O presente estudo tem como objetivo identificar o padrão de uso de álcool e a relação com os aspectos da religiosidade em estudantes de enfermagem de uma Faculdade do Interior Paulista. O desenho metodológico trata-se de um estudo descritivo exploratório de abordagem quantitativa. Para a coleta de dados foi utilizado um questionário contendo informações sociodemográficas (sexo, idade, estado civil, religião) e os aspectos da prática religiosa. Foi aplicado o Teste de identificação dos problemas relacionados com o uso do álcool (AUDIT) e a Escala de Espiritualidade/Religiosidade (SSRS). A amostra foi composta por 78,2% dos estudantes de primeiro a quarto ano do curso de enfermagem matriculados no ano de 2008, caracterizados por 92,6% mulheres; com média de idade de 20,9 anos; 96,7% solteiros; 64,8% católicos; 60,7% frequentam reuniões religiosas uma vez/semana; 87,7% dos familiares praticam alguma religião; e 73,8% dos estudantes não consideraram religiosidade sinônimo de espiritualidade. Quanto ao padrão de consumo de álcool, 83,6% dos estudantes já fizeram uso de bebida alcoólica na vida, na classificação do AUDIT identificou-se que 79,5% eram abstêmios ou usuários de baixo risco, 20,5% faziam uso problemático do álcool, 45,9% bebiam na frequência de duas a quatro vezes por mês, 38,5% consumiam a quantidade quatro ou cinco doses e 36,9% se embriagavam menos uma vez por mês. A confiabilidade da escala SSRS apresentou um bom resultado com Alfa de Cronbach 0,83. A média da pontuação na escala SSRS foi de 14,94 pontos, sendo que 75,4% não consideram ser importante passar algum tempo do dia com pensamentos particulares e meditações religiosas; 72,1% discordam sobre a importância das orações ou pensamentos religiosos individuais sendo tão importantes quanto os que teriam durante cerimônias religiosas e cultos e 49,2% afirmam que suas vidas são baseadas em sua religião. Não houve associação entre a pontuação do AUDIT e as demais variáveis, no entanto identificou-se que quanto menor a soma na escala SSRS maior foi a pontuação no AUDIT. A religiosidade para essa amostra não foi identificada como fator de proteção para o uso de álcool entre os estudantes, 7 observou-se apenas que entre os estudantes afiliados às religiões, como a Católica, Espírita e Evangélica, houve diferenças no padrão de uso da substância investigada. Assim, o uso do álcool e a religiosidade/espiritualidade entre estudantes são temas complexos que precisam ser explorados e abordados nos currículos dos cursos de enfermagem, além de serem utilizados em estratégias preventivas no âmbito universitário. / The present paper aims to identify the pattern of alcohol use and related aspects of religiosity among nursing students from an inner paulista College. It is an exploratory descriptive study with a quantitative approach. To collect data it was used a questionnaire containing sociodemographic information (sex, age, marital status, religion) and religious practices. The Alcohol Use Disorder Identification Test (AUDIT) and the Scale of Spirituality/Religiousness (SSRS) were employed. The sample comprised 78.2% of students from first to fourth year of the nursing course enrolled in 2008: 92.6% women; mean age 20.9 years old; 96.7% single; 64.8% Roman Catholic; 60.7% attend religious meetings weekly; 87.7% of the family members practice some religion; 73.8% of the students did not consider religiosity synonymous with spirituality. Patterns of alcohol consumption: 83.6% of students have already made use of alcoholic beverages; according to AUDIT 79.5% were abstainers or low risk users; 20.5% presented hazardous alcohol use; 45.9% drank two to four times per month; 38.5% consumed four or five doses and 36.9% got drunk at least once a month. The SSRS scale reliability was good with 0.83 Cronbach\'s Alpha. The average score on the SSRS scale was 14.94 points; 75.4% did not consider it important to spend time with religious thoughts or meditations; 72.1% disagree on the importance of prays or religious thoughts (as it would happen during religious ceremonies and worships) and 49.2% say their lives are based on their religion. There was no association between AUDIT scores and other variables; however, the smaller the sums of the SSRS scale, the higher the AUDIT scores. Religiosity in this sample was not identified as a protective factor against alcohol use among students; it was observed that among the students, followers of different religions, especially Roman Catholic, Evangelical and Spirit Doctrine, there are differences regarding the alcohol use. Thus, alcohol use and religiousness/spirituality among students are complex issues that need to be explored and addressed in the curricula of nursing schools besides being used in preventive strategies in university scope.

