Made available in DSpace on 2015-05-08T14:47:43Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1924068 bytes, checksum: 3adda0d8a49bc270ce5946f2d6188c44 (MD5) Previous issue date: 2014-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction: With the advances in science and technology profound changes on higher education arise, One such change is the adoption of Information Technology and Communication (ICT ), both by society, but also in academia, becoming thus subject, processes and products Objective: To understand , through the discourses of teachers , the use of information and communication technology as didactic and pedagogical resource for the teaching-learning process in nursing . Method: This is a descriptive exploratory qualitative study, guided by Grounded Theory (GT) as a theoretical and methodological framework. The study population consisted of twelve nursing faculty linked to the Federal University of Paraiba, Center for Health Sciences Data collection was conducted through interviewing technique, supported by a semi-structured, and data analysis developed simultaneously with collection and a constant comparison of data to find the core category. Results: The results of the discussions were based on the corresponding literature information technology and communication in the field of nursing education, Data analysis allowed the formation of several categories and subcategories with the emergence of phenomena, from the integration between these categories in the paradigmatic model proposed by Strauss and Corbin , resulting in two phenomena: " Using Information and Communication Technology in teaching nursing"; "Experiencing problems using Information Technology and Communication in nursing education. " In this process, the nursing faculty expressed the knowledge dimension of ICT experienced in practice as well as their difficulties on the social context in which they were inserted. And, from the interrelation of the two phenomena arises the core category of the study: Experiencing the use of Information Technologies and Communication and its difficulties in the teaching- learning process. Conclusion: It can be concluded that teachers recognize that ICT inserted in undergraduate nursing education is of great importance, because of the benefits it can cause, helping in the theoretical and practical. And, as the virtual learning environment Moodle, it is seen that few teachers make use of this educational tool, but who do not yet use, this study "awakened" the curiosity to know, improve and use. Thus, ICT should be further studied and explored in healthcare and more specifically, in the training of nurses. / Introdução: Com os avanços nas áreas da ciência e da tecnologia surgem profundas mudanças sobre a educação superior. Uma dessas mudanças é a adoção das Tecnologias da Informação e da Comunicação (TIC), tanto pela sociedade, como também no meio acadêmico, transformando, assim, sujeitos, processos e produtos. Objetivo: Compreender, através dos discursos dos docentes, a utilização da tecnologia da informação e comunicação como recurso didático-pedagógico para o processo ensino-aprendizagem em enfermagem. Método: Trata-se de um estudo exploratório-descritivo com abordagem qualitativa, orientada pela Teoria Fundamentada nos Dados (TFD) como referencial teórico e metodológico. A população foi constituída por doze docentes de enfermagem vinculados a Universidade Federal da Paraíba, do Centro de Ciências da Saúde. A coleta dos dados foi realizada por meio da técnica de entrevista, subsidiada por um roteiro semiestruturado, sendo a análise dos dados desenvolvida simultaneamente com a coleta e uma constante comparação dos dados até encontrar a categoria central. Resultados: As discussões dos resultados foram embasadas na literatura correspondente as tecnologias da informação e comunicação na área da educação em enfermagem. A análise dos dados permitiu a formação de categorias e subcategorias com o surgimento de fenômenos, a partir da integração entre essas categorias no modelo paradigmático proposto por Strauss e Corbin, resultando em dois fenômenos: Usando a Tecnológica da Informação e Comunicação no ensino de Enfermagem ; Vivenciando dificuldades ao utilizar a Tecnologia da Informação e Comunicação no ensino de enfermagem . Nesse processo, os docentes de enfermagem expressaram a dimensão do conhecimento da TIC vivenciada na prática, bem como suas dificuldades quanto ao contexto social em que estavam inseridos. E, a partir da inter-relação dos dois fenômenos surge a categoria central do estudo: Vivenciando o uso das Tecnologias da Informação e Comunicação e suas dificuldades no processo ensino-aprendizagem. Conclusão: Pode-se concluir que os docentes reconhecem que a TIC inserida no curso de graduação do ensino de enfermagem é de grande importância, em virtude dos benefícios que ela pode ocasionar, auxiliando nas atividades teórico-práticas. E, quanto ao ambiente de aprendizagem virtual, moodle, é visto que poucos docentes fazem uso dessa ferramenta educacional, mas os que ainda não a utilizam, esse estudo despertou a curiosidade em conhecer, se aperfeiçoar e utilizar. Assim, as TICs devem ser mais estudadas e exploradas na área da saúde e, mais especificamente, na formação dos enfermeiros.

