à importante conhecer o conceito de famÃlia, alÃm da estrutura familiar, suas funÃÃes, papÃis e como seus membros organizam-se e interagem entre si para aumentar nossa percepÃÃo. Objetivamos desenvolver tecnologia de cuidado de enfermagem em grupo à famÃlia. Pesquisa qualitativa, por meio do referencial metodolÃgico de Loomis (1979), usamos a abordagem grupal adotada à famÃlia e crianÃas/adolescentes transplantados cardÃacos, em hospital terciÃrio de referÃncia em Fortaleza-CE, Brasil. O processo grupal foi dividido em trÃs fases: planejamento (objetivos), intervenÃÃo (estrutura e processo) e avaliaÃÃo (resultados), sendo grupo apoio/aprendizagem contemplando os fatores terapÃuticos. O referencial teÃrico foi conduzido pelos pressupostos do Modelo Calgary de AvaliaÃÃo da FamÃlia (MCAF), utilizando como avaliaÃÃo o genograma. Participaram 15 famÃlias, incluÃdo o familiar e a crianÃa e/ou adolescente que havia realizado transplante cardÃaco infantil. Por meio dos critÃrios de inclusÃo e exclusÃo, permaneceram 16 participantes, 8 crianÃas e/ou adolescentes e seus respectivos (8) familiares para pesquisa. A coleta de dados foi desenvolvida de janeiro a outubro de 2012. Os dados utilizados para anÃlise foram: entrevista com a famÃlia, relatÃrio descritivo das sessÃes grupais, com gravaÃÃo de voz e registro de fotos. Quanto aos resultados observamos cada sessÃo de grupo como principais fatores terapÃuticos, coesÃo, catarse, oferecimento de informaÃÃo, altruÃsmo, universalidade e instilaÃÃo de esperanÃa.Analisamos a avaliaÃÃo do grupo e coordenador ao verificar as fases na perspectiva da teoria que constituem os fatores curativos em um grupo de cuidado de saÃde que foram identificados em cada sessÃo, sendo o grupo avaliado como eficaz. Para a enfermeira realizar a prÃtica de grupo no em unidades hospitalares, à preciso disponibilizar planejamento de tempo e das distribuiÃÃo da assistÃncia dedicada, pois muitas vezes à focalizada no atendimento individual o que faz com que torne-a, sobrecarregada no serviÃo. Quanto as conclusÃes desta pesquisa evidenciamos destaque e relevÃncia para a prÃtica desenvolvida pela enfermeira, mostrando que a tecnologia do cuidado de enfermagem com grupo familiar, se torna de fundamental importÃncia e que mostra de modo visÃvel a assistÃncia com criatividade, vÃnculo das relaÃÃes interpessoais e a reduÃÃo do tempo de atendimento a clientela especÃfica. E nestas condiÃÃes a enfermeira torna-se coordenadora de grupo de apoio, trazendo assim suporte e aprendizagem para uma parte da populaÃÃo que nÃo à acolhida ainda por profissionais da saÃde. A partir desta experiÃncia exitosa, sugerimos que nos hospitais pediÃtricos possam realizar prÃtica com grupos e assim estimulando aos profissionais enfermeiros a novas pesquisas sobre tecnologia do cuidado de enfermagem em grupo ao familiar e à crianÃa, pois assim o enfermeiro estarà cada vez mais preparado para este familiar, terà a prÃtica profissional embasada cientificamente, de modo a facultar resultados satisfatÃrios para a instituiÃÃo, famÃlia e sociedade. / The familial relationship frequently are very hard to be understood, then to increase our perception it is important to know the concept and family structure, roles and how the members organize themselves and interact with each other. We aim to develop strategy for nursing care in the family group. In a qualitative approach, through the methodological framework of Loomis (1979). The group approach adopted to the family and child / adolescent cardiac transplant in a tertiary hospital in Fortaleza. The group process is divided by three phases: planning (goals), intervention (structure and process) and evaluation (results), as the main objective of the group were support / learning. The theoretical framework was driven using as the genogram assessment, by model of Calgary Family Assessment (MCAF). The volunteers selected to the study were 15 relatives of children / adolescents who underwent heart transplantation. However through the inclusion and exclusion criteria, remained eight relatives to folow up. The data collection was performed from June to September (2012). The data used for analysis were: descriptive report of the session (audio and photos recorded) and speeches of the volunteers in interview, using the construction of the genogram. At each session, we identified the main therapeutic factors as: cohesion, catharsis, offering information, altruism, universality and instillation of hope that integrate the resolution process for their specific goals. The aims were achieved since we developed the strategy of the nursing care to the family group, using the reference group stages (group development), focusing on the proposed objective: support and learning. Furthermore the group and coordinator evaluation was assessed as being effective, since we could verify the phases from the perspective of the theory that constitute the curative factors in a group of health care that were identified in each session. To accomplish this nursing group practice in the hospital service, takes time and dedication to provide the nurse, that very often overwhelmed in service. We suggest that pediatric hospitals encourage their nurses to perform further research on nursing care in the family group and the child, as well as the nurse will be prepared and scientifically based practice, in order to provide satisfactory results to the institution.

