建立護理專業身份是個體與護理專業相聯繫的概念，個體對護理專業在社會角色與自我概念之間取得平衡。在專業社會化中，產生專業的知識、技能、價值與自我身份的過程。在社會急速發展和世界護理專業發展影響下，澳門護理專業教育出現強中有弱、弱中有強的局面。這現狀對中學生選擇護理、護士學生對知識價值的主動學習、日後在專業發展中持續創新都產生影響。因為護士人力的緊缺，護理教育能否幫助學生建立專業身份成為關注的重心。 / 鏡湖護理學院是澳門歷史最長的護理教育機構，於2002年起開辦澳門首個四年制護理學學士學位課程。課程理念奠基於鏡湖慈善會歷史和性質，命名「從人到仁」，推動以關懷為核心的護理全人教育。學院在護理學士學位課程中加入了一些元素，希望幫助學生在進入專業的早期即打下良好基礎，建立專業身份，從而加強教育的全面效果。究竟澳門鏡湖護士學生在護士學習的過程中如何建立專業身份，課程對護士學生身份認同的成效怎樣?本研究目的正是希望回答以上兩個問題。 / 研究者選取了二十名畢業生和八名教師參與是次研究。採用質性研究取向的個案研究法。透過深度訪談和文件查證分析取得所需研究資料。經過對個案資料的綜合深度討論以及不同個案的分析比較，得出以下研究發現：鏡湖護士學生的專業身份認同是通過五個轉變表現出來，包括：1. 責任重大、尊重生命；2. 與苦難同行、全人護理；3. 護理與生活同在、發揮專業才能；4. 立足專業知識、像護士般思考和行動；及5. 成為團隊、薪火相傳。分析歸納受訪畢業生及教師資料可以看到，鏡湖現行學士學位課程對學生建立專業身份是有明顯的影響作用。大部份學生是通過臨床實踐和生活實踐，處理健康問題，和幫助人們建立健康生活方式，來建構自我的專業身份。除了課程影響之外，關懷的學院文化、教師的言傳身教、醫院與學院的關係，以及學生的個人因素均對學生專業身份認同有影響作用。 / 根據這些發現，本研究嘗試從護理教育層面和未來研究層面提出建議，務求完善促進護士學生身份認同的課程理念和課程設置，優化人文與環境因素，以便進一步提升護理教育的質素，培育具公民專業精神的護理人員。本研究亦嘗試對當中的一些理論與概念展開討論，並修訂或補充了它的不足。 / The formation of nursing professional identity links the individual with the nursing profession. In this process the individual strives to maintain a balance between her professional role and her self-identity. It is a process of developing professional knowledge, skills, value and self-identity. With rapid social changes as well as worldwide development in the nursing profession, Macau’s nursing education is in a situation where strengths and weaknesses co-exist and interact with each other. Such a situation will certainly have significant impact on secondary school graduates’ decision to choose nursing as a future career, nursing students’ pursuit of nursing education as well as the possibility of their contributing to the nursing profession via creative innovation. Owing to the shortage of nurses, whether nursing education is able to help the students establish a concrete professional identity has become a major concern at present. / Being the most long-standing nursing education institution in Macau, Kiang Wu Nursing College established the first four-year Bachelor of Science in Nursing Programme in 2002. The philosophy of the programme, named ─From Personhood to Benevolence", is founded on the history and nature of Kiang Wu Charitable Association with the aim of fostering holistic nursing education that centres on care. To enhance the holistic impact of education, Kiang Wu Nursing College adds some new elements to the programme in order to enable students to formulate their professional identity. How did nursing students of Kiang Wu Nursing College form their professional identity in the course of learning, and how effective was the programme in forming students’ sense of professional identity were precisely the two questions that the present study aims at answering. / The researcher selected 20 nursing graduates and 8 nursing educators as participants of the study, which employed a qualitative case study method. In-depth interviews and document reviews were first conducted to collect the required data. After having undergone thorough examination of the collected data as well as detailed analyses and comparisons of various cases, it was found that the sense of professional identity of students of Kiang Wu Nursing College was developed through the following five crucial changes that they had experienced, including shouldering important responsibilities and respecting life, confronting hardship and offering holistic nursing care, leading a life inseparable from nursing and capitalizing on professional competences, developing professional knowledge, and thinking and acting like a nurse, as well as becoming part of the team and carrying forward the nursing spirit. Through summarizing and analyzing the data of the interviewed graduates and teachers, it was discovered that the current bachelor’s degree programme of Kiang Wu Nursing College played an important role in influencing the formation of students’ professional identity. Most students constructed their professional identity by solving people’s health problems and assisting others in developing a healthy lifestyle through their practice in clinical environment and in daily life. In addition to the programme, other aspects including the College’s caring culture, faculty’s role model of effective and appropriate behaviours, connection between the Hospital and the College, as well as students’ personal factors all contribute to the formation of students’ sense of professional identity. / On the basis of the above findings, the present study puts forward some suggestions with regard to nursing education and in the interest of future studies, in order to improve the programme philosophy and programme design for the fostering of students’ sense of professional identity, as well as to optimize the humanistic and environmental attributes for the further enhancement of the quality of nursing education and for the cultivation of nursing professionals who demonstrate civic professionalism. In addition, the study discusses some of the relevant theories and notions, and proposes revisions or solutions for their deficiencies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 尹一橋. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 331-350). / Abstracts also in Chinese. / Yin Yiqiao.

