CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A construÃÃo do conceito de cuidado de Enfermagem com vistas ao ensino de graduaÃÃo faz-se necessÃria no momento em que a Enfermagem brasileira busca implementar e avaliar as mudanÃas preconizadas pelo MinistÃrio da EducaÃÃo nas Diretrizes Curriculares Nacionais do Ensino de GraduaÃÃo em Enfermagem. A grande preocupaÃÃo da autora deste estudo esteve sempre no processo de cuidar e na forma como este à ensinado nos cursos de graduaÃÃo em Enfermagem, seja nos cenÃrios da prÃtica hospitalar, na saÃde pÃblica ou na academia. Nesta perspectiva, objetivou-se construir um conceito de cuidado de Enfermagem, a partir da compreensÃo de enfermeiros docentes e assistenciais e alunos de um curso de graduaÃÃo em Enfermagem, com base no Modelo EvolucionÃrio de AnÃlise de Conceito. Trata-se de uma pesquisa qualitativa realizada na Faculdade CatÃlica Rainha do SertÃo (FCRS) na cidade de QuixadÃ-CE. O grupo focal foi o instrumento de investigaÃÃo utilizado para a consecuÃÃo do objetivo, e foi composto pela moderadora do grupo, uma psicÃloga e dois alunos como observadores, alÃm de quatro enfermeiras docentes, quatro enfermeiras assistenciais e seis alunos do 8 semestre do Curso de GraduaÃÃo de Enfermagem da FCRS. No total de nove sessÃes, os encontros transcorreram nos meses de agosto a dezembro de 2007. O estudo pautou-se nas normas regulamentadoras das pesquisas envolvendo seres humanos da ResoluÃÃo CNS n 196, de 10 de outubro de 1996. Inicialmente realizou-se um levantamento de publicaÃÃes cientÃficas entre teses, dissertaÃÃes e artigos de periÃdicos que versavam sobre âo cuidado no ensino de Enfermagemâ, nos anos de 1997 a 2007, nas bases de dados da Biblioteca Virtual em SaÃde e no Banco de Teses da CAPES. Posteriormente, encaminhou-se para o processo de construÃÃo do conceito de cuidado de Enfermagem, o qual se efetivou por meio das sessÃes do grupo focal. TrÃs categorias emergiram deste processo: A compreensÃo do conceito de cuidado â a interaÃÃo entre o discurso e a prÃtica; O cuidado de Enfermagem â antecedentes e conseqÃentes; O significado do cuidado â o concreto e o subjetivo na relaÃÃo entre seres humanos. O conceito de cuidado de Enfermagem construÃdo foi o seguinte: Cuidado de Enfermagem à um fenÃmeno intencional, essencial à vida, que ocorre no encontro de seres humanos que interagem, por meio de atitudes que envolvem consciÃncia, zelo, solidariedade e amor. Expressa um âsaber-fazerâ embasado na ciÃncia, na arte, na Ãtica e na estÃtica, direcionado Ãs necessidades do indivÃduo, da famÃlia e da comunidade. A construÃÃo do conceito nÃo se constitui um fim, mas o inÃcio de uma nova caminhada para divulgaÃÃo, implementaÃÃo e inovaÃÃo da aÃÃo na relaÃÃo de aprender-ensinar-fazer o cuidado de Enfermagem. / Building a concept of Nursing care aiming Undergraduate Teaching becomes necessary, as Brazilian Nursing wants to implement and evaluate the changes suggested by Education Ministry in the National Curriculum Directives of Nursing Undergraduate Teaching. The main preoccupation of the author of this study has always been focused on the care process and how it is taught in Nursing Undergraduate courses, be it in hospital practice, in public health or in the university. In this perspective, one aimed to build a Nursing care concept, starting from the comprehension of nursing professors and assistants and Nursing undergraduate students, based on the Evolutionary Model of Concept Analysis. It is a qualitative study conducted in the Rainha do SertÃo Catholic College (FCRS) in the city of QuixadÃ-CE. The focal group was the investigation instrument used for the objectiveâs consecution, being composed by a group mediator, a psychologist and two students as observers, besides four Nursing teachers, four Assistant nurses and six students of the eightth semester of FCRSâs Nursing Undergraduate course. The meetings happened from August through December 2007, a total of nine sessions. The study was based on the rules that guide research involving human beings, from the Resolution CNS nr. 196, from October 10th, 1996. Firstly one selected scientific publications among theses, dissertations and articles which described âCare in Nursing Teachingâ, from 1997 through 2007, in the database of the Health Virtual Library and in CAPESâ theses database. Then, one initiated the process of building a Nursing care concept, which was finished through the focal groupâs sessions. Three categories emerged from this process: The comprehension of the care concept â the interaction between discourse and practice; Nursing Care - Records and Consequences; The Meaning of Care â the concrete and subjective in human beingsâ relationship. The Nursing care concept created was: âNursing Care is an intentional phenomenon, essential to life, which occurs in the meeting of human beings who interact, through attitudes that involve consciousness, care, solidarity and love. It expresses a âknow-howâ based on science, art, ethics and esthetics, directed to the needs of individuals, of families and of the community. The construction of the concept in not an end, but the beginning of a new way for promotion, implementation and innovation of the action in the relationship learn-teach-do the Nursing care.

