RESUMEN
OBJECTIVE: to reflect on the perspectives of adopting the Progress Test in undergraduate nursing education. METHODS: this is a reflective study, based on authors' critical thinking and supported by national and international literature on the Progress Test application in undergraduate health courses. RESULTS: the Progress Test is as a valuable teaching-learning strategy, with potential applications and benefits for students, professors, and academic management. FINAL CONSIDERATIONS: systematic nursing education assessment indicates valuable information for different stakeholders. Understanding its potential benefits, the Progress Test is presented as a strategy that can be replicated in undergraduate nursing education, either individually, by institutions, or collaboratively, by the establishment of partnerships or consortiums of institutions.
Asunto(s)
Bachillerato en Enfermería , Evaluación Educacional , Bachillerato en Enfermería/métodos , Bachillerato en Enfermería/tendencias , Bachillerato en Enfermería/normas , Humanos , Evaluación Educacional/métodos , Estudiantes de Enfermería/estadística & datos numéricos , Estudiantes de Enfermería/psicologíaRESUMEN
OBJECTIVE: to identify the scientific evidence available in national and international literature on the relationships between nursing students' mindfulness and emotional regulation. METHODS: an integrative literature review, in four databases, with a time frame from January 2002 to December 2022. Articles in English, Spanish and Portuguese available in full were included. RESULTS: the sample consisted of six original articles, predominantly with a quantitative approach, with cross-sectional designs standing out. CONCLUSION: the synthesis of scientific production revealed that there is a lack of research at national and international level on the subject with experimental and qualitative designs that enable conclusions about cause and effect and/or take into account subjective experiences of the applicability of mindfulness-based practice in nursing students' emotional regulation.
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Regulación Emocional , Atención Plena , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Atención Plena/métodosRESUMEN
SUMMARY: The importance and relevance of e-learning courses in medicine and health sciences has increased significantly in the last decade. Despite this, there are few published teaching experiences of e-learning histology courses in the literature worldwide. The histology course we designed was structured on the Moodle platform as a learning management system, and the content was proposed in a synchronous (zoom) and asynchronous (recordings) format. We also included the use of free virtual microscopy tools. This study aimed to investigate the impact of an e-learning histology course on the satisfaction and performance of medical, nursing and midwifery students. The sample included 424 Chilean medical, nursing, and midwifery students from two cohorts. A Likert-type survey was administered at the end of the course. We performed exploratory analysis and ordinary least squares regression. In this study, we present a positive experience of an e-learning histology course. Exploratory factor analysis revealed three main factors related to "e- learning satisfaction", "in-person class activities", and "course design and teaching quality". We also found that there was a positive and significant relationship between students' perceptions of the adaptation of the traditional (face-to-face) histology course into an e-learning format and their academic performance. Our study shows that e-learning histology courses that integrate lectures and practical sessions can be a valuable teaching method for learning histology. Curriculum developers and teachers need to consider the limitations and advantages of this type of teaching and incorporate these three factors into the design and assessment of e-learning histology courses.
La importancia y relevancia de los cursos e-learning en medicina y ciencias de la salud ha aumentado significativamente en la última década. A pesar de ello, existen pocas experiencias docentes publicadas de cursos de histología e-learning en la literatura a nivel mundial. El curso de histología que diseñamos se estructuró en la plataforma Moodle, y los contenidos se propusieron en formato síncrono (zoom) y asíncrono (grabaciones). También incluimos el uso de herramientas gratuitas de microscopía virtual. Este estudio tuvo como objetivo investigar el impacto de un curso de histología e-learning en la satisfacción y el rendimiento de los estudiantes de medicina, enfermería y obstetricia. La muestra incluyó 424 estudiantes chilenos de medicina, enfermería y obstetricia de dos cohortes. Se aplicó una encuesta tipo Likert al final del curso. Se realizó un análisis exploratorio y una regresión por mínimos cuadrados ordinarios. En este estudio, presentamos una experiencia positiva de un curso de e-learning de histología. El análisis factorial exploratorio reveló tres factores principales relacionados con la "satisfacción sobre el aprendizaje e-learning", "clases presenciales versus clases virtuales" y el "diseño del curso y la calidad de la enseñanza". También encontramos que existía una relación positiva y significativa entre las percepciones de los estudiantes sobre la adaptación del curso de histología tradicional (presencial) a un formato e-learning y su rendimiento académico. Nuestro estudio muestra que los cursos de histología e-learning que integran clases teóricas y sesiones prácticas pueden ser una valiosa herramienta de enseñanza. Los responsables de la elaboración de planes de estudios y los profesores de histología deben tener en cuenta las limitaciones y ventajas de este tipo de enseñanza y sugerimos incorporar estos tres factores al diseño y la evaluación de los cursos de histología en línea.
