This study was undertaken to identify the differences in cognitive behaviors expected of graduating students in two and four-year nursing education programs as perceived by instructors. The problem to which this study was addressed was the uniformity of assignment for graduates of the two programs as they enter initial employment in episodic care agencies. Of concern also was the lack of uniformity in the admission requirements for two-year graduates seeking a baccalaureate degree in nursing. The identification of significantly different expectations of the two groups of nurse educators for their graduating students indicates a need to examine the assignments of graduates in their initial employment. Further, there was greater agreement in the expected behaviors among the four-year program respondents than among those from the two-year programs as groups viewed their respective graduating students.

Este estudo teve a intenção de compreender as ações e os projetos dos docentes enfermeiros e docentes de outras áreas da saúde em um curso de graduação em enfermagem. Nessa perspectiva, os sujeitos envolvidos foram quatro docentes enfermeiros e quatro docentes de outras áreas da saúde que vivenciaram a situação da docência, sendo, por isso, capazes de atribuir significados às suas experiências. A obtenção dos discursos foi feita por meio de duas questões norteadoras: “Como tem sido suas ações docentes neste curso de Enfermagem? O que você espera agindo desta forma?” O referencial de análise utilizado foi a fenomenologia social de Alfred Schütz. Os discursos levaram à construção do mesmo tipo vivido dos docentes enfermeiros e de dos docentes de outras áreas da saúde como sendo aqueles que desejam colaborar no crescimento pessoal do aluno e o vêem como futuro profissional; que atuam com um perfil de alunos com bagagem de conhecimentos e experiências heterogêneas; que acreditam que ser docente é também ser pesquisador; que têm a intenção de fornecer os conteúdos programáticos propostos pela disciplina; que demonstram grande preocupação e interesse em diversificar as estratégias de ensino; que agem tendo a visão de que ser docente é acreditar na valorização e respeito à diversidade de alunos mas que também vivenciam sentimentos distintos. Pode-se constatar que a reciprocidade das ações e dos projetos desses sujeitos reforça a importância da composição de um corpo docente multiprofissional, validando o conceito da interdisciplinaridade e desmistificando a idéia de que o fazer dos docentes enfermeiros seja diferente do fazer dos docentes de outras áreas da saúde / This study aimed to understand the attitudes and projects of a nursing teaching staff and the ones from other healthcare areas of a nursing undergraduate course. In this perspective, the subjects of this study were 4 nursing teachers and 4 other healthcare teachers who faced this situation, in which they were able to evaluate their experiences. Discourses were obtained by guiding questions: How have your teaching attitudes been in this nursing course? What do you expect acting this way? It was used the social phenomenology by Alfred Schütz as referential of analysis. The discourses led to build the same kind experienced by the nursing teaching staff and the ones from other healthcare areas as the person who wants to collaborate for the students’ self-growth and see him/her as a future professional, who works with a student’s profile that has heterogeneous knowledge and experience background, who believes that being a teacher is also being a researcher, who intends to provide program content proposed by the discipline, who show much concern and interest in diversifying the teaching strategies, who act keeping in mind that being a teacher is believing in value and respect the diversity of students that live distinct feelings. It’s possible to establish that reciprocity of attitudes and projects of these subjects reinforce the importance of a interdisciplinary teaching staff composition, validating the concept of interdisciplinary and, hence, breaking up the idea that teaching staff work must be different from the ones from other healthcare areas

