<p> Simulation has been used in nursing education for many years in order to show students complex patients, allow practice of new skills without allowing actual harm to come to the patient, as well as being able to build up student confidence in abilities. The primary focus for this qualitative study was associate degree nursing faculty perceptions of their students transferability of knowledge gained through participating in simulation activities in the clinical setting and, may assist in planning future educational activities. The nursing faculty provided insight to what they felt the students needed to know and reflected on what they actually saw students do in actual clinical situations. The research question addressed in this study was the following: What are associate degree nursing faculty perceptions on student transferability of knowledge to an actual clinical setting after having experience in simulation activities? There was also a research sub question addressed, which was, What do associate degree nursing faculty perceive as barriers to becoming successful in clinical performance and knowledge retention? The study used a basic qualitative design. A basic qualitative design was appropriate for this study because it examined simulation use by nursing faculty at multiple chosen schools and their experiences with knowledge transferability. The study sample consisted of associate degree nursing faculty from the East South Central and West South Central regions of the United States. The study participants ranged in age from 30&ndash;66 years of age, and they all have been teaching for at least one year. The guided face-to-face interviews by the participants revealed the following themes, providing a safe environment, clinical experiences/nursing skills, simulation integration in course content, and faculty development and training regarding simulation use. The purpose of the study was to examine transferability of knowledge gained through simulation activities on student clinical performance, and this was actually not addressed in any of the participants&rsquo; answers. The researcher found that all the faculty participants are able to work together in all areas where simulation is utilized, in order to produce competent graduates who will be able to enter the workforce as nurses. Recommendations for further research include using a larger sample size and from other geographical regions in order to have a more diverse sample of nursing faculty.</p><p>

<p> Multiple-choice questions (MCQs) are widely used to measure student achievement in prelicensure nursing education. However, little is known regarding the use of recommended practices in test construction and administration. This study explored New York State (NYS) nurse educators&rsquo; self-reported testing practices, as related to nurse educator characteristics (educational preparation, age, years teaching nursing), and institutional characteristics (program type, program size, policies). It also described the prevalence of use of MCQs. </p><p> A 49-question online survey of testing practices and program characteristics was administered to 1559 nurse educators who taught in prelicensure nursing education programs in NYS. The response rate was 19 percent. </p><p> Sixty-five percent of the respondents indicated that at least 80% of the typical course grade was derived from testing; MCQs comprised a mean of 81% of the questions on a typical test. Testing constituted a greater proportion of course grades in associate degree programs (<i>p</i> &lt; 0.05). Nurse educators engaged in a mean of 7.3 of 12 recommended testing practices. Nurse educator characteristics and nursing education program characteristics did not affect use of recommended practices. Respondents in programs with written testing policies engaged in more recommended practices (<i>p </i> &lt; 0.05). Mentoring and professional development activities were the most important source of faculty learning about measurement of student achievement. </p><p> Because MCQ testing is so widely used, leaders in nursing education should ensure the existence of and adherence to written testing policies, and that educators are well prepared through mentoring and professional development to use tests to measure student achievement.</p><p>

<p> The purpose of this research study was to examine the difference between three levels of nursing students (sophomore, junior, senior) and their assessed emotional intelligence (EI) scores. A quantitative, quasi-experimental study was conducted with a population of nursing students from five separate campuses at Montana State University, and a control group of education students at the University of Montana. The following research question was explored in this study: What difference, if any, does nursing education have on the emotional intelligence scores of sophomore, junior, and senior Bachelor of Science in Nursing (BSN) students? Students voluntarily completed the online EQ-i 2.0 assessment resulting in composite standard scores with a mean of 100 and a standard deviation of 15 calculated for the total, scale and subscale EI scores. Mean total standard EI scores were 103.59 (nursing students, n = 51) and 94.43 (education students, n = 7). A one-way analysis of variance (ANOVA), analysis of covariance (ANCOVA), and correlational statistical analyses were conducted. No statistically significant difference was found between the sophomore, junior, and senior students and their assessed EI scores. However, further analysis showed that a moderately strong positive correlation existed between participants&rsquo; ages and EI scores: (<i>r</i> = .34, <i> n</i> = 51, <i>p</i> =. 02) with <i>R</i>² = 0.11. </p><p>