A reflexão sobre a necessidade de fundamentar as práticas em educação e saúde, promovendo uma ação transformadora, impulsiona o educador na busca de métodos de ensino inovadores. No cenário educacional, acreditamos que a dramatização favorece a aprendizagem do estudante de forma ativa e participativa. Objetivos: Levantar os estudos relacionados com a aplicação da dramatização como estratégia no processo de ensino e aprendizagem na formação profissional em Enfermagem e verificar os resultados da utilização dessa estratégia na aprendizagem do estudante de Enfermagem. Metodologia: Trata-se de uma revisão sistemática da literatura, orientada pela questão norteadora: “Quais os resultados da aplicação da dramatização na aprendizagem do estudante de Enfermagem?". Resultados: Foram encontrados 541 estudos, dos quais 477 foram excluídos e 64 foram incluídos. Dentre os estudos incluídos, todos os 64 (100%) evidenciaram resultados positivos com a utilização da dramatização, 49 (77%) associaram a relação positiva na aquisição de conhecimento teórico, 42 (66%) descreveram a melhora na associação entre teoria e prática após a aplicação da estratégia, 29 (45%) relacionaram melhora no pensamento crítico, 19 (30%) resultaram em melhora do relacionamento interpessoal. Resultados positivos associados à criatividade dos estudantes, ao aspecto comunicacional, à percepção e ao desenvolvimento do senso de coletividade, de trabalho em grupo e comportamento ético profissional também foram comentados. As dificuldades sobre a proposição da atividade dramatizada foram mencionadas em oito (12,5%) estudos, associadas ao embaraço do aluno frente aos colegas pelo medo de exposição no grupo, no relacionamento entre os alunos, dificuldades por parte dos estudantes em estabelecer prioridades. Em 46 (72%) estudos a dramatização foi aplicada no curso de graduação em Enfermagem, respectivamente oito (13%) e nove (14%) foram publicados nos anos de 2004 e 2005, sendo que 44 (69%) eram do tipo descritivo, quarenta (63%) publicados pelos Estados Unidos, 17 (27%) publicados pela revista Nurse Educator e 12 (19%) pelo Journal of Nursing Education. Conclusão: Esses achados refletem a relação positiva da dramatização como estratégia facilitadora do processo educativo, pois favorece a aprendizagem, confere significados aos conteúdos, colabora no desenvolvimento de habilidades técnicas e comunicacionais, na percepção do ser humano de maneira holística, estimulando a criatividade, o pensamento crítico e o relacionamento interpessoal, além de proporcionar um ambiente tranqüilo e seguro para o processo ensino aprendizagem. Favorecendo a construção das competências, a dramatização contribui para a formação do futuro profissional em Enfermagem. / The consideration about the need to support education and health practices, promoting transforming actions, drives the educator in search for innovative teaching methods and, within educational context, we think that role playing favors students learning in an active and participative fashion. Objectives: To identify studies related with the use of role playing as a strategy in the process of teaching/learning in professional nursing training and to check the results of using such strategy in the learning of nursing students. Methodology: This study was a systematic literature review guided by the key question: \"What are the results of the use of role playing in the learning of nursing student?\". Result: There were 541 identified studies, out of which 477 were excluded and 64 were included in the analysis. Among the included studies, all 64 (100%) showed positive results with the use of role playing, 49 (77%) associated positive correlation with acquisition of theoretical knowledge, 42 (66%) described improvement in the association between theory and practice using the strategy, and 29 (45%) related improvement of critical thinking, 19 (30%) resulted in improvement of interpersonal relationship. Positive results associated with undergraduate creativity, communication aspect, perception and development of a sense of collectiveness, work group and professional ethical behavior were also mentioned. Difficulties in the use of role playing activity were mentioned in 8 (12.5%) studies, associated with students embarrassment before classmates because of fear of public exposure, relationship with them and difficulties that students had to define priorities. In 46 studies (72%), the role playing was applied to undergraduate nursing course, respectively, 8 (13%) and 9 (14%) studies were published in 2004 and 2005, and 44 (69%) were descriptive, 40 (63%) were published in the United States, 17 (27%) were published by Nurse Educator Journal, and 12 (19%) by Journal of Nursing Education. Conclusion: These findings show a positive contribution of role playing as a facilitating strategy in the educational process. It favors learning, conveys meaning to contents, collaborates in the development of technical and communication skills, enhances the perception of human beings within a holistic fashion, stimulating creativity, critical thinking and interpersonal relationship. In addition, it provides a calm and safe environment for teaching and learning; by favoring the building of competences, role playing contributes in the nursing education