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mso-style-parent:"" / mso-padding-alt:0cm 5.4pt 0cm 5.4pt / mso-para-margin-top:0cm / mso-para-margin-right:0cm / mso-para-margin-bottom:10.0pt / mso-para-margin-left:0cm / line-height:115% / mso-pagination:widow-orphan / font-size:11.0pt / font-family:"Calibri","sans-serif" / mso-ascii-font-family:Calibri / mso-ascii-theme-font:minor-latin / mso-hansi-font-family:Calibri / mso-hansi-theme-font:minor-latin / mso-bidi-font-family:"Times New Roman" / mso-bidi-theme-font:minor-bidi / mso-fareast-language:EN-US / } </style> <![endif]--><span style="font-size:12.0pt / line-height:115% / font-family:&quot / Times New Roman&quot / ,&quot / serif&quot / mso-fareast-font-family:&quot / Times New Roman&quot / mso-ansi-language:EN-ZA / mso-fareast-language:EN-ZA / mso-bidi-language:AR-SA">The Western Cape AIDS Training, Information and Counselling Centre (ATICC) primarily focuses on the development and provision of information and different types of training programmes on HIV/AID/STIs. The Director of the Health Service of the Cape Metropolitan Council was invited by ATICC to select seven health educators and nurses who were involved in health education and counselling in their local clinics to complete a six-month training course. The objective of this study was to evaluate the effectiveness of the ATICC training course on the counselling practice of trainees at their clinics.</span></p>

<p>The Western Cape AIDS Training,Information and Counselling Centre (ATICC) primarily focuses on the development and provision of information and different types of training programmes on HIV/AID/STIs. The Director of the Health Service of the Cape Metropolitan Council was invited by ATICC to select seven health educators and nurses who were involved in health education and counselling in their local clinics to complete a six-month training course. The objective of this study was to evaluate the effectiveness of the ATICC training course on the counselling practice of trainees at their clinics.</p>

<p>The Western Cape AIDS Training,Information and Counselling Centre (ATICC) primarily focuses on the development and provision of information and different types of training programmes on HIV/AID/STIs. The Director of the Health Service of the Cape Metropolitan Council was invited by ATICC to select seven health educators and nurses who were involved in health education and counselling in their local clinics to complete a six-month training course. The objective of this study was to evaluate the effectiveness of the ATICC training course on the counselling practice of trainees at their clinics.</p>

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mso-style-parent:"" / mso-padding-alt:0cm 5.4pt 0cm 5.4pt / mso-para-margin-top:0cm / mso-para-margin-right:0cm / mso-para-margin-bottom:10.0pt / mso-para-margin-left:0cm / line-height:115% / mso-pagination:widow-orphan / font-size:11.0pt / font-family:"Calibri","sans-serif" / mso-ascii-font-family:Calibri / mso-ascii-theme-font:minor-latin / mso-hansi-font-family:Calibri / mso-hansi-theme-font:minor-latin / mso-bidi-font-family:"Times New Roman" / mso-bidi-theme-font:minor-bidi / mso-fareast-language:EN-US / } </style> <![endif]--><span style="font-size:12.0pt / line-height:115% / font-family:&quot / Times New Roman&quot / ,&quot / serif&quot / mso-fareast-font-family:&quot / Times New Roman&quot / mso-ansi-language:EN-ZA / mso-fareast-language:EN-ZA / mso-bidi-language:AR-SA">The Western Cape AIDS Training, Information and Counselling Centre (ATICC) primarily focuses on the development and provision of information and different types of training programmes on HIV/AID/STIs. The Director of the Health Service of the Cape Metropolitan Council was invited by ATICC to select seven health educators and nurses who were involved in health education and counselling in their local clinics to complete a six-month training course. The objective of this study was to evaluate the effectiveness of the ATICC training course on the counselling practice of trainees at their clinics.</span></p>