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Humanos , Estudiantes del Área de la Salud/psicología , Educación a Distancia , Histología/educación , Satisfacción Personal , Estudiantes de Medicina/psicología , Estudiantes de Enfermería/psicología , Modelos Lineales , Encuestas y Cuestionarios , Rendimiento Académico , Empleos en SaludRESUMEN
In the Brazilian Amazon, snakebite envenomations (SBEs) disproportionately affect Indigenous populations, and have a significantly higher incidence and lethality than in non-Indigenous populations. This qualitative study describes the Indigenous and biomedical healthcare domains for SBE care from the perspective of the Indigenous medical and nursing students in Manaus, Western Brazilian Amazon. In-depth interviews were conducted with five Indigenous students from the Amazonas State University, between January and December 2021. The interviews were analyzed using inductive content analysis. We organized an explanatory model with five themes: (1) participants' identities; (2) causality levels in Indigenous and biomedical systems; (3) therapeutic itineraries in Indigenous and biomedical systems; (4) ideological implications of adding biomedical devices to Indigenous healing systems; and (5) therapeutic failure in and efficacy of Indigenous and biomedical systems. From a noncolonial perspective and seeking to increase the quality and acceptability of health care for the Indigenous populations of the Brazilian Amazon, the training of Indigenous health professionals presents itself as a promising strategy. For this goal, universities should serve as empowering settings for Indigenous health students that support them in their growth and development, raise their awareness of injustice, and catalyze change toward a culturally adapted and effective service for the users.
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Investigación Cualitativa , Mordeduras de Serpientes , Estudiantes de Medicina , Estudiantes de Enfermería , Humanos , Mordeduras de Serpientes/terapia , Mordeduras de Serpientes/tratamiento farmacológico , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Brasil , Femenino , Estudiantes de Medicina/psicología , Estudiantes de Medicina/estadística & datos numéricos , Masculino , Adulto , Servicios de Salud del Indígena/tendencias , Entrevistas como Asunto/métodosRESUMEN
BACKGROUND: In nursing education, contact with real scenarios implies the design of favorable experiences to develop prioritization, reasoning, critical thinking, and management skills that support future practice. In the context of the teaching-learning process, simulation emerges as a support strategy, but its use and management require the knowledge and appropriation of teachers. Clinical simulation during education promotes growth in technical skills and aptitudes such as critical thinking, emotional management, organization, delegation, and teamwork. The culmination positively impacts the student, reflecting on their confidence, security, and adaptability to unexpected or unknown situations and risks. OBJECTIVE: The aim of this scoping review is to determine the socioemotional skills described during the teaching-learning process mediated by medium- and high-fidelity clinical simulation in nursing students. METHODS: The main concepts and limits of the research area will be determined according to the 5 phases of a scoping review proposed by Arksey and O'Malley. Research articles and postgraduate theses published between 2010 and 2023 in English and Spanish will be considered. Dissertation-type documents, book chapters, editorials, abstracts, and articles focused on clinical simulation among nursing professionals will be excluded. The articles will be retrieved from databases available at the Universidad Cooperativa de Colombia, along with CINAHL, Scielo, and PubMed. The search strategy will be based on the Population-Concept-Context framework. Article selection will be carried out by 2 independent evaluators who will review titles and abstracts in stage 1 and the full text in stage 2. A database of retrieved articles will be built with the variables of interest. A qualitative thematic analysis will be conducted by 5 independent reviewers