Contributions of Systematic Reviews and Meta-analyses to Nursing Education, Research, and Practice

Systematic reviews and meta-analyses are helpful methodological alternatives that combine, discuss, and assess the quality of the best available evidence through adequate and exhaustive searches of the literature. In the last decade, there has been an increase in systematic reviews and meta-analyses in nursing research. This article intends to reflect on the contributions of systematic reviews and meta-analyses to nursing education, research, and practice. Synthesizing the evidence through high-quality systematic reviews and meta-analyses adds to the disciplinary development of nursing; therefore, students and professionals in the field should be encouraged to employ these methodological tools in education and research and implement the results of these methods in clinical practice for making better decisions regarding the individual needs of patients.

Educação na enfermagem: combater o estigma associado ao transtorno mental

O presente estudo objetivou realizar uma revisão sistemática da literatura, norteada pela seguinte questão: existe influência das intervenções educativas na redução do estigma presente em profissionais e estudantes da área da Enfermagem, no período de 2000 a 2018. A revisão sistemática foi executada por meio de busca nas bases de dados Lilacs, Scopus, Medline, Pubmed e Scielo. Apesar da grande estabilidade que as atitudes estigmatizantes apresentam, tornando-as difíceis de serem modificadas, foi possível observar, com base nos resultados encontrados nesta revisão sistemática, transformações atitudinais associadas ao sofrimento psíquico, em discentes e profissionais de enfermagem, após intervenções educativas. Ao se considerar as pesquisas empíricas e as reflexões de teóricos sobre o assunto entende-se que os estudos nesse campo é uma estratégia de combate a estigmatização promissora e que merece ser expandida.Descritores: Estigma Social, Transtorno Mental, Educação em Enfermagem, Pesquisa em Educação de Enfermagem. Nursing Education: combating the stigma associated with the disorderAbstract: The present study aimed to to carry out a systematic literature review, guided by the following question: is there an influence of educational skills in reducing stigma, present in nursing professionals and students, from 2000 to 2018. The systematic review was carried out by searching the databases out in the Lilacs, Scopus, Medline, Pubmed and Scielo databases. Despite the great stability that stigmatizing attitudes exhibit, becoming difficult to modify, it was possible to observe, based on the results found in this systematic review, attitudinal changes associated with psychological distress, in students and nursing professionals, after educational interventions. When considering empirical research and theoretical reflections on the subject, studies in this field are a strategy to combat stigmatization that promises and deserves to be expanded.Descriptors: Social Stigma, Mental Disorders, Education, Enfermagem, Nursing Education Research. Educación en enfermería: lucha contra el estigma asociado con el trastornoResumen: El presente estudio tuvo como objetivo llevar a cabo una revisión sistemática de la literatura, guiada por la siguiente pregunta: ¿existe una influencia de las restricciones educativas en la reducción del estigma presente en los profesionales y estudiantes de enfermería, de 2000 a 2018. La revisión sistemática se realizó mediante la búsqueda en las bases de datos. de datos Lilacs, Scopus, Medline, Pubmed y Scielo. A pesar de la gran estabilidad que exhiben las actitudes estigmatizantes, lo que dificulta su modificación, fue posible observar, con base en los resultados encontrados en esta revisión sistemática, los cambios de actitud asociados con el sufrimiento psicológico, estudiantes y profesionales de enfermería, después de las prácticas educativas. Al considerar la investigación empírica y las reflexiones teóricas sobre el tema, los estudios en este campo son una estrategia para combatir la estigmatización prometedora que merece ser ampliada.Descriptores: Estigma Social, Transtornos Mentales, Educacíon em Enfermeira, Investigacíon em Educacíon de Enfermeria.