Research shows that use of high fidelity simulation (HFS) as a teaching strategy requires extensive amounts of faculty time and financial resources for faculty development and equipment. This project study addressed the challenges encountered in the integration of HFS into a Midwestern metropolitan baccalaureate nursing program. The purpose of this qualitative case study was to explore perceptions of nursing faculty about best practice elements for successful integration of HFS into undergraduate nursing programs. Guiding questions were developed using Donabedian's structure-process-outcome model and focused on faculty perceptions related to successful implementation of simulation in their programs. Purposeful sampling was used to select 22 faculty who had integrated HFS into 5 regional baccalaureate nursing programs in metropolitan areas of 2 Midwestern states. Nine participants completed an online interview tool developed by the researcher and designed to elicit responses to open-ended questions about barriers encountered, methods used to overcome those barriers, first impressions about conducting HFS, perceptions of successful integration, and incentives to using HFS. Data were coded and analyzed to identify themes. Emergent themes included the need to identify specific courses for HFS, ensure participation of faculty teaching didactic courses, use nationally recognized principles for HFS implementation, implement consistent methods of debriefing, and use formal written plans. Findings from the study were used to design a staff development initiative to facilitate planning and establishment of HFS in a nursing curriculum. Positive social change may occur when faculty and administrators use project guidelines to develop sound practices for integrating HFS into the nursing curriculum.

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The shortage of faculty in nursing education programs has been well documented by the National League for Nursing. Job satisfaction is important in retaining nurse educators, and one New York nursing program was interested in examining the potential impact of mentoring on satisfaction. The purpose of this quantitative study was to examine job satisfaction, measured by the Job Descriptive Index/Job in General scale (JDI/JIG), between nurse faculty participants in formal mentoring programs compared to participants receiving an informal type of mentoring. In addition, the length of employment was examined as a possible factor in predicting job satisfaction. The theoretical framework for the study included Knowles's theory of adult learning, Maslow's theory on motivation, and Erikson's theory of psychosocial development. Forty-nine nursing faculty completed a survey with 2 components including a faculty questionnaire and the JDI/JIG scale. Logistic regression was used to assess whether formal mentoring programs or length of employment were predictive of job satisfaction. Scores on the 6 component parts of the JDI/JIG determined job satisfaction. Neither length of employment nor formal mentoring programs were predictive of job satisfaction. Recommendations included continued research on job satisfaction with larger samples of nurse faculty. These findings will promote positive social change by informing discussions at the local site on ways to improve job satisfaction amongst nursing faculty, which could reduce the nursing faculty shortage at the local site.

Made available in DSpace on 2014-07-29T15:04:47Z (GMT). No. of bitstreams: 1 Dissertacao Fabiana Ribeiro.pdf: 514869 bytes, checksum: 6bb71953139e7fc8f2ccc49941ea41fe (MD5) Previous issue date: 2007-02-28 / The completeness has guided change processes, in the formation of the nurse. So, it is important to know the initiatives in courses of Graduation in Nursing, with the focus in this principle. It is about a descriptive-exploratory study, that aims to analyze the conceptions of completeness that are present in the speeches of the professors, and the strategies used for the apprehension of completeness for the pupils. Professors from three Institutions of Higher Education (HE) existing in the State of Goiás that had integrated at least a resume, in the year of 2005 participated of this study.The collection of data was carried out in the respective institutions, between April and September of 2006, after previous appointment. Eleven professors of the feminine gender composed the study. They were at between 40 and 55 years old, with teaching experience that varies from 15 to 32 years and the majority has After- Graduation Stricto-Sensu course. The interviews and the plans of teching of the representative professors of the áreas of Sciences of the Nursing (Beddings of Nursing, Assistance of Nursing, Administration of Nursing and Education of Nursing) has been analyzed according to Bardin (2003). By means of the analysis, three conceptions of completeness had emerged: Completeness of the Care: of the singular to the global one; Completeness of the Care: the ways for the SUS and Completeness of the Care: strategies for the learning. The directions of the completeness of the care had revealed innovative, to the measure that value the singular, global and the ways for the SUS. They reveal the directions, giving the care to the human being in its social reality, with its specificities and subjectivities, considering the social nets of care and where they are inserted. They have tried to develop learn to learn and make, and learn to be and to live together