A pesquisa mostra o ensino da educação em saúde (ES) na formação do enfermeiro. Objetivos: identificar a concepção dos estudantes de Enfermagem sobre ES e Identificar e analisar as ações educativas realizadas pelos estudantes de Enfermagem no processo de cuidar. Trata-se de uma pesquisa qualitativa. Foram entrevistados, após aprovação do Comitê de Ética e Pesquisa e autorização da Instituição, 15 estudantes cursando o estágio curricular de Enfermagem. Feita a análise temática dos dados, que foram discutidos à luz do referencial da ES. Emergiram das entrevistas: o conceito de ES; as concepções a respeito de ser agente educador e desenvolver a prática da ação educativa; as disciplinas que abordam a ES e as situações vivenciadas em que ações educativas foram implementadas. A ES é concebida como transmissão de Conhecimento, desenvolvimento do autocuidado e ação transformadora. O conhecimento transmitido é técnico-científico, o foco das ações é curativo e voltado à ideia de prevenção de complicações de patologias. Há concepções que avançam no sentido de emergir no conceito de ES a dimensão de uma ação transformadora, voltada à resolução de problemas e modificações na realidade de saúde. Ser agente educador significa ser capaz de transmitir o conhecimento de forma clara e objetiva. Na prática da ação educativa, a aprendizagem de conhecimentos técnico-científicos e do raciocínio clínico e o desenvolvimento de habilidades e atitudes são expressos por características de ordem pessoal, relacional e instrumental. A pesquisa abre perspectivas para modificar o ensino da ES voltado não somente à prevenção de doenças e manutenção da saúde, mas para ações de promoção da saúde. / The research shows the teaching education\'s health (HE)in the nursing development. Objective: identify the nursing student\'s conceptions in the HE and identify and analyze the educative actions performed by the nursing students in the process of taking people\'s care. This is about a qualitative research.They were interviewed After the approval of the ethics committee and researches,and the institution\'s authorization,15 curricular s nursing students\' trainee. When was done the thematics analyze of the data that was discussed in the reference subject of HE, it was shown from the interviews: The HE concept; the conceptions of being educating agent and develop the practice of educative action, the disciplines that are connected with HE and the situation that were experienced that educative actions were implemented. The HE is known as a knowledge transmission, development of self care and the transformative actions. The knowledge is being passed by technical-scientific, the actions focus is on cure and everything turns to the preventions idea of not having pathologys complications. There are conceptions that goes focused in the conceit of HE, the dimension of the transformations actions, getting into the conceit of solving the problems and the modification of healths reality. Being an educating agent means being able to transmit the knowledge in a clear and objective way. In the educations practice, the knowledge of technical-scientific, the clinical reasoning , the developments abilities and the attitudes are express for the characteristics of personal order relational and instrumental. The research opens the perspectives to modify the learning of HE focused not only to the prevention of diseases and keeping the health in order, but to actions on healths promotion development.

Thesis (M.P.H.)--University of Michigan, 1947.

Thesis (M.P.H.)--University of Michigan, 1947.

A pesquisa mostra o ensino da educação em saúde (ES) na formação do enfermeiro. Objetivos: identificar a concepção dos estudantes de Enfermagem sobre ES e Identificar e analisar as ações educativas realizadas pelos estudantes de Enfermagem no processo de cuidar. Trata-se de uma pesquisa qualitativa. Foram entrevistados, após aprovação do Comitê de Ética e Pesquisa e autorização da Instituição, 15 estudantes cursando o estágio curricular de Enfermagem. Feita a análise temática dos dados, que foram discutidos à luz do referencial da ES. Emergiram das entrevistas: o conceito de ES; as concepções a respeito de ser agente educador e desenvolver a prática da ação educativa; as disciplinas que abordam a ES e as situações vivenciadas em que ações educativas foram implementadas. A ES é concebida como transmissão de Conhecimento, desenvolvimento do autocuidado e ação transformadora. O conhecimento transmitido é técnico-científico, o foco das ações é curativo e voltado à ideia de prevenção de complicações de patologias. Há concepções que avançam no sentido de emergir no conceito de ES a dimensão de uma ação transformadora, voltada à resolução de problemas e modificações na realidade de saúde. Ser agente educador significa ser capaz de transmitir o conhecimento de forma clara e objetiva. Na prática da ação educativa, a aprendizagem de conhecimentos técnico-científicos e do raciocínio clínico e o desenvolvimento de habilidades e atitudes são expressos por características de ordem pessoal, relacional e instrumental. A pesquisa abre perspectivas para modificar o ensino da ES voltado não somente à prevenção de doenças e manutenção da saúde, mas para ações de promoção da saúde. / The research shows the teaching education\'s health (HE)in the nursing development. Objective: identify the nursing student\'s conceptions in the HE and identify and analyze the educative actions performed by the nursing students in the process of taking people\'s care. This is about a qualitative research.They were interviewed After the approval of the ethics committee and researches,and the institution\'s authorization,15 curricular s nursing students\' trainee. When was done the thematics analyze of the data that was discussed in the reference subject of HE, it was shown from the interviews: The HE concept; the conceptions of being educating agent and develop the practice of educative action, the disciplines that are connected with HE and the situation that were experienced that educative actions were implemented. The HE is known as a knowledge transmission, development of self care and the transformative actions. The knowledge is being passed by technical-scientific, the actions focus is on cure and everything turns to the preventions idea of not having pathologys complications. There are conceptions that goes focused in the conceit of HE, the dimension of the transformations actions, getting into the conceit of solving the problems and the modification of healths reality. Being an educating agent means being able to transmit the knowledge in a clear and objective way. In the educations practice, the knowledge of technical-scientific, the clinical reasoning , the developments abilities and the attitudes are express for the characteristics of personal order relational and instrumental. The research opens the perspectives to modify the learning of HE focused not only to the prevention of diseases and keeping the health in order, but to actions on healths promotion development.