SIMULADOR DE BAIXA FIDELIDADE NO CUIDADO DE ESTOMIAS INTESTINAIS

Objetivo: descrever o desenvolvimento e a aplicação de um simulador de baixa fidelidade para capacitações sobre os cuidados com estomias intestinais. Método: trata-se de um estudo descritivo, do tipo relato de experiência, sobre a idealização, elaboração, confecção e aplicação de um simulador de baixa fidelidade, que consiste em um modelo de avental em relevo representando órgãos do trato gastrointestinal e tipos de estomias intestinais. Resultados: construiu-se o avental em relevo com feltro, tecido de algodão e fibra comum de preenchimento com poliéster. Utilizou-se o simulador, após finalizado, para a capacitação de discentes e pacientes com estomia intestinal, a partir da qual se confirmou que ele possibilita a visualização do trato gastrointestinal e possíveis locais de confecção das estomias. Conclusão: conclui-se que o simulador se mostrou positivo para o desenvolvimento de habilidades e do autocuidado de pessoas com estoma intestinal e para o ensino de discentes, visto que os aproxima da vivência prática.Descritores: Treinamento por Simulação; Pesquisa em Educação de Enfermagem; Educação em Saúde; Estomia; Tutoria; Autocuidado.Descriptors: Simulation Training; Nursing Education Research; Health Education; Ostomy; Mentoring; Self Care; Autocuidado.Descriptores: Entrenamiento Simulado; Investigación en Educación de Enfermería; Educación en Salud; Estomía; Tutoría;

The Benefits of Functioning as a Mentor for Nurse Students in the Republic of Kazakhstan - Discussion Paper Based on Current Literature

The aim of the study: The aim of this discussion paper is to identify and provide an overview of the benefits of mentorship for the mentor of nurse students and describe the facilitators and barriers the nurse mentors encounter in their mentorship activities during nurse students' clinical practice. Methods: The databases CINAHL, Medline, Pub Med and Science Direct from 2016-2021 were searched. The studies were screened by title, abstract and full text. 25 studies met the inclusion criteria. Results: Eight key themes emerged from the included studies. These theme areas were as follows; 1) being a role model, 2) recognition of role value and esteem, 3) keeping up to date, 4) student attributes, 5) colleague attributes, 6) time challenges, 7) location challenges and 8) lack of financial remuneration. The findings revealed nurse mentors experiencing knowledge transfer and facilitating students’ learning as major benefits of mentoring. Being a role model was reported in many of the selected articles. The mentoring role promoted the overall clinical quality, patient safety, and additionally made nurse mentors feel valued. Overall “lack of time” was referred several times as a barrier and frustrating element in the mentor’s work. Conclusions: Mentors have an important role and should be acknowledged as one of the cornerstones of quality nursing education. The findings highlight the significant benefits of mentoring from the mentor’s perspective. In the Republic of Kazakhstan, the goal is to develop the mentoring of nurse students and to train more competent mentors in the coming years. It is important to point out that mentoring has multiple benefits for the mentor, the student, the work community, and the health care organization as well as for nursing education. Research in these areas is important when developing mentoring nationwide. Keywords: education, Kazakhstan, mentor, mentoring, nurses, students, nursing.

Use of phenomenography in nursing education research

ObjectivePhenomenography is a qualitative research method used to explore the different ways individuals experience phenomena. Over the last few decades, use of the research method grew in various higher education disciplines; however, use of the method for nursing education research was limited until early in the 21st century.Therefore, the purpose of this article is to describe the main ideas of phenomenography methodology and provide a simplified integrative review of the contributions to nursing education research.MethodsWhittemore and Knafl (2005) five-step integrative review process was used to guide the literature search and evaluate findings of published works between 2009 and 2019.ResultsThirteen articles, including one comprehensive literature review, were identified in the literature search.ConclusionFindings illustrated phenomenography methodology was used to evaluate and improve teaching and learning principles, complex faculty and student issues, curriculum and professional development, and educational practices within nursing education. Phenomenography research can be instrumental in providing a more realistic worldview of individual differing experiences of nursing education phenomena.