as strategies for the learning, creating possibilities for the students to apprehend all the directions manifested by the professors. We waint that the results, of this research, can contribute for the reflection of the professors of the HE on the direction of the completeness of the care, in the area of education, as well as, to reorient the formation process, giving potency to the human resources and to the strategies that have already been used in the direction of the continuous construction of completeness of the care, in the health area. / A integralidade tem norteado processos de mudanças, na formação do enfermeiro. Assim, é importante conhecer as iniciativas em cursos de Graduação em Enfermagem, com foco nesse princípio. Trata-se de um estudo descritivoexploratório, com objetivos de analisar as concepções de integralidade presentes, nos discursos dos docentes, e as estratégias utilizadas para a apreensão de integralidade pelos alunos. Participaram docentes de três Instituições de Ensino Superior (IES) existentes no Estado de Goiás, que haviam integralizado pelo menos um currículo, no ano de 2005. A coleta de dados ocorreu nas respectivas instituições, entre abril e setembro de 2006, após agendamento prévio. Compuseram o estudo onze docentes do gênero feminino, com idade entre 40 e 55 anos, com experiência em docência, variando de 15 a 32 anos e a maioria portadora de Pós-Graduação Stricto-Sensu. As entrevistas e os planos de ensino dos docentes representantes das áreas das Ciências da Enfermagem (Fundamentos de Enfermagem, Assistência de Enfermagem, Administração de Enfermagem e Ensino de Enfermagem) foram analisados segundo Bardin (2003). Por meio da análise, emergiram três concepções de integralidade: Integralidade do Cuidado: do singular ao global; Integralidade do Cuidado: os caminhos para o SUS e Integralidade do Cuidado: estratégias para a ensinagem. Os sentidos da integralidade do cuidado mostraram-se inovadores, à medida que valorizam o singular, o global e os caminhos para o SUS. Manifestam os sentidos, prestando o cuidado ao ser humano na sua realidade social, com as suas especificidades e subjetividades, considerando as redes de cuidado e sociais em que estão inseridos. Como estratégias para a ensinagem, buscam desenvolver o aprender a aprender e fazer e aprender a ser e viver junto, possibilitando meios para que os educandos apreendam todos os sentidos manifestos pelos docentes. Esperamos que os resultados, desta pesquisa, possam contribuir para a reflexão dos docentes das IES sobre o sentido da integralidade do cuidado, na área de ensino, assim como, reorientar o processo de formação, potencializando os recursos humanos e estratégias já utilizadas, rumo à construção contínua de integralidade do cuidado, na área de saúde.

Submitted by Fabiana Gonçalves Pinto (benf@ndc.uff.br) on 2015-12-02T18:39:26Z No. of bitstreams: 1 Claudio José de Souza.pdf: 2837932 bytes, checksum: 03ee393ea6841c98ecfc341b3bbf68e3 (MD5) / Made available in DSpace on 2015-12-02T18:39:26Z (GMT). No. of bitstreams: 1 Claudio José de Souza.pdf: 2837932 bytes, checksum: 03ee393ea6841c98ecfc341b3bbf68e3 (MD5) Previous issue date: 2014 / Mestrado Acadêmico em Ciências do Cuidado em Saúde / Trata-se de uma investigação sobre as competências do Enfermeiro docente na integralização do ensino teórico-prático na graduação em Enfermagem, à luz do referencial teórico Philippe Perrenoud. Tendo como objeto: as competências docentes para integralização do conhecimento teórico-prático no ensino de graduação em Enfermagem. Os objetivos do estudo são: identificar as estratégias utilizadas pelo enfermeiro docente para a integralização do conhecimento teórico-prático no processo de ensino-aprendizagem dos acadêmicos de Enfermagem e analisar, por meio das estratégias utilizadas, quais são as competências que o enfermeiro docente necessita efetivar para integralizar o conhecimento teórico-prático no ensino-aprendizagem do acadêmico de Enfermagem. Metodologia: trata-se de um estudo exploratório-descritivo de abordagem qualitativa, de campo respaldado na Resolução n° 466/12 do Conselho Nacional de Saúde, aprovado pelo Comitê de Ética e Pesquisa da Faculdade de Medicina da UFF, protocolo n° 330.142, realizado na Faculdade Bezerra de Araújo (FABA), localizado na zona Oeste do Estado do Rio de Janeiro (RJ-Brasil), cujos participantes foram 10 Enfermeiros docentes do quadro efetivo da instituição. A técnica para coleta dos dados foi à observação participante seguida de uma entrevista semi-estruturada. Os dados foram analisados por meio da análise de conteúdo, segundo preceitos delineados por Bardin. As categorias que emergiram foram: Da apreensão ao aprendido: mobilizando estratégias para integralização do ensino aprendizagem; Avaliando saberes discente por meio da prática reflexiva: a complexidade do ensino aprendizagem e Mobilizando saberes acadêmicos por meio das competências docentes. Conclui-se que: os participantes da pesquisa desenvolvem estratégias de ensino- aprendizagem e que estas são favoráveis à efetivação de algumas famílias de competências apontadas pelo referencial teórico tais como: organizar e dirigir situações de aprendizagens; administrar as progressões de aprendizagens; conceber e fazer evoluir os dispositivos de diferenciação; utilizar novas tecnologias; envolver os alunos em suas aprendizagens e seus trabalhos; trabalhar em equipe; administrar sua própria formação contínua. Porquanto, a integralização do ensino teórico-prático se dá meio a