A Enfermagem como profissão se ocupa com o alívio do sofrimento, com a minimização da dor, com a dignidade diante da morte, com aspectos envolvidos com a condição humana, com o percurso da vida, com o cuidado do outro e de si. Falar sobre o final da vida, sobre como lidar com o luto são permanentes temáticas na mídia, nas redes sociais, nos grupos de conversas, o que o torna tema para a problematização de pesquisas. As tentativas de minimizar as angústias, as frustrações e os medos dos profissionais e estudantes que cuidam de pessoas que estão morrendo são inúmeras, assim, fui instigada a repensar minha maneira de ensinar e meus modos de agir em relação a pessoas que estão no final da vida. Neste contexto, considerando as vivências dos alunos durante a formação em Enfermagem, organizei a seguinte questão de pesquisa: como é iniciar as práticas hospitalares cuidando de pacientes no final da vida? Deste modo, tracei como objetivo conhecer as vivências de estudantes de graduação em enfermagem que iniciaram suas práticas hospitalares cuidando de pacientes no final da vida. Trata-se de uma pesquisa qualitativa, descritiva, que utilizou a técnica de grupo focal para produção de dados. Participaram do grupo estudantes do Curso de Enfermagem da Universidade Federal do Rio Grande do Sul (UFRGS) que vivenciaram a primeira prática hospitalar no Núcleo de Cuidados Paliativos do Hospital de Clínicas de Porto Alegre (HCPA). Para análise dos dados foi utilizada a análise do discurso proposta por Michel Foucault que explicita a íntima relação entre discurso e poder. Os discursos foram organizados de modo a destacar o domínio, a descrição dos acontecimentos, a língua e o acontecimento discursivo. A partir deste percurso, procurei signos que designam coisas e essas coisas é que foram descritas. Da análise das falas emergiu a categoria Aprendendo a ser trabalhador que é apresentada com dois marcadores discursivos denominados: Mesmo estando ali, parece que eu não faço nada e Caiu a ficha, que caracterizam o processo vivenciado pelos estudantes. A partir das falas dos estudantes e com a contribuição teórica de Jorge Larrosa (1994) foi possível modificar a palavra vivência, presente na pergunta e objetivo da pesquisa, por experiência. Assim, refletiu-se sobre experiência, experiência de si, tecnologias do eu entre outros conceitos sustentadores para procurar entender o processo de aprender a ser trabalhador. Os estudantes têm a impressão de que não fazem nada, considerando que historicamente a enfermagem empreende ações para “salvar vidas” e não para ajudar a morrer. É possível pensar que a morte do paciente desencadeia uma ausência de autoconfiança, uma debilidade, vergonha, culpa, e até abala a identidade com a profissão. Depois, cai a ficha, quando percebem que podem fazer muito pelos pacientes, seja um banho, uma troca de bolsa de colostomia, um conforto. Tais experiências representam o processo de ser trabalhador, que passa por domínios de saber, tipos de normatividade e subjetivação. Ao problematizar como estudantes experenciam o cuidado de enfermagem diante do final da vida pretendi demonstrar que mesmo que alunos e alunas tenham conhecimento sobre o final da vida, sobre o corpo, cada morte de paciente será evento novo, diferente do outro, pois cada pessoa, cada circunstância tem singularidades que necessitam ser consideradas. Cabe aos profissionais, estudantes e professores/as (re)conhecerem que a experiência é evento único, que se desenvolve a partir de determinadas tecnologias do eu. / Nursing, as a profession, is concerned about the relief of suffering, the minimization of pain, the dignity before death, about aspects related to the human condition, way of life and taking care of each other and of themselves. Talking about the end of life and dealing with mourning are permanent themes in the media, social networks, groups of conversations among other social forums, which makes this subject relevant to a research issue. Attempts to minimize the anxieties, frustrations and fears of professionals and students taking care of people who are dying are numerous. Since life is permeated by discourses and knowledge, I was instigated to rethink the way I teach, as well as the way I face what causes discomfort for the students, regarding this issue. On the context of the end of life and the experiences of the students through education in nursing, I performed the following research question: How to start hospital practices taking care of patients at the end of their lives? Thereby, traced as an objective to know the experiences of undergraduate nursing students who started their hospital practices caring for patients at the end of their lives. The present research is qualitative and descriptive and, through the focus group technique, analyzed