to provide an overview of the literature, focusing on identifying similarities and contrasts between studies and contributions related to the aspects of social skills described in nursing students. RESULTS: The investigation has not yet started. The findings aim to focus on variables within the academic environment that, when correlated with the clinical simulation experience, may determine student learning. The working hypothesis is that students who experience greater satisfaction or possess better communication skills also demonstrate superior performance during high-fidelity simulation activities. The most relevant results will be contrasted considering the stated objective and knowledge gaps. Key aspects will also be compared with other reviews addressing related topics such as communication, self-efficacy, and self-confidence. Skills described by other authors that were not considered in the initial literature review will also be mentioned. CONCLUSIONS: Educational institutions are responsible for including learning experiences in controlled environments such as medium- and high-fidelity simulation to ensure the acquisition of technical capabilities and additional socioemotional skills. Recognizing and managing emotions is necessary to provide adequate care for users of health care services and for the increased effectiveness of professionals. TRIAL REGISTRATION: Open Science Framework p4ays; https://osf.io/p4ays. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/56436.
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Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Aprendizaje , Educación en Enfermería/métodos , Competencia Clínica , Enseñanza , Habilidades Sociales , Entrenamiento Simulado/métodos , Literatura de Revisión como AsuntoRESUMEN
This study aimed to analyze students' and graduates' perceptions regarding the use of Problem-Based Learning (PBL) in nurse education. This is a qualitative study that employs the comprehensive and interpretative approach proposed by Dialectical Hermeneutics. Four focus groups were conducted with the participation of 17 students and 16 graduates from a higher education institution that implements PBL in nurse education. The analysis of results allowed for the identification of five thematic categories: difficulty in adapting to the method; attainment of autonomy in one's own learning; encouragement of clinical reasoning development; enhancement of communication and interpersonal relationships; and integration between theory and practice. It is evident that the use of PBL promotes alignment with the propositions of curriculum guidelines for nurse education by fostering the development of skills and competencies such as autonomy, communication, interpersonal relationships, and clinical reasoning through comprehensive and contextualized practices. However, students encounter challenges with the changes observed when introduced to PBL, which are overcome during the implementation process.
Objetivou-se analisar a percepção de estudantes e egressos sobre a utilização da Aprendizagem Baseada em Problemas (ABP) na formação do enfermeiro. Trata-se de um estudo qualitativo que utiliza a modalidade compreensiva e interpretativa proposta pela Hermenêutica-Dialética. Realizaram-se quatro grupos focais com a participação de 17 estudantes e 16 egressos de uma instituição de ensino superior que aplica a ABP na formação de enfermeiros. A análise dos resultados permitiu a definição de cinco categorias temáticas: dificuldade de adaptação em relação ao método; conquista de autonomia sobre o próprio aprendizado; incentivo ao desenvolvimento do raciocínio clínico; aprimoramento da comunicação e das relações interpessoais e integração entre teoria e prática. Evidencia-se que a utilização da ABP favorece a aproximação com as proposições das diretrizes curriculares para a formação do enfermeiro por meio do desenvolvimento de habilidades e competências como autonomia, comunicação, relações interpessoais e raciocínio clínico mediante práticas integrais e contextualizadas. Entretanto, os estudantes enfrentam dificuldades com as mudanças observadas ao serem inseridos nela ABP, as quais são superadas no decorrer do processo de implementação.