uma complexidade de fatores alheios ou não a vontade docente, necessitando que esse profissional possa refletir sobre sua práxis docente com o intuito de viabilizar um ensino de qualidade, efetivando assim as competências docentes na integralização do ensino teórico-prático na graduação de Enfermagem. / This is an investigation into the skills of nurse faculty in the payment of the theoretical and practical education in undergraduate nursing, in the light of theoretical Philippe Perrenoud. Having as object: The teaching skills to pay up the theoretical and practical knowledge in teaching undergraduate nursing. The study objectives are: identify the strategies used by the teacher to nurse the payment of theoretical and practical knowledge in the teaching and learning of nursing students and analyze, by means of strategies used, what are the skills that the nurse needs teacher pay in effect for the theoretical and practical knowledge in the teaching and learning of academic nursing. Methodology it is a descriptive exploratory qualitative study, bound of Resolution n°. 466/12 of the National Health Council field, approved by the Ethics Committee of the Faculty of Medicine of the UFF, Protocol n ° 330 142, held at the Faculty Bezerra de Araújo (FABA), located in the western part of the State of Rio de Janeiro (RJ, Brazil), whose participants were 10 nurses faculty headcount of the institution. The technique for data collection was participant observation followed by a semi-structured interview. Data were analyzed using content analysis, according to the precepts outlined by Bardin. The categories that emerged were: Apprehension of the learned: strategies for mobilizing payment of teaching and learning; Assessing student knowledge through reflective practice: the complexity of teaching and learning and Mobilizing academic knowledge through teaching skills. It is concluded that: survey participants develop strategies for teaching and learning that these are favorable to the realization of some families of competencies identified by the theoretical framework such as: organize and direct learning situations; manage the learning progressions; develop and evolve devices differentiation; use new technologies; engage students in their learning and their work; team player; manage their own continuing education. Because, the integration of the theoretical and practical teaching is not to give through a complexity of factors unrelated to teaching or will, requiring that this professional can reflect on their teaching practice in order to enable quality education, thus effecting the payment of teachers skills in theoretical and practical teaching in undergraduate nursing.

The United States is in the middle of a gripping nursing shortage; a shortage that is putting patients' lives in danger. This study determined the impact community and tribal colleges in severely economically distressed counties of the United States have on the nursing shortage faced by health care facilities serving these areas. The initial sample of 24 institutions selected in the Ford Foundation's Rural Community College Initiative (RCCI) (1995-2000). Data were collected from the Fall 1998 National Study of Post Secondary Faculty to obtain characteristics of faculty and from the 2003 Integrated Postsecondary Education Data System (IPEDS) to obtain characteristics of students, both at all publicly-controlled community colleges, all tribal colleges, and the 24 RCCI colleges that included 18 community and six tribal colleges. A survey was sent to the directors/deans/chairs of the nursing programs to ascertain issues related to the nursing program, nursing faculty, and nursing students. Respondents were asked to identify the healthcare facilities used for students' clinical experiences. A survey was then sent to each of these facilities asking about rural health, and source of nursing staff. Findings: 1) 87% of these these rural healthcare facilities are experiencing a significant shortage of nurses, and they are challenged to recruit and retain nursing staff; 2) Nursing programs, including both Licensed Practical Nursing and Associate's Degree Nursing are important to these rural community and tribal colleges, have seen growth over the past 5 years and expect to continue growth (86%); 3) Financial aid for nursing students is critically important; 4) Students are predominantly white and female; minorities are significantly under-represented; 5) Lack of subsidized public transportation and child care for nursing students even at tribal colleges are barriers that impact program completion; and 6) A shortage of nursing faculty exists at rural community and tribal colleges that negatively impacts student enrollment in these programs, thus reducing the rural nursing workforce pipeline. It is the rural community and tribal college nursing programs help provide severely economically distressed counties of the United States with the nursing workforce needed to decrease the nurse to patient ratio.

The purposes of this study were (1) to determine whether patients with AIDS are stigmatized by nursing faculty, (2) to determine whether practicing homosexuals are stigmatized by nursing faculty, (3) to determine whether faculty attitudes toward AIDS patients are influenced by the patients' sexual preference, and (4) to determine whether faculty attitudes toward practicing homosexual patients are influenced by the patients' disease. This study is a modified replication of studies by Kelly et al.