discourses of students of the Nursing Course who experienced the first hospital practice in the Center of Palliative Care of the Hospital of Clinics of Porto Alegre (HCPA). As a result from the analysis emerged the category named as “Learning to be a worker”, presented with two markers denominated: “even being there, it seems that I do not do anything” and “I realized” that characterize the process experienced by the students. From these markers, it was possible to reflect on the experience, self-experience, technologies, among other supportive concepts for the possibility of understanding the process of learning how to be a worker. Students have the impression that they do nothing, considering that historically nursing undertakes actions to "save lives" and not to help to die. It is possible to think that death triggers an absence of self-confidence, weakness, shame, guilt, and even loss of identity with the profession. To discuss how students experience nursing care facing the end of life was not to confirm what is already said and written about the lack of preparation of the students. The aim was to demonstrate that independent of the knowledge about the end of life, each event of death will be different from the other, each person; each circumstance has singularity, individuality, both of himself and of the other. It is up to the professionals, students and teachers to know that the experience is a single event, that develops the self-technologies, that makes possible the theory of practice, allows the reflection on the technicality on the fragmentation of the care. Thus, caring will not be purely prescriptive, automatic/mechanical, aiming at the object, it will enable the subjectivity of human conditions and the uniqueness of oneself and the other.

Background: In Germany, the process of moving pre-registration nursing education into higher education within a faculty of medicine has differed from developments at universities of applied sciences. This is because such a process implies radical change for the status of and relationship between nurses and physicians. Literature review: The body of knowledge on interprofessional undergraduate education of nursing and medical students, including work on the nurse-physician relationship and collaborative practices of nurses and physicians, provides the foundation of this research. Aim: The primary aim has been to involve the active participation of educational practitioners of the nursing and medical professions concerned in working towards a collaborative culture, including interprofessional undergraduate education for nursing and medical students. Methodology and methods: A participatory paradigm position guided this research, using cooperative inquiry as one approach in action research. The inquiry group decided on the methods to be used for the inquiry and planned, acted out, and reflected on eight interprofessional educational sessions in three cycles over a process of two years. Data from inquiry group members' experiences were audiotaped during this process and analysed with a focus on experiential and propositional knowledge development. Inquiry group members gained feedback from nursing and medical students after their interprofessional sessions in eight group discussions. Framework analysis of qualitative data was used to guide data analysis. In addition, students had the option to provide feedback by completing a questionnaire to evaluate the sessions. For the analysis of the questionnaire data descriptive statistics was used. Findings: The 3P model (presage, process, product) was used as a meta-structure for the IPE_NUMESO model to guide further classroom teaching of nursing and medical students. It was found that undergraduate education of nursing and medical students is a complex social process accompanied by mixed emotions and a strong desire to overcome the separation of both professions. Discussion: The research adds new insight into IPE for undergraduate nursing and medical students: emotions, values, and a problematic reality in which both groups of professionals work together (presage), role change in simulation, the asset of a safe learning environment, peer learning, and strategies to overcome the separation (process). Certain experiences are proposed to be worthwhile (product), such as being able to understand the essence of clinical situations and deal with issues like emotions, values, knowledge and its communication, clinical experience, and power. Social learning theory provided a suitable explanatory approach for the findings. Conclusion and recommendations: This research adds to the knowledge on interprofessional education for undergraduate education for nursing and medical students. Considering IPE as a complex social process offers promising potential to transform future collaborative practices by preparing students for a complex and dynamic collaboration of both professions at the patient's bedside. Recommendations for clinical practice, interprofessional education, and policy are presented.

