RESUMO
In 2005, with financial support from the Pediatric Oncology Group of Ontario, a pilot nursing leadership project linked pediatric oncology nurses from Canada with nurses at the La Mascota Hospital in Managua, Nicaragua. Following consultation with the pediatric oncology team in Nicaragua, a program was developed to strengthen clinical nursing leadership in a clinical setting through continuing education. The nurses believed that care of the patient and family improved due to the increased leadership skills of nurses in the unit and as the profile and credibility of nurses as peers in the health care team became evident. Providing nurses with the autonomy and financing for a project related directly to nursing care represented an important development for leadership in the profession.
Assuntos
Educação Continuada em Enfermagem/organização & administração , Intercâmbio Educacional Internacional , Liderança , Recursos Humanos de Enfermagem Hospitalar/educação , Enfermagem Oncológica/educação , Enfermagem Pediátrica/educação , Criança , Competência Clínica , Comportamento Cooperativo , Currículo , Humanos , Avaliação das Necessidades , Nicarágua , Enfermeiros Administradores/organização & administração , Pesquisa em Educação em Enfermagem , Teoria de Enfermagem , Ontário , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Apoio ao Desenvolvimento de Recursos Humanos/organização & administraçãoRESUMO
A descriptive comparative study was conducted to identify and compare/contrast the learning styles of nursing faculty and entry-level students in 2 self-directed (SDL), problem-based (PBL) nursing programs. The Kolb LSI-1985 was administered to 94 first-year generic students, 63 post-R.N. students, and 22 faculty members in a Canadian university nursing program. A Spanish translation was completed by 37 incoming nursing students and 13 faculty members in a Chilean university. One-way ANOVA analysis of group mean scores showed significant differences among the 4 student groups in the active experimentation learning mode. Post hoc tests confirmed that Chilean students are less likely to be active learners than their teachers or Canadian students, a finding of significance in preparing students to assume self-direction of their learning. Canadian faculty had higher abstract conceptualization scores than Chilean faculty, which has implications for faculty development of educator roles for SDL/PBL.