Asunto(s)
Bachillerato en Enfermería , Grupos Focales , Aprendizaje Basado en Problemas , Estudiantes de Enfermería , Humanos , Aprendizaje Basado en Problemas/métodos , Estudiantes de Enfermería/psicología , Bachillerato en Enfermería/métodos , Masculino , Femenino , Curriculum , Adulto Joven , Comunicación , Adulto , Relaciones Interpersonales , Investigación Cualitativa , Razonamiento Clínico , Competencia Clínica , Actitud del Personal de SaludRESUMEN
OBJECTIVE: to analyze the psychometric properties of the Incivility in Nursing Education - Revised Survey - Brazilian version with undergraduate nursing students. METHOD: methodological study conducted in a nursing school in São Paulo state. It is the analysis of the psychometric properties (reliability and construct validity) of the items in the INE-R survey - Brazilian version. Construct validity was performed by Confirmatory Factor Analysis, and reliability by test-retest in order to verify the instrument's stability, as calculated by the Intraclass Correlation Coefficient and the Internal Consistency of the items according to Cronbach's alpha, ordinal alpha and McDonalds's omega coefficients. RESULTS: Confirmatory Factor Analysis fitted the proposed model with two factors (low and high incivility), with a suggestion to exclude one of student items. Most of the fitting values for the student items and all of the faculty-member items complied with the references established in the literature; the values for Internal Consistency Coefficients were greater than 0.80, and Intraclasss Correlation Coefficients were greater than 0.75. CONCLUSION: the Brazilian version of the Incivility in Nursing Education - Revised Survey is validated for the studied context, as it has shown satisfactory reliability and validity by means of factor analysis, which has confirmed the original two-factor model, with 23 items addressing student behaviors and 24 items applied to faculty behaviors. HIGHLIGHTS: (1) Incivility is a global and growing phenomenon in higher education.(2) An uncivil environment interferes with learning and health indicators.(3) A validated survey to measure incivility in nursing education is presented.
Asunto(s)
Educación en Enfermería , Incivilidad , Psicometría , Humanos , Brasil , Educación en Enfermería/normas , Masculino , Femenino , Adulto Joven , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios/normas , Adulto , LenguajeRESUMEN
OBJECTIVE: to evaluate the level of cultural competence of an undergraduate nursing students' population from four European higher education institutions. METHOD: a total of 168 nursing students from four different countries were included in our study. The study methodology involved a cross-sectional assessment of cultural competence among undergraduate nursing students from four European universities. Data collection included sociodemographic variables, as well as the following validated tools: the Intercultural Sensitivity Scale, the Cultural Competence Assessment Tool (student version) and the Cultural Awareness Scale. RESULTS: our results indicated that students demonstrated a high level of intercultural sensitivity but a moderate level of cultural competence and cultural awareness. Variations existed among students from different countries, suggesting potential differences in educational approaches. Despite expectations that higher-level students would exhibit greater cultural competence, no significant differences were found by year of study, indicating a lack of effective integration of cultural competence into nursing curricula. CONCLUSION: nurse educators should consider the students' cultural competence before designing related study programmes. Training programmes related to cultural competence should include elements which have been associated with enhanced cultural competence, including language skills, cultural encounter, and opportunities for internationalisation.
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Competencia Cultural , Estudiantes de Enfermería , Humanos , Competencia Cultural/educación , Estudios Transversales , Femenino , Masculino , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Adulto Joven , Adulto , Educación en EnfermeríaRESUMEN
OBJECTIVES: to understand nursing students' perception regarding Escape Room use to develop leadership skills. METHODS: a qualitative exploratory-descriptive study, with 97 nursing students. Escape Room game sessions were held, totaling ten. Subsequently, a debriefing and analysis was carried out using the Discourse of the Collective Subject method, through the focus group technique. Ethical procedures were respected. RESULTS: students' perceptions about using this methodology to develop leadership skills were positive and significant. The effectiveness of the game in teaching and developing these skills in nursing practice stands out. FINAL CONSIDERATIONS: the game was an effective active methodology in approaching the proposed content, promoting satisfaction and easy assimilation.
