Methods An electronic survey was disseminated to 1 nurse at each participating center. The survey included questions on IFDC-related nursing practice, organized in 4 sections: demographics, nursing practice, interdisciplinary practice, and parent support. Data were summarized by using descriptive statistics. Differences in IFDC practices and IFDC-related education were assessed, and practices were compared across 3 clinical scenarios of varying infant acuity by using the χ2 test. Results The response rate was 66% (25 centers). Most respondents (72%) did not have IFDC guidelines; 63% incorporated IFDC interventions and 67% documented IFDC practices. Only 29% reported that their ICU had a neurodevelopmental team. Significant differences were reported across the 3 clinical scenarios for 11 of 14 IFDC practices. Skin-to-skin holding was provided least often across all levels of acuity. Nurse education related to IFDC was associated with more use of IFDC (P < .05). Conclusion Practices related to IFDC vary among ICUs. Opportunities exist to develop IFDC guidelines for infants with CHD to inform clinical practice and nurse education. Next steps include convening a C4-MNP group to develop guidelines and implement IFDC initiatives for collaborative evaluation.

A Foundation for the Future: Sowing the Seeds of Illimitable Possibilities in the Rock Garden of Nurse Education

In this column, the author shares insights on teaching-learning uncovered in considering the experiences of growing up on a farm, illuminated by insights from a treasured childhood book as perceived through the nursing theoretical lens of humanbecoming. Suggestions for planning and planting for the future of nursing are offered and questions are asked as a guide for the nurse teacher.

The Future of Nurse Scholarship: The Ethical Challenges

The advancement of a healthcare discipline is reliant on the disciplines’ ability to produce rigorous scholarship activities and products. The healthcare disciplines, especially nursing, are facing ever-changing priorities as shortages loom and exhaustion permeates the climate. Empirical public health priorities during the pandemic have dominated professional healthcare literature and global health communications. This article shall offer ethical implications for the discipline of nursing as it seeks the advancement of scholarship. Topics include straight-thinking issues surrounding nursing and medicine national policy statements, the big data movement, and evolutionary return of competency-based nurse education.

Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study

Effective teaching methods are vital for cultivating advanced professional skills in nurses and equipping them with the necessary training. Problem-based learning (PBL) and self-directed learning (SDL) have been consistently used in nurse education. Therefore, their effects on nursing students’ academic performance warrant comparison. This study compared the effects of PBL and SDL on an adult nursing university curriculum. Participants in this quasi-experimental study with a pre-post non-equivalent control group design were 106 third-year nursing students divided into the PBL and SDL groups. Data collection, conducted from April to June 2019, included a pre-test before an eight-week intervention, followed by a post-test. Changes in the scores of each group were analyzed for learning motivation, self-directed learning ability, self-efficacy, learning confidence, learning satisfaction, and academic performance using paired and independent t-tests. The PBL group scored higher on learning motivation, self-directed learning ability, and academic performance than the SDL group. Based on these results, the PBL method was more effective than the SDL method in an adult nursing curriculum. To maximize the learning effect in adult nursing education, it is necessary to apply SDL education, including the PBL method, with a clearer learning process.