The purpose of this study was to examine the effect of an instructional program on the utilization of the nursing process by graduate nurses in the practice area, and on the attitude of the graduate nurse toward the nursing process. Patient records were audited before and after completion of an instructional program to determine the extent to which the nursing process was being used. A questionnaire to determine attitude toward the nursing process that was held by the graduate nurse, was administered to the study and control groups before and after completion of the instructional program. It was hypothesized that there would be no measurable difference in: 1. the frequency with which a defined data base is obtained on individual patients; 2. the number of patient problems identified; 3. the number of patient problems which are consistent with established criteria; 4. the planning phase of the nursing process; 5. the implementing phase of the nursing process; 6. the evaluating phase of the nursing process; or 7. the way in which the graduate nurse views the nursing process, before and after completion of an instructional program by such graduate nurses. All seven null hypotheses were retained, although there was a statistical significance obtained in three of the criteria in the planning phase between the comparison groups of nurses. Those nurses having been exposed to the instructional program, scored higher as a group on the following criteria. These were: 1. expected behavioural outcomes are established; 2. the expected behavioural outcomes are realistic; and 3. the expected behavioural outcomes are related to patient problems identified in the assessment phase. From this study other variables have been identified concerning the use of the nursing process by graduate nurses in the clinical area and their attitude toward it. However, the major limitation of the study was thought to be the inability to compare each nurse's performance, in the study group, in the use of the nursing process before and after completion of the instructional program. / Applied Science, Faculty of / Nursing, School of / Graduate

Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ph. D.)--University of Missouri--Columbia, 2003. / "May 2003." Typescript. Vita. Includes bibliographical references (leaves 24-27, 70-73).

Philosophiae Doctor - PhD (Nursing) / Man is a bio-psycho-social-spiritual being, and his needs are informed by all these elements. The need for spiritual care in nursing education and practice is no longer a new concept in developed countries, nor even in some developing countries. However, in Nigeria, there is no consistent evidence of how spirituality is taught within the nursing curriculum nor how it is practised. The literature review also confirms that no existing set of rules or models for integrating spiritual care into the curriculum of nursing exists in the country. If nursing care is to be holistic, concerted attention must be paid to spiritual care, and to the training of nurses so that they can provide spiritual care within the context of holistic care for patients in the healthcare system. The main purpose of this academic work was to develop a model for the integration of spiritual care-giving into the nursing curriculum. This cross-sectional study used adapted modified Intervention Mapping (IM) strategies with a mixed method approach, to collect in-depth information.

No description available.

No description available.

ABSTRACT Emphasis on humanistic values and personal experience in nursing has led to the popularisation of holistic nursing approach to nursing care. Although holistic nursing care as a construct is widely discussed in nursing literature. Contextual clinical application has been difficult, in the absence of guiding conceptual framework and guidelines that directs nursing practice. In this study, the purpose was to examine the meaning of holistic nursing care and develop a framework for holistic nursing care, which can be utilised in nurse education settings and in clinical nursing practice in the context of paediatric nursing in academic hospitals. To achieve this aim, qualitative methodological perspectives were employed based on careful selection of the population, sampling, collection and analysis of data and trustworthiness. To enable the accomplishment of the purpose, the study objectives were formulated into two phases. Phase one objective enabled the identification of the characteristics of the concept holistic nursing care through concept analysis and by obtaining the emic viewpoints of the paediatric nurses working in academic hospitals. A philosophical inquiry was employed using Rodgers’ evolutionary method of concept analysis. To elucidate the concept holistic nursing care a qualitative, interpretive, explorative and contextual research design was employed. Holistic nursing care was interpreted as whole care fostering person-centred and family-centred care. The results confirm the current discourse in nursing literature with respect to “person-centred”, “family-centred care” as opposed to “patient-centred care”. The emphasis is on recognition of the need to transform current linguistic ontology from “patient care” towards the provision of “whole-person” care. Participants’ interpreted v holistic nursing care as whole care directed towards a unique and complex human being. The dynamic, which is the driving force for the achievement of whole care, is established through enabling goal-directed nurse-family relationships. One of the key finding is the prominence of spirituality and the inclusion of spirituality in different aspects of child nursing. The dependency of individual nurses to spiritual sources for personal strength and support was recognised and acknowledged. Knowledge of disease, person and “know how” are necessary for the acomplishment of ethically, safe person-centred whole care. Attributes of holistic nursing care yielded two dimensions; whole person and mind-body-spirit dimension. The decriptors of whole person include physical, mental, emotional, spirit and spitual being. Spirituality is the predominant antecedent. Holistic nursing care is initiated by the recognition of the individual, in need of health care, as a spiritual being with mind-body-spirit dimension. Spirituaity is an ever-present force pervading all human experience. Complimentary alternative medicine (CAM) was identified as a surrogate term. The connection of CAM with holistic nursing care is the focus of therapetic interventions that are directed to the mind-body-spirit domain. The emphasis is on health rather than curing. Preventative therapeutic interventions are desingned to meet the needs of the whole-person. Caution is advocated in the use of CAM therapies in child nursing, as CAM efficacy has not been sufficiently investigated in child health care. The conceptual framework is presented as unique contribution to nursing. The framework may be introduced at undergraduate teaching of child and family nursing care and in specialists’ paediatric nurse education. Recognition of the human being as a whole person with mind-body-spirit dimension is not restricted to a child or family care. Therefore, the vi framework is presented as a fundamental structure that can be used generally to all intervention activities in relation to human–human interactions. Its use may be broadened to any therapeutic environments. The framework may be tested in adult nursing in variety of settings in health care. There is a potential to expand and transfer certain elements of the framework to other discipline beyond nursing: in doctor-patient relationships, manager-employee relationships, and person-to-person interactions. Perhaps the South African Nursing Council, as the regulating body responsible for developing the educational framework of nursing education in this country may adopt this framework in line with their philosophy of nursing to articulate with their intended goal of providing holistic nursing care for the people of this nation. Adoption of the framework may require a shift from the current “patient-centred care” towards “person-centred care”.