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Liderazgo , Percepción , Investigación Cualitativa , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Femenino , Masculino , Bachillerato en Enfermería/métodos , Bachillerato en Enfermería/normas , Grupos Focales/métodos , Adulto , Enseñanza/normas , Enseñanza/psicologíaRESUMEN
BACKGROUND: Caring for an increasingly older and multicultural patient population requires nurses and APNs who are able to integrate cultural competency in meeting the needs of their patients while decreasing health care disparities. A study-abroad immersion experience is one way to instill deep learning and cultural competency. PURPOSE: The purpose of this study was to understand the lived experience of baccalaureate nursing students and APN students working together in a study-abroad, service-learning experience. METHOD: Using Interpretive Phenomenological Analysis (IPA) (Smith & Osborn, 2003), we explored the lived experience of Baccalaureate and Advanced Practice Nursing Students in a service-learning, study-abroad experience in Belize. RESULTS: Emergent themes derived from students' journal transcripts were: (1) Allowing learning to take place; (2) Practicing nursing with limited resources (3) A different take on culture; and (4) Kinship with peers. From this theme two sub themes emerged: 1) students' connection with the people and the country, and 2) students' connection with each other. CONCLUSION: Cultural immersion prepared students to work in Belize with different patient groups, having varied perspectives related to their health. Students learned that the core values of dignity and caring require that we, as nurses, go where the patient is-not where we want the patient to be. This is tested when students are confronted with a culture not their own.
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Competencia Cultural , Curriculum , Bachillerato en Enfermería , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Belice , Enfermería de Práctica Avanzada , Intercambio Educacional Internacional , FemeninoRESUMEN
A Randomized Controlled Trial involving 158 Brazilian medical and nursing students assessed one of three conditions over an 8-week period: 1) a circuit training protocol (CTG); 2) a yoga protocol (YG); or 3) no intervention (CG). The objective was to evaluate the effectiveness of circuit training and yoga protocols in reducing perceived mental stress and examining their effects on serum cortisol levels, as well as on traditional cardiovascular risk factors (CRFs), during an academic semester. Mental stress was measured using self-reported stress questionnaires. For the CTG, comparisons of pre- vs. post-intervention data indicated a reduction in self-reported stress levels on a Brazilian scale (p < 0.001) and an international scale (p < 0.05). Regarding CRFs, there was a reduction in waist circumference (WC) (p < 0.05), systolic blood pressure (SBP) (p < 0.05), and heart rate (HR) (p < 0.001). No changes were observed in diastolic blood pressure (DBP) (p = 0.211) and serum cortisol (SC) (p = 0.423). In the YG, pre- vs. post-intervention data indicated a reduction in self-reported stress levels on the ISSL (p < 0.001), in both resistance and exhaustion stress levels on the PSS scale (p < 0.001), and in SC levels (p < 0.001), WC (p < 0.05), and SBP (p < 0.05); however, HR and DBP did not change (p = 0.168 and p = 0.07, respectively) in this group. No changes were noted in any measures in the CG. The intervention protocols demonstrated that both CTG and YG can positively impact mental or biochemical stress responses, as well as CRFs.
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Biomarcadores , Presión Sanguínea , Frecuencia Cardíaca , Hidrocortisona , Estrés Psicológico , Estudiantes de Medicina , Estudiantes de Enfermería , Yoga , Humanos , Estrés Psicológico/terapia , Estrés Psicológico/psicología , Estrés Psicológico/metabolismo , Brasil , Femenino , Masculino , Hidrocortisona/sangre , Estudiantes de Medicina/psicología , Yoga/psicología , Estudiantes de Enfermería/psicología , Adulto , Adulto Joven , Frecuencia Cardíaca/fisiología , Presión Sanguínea/fisiología , Biomarcadores/sangre , Enfermedades Cardiovasculares/psicologíaRESUMEN
AIM: This study aims to explore the perceptions of feedback among undergraduate students and faculty members at a Brazilian private nursing school. BACKGROUND: Feedback plays a crucial role in the socioemotional development of learners, with its interpretation varying across different sociocultural contexts. Student evaluations frequently express dissatisfaction regarding both the quality and quantity of feedback received. Conversely, delivering feedback poses a challenge for faculty, requiring the establishment of an empathetic connection that fosters trust and credibility. Brazil, being a developing country characterized by social disparities and economic challenges, presents a unique backdrop for examining feedback dynamics. DESIGN: Qualitative research, employing Inductive Content Analysis, was used to understand feedback perceptions in Brazilian nursing education. Symbolic interactionism was adopted as methodological framework and guided data interpretation. METHODS: We carried out five virtual focus groups