A pesquisa ora apresentada trata da análise histórico-documental do ensino de história da enfermagem e suas interfaces com a construção da identidade profissional do enfermeiro durante o processo de formação inicial na Escola de Enfermagem da Universidade de São Paulo entre 1971 a 2008. A análise visou uma caracterização sobre a necessidade e essencialidade da História da Enfermagem na formação e orientação profissional do enfermeiro, cujo objetivo geral propõe discutir o lugar da disciplina História da Enfermagem na construção de competências no Curso de Graduação em Enfermagem da EEUSP. Como objetivos específicos nos propusemos a identificar o lugar ocupado pela disciplina nos currículos de formação inicial em uma perspectiva processual; identificar competências propiciadas pela disciplina História da Enfermagem e seu contributo para a identidade da profissão de enfermagem, assim como analisar as transformações encetadas pela disciplina História da Enfermagem na EEUSP. Metodologicamente privilegiamos a abordagem qualitativa e a utilização do método de pesquisa histórica, compreendido pelas etapas de coleta, organização e avaliação crítica dos dados. As fontes de pesquisa configuram-se em específico por planos de ensino referentes à disciplina no período delimitado. Foi possível verificar que o ensino de história da enfermagem no currículo do Curso de Graduação em Enfermagem da EEUSP sofreu variações significativas. Observamos que a disciplina permitia o desenvolvimento de competências em todas as suas dimensões, ou seja, a aquisição do saber conhecer, do saber fazer, do saber viver juntos e do saber ser enfermeiro que, quando integrados, conferem identidade ao grupo profissional. A perspectiva apontada neste estudo sugere um declínio da importância da disciplina no desenvolvimento histórico da formação na EEUSP. Tal fato é notório se considerarmos o atual estatuto da história da enfermagem, que desconsidera as potencialidades de seu estudo, que exige maior tempo e preparo docente, dado à complexidade de seus conteúdos e abordagens possíveis. As colocações discutidas nessa tese consideram que disciplinas como a história da enfermagem permitem que o profissional construa sua identidade profissional e mobilize suas competências pautando-as em ações éticas, humanistas em prol do outro e de si próprio, bem como em prol da profissão, do reconhecimento e autonomia profissionais almejados e possíveis de ser conquistados. / The research presented here deals with the historical analysis of the documentary history of nursing education and their interfaces with the construction of professional identity of nurses during the initial training at the School of Nursing, University of São Paulo from 1971 to 2008. The analysis aimed at characterization of the need and essentiality of the History of Nursing in vocational training and guidance of the nurse, whose general objective aims to discuss the place of the History of Nursing in building skills in the Undergraduate Nursing EEUSP. The specific objectives we set out to identify the place occupied by the discipline in the curricula of training on a procedural perspective, identifying skills offered by the History of Nursing and its contribution to the identity of the nursing profession, as well as analyze the changes initiated by the History Nursing in EEUSP. Methodologically qualitative approach and favor the use of the method of historical research, understood through the steps of collecting, organizing and critically evaluating the data. The research sources are configured in a specific lesson plans pertaining to the discipline in the period defined. It was noted that the teaching of nursing history in the curriculum of Undergraduate Nursing EEUSP suffered significant variations. We note that the discipline allowed the development of skills in all its dimensions, ie, the acquisition of knowledge to know, know-how, knowledge, live together and be a nurse to know that, when integrated, give identity to the professional group. The prospect identified in this study suggests a decline in the importance of discipline in the historical development of training in EEUSP. This fact is evident if we consider the current status of nursing history, which ignores the potential of their study, which requires more preparation time and teaching, given the complexity of their subjects and approaches. The settings discussed in this thesis consider that disciplines such as history of nursing allow professionals to build their professional identity and mobilize their skills guiding them into ethical actions, on behalf of the other humanists and of itself, as well as to promote the profession, professional recognition and autonomy possible and desired to be won.

M.Cur. / Please refer to full text to view abstract

M.Cur. / Performance assessment of academic staff (tutor) at a nursing college is an essential component in the establishment of a well-prepared teacher corps which contributes to quality nursing education. There is widespread 'dissatisfaction with the quality of performance assessment of academic staff (tutor). Factors contributing to the ineffectiveness of performance achievement are linked to the performance assessment system itself, on the one hand, and to the person who performs the assessment, on the other hand. The object ofperformance assessment, namely to facilitate quality teaching by academic staff at a nursing college through personal and professional development and to serveas a basis for management decision-making, is destroyed in general, ifnot totally, by the way in which performance assessment of academic personnel is planned and executed. The purpose of this study was to describe performance assessment standards and guidelines fora performance assessment programme for academic personnel at a nursing college based on a conceptual framework. This aimisjustified by meansofa descriptive, explorative, contextual, qualitative research design. The study was conducted in four phases. Phaseone included exploring job descriptions of academic personnel at nursing colleges. Phasetwo dealtwith exploring and describing job expectations of academic personnel at nursing colleges. A qualitative research method, namely focus group interviews, was used to gather data. In phase three a literature control was done in order to refine the conceptual framework. In phasefour, a final conceptual framework was formulated and performance assessment standards and guidelines for a performance assessment program ofacademic staff at a nursing college were described.