Magister Psychologiae - MPsych / The Western Cape AIDS Training,Information and Counselling Centre (ATICC) primarily focuses on the development and provision of information and different types of training programmes on HIV/AID/STIs. The Director of the Health Service of the Cape Metropolitan Council was invited by ATICC to select seven health educators and nurses who were involved in health education and counselling in their local clinics to complete a six-month training course. The objective of this study was to evaluate the effectiveness of the ATICC training course on the counselling practice of trainees at their clinics. / South Africa

The purpose of study is to investigate why state certified nurses on a conversion programme to become registered general nurses score higher marks on medical - related than on nursing assessments during their fourth practical assessments. The universal sample is made up of state certified nurses on a one year conversion programme. A purposive sample consisting of 20 student nurses, 10 nurse- assessors and 5 doctor­ assessors was recruited into the exploratory quantitative study which was done at Kwekwe Hospital. A questionnaire for each of the three sample groups was used to collect data to meet the study's objectives. Data analysis yielded the main finding that students scored higher marks on nursing - related areas than on medical- related practical assessments contrary to the study's assumption. The implication is that the student nurses were able to acquire nursing care focused skills and knowledge in spite of their former medical care biased training and nursing experience. / Health Studies / M.A. (Nursing Science)

Introdução: A transferência do conhecimento relativo à Enfermagem dos Sistemas Familiares para a prática clínica de enfermagem é um desafio. No processo de integrar a teoria à prática, as motivações e atitudes dos enfermeiros são fortemente influenciadas por suas percepções de autoeficácia. Objetivos: Avaliar o impacto de um treinamento sobre Enfermagem dos Sistemas Familiares nas atitudes e percepções de enfermeiros no contexto neonatal e/ou pediátrico hospitalar e construir e validar uma escala de autoeficácia para o estabelecimento de bons relacionamentos com famílias no contexto neonatal e/ou pediátrico hospitalar. Método: Dois estudos foram desenvolvidos a fim de se alcançar os objetivos da pesquisa, e para tanto foi utilizado um método de pesquisa misto sequencial explanatório e exploratório. O primeiro estudo foi realizado em um Hospital Universitário de São Paulo com 37 enfermeiros que atuavam no contexto neonatal/pediátrico. Refere-se a um desenho quasi-experimental que envolveu uma etapa de intervenção educativa e a coleta de dados pré e pós-intervenção por meio da aplicação de instrumentos e realização de entrevistas. O segundo estudo do tipo metodológico e psicométrico foi conduzido em quatro etapas para construção e validação da escala de autoeficácia. A primeira etapa consistiu na revisão de literatura e em entrevistas com nove enfermeiros para a definição constitutiva e operacional do construto. A segunda etapa consistiu na validação de conteúdo da primeira versão do instrumento por juízes e na análise semântica pela população-alvo. Na terceira etapa a versão piloto da escala foi aplicada à amostra de 194 enfermeiros que atuavam no contexto neonatal/pediátrico hospitalar A quarta etapa consistiu na análise das consistências interna e fatorial. Em ambos os estudos os dados quantitativos foram analisados por meio do programa SPSS 22 e as entrevistas foram submetidas à análise de conteúdo à luz do Interacionismo Simbólico. Resultados: A realização da entrevista no campo clínico com famílias foi a única variável que indicou diferença estatisticamente significativa nas atitudes dos enfermeiros pré e pós-intervenção educativa. As principais mudanças na percepção dos enfermeiros se deram nos âmbitos da reconstrução do seu papel enquanto enfermeiros, da importância de cuidar das famílias e do tipo de relacionamento que deve ser estabelecido com a família na prática clínica. A Escala de Autoeficácia para o Estabelecimento de Bons Relacionamentos com Famílias no Contexto Neonatal/Pediátrico integra 39 itens e três dimensões denominadas autoeficácia para abrir-se para a família; autoeficácia para manter uma comunicação eficaz com a família e autoeficácia para conviver em equilíbrio consigo e com a família. A análise da confiabilidade, realizada por meio do coeficiente de consistência interna alfa de Cronbach, revelou valores elevados tanto para a escala total (0,983), como para suas dimensões. Conclusões: Um treinamento sobre a Enfermagem dos Sistemas Familiares que integre teoria e prática provoca um impacto positivo nas atitudes e percepções de enfermeiros no que diz respeito ao atendimento às famílias na prática clínica de enfermagem. A mobilização de conceitos no self desencadeia atitudes mais favoráveis à inclusão e ao atendimento de famílias, bem como o aumento na percepção de autoeficácia dos enfermeiros. A escala construída é consistente e válida, constituindo um recurso para mensurar a autoeficácia de enfermeiros para estabelecerem bons relacionamentos com as famílias no contexto neonatal e /ou pediátrico hospitalar. / Introduction: Knowledge Translation in Family Systems Nursing into clinical nursing practice constitutes a challenging process. While integrating theory and practice, nurses attitudes and motivations are highly influenced by their self-efficacy perception. Objectives: To evaluate the impact of a Family Systems Nursing training on nurses attitudes and perceptions in neonatal/pediatric context and to build and validate a self-efficacy scale to establish good relationships with families in neonatal/pediatric settings. Method: Two studies were developed in order to reach the research goals and, for this purpose, a mixed-methods sequential explanatory and exploratory was used. The first study was held in a University Hospital of São Paulo city with 37 nurses from neonatal/pediatric settings. It refers to a quasi-experimental design which involved an educational intervention step and pre and post-intervention data collection by means of application of instrument and surveys. The second study, one of psychometric and methodological type, was conducted in four steps for the building and validation of self-efficacy scale. The first step consisted of literature review and interviews with 9 nurses for the constructs operational and constituent definition. The second step consisted of judges validation of the instruments first version content and semantic analysis by the target population. In the third step, the pilot version of the scale was applied to a sample of 194 nurses from neonatal/pediatric settings. The fourth step consisted of the analysis of internal and factorial consistencies. In both studies, quantitative data were analyzed by means of SPSS 22 program and interviews were submitted to content analysis in the light of Symbolic Interactionism. Results: Conducting the interview in the clinical field with families was the only variable that showed statistically significant difference in the nurses´ attitudes pre and post-educational intervention. The primary changes in professionals perception took place in the scope of reconstruction of their role as nurses, the importance of caring for families and the type of relation which should be established with families in clinical practice. The Self-efficacy Scale for the Establishment of Good Relationships with Families in Neonatal/Pediatric Settings integrates 39 items and three dimensions denominated self-efficacy to open up to families; self-efficacy to maintain an effective communication with the family and self-efficacy to live in harmony with oneself and the family. Reliability analysis, held by means of Cronbach alpha internal consistency coefficient, revealed elevated values for both the total scale (0,983) and its dimensions. Conclusions: A Family Systems Nursing training which integrates theory and practice causes a positive impact on nurses attitudes and perceptions towards family care in clinical nursing practice. Self concepts mobilization triggers more favorable attitudes towards family care and inclusion, as well as increases nurses self-efficacy perception. The constructed scale is valid and consistent and constitutes a resource to measure up nurses self-efficacy to establish good relationships with families in neonatal/pediatric context

