Nurse competence in the post-anaesthesia care unit in Sweden: a qualitative study of the nurse’s perspective

Background To enable safe and successful recovery for surgery patients, nurses working in post-anaesthesia care units need competence in postoperative care. No consensus defines what this specific competence includes, and it has not been studied from the perspective of nurses working in post-anaesthesia care units. The aim of this study is twofold: 1) To explore and describe nurses’ perception of the competence needed to work in post-anaesthesia care units. 2) To explore and describe nurses’ perception of what characterizes an expert nurse in post-anaesthesia care units. Methods This qualitative inductive study uses individual interviews. Sixteen nurses were recruited from two post-anaesthesia care units located in different parts of Sweden. Inclusion criteria were nurses employed in the post-anaesthesia care units for ≥1 years. Semi-structured individual interviews were conducted; data were analysed using thematic analysis. Results The interview analysis identified six subthemes and three themes. The themes being adaptable in an ever-changing environment and creating safe care represent the overarching meaning of competence required when working as a nurse in a Swedish post-anaesthesia care unit. Nurses must possess various technical and nontechnical skills, which are core competences that are described in the sub-themes. The theme seeing the bigger picture describes the nurse’s perception of an expert nurse in the post-anaesthesia care unit. Conclusions Nurse competence in post-anaesthesia care units entails specific knowledge, acknowledging the patient, and working proactively at a fast pace with the patient and team to provide safe, high-quality care. An expert nurse in post-anaesthesia care units can see the bigger picture, helping share knowledge and develop post-anaesthesia care. The expert competence to see a bigger picture can be used in supervising novices and creating a knowledge base for postgraduate education in order to promote safe, high-quality post-anaesthesia care.

Reflection of Scientific Studies on Educational Activities: Teachers’ Views

Although the number of scientific publications in our country has increased in recent years, the quality of those publications and their reflection on practices have become a topic of debate. The purpose of this study is to discover the views of teachers who work in various schools affiliated with the Ministry of National Education and who have received postgraduate education on the research conducted in the Faculties of Education, as well as to present the teachers’ suggestions based on the problems identified. The case study design was used in this research, which was carried out with the qualitative research method. The research’s study group comprises 20 teachers who work in Ministry of National Education-affiliated schools while also studying postgraduate education (master’s and Ph.D.) at the Faculty of Education. To include the participants in the study, the maximum variation sampling approach, which is one of the purposive sampling methods, was utilized. Face-to-face interviews with teachers were used to collect data, which was subsequently analyzed using a content analysis method. Most teachers, according to the results of the content analysis, are informed of academic studies since they have postgraduate education. However, the majority of teachers who do not attend postgraduate education are uninformed of the studies. Teachers’ main suggestions for staying informed about scientific studies include organizing congresses, seminars, and conferences, having academicians visit schools, cooperating between the Ministry of National Education and universities, providing teachers with informative brochures, publishing studies on school websites, and organizing in-service training programs. Although teachers’ views about scientific studies were mostly negative, they did make several recommendations for putting scientific studies into practice.

Music Education and Postgraduate Study: The Case of Dokuz Eylül University

The purposes of this study are to shed light on postgraduate education in Music Teaching and draw inferences about the future by evaluating the Music Teaching Postgraduate Program in Dokuz Eylul University Institute of Educational Sciences. The research is a qualitative study modelled with a single-case embedded study. In accordance with the interlocking single case pattern, the Music Education graduate program was examined by focusing on student, graduate, faculty member, theses. The opinions of 10 students, 23 graduates and 6 faculty members were taken to evaluate the program, and 57 master’s and 20 doctoral theses were examined. As a result of the content analysis,opinions were collected under four main categories. These categories are defined as “institutional goals”, “content”, “program outputs” and “updates”. In the category of program outcomes, the theses were evaluated according to various categories and the professional orientations of the graduates were statistically shared. According to the results of the research, the following conclusions were made: students should be informed at the beginning of the program in order to understand the vision and mission of the institution and to make the process they spent in the education process meaningful; A “scientific research in music education” course should be added to the program in order to conduct qualified research in the field of music education; subjects and research groups in theses should be diversified; faculty members should be role models in preparing thesis and academic studies for their advisors; graduate programs should be updated according to the needs of the time and society.