composed of a group of teachers (n=5) and four of students (n=34). Semi-structured interviews guided data collection. The recorded sessions were subsequently analyzed to identify key themes and codes. Symbolic interactionism was employed as a framework to derive meaning from qualitative data. RESULTS: Content analysis generated two categories that reveal the perception of teachers and students in the feedback process. The first, called "Feedback in Education: Sociocultural Influences for Students and Teachers", expresses the beliefs and interpretations of students and teachers within the shared feedback environment. The second called "Challenging resonance, transformative construction: Navigating the dualities of feedback for teachers and students", which elucidated how relational dynamics shape behaviors and attitudes, promoting the development of social skills and learning. Faculty's previous feedback experiences significantly influence their self-perception and behavior with students. As a result of the resonance of these past interactions, we recognize that the teaching self also plays a crucial role in the quality and perception of feedback. Furthermore, students construct social reality with similar beliefs and values, they believe in the learning potential generated by feedback. Our findings also corroborate that perceptions of feedback are deeply influenced by the sociocultural context and the narratives corroborate previous findings indicating that, in Brazil, honest feedback can be implicitly perceived as criticism rather than an opportunity for growth. CONCLUSIONS: Faculty members often draw on their past experiences when providing feedback, highlighting the adaptive nature of feedback interactions. Additionally, the feedback process is consistently influenced by the commitment to maintaining positive relationships with students. Students recognize the constructive dimension of feedback as a valuable tool for learning and personal growth.
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Bachillerato en Enfermería , Docentes de Enfermería , Grupos Focales , Investigación Cualitativa , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Docentes de Enfermería/psicología , Brasil , Femenino , Masculino , Retroalimentación , Facultades de Enfermería , Percepción , AdultoRESUMEN
Objective: To investigate the relationship between environmental ethics, spiritual health, and environmental behavior among nursing students. Methods: In this cross-sectional study, 200 iranian students from the Chabahar Nursing School were selected using a simple random sampling method. The data collection tool included a questionnaire on demographic information, knowledge, attitudes and behaviors towards the environment, environmental ethics, and spiritual health. Partial least squares structural equation modeling (PLS-SEM) was utilized to evaluate the conceptual framework in this study. Results: The mean score for environmental ethics among nursing students was 65.73±10.61 out of 100. Most of the students (47%) had desirable environmental ethics. The knowledge structure (ß=0.46) predicted attitude. The attitude structure also predicted environmental behavior (ß=0.28) and spiritual health (ß=0.31). Ultimately, the results showed that spiritual health and environmental ethics predict environmental behavior directly and indirectly (p<0.001). Conclusion: Spiritual health and environmental ethics were strong predictors of environmental behavior. Therefore, it is necessary to take into account not only students' spiritual health but also their ethical behaviors to promote environmental protection behaviors in the future.
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Conocimientos, Actitudes y Práctica en Salud , Espiritualidad , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Estudios Transversales , Femenino , Masculino , Irán , Encuestas y Cuestionarios , Adulto Joven , Adulto , Salud Ambiental/ética , Conservación de los Recursos Naturales , Actitud del Personal de Salud , Adolescente , Análisis de los Mínimos CuadradosRESUMEN
Objective: To develop a valid and reliable scale to measure entrepreneurship competences of nursing students, by assessing the level of development of diverse entrepreneurship dimensions. Methods: An Entrepreneurship Measurement Instrument, Catalonia (IME.Cat) was constructed, by adapting two existing instruments, and a psychometric study was performed to address the validity of the content and the construct, and the reliability. The internal consistency and the discrimination capacity of the instrument's items were examined. Results: The IME.Cat scale showed a high reliability (α=0.89) for the complete set of items. The Cronbach's α value of the individual dimensions were: Problem management=0.78; Creativity=0.76; Personal confidence =0.64; and Risk acceptance =0.46. The corrected homogeneity indices for each of the item in the instrument were high (>0.40). The Confirmatory Factorial Analysis validated the proposed structure of the items according to dimension. Conclusion: The IME.Cat scale showed solid psychometric values for assessing the entrepreneurship competences of nursing students within its dimensions, which are fundamental for the professional development of nursing.