A simulação clínica tem sido compreendida como uma prática segura e reflexiva durante o processo ensino/aprendizagem em enfermagem. Ademais, a simulaçãopode ser uma oportunidade para que o estudante de enfermagem desenvolva habilidades de comunicação.Contudo é ausente na literatura brasileira, uma ferramenta que avalie a comunicação verbal e não verbal do estudante em ambientes simulados.A Health Communication Assessment Tool (HCAT), ferramenta desenvolvida por pesquisadores americanos, difundida em algumas universidades e países, mostrou-se válida e confiável para tal demanda, e avalia a comunicação de estudantes de enfermagem em simulação clínica. O objetivo geral desse estudo é realizar adaptação cultural da ferramenta Health Communication AssessmentTool -HCAT, para o português brasileiro.Trata-se de uma pesquisa metodológica, autorizada pelo Comitê de Ética em Pesquisa envolvendo Seres Humanos. A Health Communication Assessment Tool (HCAT) trata-se de uma escala composta por 24 afirmações - alterada pelos autores originais para 22 afirmações, durante o curso desta pesquisa - que busca avaliar o uso ou falta de uso de comportamentos de comunicação interpessoal e de comunicação em saúde(verbal ou não verbal).Foi utilizado o referencial teórico metodológico de Guillemin, Bombardier e Beaton (1993) aprimorado por Ferrer et. al (1996): a) tradução inicial para língua portuguesa; b) avaliação pelo Comitê de Juízes; c) retrotradução; d) avaliação semântica dos itens; e) pré-teste e análise das medidas adaptada,a qual será realizada em estudo posterior. O estudo foi desenvolvido em uma instituição de ensino superior pública do estado de São Paulo. A etapa de tradução inicial para língua portuguesa foi realizada por dois tradutores, de forma independente, dando origem à primeira versão consensual em português, a qual foi composta por 16 afirmações da tradução versão 1, cinco da tradução versão 2, e as demais afirmações (09, 11, 4 20) foram idênticas entre as traduções. Em seguida, a primeira versão consensual em português foi submetida à avaliação por um Comitê de Juízes para verificação de equivalências semânticas, idiomáticas, culturais e conceituais entre a versão original e a versão brasileira; nesta etapa houve mais de 80% de concordância entre os juízes em todas as afirmações, dando origem à segunda versão consensual em português. A retrotraduação foi submetida à avaliação dos autores finais, os quais sugeriram a exclusão de duas afirmações para adequação da ferramenta à nova versão em inglês. Para a avaliação semântica, participaram 10 professores de enfermagem, distribuídos entre a região Nordeste (2), Sudeste (4) e Sul (4), os quais foram convidados por e-mail e avaliaram semanticamente cada uma das afirmações da versão brasileira do HCAT. Todos os itens obtiveram avaliação de concordância acima de 80%, com exceção da \'afirmação 8\'que obteve 70 %. O pré-teste e análise das medidas adaptadas, não realizadas nesse estudo, se constituem na finalização do processo de validação do HCAT para o Brasil. A ferramenta deverá ser utilizada por uma amostra representativa de professores de enfermagem/ou educadores que atuam em simulação clínica. A versão brasileira do HCAT foi considerada adaptada culturalmente para o Brasil e poderá ser útil para avaliar a capacidade comunicativa dos estudantes de enfermagem durante cenários de simulação clínica / Clinical simulation has been understood as a safe and reflexive practice during the teaching/learning process in nursing. In addition, the simulation can be an opportunity for the nursing student to develop communication skills. However, there is no tool to evaluate verbal and nonverbal communication of the student in simulated environments in the Brazilian literature. The Health Communication Assessment Tool (HCAT) is a tool developed by American researchers, disseminated in some universities and countries, proved to be valid and reliable for such demand, and evaluates the communication of nursing students in clinical simulation. The general objective of this study is to develop a cultural adaptation of the Health Communication Assessment Tool -HCAT to Brazilian Portuguese. This is a methodological research, authorized by the Research Ethics Committee involving Human Beings. The Health Communication Assessment Tool (HCAT) is a scale compounded by 24 statements - altered by the original authors to 22 statements during the course of this research - that seeks to evaluate the use or lack of use of interpersonal communication and communication behaviors in health (verbal or nonverbal). In order to develop the cultural adaptation, the theoretical-methodological frame work elaborated by Guillemin, Bombardier and Beaton (1993) and enhanced by Ferrer et al. (1996) was used: a) initial translation from the original to Portuguese; b) evaluation by the Judges Committee; c) back-translation; d) semantic evaluation of the items; e) pre-test and analysis of the adapted measures which will be carried out in later study. This research was developed at a public higher education institution in the state of São Paulo. The initial translation to Portuguese was done by two translators, independently, giving rise to the first consensual version in Portuguese, which consisted of 16 statements of the first translated version, 05 of the second translated version, and the other statements (09, 11, 4, 20) were identical in both the translations. Afterwards, the first consensual version in Portuguese was submitted to a Judges Committee for evaluation of semantic, idiomatic, cultural and conceptual equivalences