M.Cur. / In the basic vocational preparation of the student nurse, the field of clinical tuition takes on special significance due to the fact that the major part of the student nurse's professional preparation takes place within this field. The clinical practice offers a wide variety of learning opportunities and forms an indispensable bridge between the vast body of knowledge and the world of endeavour the student nurse has to master. There are, however, many traumatic experiences which deeply affect the student nurse in her involvement with the sick, with the result that she has need for an adult in whom she can confide. An adequate number of registered nurses with the necessary subject knowledge and professional skills should be available in the clinical practice in order to provide optimal accompaniment. The participation of the college tutor in clinical practice accompaniment once again manifested itself prominently following the affiliation of nursing colleges with universities. The National Health Council has formulated constitutional guidelines in terms of which accompaniment of student nurses by tutors has been made obligatory. According to the South African Nursing Council, accompaniment encompasses the conscious and purposeful guidance and support of the student nurse, by creating learning opportunities that make it possible for her to grow from passiveness to involvement to independent clinical practice. This process of accompaniment takes place in conjunction with the direct participation and physical presence of the tutor (SANC, 1988 : 4). Such active participation by the college tutor in the process of clinical practice guidance is not functioning optimally "at present. The purpose of the present study was to determine the extent of involvement by the college tutor in this process, and to establish certain guidelines for the implementation of effective participation. In order to obtain the necessary background for the study, a descriptive exploratory survey was undertaken by means of a questionnaire. Input was obtained from tutors, clinical training personnel and ward nurses. Analysis of the data indicated an urgent need for the active participation of the college tutor in the process of clinical practice guidance. . The planning, organisation, and implementation of nursing tuition at the college must be adapted to provide for the active participation of the tutor in this process. Clear guidelines with operational goals have been formulated with respect to the implementation of clinical practice guidance by the tutor.

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