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Emprendimiento , Psicometría , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Reproducibilidad de los Resultados , Femenino , Masculino , Encuestas y Cuestionarios/normas , Adulto , Adulto Joven , Análisis Factorial , Evaluación Educacional/métodos , España , Competencia ProfesionalRESUMEN
Objective: To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Methods: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data. Results: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Conclusion: Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.
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Educación en Enfermería , Docentes de Enfermería , Aprendizaje , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Colombia , Educación en Enfermería/métodos , Educación en Enfermería/organización & administración , Docentes de Enfermería/organización & administración , Docentes de Enfermería/psicología , Comunicación , Antropología Cultural , Investigación Cualitativa , Femenino , MasculinoRESUMEN
Objective: To describe the Factors to Effective Clinical Experience and Willingness to pursue Career in Rural Health Facilities among Nursing Students on Clinical Placement in southeast Nigeria. Methods: The study was conducted among 48 rural health centres and general hospitals with 528 respondents from different higher institutions of learning serving in these health facilities for their clinical experience. The study applied survey design and utilized questionnaire instrument for data collection. Results: Majority of the students (60%) agreed that their school lacked functional practical demonstration laboratory for students' clinical practice, 66.7% agreed that their school lab lacked large space for all the students to observe what is being taught, 79.9% that their school lab lacked enough equipment that can enable many students to practice procedures; majority of the students (79.9%) answered that the hospitals where they are on clinical placement lacked enough equipment needed for the students on each shift of practice, 59.9% agreed that student/client ratio in each ward during clinical experience periods was not enough for students' practice under supervision, while 73.3% indicated that their school lacked library with current nursing texts for references. Personal, socioeconomic and institutional factors explain the 76% of the variance of effective clinical experience and the 52% of the variance of the willingness to work in rural health facilities in the future if offered employment. Conclusion: The factors surrounding effective clinical experience in rural healthcare facilities in southeastern Nigeria are unfavorable and could discourage future nurses from working there. It is necessary to implement strategies to improve the management of these centers in order to promote the perspective of improving sustainable rural health in this region.
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Selección de Profesión , Servicios de Salud Rural , Estudiantes de Enfermería , Humanos , Nigeria , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios , Femenino , Masculino , Adulto , Adulto Joven , Servicios de Salud Rural/organización & administración , Actitud del Personal de Salud , Estudios TransversalesRESUMEN
Objective: This work sought to assess the perception of knowledge transfer from clinical simulations to the care practice in nursing students through effective debriefing. Methods: An observational, descriptive, and cross-sectional study was conducted with a sample of 281 students during the 2020-2021 course, through una ad hoc survey from the Debriefing Assessment for Simulation in Healthcare (DASH) in Spanish, to assess competence areas that undergraduate students must reach to complete their studies. Results: The survey conducted after each simulation showed that the students valued positively the debriefing sessions conducted by experts, with a mean score of 6.61 over 7 [6.56%-6.65%] based on 675 surveys analyzed, given that each student conducted more than one simulation within the academic course. It was observed in 221 completed answers that what was learned in the simulation was transferred to the practice in 89.23% [86.39%-92.06%], specifically in areas of Communication, Patient safety, Teamwork, and Leadership. Conclusion: In the perception by the participating students, the use of effective debriefing in clinical simulation enabled knowledge transfer to the care practice, proving to be a crucial tool that helps to improve the formation of the future nurses.