M.Cur. (Professional Nursing) / The overall objective of this study is to describe guidelines for professional nurses as clinical learning facilitators. In view of existing problems such as staff shortages, overcrowded wards, student exploitation in the service situation, lack of supervision, assessment and evaluation, lack of student status, block system and inadequate preparation of professional nurses for the clinical learning facilitator's role, nursing education has to strive for excellence in order to be in line with the Reconstruction and Development Programme, the National Health Plan, the message of the Minister of Education in the White Paper on Education and Training in South Africa, the South African Nursing Council, the South African Nursing Association, and the economical, social and technological changes in South Africa.

M.Cur. / It is a well known fact that the environment plays an important rol in the development of the individual. In an intensive care unit, a child is exposed to an enormous amount of stimuli that is confusing and frightening and also has no meaning for the child. The experience of a child in an intensive care unit, upon whom major procedures are performed, is observed. The purpose of this study is to examine and describe the intensive care experience of children between the ages of 3 and 12 so that guidelines for the nursing of these children can be provided. This is a qualitative study and the phenomenological method of research was used. Interviews were conducted with the help of three photographs. These were shown to the respondents and they were asked to tell a story about the child in the photo. Fieldnotes were taken immediately after each interview to describe the situation and the researchers impressions. A taperecording was made of each interview and was transcribed verbatim. The transcriptions were analised and conclusions were reached. Guidelines can thus be drawn up for the nursing of a child in an intensive care unit.

M.Cur. (Nursing Education) / Please refer to full text to view abstract

M.Cur. / Over the years the field and scope of the Registered Tutor in South Africa has become more comprehensive. The nurse tutor's activities have extended from just the preparation of school leavers who entered professional training to the formal education of nurses at all levels of basic, post-basic and post-graduate nursing programmes and informal education, to highly experienced professional nurses in in-service and informal continuing education programmes. The nurse tutor's educational duties cover both the classroom and the various fields of nursing practice. She is therefore concerned with the educative process at a variety of levels. In the clinical teaching situation she might have to participate in health education activities for patients, clients and relatives and educate future and newly qualified nurse practitioners to fulfil their role as health educators, as well as instructors of students, pupils and assistant nurses. To some extent she also participates in the education of other health service personnel either at formal or at clinical instruction level. Since 1986 the nurse tutor's scope has further extended with the institution of the comprehensive four-year course. Her administrative functions namely planning, organisation, accompaniment and evaluation contributes to her main function teaching. The new course provides for the opportunity to use a variety of teaching methods besides the traditional lecture method. Also, she participates in curriculum building as well as the planning of her own syllabus. She now also has a greater input in the clinical field by guiding the students.

M.Cur. / Health Education is an important component of health promotion, which is concerned, with the health status of both the individual and the community. Health education takes place daily and is planned by the health worker and the patient in order to enable the latter to willingly make independent informed decisions about health and to practice these of her own choice. If the health workers provides the patient with information and knowledge concerning health and illness management and this information is not compatible with her cultural background, the health worker will not succeed in enabling the patient to make informed choices, as the information is not congruent with the prevailing cultural milieu. In order to provide culture-congruent health information, specific attention must be given to the planning of the patient's communicated needs. Both the health worker and the patient approach the education process from their own cultural context. The health worker's central focus must be the cultural context of the patient. The aim of this study is to determine to what extent health education given by final year B. Cur students on the Phelophepa train is culture-congruent. Health education sessions are evaluated. Health education is evaluated for culture congruence and as a result of the findings guidelines for culture congruent health education is described. For the purposes of this study, use was made of a exploratory, descriptive and contextual design. Health education was explored on videotapes and evaluated by means of naive sketches by expert evaluators. These results were compared with the literature and as a result of this, guidelines for culture-congruent health education in community nursing were developed.