Made available in DSpace on 2014-12-17T14:47:06Z (GMT). No. of bitstreams: 1 LuceliaMCPSD_DISSERT.pdf: 710912 bytes, checksum: 307f33c6bfaba014c7b069f2c1e59b12 (MD5) Previous issue date: 2014-02-27 / A hansen?ase ? um problema de sa?de em n?vel mundial devido principalmente ao seu potencial incapacitante. A estrat?gia de combate ? doen?a adotada pelo Minist?rio de Sa?de ? o diagn?stico e tratamento precoces, preven??o e tratamento de incapacidades f?sicas e vigil?ncia dos contatos domiciliares. Tudo isso fundamentado na educa??o em sa?de como sustent?culo para compreens?o do processo de adoecimento, da doen?a em si, sua aceita??o e, principalmente, das a??es de autocuidado para preven??o de sequelas. Nesse contexto, questiona-se: Qual a implica??o da assist?ncia de enfermagem focada na educa??o em sa?de para o autocuidado em portadores de hansen?ase? O objetivo geral desse estudo ? avaliar os conhecimentos adquiridos pelos portadores de hansen?ase sobre a doen?a, o tratamento e autocuidado abordados durante a consulta de enfermagem. Trata-se de um estudo explorat?rio-descritivo com abordagem qualitativa, realizado no Hospital Universit?rio Onofre Lopes. Respeitou a resolu??o 466/12 do Conselho Nacional de Sa?de e foi aprovado pelo comit? de ?tica sob n? 387.769 e CAAE 17468213.0.0000.5537. Envolveu 14 portadores de hansen?ase em tratamento no ambulat?rio de dermatologia do HUOL. Os dados foram coletados no per?odo de 23 de setembro a 04 de novembro de 2013 por meio de entrevista semi-estruturada; e analisados a partir da analise de conte?do de Bardin. Os resultados e discuss?es s?o apresentados atrav?s de um artigo, o qual atende os objetivos propostos, denominado O autocuidado realizado por portadores de hansen?ase . Esse objetivou identificar as a??es de autocuidado de portadores de hansen?ase em uma unidade de refer?ncia a partir de tr?s eixos tem?ticos emersos dos discursos dos sujeitos: 1.as complica??es/sequelas da hansen?ase conhecidas pelos portadores da doen?a; 2. as a??es de autocuidado adotadas pelos portadores de hansen?ase; 3. as poss?veis contribui??es de um grupo de autocuidado para os portadores de hansen?ase. Constou-se aparente superficialidade no conhecimento dos pacientes sobre as complica??es da hansen?ase, como tamb?m, das a??es de autocuidado realizadas por eles. Verificou-se tamb?m a import?ncia da assist?ncia de enfermagem ao portador de hansen?ase, tanto na aten??o prim?ria, quanto nos demais n?veis de complexidade 11 da assist?ncia. Considera-se que o enfermeiro ? um potencial colaborador da educa??o em sa?de como alicerce para o controle e elimina??o da hansen?ase