between the original version and the Brazilian version; at this stage there was more than 80% agreement among the judges in all the statements, resulting in the second consensual version in Portuguese. The back translation was submitted to the final authors for evaluation, who suggested the exclusion of two statements in order to adapt the tool to the new version in English. In what concerns the Semantic Evaluation, 10 nursing professors distributed among the Northeast (2), Southeast (4) and South (4) of Brazil were invited by e-mail and semantically evaluated each of the statements of the Brazilian version of the HCAT. All items showed an agreement in evaluation above 80%, with the exception of the statement \"8\" which had 70% agreement. The pre-test and analysis of the adapted measures, not developed in this study, represent the completion of the validation process of HCAT for Brazil. The tool shall be used by a representative sample of nursing teachers or educators who work in clinical simulation. The Brazilian version of the HCAT was considered culturally adapted to Brazil and can be useful to evaluate the communicative ability of nursing students during clinical simulation scenarios

Esta pesquisa centra-se na formação profissional voltada para o processo de doação/transplante de órgãos humanos, visto tratar-se de assuntos complexos que demandam, entre outros aspectos, o preparo profissional adequado para atuação oportuna. Assim, neste estudo, objetivou-se analisar a formação, o preparo e o enfrentamento dos problemas relativos ao processo de doação de órgãos, identificando esses elementos com os graduandos em Enfermagem, de uma instituição pública, possibilitando, após o levantamento, elaborar, executar e avaliar as ações educativas sobre essa temática, na perspectiva da manutenção da saúde mental do enfermeiro (a). A partir desses achados, concomitantemente objetivou-se realizar um evento científico para dar ênfase no processo de educação e multidisciplinaridade na doação/transplante de órgãos e tecidos humanos.Utilizando- se da investigação qualitativa, humanista, mediatizada pelo método da pesquisa- ação, realizou-se o levantamento temático. O referencial teórico-metodológico adotado delimitou o método em três partes: levantamento de temas geradores, codificação/descodificação e desvelamento crítico. O levantamento de dados sócio-demográficos e da percepção temática ocorreu através da aplicação de questionários contendo questões abertas, para identificação dos temas geradores, usando categorização temática. A ação educativa ocorreu a partir do tratamento didático dos temas geradores, transformando-os em conteúdos programáticos, que foram codificados/descodificados e desvelados criticamente pelos participantes, por meio de círculos de cultura. A verificação de aprendizagem, ocorreu através da avaliação diagnóstica, formativa e somativa. A elaboração, o desenvolvimento e a avaliação da ação educativa, foram realizados após aprovação pelo comitê de ética em pesquisa (Processo nº. 292.446) Os resultados, foram trabalhados em três encontros direcionados pelos temas geradores identificados, junto com os participantes. 1º) discutiu-se o conceito de vida/morte; princípios e valores. 2º) trabalhou-se dois temas geradores, sendo: a) processo de doação/transplante de órgãos; b) formação acadêmica em doação/transplante de órgãos. 3º) focou-se na educação para a doação junto à população. Os temas foram se complementando no decorrer dos encontros. No primeiro, a visão ingênua dos graduandos começou a ser desmistificada ao se aproximarem da complexidade de todo o processo, e se consolidando após o segundo encontro ao se articular as discussões do primeiro dia de atividade, com os esclarecimentos sobre a atuação do profissional enfermeiro no processo de doação. No terceiro encontro, após intensas discussões realizadas nos dias anteriores, pôde-se observar grande preocupação dos estudantes em discutir melhor esse tema durante sua formação acadêmica e, em ampliar as atividades educativas junto à população. As dificuldades que permeiam todo o processo podem ser sanadas, através da conscientização tanto da população quanto dos acadêmicos e profissionais que já atuam nessa área, visando preservar, o bem-estar e saúde mental de todos os envolvidos nesse processo. Emanados por essa realidade, um evento científico foi realizado em parceria Brasil/Espanha, buscando abordar questões do processo de doação e transplantes de órgãos que consideramos frágeis diante desse estudo. Assim, depreendemos que o processo educativo concretizado por esse estudo atendeu as lacunas de saberes e práticas, sobretudo pela problematização do contexto / This research focuses on professional training geared towards the process of human donation/transplant, meanwhile these are complex issues that require, among other things, the professional preparation suited for opportune action. This study aimed to analyze the training, preparation and coping with problems related to organ donation process, identifying those elements with nursing undergraduate students of a public institution, making it possible, after the investigation, developing, implementing and evaluating educational activities about this theme with according to mental health nurses perspective. Based on these findings, simultaneously, aimed to conduct a scientific event to give emphasis on education and multidisciplinary process in the donation / transplant of human organs and tissues. Using humanist and qualitative research mediated by the method Research-Action-Participant, took place the thematic