PECULIARITIES OF THE WORK OF THE SURGICAL STUDENT SCIENTIFIC CIRCUIT IN THE QUARANTINE

With the onset of the coronavirus pandemic, the only way to learn and communicate with students is distance learning. The aim. Analyze the features of the student scientific circle on surgery in the mode of distance learning in quarantine. Materials and methods. When the pandemic has suddenly spread to all spheres of life, the only way to learn and communicate with students is distance learning. In Ukraine, distance learning is regulated by an order of the Ministry of Education and Science from 31.10.2013 № 1518 "On approval of the Requirements to higher educational institutions and institutions of postgraduate education, scientific, educational and scientific institutions that provide educational services in the form of distance learning to train and improve the skills of specialists in accredited areas and specialties." With the approval of distance learning, the work of the student scientific circle (CSC) "Sharp Scalpel" at the department also went online. The structure of classes during studies in the CSC consists of a theoretical part where students report the results of scientific research from literature sources according to the topics they work on with supervisors, as well as a practical part where they work directly with patients under the supervision of the CSC leader. Some classes are held in the vivarium, where they learn to suture the intestines of animals. Often the structure of practical training in the CSC is not so clear, because in the presence of an interesting clinical case in the hospital or operating room, students are fully engaged in practical work. Results. With the transition to distance learning, the structure of classes in the CSC has undergone a significant transformation - the most important and interesting part for the group has fallen, namely the possibility of contact with the patient. The group members were divided into two groups: Group I – 8 students (25%) - students who, in addition to the practical part of the lesson, are also interested in the theoretical part of the group, who continued to study literature sources according to the topic they received and actively prepared for the scientific-practical conference. Group II-22 students (75%) – those, who lost interest in the CSC, when the opportunity to work with the patient became inaccessible. Another disadvantage of online learning is the loss of society, are the possibility of direct communication between students is lost, the necessary skills in communicating with the patient are not acquired, which is extremely important in the medical profession. Conclusions. In the case of quarantine, distance learning is an important and necessary form of educational process, even in medical schools, but it can not replace live communication between students, with the patient and the teacher. Online learning does not provide a practical part of the CSC work, which is manifested in the loss of interest in classes in the CSC among students.

The latest covid-19 impact on the neurosurgery resident admission and training in Morocco

The Kingdom of Morocco is also affected by the COVID-19 in all filed. The coronavirus shutdown has been a great challenge for health policymakers, the citizens, and those traveling down for various reasons. Among them, there are undergraduate students, physicians seeking postgraduate education…etc. Some were lucky enough to start their courses online, pending the time to come to Morocco for continuing their studies. But unfortunately, this was not the case for the potential neurosurgical residents that were already accepted, and some were even holding scholarships but were unable to join their training centers. Meanwhile, a substantial effort has been made to feel the tremendous lack of neurosurgeons in Sub-Saharan Africa by quality massive education and training of neurosurgeons from those countries. Thus, these consequences of the COVID-19 shutdown are a dropping stone in a quiet lack, delaying the important project of the WFNS and others to fill up this gap. At the same time, it is worth thinking about the innovative model of neurosurgical education and training for the new generation of Sub-Saharan African neurosurgeons.

DEVELOPMENT OF DIGITAL COMPETENCE OF PEDAGOGICAL STAFF IN DISTANCE LEARNING BASED ON CLOUD SERVICES

The article analyzes the experience of implementing forms and methods of development of digital competence of educators in distance education using Google Workspace for Education cloud services, based on real experience of teacher training at the university. This article discusses the concepts of competence, digital competence and distance education. The experience of the Department of Open Educational Systems and Information and Communication Technologies of the Central Institute of Postgraduate Education (Kyiv, Ukraine) in the organization of distance learning in postgraduate education is revealed, the results of research on the impact of distance technologies on the quality of education are presented. Specificity of digital competence development among pedagogical staff in the process of organizing distance education on the basis of Google Workspace for Education cloud services is determined. The article also provides an overview of the opportunities provided by digital tools and cloud services in Google Workspace for Education for distance education and highlights the effective forms and methods of developing digital competence in distance learning on the example of advanced training of university teachers. The article presents a description of effective forms of teacher training in the educational environment of Google Class, analysis of learning outcomes and identifies the benefits of joint activities of participants in the learning process. The article features the results of research on the development of teachers’ digital competence measured on the basis of selected criteria for assessing the development of digital competence of research and teaching staff. The article highlights the promising trends in the development of digital competence of pedagogical staff in terms of distance education.