Asunto(s)
Competencia Clínica , Entrenamiento Simulado , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Estudios Transversales , Femenino , Masculino , Entrenamiento Simulado/métodos , Adulto Joven , Adulto , Encuestas y Cuestionarios , Bachillerato en Enfermería/métodos , Bachillerato en Enfermería/organización & administración , PercepciónRESUMEN
Objective: To evaluate the effectiveness of mobile -based learning (MBL) in improving nursing students' knowledge and skills when performing procedures in the operating room. Methods: A quasi-experimental study with control group, pre- and post-intervention assessment was conducted. A total of 128 nursing students from India were recruited by purposive sampling and randomly assigned to the intervention (use of a telephone application containing videos on hand washing, surgical gown donning, gloving, and assisting during intubation) and conventional education groups. A validated Structured Knowledge Questionnaire and an Objective Structured Clinical Examination (OSCE) scale was used to assess nursing students' competencies in relation to operating room procedures and a mobile-based learning satisfaction opinion questionnaire was administered. Results: The findings showed that the improvement in the mean knowledge and skills score was greater in the intervention group than in the control group (p<0.001). The administration of the MBL was rated as highly satisfactory by 93.8% of the students exposed to this learning method. Conclusion: The MBL intervention was effective in improving nursing students' knowledge and skills in the evaluated operating room procedures.
Asunto(s)
Competencia Clínica , Quirófanos , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , India , Femenino , Masculino , Encuestas y Cuestionarios , Adulto Joven , Evaluación Educacional , Adulto , Conocimientos, Actitudes y Práctica en Salud , Aplicaciones Móviles , Aprendizaje , Educación en Enfermería/métodosRESUMEN
ABSTRACT: The aim of this study was to identify, analyze, and synthesize the best evidence on the effectiveness of clinical practicum experience in drug addiction treatment facilities on nursing students' attitudes toward alcohol, alcohol use disorder (AUD), and persons with AUD. This systematic review followed the recommendations of Preferred Reporting Items for Systematic Reviews and Meta-Analyses and used the System for the Unified Management of the Assessment and Review of Information to assess methodological quality and extract data for meta-analysis. A comprehensive literature search of the EBSCO databases, Embase, PubMed, Literatura Latino-Americana e do Caribe em Ciências da Saúde, PsycINFO, Scopus, Web of Science, Mednar, Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior, and ProQuest Dissertations & Theses catalog was conducted. The System for the Unified Management of the Assessment and Review of Information tool was used for the extraction and critical evaluation of the selected articles followed by a meta-analysis. After removing duplicates, 2,831 publications were identified, and eight met the inclusion criteria. More positive attitudes were observed after performing practicum experience in specialized services (-1.27, 95% confidence interval [-2.85, -0.30]), and an increase in the motivation and satisfaction among the students to care for patients with AUD was also noted. In conclusion, the review suggests that clinical practicum experience in a drug addiction treatment facility has the potential to change the attitudes of nursing students toward AUD and persons with AUD.
Asunto(s)
Alcoholismo , Actitud del Personal de Salud , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Alcoholismo/enfermería , Alcoholismo/terapia , Trastornos Relacionados con Sustancias , Centros de Tratamiento de Abuso de SustanciasRESUMEN
OBJECTIVE: This research aimed to evaluate the impact of custom-developed software on nursing students' alcohol consumption and perception of social support. METHOD: A quasi-experimental study was conducted with 88 students in the early years of nursing courses at a Brazilian public university. The members of the intervention group (n = 40) participated in a lecture delivered by a nurse and used online software developed based on cognitive behavioral techniques and social skills training. The members of the control group (n = 48) participated only in the lecture. Data on alcohol consumption profiles and social support characteristics were collected. Descriptive statistics, an analysis of variance test, and the Dunnett's test were utilized for data analysis. RESULTS: Alcohol consumption decreased in both groups without significant differences between them. However, in terms of frequency of use, binge drinking, and the number of drinks consumed, a significant decrease occurred among participants in the intervention group. Regarding social support, both groups showed an increase in satisfaction with support and a decrease in the number of supporters. This reduction was less pronounced in the intervention group than in the control group. CONCLUSION: This investigation presents relevant results that suggest the potential of using online technologies as supplemental materials for promoting students' mental health.