investigation. The theoretical framework adopted is divided into three sections: search generating themes, encryption/decryption and critical unveiling. The data entry of socio-demographic and thematic perception data occurred through the questionnaires use containing open questions to identify the generating themes using thematic categorization. The educational activity occurred from the didactic treatment of generating themes, turning them thematic contents, which were encoded/decoded and, critically, unveiled by participants through crop circles. The verification of learning occurred by diagnostic evaluation, formative and somative evaluation. The preparation, development and evaluation of educational activities were conducted after approval by the Ethics in Research Committee (Process nº. 292.446). The results were worked in three meetings targeted by generating themes identified, along with the participants. 1) Discussion about life\'s concept and death\'s concept; principles and values. 2) Worked up two main themes, namely: a) donation process / organ transplants; b) academic training in donation / organ transplantation. 3) Focus on education for the donation among the population. The themes were complementing during the meetings. At first, the naive students view began to be demystified as they approached the complexity of the process, and consolidating after the second meeting, to articulate the discussions of the first day of activity, with the elucidation of the professional nurse acting in donation process. In the third meeting, after intensive discussions, it was observed major concern of students to discuss this subject during their education and expand educational activities among the population. The difficulties permeating the whole process can be solved through awareness both of the population as of academics and professionals already working in this area, to preserve the well-being and mental health of all involved in this process. Issued by this reality, a scientific event was held in partnership Brazil/Spain, seeking address issues of the donation process and organ transplants that we consider fragile before this study. Thus, we inferred that the educational process implemented by this study healed the gaps of knowledge and practices, especially by problematization of the context

Background Cardiopulmonary resuscitation (CPR) increases significantly the chance of survival in cases of a cardiac arrest. The ability to respond quickly and effectively to a cardiac arrest rests on nurses being competent, prepared and up-to-date. Nursing student’s knowledge in CPR and perceptions of their own training are crucial for the pursuit of the education of professional nurses.    Aim Investigate the prerequisites for a good care of patients in need of CPR by assessing  Vietnamese nursing students' knowledge in CPR as well as their perceptions on their education in CPR.      Method A quantitative, cross sectional-study was conducted. A modified version of a questionnaire developed by the Swedish council of CPR was used. Nursing students at University of Medicine and Pharmacy in Ho Chi Minh City were asked to participate. The gathered data were analyzed with descriptive statistics, t-test and chi2 -test.   Result The participants answered right on 41 % of the questions (571/1404). The mean-score was 5.25 and the score ranged from 0 to 9 out of 13 points on the questionnaire. Participants answered correctly on most questions regarding basic CPR and were foremost wrong about questions regarding defibrillation. There was no association between a high result on the questionnaire and students rating a high grading on preparedness and/or satisfaction. No significant difference could be found based on gender.   Conclusion The knowledge in CPR, based on this survey, is generally low. One plausible explanation could be that the questionnaire did not fit the education of the participants. / Bakgrund Hjärt- och lungräddning (HLR) ökar avsevärt chanserna att överleva vid ett hjärtstopp. Att kunna reagera snabbt och effektivt på hjärtstillestånd kräver att sjuksköterskor är kompetenta och förberedda. Sjuksköterskestudenters kunskaper i HLR och deras uppfattningar om sin utbildning är avgörande för den fortsatta utbildningen av professionella sjuksköterskor.   Syfte Undersöka förutsättningarna för en patientsäker vård inom HLR, genom att kartlägga vietnamesiska sjuksköterskestudenters kunskaper i HLR samt att undersöka deras uppfattning om sin utbildning i HLR.   Metod En kvantitativ, tvärsnittsstudie genomfördes. En modifierad version av ett frågeformulär utvecklat av Svenska rådet för hjärt- och lungräddning (HLR-rådet) användes. Sjuksköterskestudenter i en klass från University of Medicine and Pharmacy, i Ho Chi Minh City blev ombedda att delta. Den insamlade informationen analyserades med beskrivande statistik, t-test och chi2-test.   Resultat Deltagarna svarade rätt på 41% av frågorna (571/1404). Det totala medelvärdet var 5.25 och poängen skilde sig från 0 till 9 av 13 poäng på frågeformuläret. Deltagarna svarade korrekt på de flesta frågor angående grundläggande HLR och svarade främst fel på frågor angående defibrillering. Det fanns inget samband mellan ett högt resultat på frågeformuläret och elever som ansåg sig vara förberedda och/eller nöjda med sin utbildning. Ingen signifikant skillnad i resultat kunde hittas baserat på kön. Slutsats Kunskaperna i HLR, baserat på den genomförda studien, är generellt låga. När det kommer till vissa frågor kan en orsak vara att frågeformuläret inte var anpassat efter deltagarnas utbildning.