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 57-60). Also available on the Internet.

A three-phased, cross-sectional study was conducted in the nursing schools in two Arab Gulf countries (the UAE and Bahrain) to assess the process of change in Nursing education. The illuminative approach to evaluation using a case study design was used. Different methods were utilized to collect data, namely interviews, documentary analysis and self-administered questionnaires. In the initial phase of the study, the directors of the Schools of Nursing were involved. A theoretical sample of a wide range of tutors, students and counselors was included. The interviews were conducted using a semi-structured interview format. Seventeen faculty members from Bahrain, and seventeen from two institutes of nursing in the UAE, namely Abu Dhabi and Sharjah, were interviewed. Students were interviewed from three academic levels of the program. Thirteen students in Bahrain and nineteen in the UAE participated in the interviews. The N-Vivo qualitative program was used to analyze the qualitative interviews. In the second phase of the study, all faculty who taught case-based courses in Bahrain and the UAE were asked to participate in the study; 24 from the UAE and 30 from Bahrain. A 20% random sample of students from the three academic levels in the UAE and 25% from the two academic levels in Bahrain was used. Sixty-four students from the UAE and forty-six from Bahrain answered the self-administered questionnaire. The questionnaire used data extrapolated from the qualitative interviews. The SPSS (version 11) was used to analyze the self-administered questionnaire. T-test and correlation tests were employed at this stage to analyze data. In both countries, innovation attributes, especially complexity and incompatibility with the students' and the faculty's background, were perceived by both faculty and students as hindering the dissemination of innovation. In both countries a strong training program that tackled concerns of both old and new faculty members was lacking. Planning for a sustainable system and team approach to change was lacking in both countries to varying degrees. Differences were noted between the UAE and Bahrain in the introduction and implementation of change. The UAE faculty perceived their involvement in the choice of a case-based curriculum as a major facilitating factor. Other factors perceived by the UAE faculty as facilitating the process of change were the planned series of workshops, involvement of the faculty in decision-making and the secondment of an external expert during the implementation of the innovation. The Bahrain faculty perceived the leadership style of forcing change as deterring the process of change. The institutional context, the lack of planning, the lack of a common meaning of change among faculty and other stakeholders, and the lack of structured professional development program were other factors perceived as hindering change. The study led to the development of a framework for introducing educational change in the Arab Gulf region. It is hoped that the framework would help decision-makers and leaders of educational institutions understand change better and be able to introduce and monitor change effectively. The major recommendations tackled developing a continuing staff development program, building multidisciplinary teams, planning and monitoring the change process and establishing a common meaning of change from the beginning of any change. Conducting further research on the perceptions of key political stakeholder towards change and researching the managerial practices of nursing leaders could serve as an initial step towards the validation of the suggested framework. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

Diss. Linköping : Univ.

Thesis (M.H.A.)--University of Michigan, 1958.

Thesis (M.S.)--University of Michigan, 1985.

Thesis (M.S.)--University of Michigan, 1982.

Thesis (M.S.)--University of Michigan, 1985.

Thesis (M.S.)--University of Michigan, 1975.

Thesis (M.S.)--University of Michigan, 1983.