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A prevenÃÃo à um meio eficaz pra lidar com o HIV/Aids e a igreja como rede comunitÃria de saÃde à um cenÃrio propÃcio à construÃÃo cultural de adolescentes no que se refere à adoÃÃo de comportamentos sexuais seguros, pois adota postura cautelosa ao demonstrar valorizaÃÃo nas relaÃÃes sexuais com responsabilidade e, principalmente, com respeito a si e ao outro. O estudo apresenta como objetivo geral favorecer um espaÃo crÃtico-reflexivo voltado para o HIV/Aids, junto aos adolescentes que fazem parte de um grupo da Igreja CatÃlica no municÃpio de TianguÃ-CearÃ, com base no pensamento de Paulo Freire. Trata-se de uma pesquisa-aÃÃo, realizada no perÃodo de maio a agosto de 2009. Os sujeitos foram dez adolescentes inseridos em grupos de jovens da RenovaÃÃo CarismÃtica CatÃlica. Como instrumentos para coleta de dados utilizou-se um formulÃrio de entrevista, observaÃÃo-participante, registro fotogrÃfico, filmagens e registro em diÃrio de campo. Como mÃtodo e tÃcnica foram utilizados o CÃrculo de Cultura para articular a dimensÃo coletiva e interativa da investigaÃÃo no desenvolvimento da pesquisa-aÃÃo. Deste modo foram realizados oito CÃrculos de Cultura construÃdos de acordo com as seguintes etapas: descoberta do universo individual e coletivo, problematizaÃÃo com fundamentaÃÃo teÃrica, desconstruÃÃo de conceitos com reflexÃo teÃrica-prÃtica, (re)construÃÃo coletiva, sÃntese da vivÃncia, avaliaÃÃo de cada cÃrculo e outra avaliaÃÃo final, para estes momentos foi necessÃrio a seleÃÃo dos temas e criaÃÃo de situaÃÃes para problematizaÃÃo de acordo com a realidade percebida. Os cÃrculos consideraram os pressupostos do MÃtodo Paulo Freire, como: diÃlogo, participaÃÃo, reflexÃo teÃrico-prÃtica, valorizaÃÃo do conhecimento, respeito à cultura, acesso a conteÃdos relacionando-os à realidade e autonomia para realizaÃÃo de escolhas pautadas na reflexÃo crÃtica da realidade vivida. A anÃlise e interpretaÃÃo dos resultados privilegiaram a discussÃo dos dados, de acordo com a sequÃncia dos CÃrculos, considerando a experiÃncia vivida pelo grupo e o diÃlogo com a literatura realizada pela pesquisadora-animadora. Neste sentido os adolescentes refletiram acerca dos temas: HIV/Aids, castidade, sexualidade e prevenÃÃo no contexto religioso, momentos que permitiram a desconstruÃÃo e (re)construÃÃo de conceitos e (prÃ)conceitos. A realizaÃÃo do cÃrculo de cultura como estratÃgia educativa e investigativa com adolescentes inseridos na Igreja vem despertar a influencia que a Igreja exerce nesse grupo, quando realiza ensinamentos relacionados à castidade e fidelidade compreendidas como comportamentos a serem adotados e consequentes meios de prevenÃÃo ao HIV/Aids, o silenciamento desta a respeito da sexualidade, a desvalorizaÃÃo das informaÃÃes sobre o uso do preservativo por parte dos adolescentes e o reconhecimento da necessidade de mais conhecimento que contemplem os temas que emergiram no estudo. Assim, os enfermeiros precisam utilizar metodologias emancipatÃrias que favoreÃam o diÃlogo pautado na confianÃa e respeito entre educador/educando, fortalecendo uma relaÃÃo de amizade para a reflexÃo, envolvendo a adoÃÃo de comportamentos sexuais seguros em adolescentes inseridos na igreja. / Prevention is an effective means for working with HIV / AIDS and the church as a network of community health is a setting conducive to the cultural construction of adolescents with regard to the adoption of safe sexual behaviors, it adopts cautious to demonstrate the value of sex with responsibility and especially with respect to self and other. The study has as main objective to promote a critical and reflective area facing the HIV / AIDS with teens who are part of a group of the Catholic Church in the city of TianguÃ-CearÃ, based on the thought of Paulo Freire. This is a research- action, carried out between May and August 2009. The subjects were ten adolescents placed in youth groups of Catholic Charismatic Renewal. The instruments for data collection used a form of interview, participant observation, photographic records, filming and recording in the field diary. As the method and technique were used Circles of Culture to articulate the collective dimension of interactive research in the development of action research. Thus were carried out eight circles of culture constructed in accordance with the following steps: discovery of the Universe individual and collective problematization and theory, deconstruction of theoretical concepts and practice, collective (re) construction, summary of the experience, evaluation of each circle and one final assessment for these periods was necessary to select the themes and creating situations for questioning in accordance with the perceived reality. The circles considered the assumptions of the Paulo Freire method, such as: dialogue, participation, theoretical and practical value of knowledge, respect for culture, access to content relating to the reality and autonomy to carry out choices based on critical reflection of the reality . The analysis and interpretation of results have concentrated on the discussion of the data, according to the sequence of circles considering the experience of the group and the dialogue with the literature carried out by the researcher. In this sense the adolescents reflected on the themes: HIV / AIDS, chastity, sexuality and prevention in the religious context, moments that led to the deconstruction and (re) construction of concepts and (pre) concepts. The completion of the circle of culture as educational and investigative strategy with adolescents from the church is awakening to the influence that the church plays in this group when its teachings are related to teaching of the chastity and fidelity understood as behaviors to be adopted and the resulting means of preventing HIV / AIDS , the silencing of the church about sexuality, the devaluation of information on condom use by adolescents and recognition of the need for more knowledge that address the issues that emerged in the study. Therefore nurses need to use methodologies that promote emancipatory dialogue founded on the trust and respect between teacher / student, strengthening a relationship of friendship to the reflection about the adoption of safe sexual behaviors in adolescents in the church.