This thesis examines the perceptions and experiences of pre-registration nursing students with dyslexia in one university in relation to one specific assessment: the Objective Structured Clinical Examination (OSCE). In September 2013, all United Kingdom pre-registration nursing training moved to degree level university programmes. Universities must also ensure that all nursing students meet the fitness to practise criteria laid down by the Nursing and Midwifery Council (NMC, 2015). Current national higher education policy aims to widen participation; this includes those with disabilities. Statistics show that 10% of students attending university in England have a declared disability, the main one being dyslexia. The study university has its own widening participation policy, with 19% of its children’s nursing students currently registered as having dyslexia. The Nursing and Midwifery Council (2010) states that all pre-registration nursing programmes should contain a variety of assessment strategies, to ensure students meet the academic and clinical standards required by the professional nursing and midwifery register. One of the final assessments at the study university, as with many other medical and nursing degrees, is the Objective Structured Clinical Examination, a method of assessment that requires students to perform clinical assessments and answer questions within standardised conditions, within a set time limit. This study aims to explore the ways in which nursing students with dyslexia perceive and experience the OSCE as an assessment method, and to draw conclusions on ways to develop it further. Using a two-phase mixed methods approach, a purposive sample of 24 nursing students in year 3 of their course, was approached to participate in an online questionnaire, with 12 responding. Six students participated further in object elicitation interviews, which were analysed using a ‘Framework’ method. The findings highlight the unique OSCE journeys of study participants, the impact of dyslexia on the individual and the OSCE assessment process. The thesis offers discussion and recommendations around the OSCE as an ‘inclusive’ teaching and assessment method, considering how the design of curricula and assessments assists in recognising students’ individualism and in reducing potential issues. It is the first study to consider the OSCE with regard to such students and offers an opening for future studies focussing on learning difficulties and OSCE assessments within nursing.

Test anxiety has been a problem for many individuals not only in the workforce, but also in many schools and colleges (Driscoll, Evans, Ramsey & Wheeler 2009). According to Driscoll et al., when compared to high school students and the general public (17%), nursing students are shown to have over double (55-60%) the rate of moderately high to high test anxiety. Cognitive test anxiety can account for a 7 to 8% drop in test grades, which can drop test score’s an entire letter grade (Cassady & Johnson, 2001). The purpose of this research is to explore the level of test anxiety in East Tennessee State University (ETSU) nursing students using the Cassady Cognitive Test Anxiety Scale. This study, “Test Anxiety and Nursing Students” was conducted at a Bachelor of Science in Nursing program for students at a large regional university. The Cassady Cognitive Test Anxiety Scale was administered to 220 nursing students one week prior to a major test at the end of the class period. All of the students completing the surveys volunteered to do so. After collection, data was analyzed using IBM Statistical Product and Service Solutions (SPSS) version 18.0.2. This study confirmed the findings of Driscoll et al. (2009) and Cassady et al. (2001), that nursing students have a higher occurrence of test anxiety. Intervention has the potential to improve test scores. This allows for ETSU students to have a better first-pass rate on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and improve student retention rates. In addition, it provides the opportunity for further research interventions to reduce test anxiety for nursing students.

Incivility is rude or discourteous behavior that demonstrates a lack of respect for others. Some nurses ignore the dictates of professionalism and exhibit a total disregard for colleagues and peers by purposefully targeting each other with uncivil behaviors. Incivility has invaded the nursing educational environment with deleterious results. Uncivil behaviors perpetrated by nursing students against other nursing students cause psychological and physiological distress for victims and witnesses. The purposes of this quantitative descriptive study were to identify the behaviors that constituted lateral student-to-student incivility, determine the frequency of experienced student-to-student incivility, and describe the coping strategies employed by prelicensure registered nursing students experiencing lateral student-to-student incivility. Prelicensure registered nursing students in associate degree, baccalaureate degree, and diploma programs were recruited online using nonprobability convenience sampling through the email member list of a national student nursing organization. Participants completed the Ways of Coping (Revised)* survey and the Incivility in Nursing Education Revised (INE-R) Survey anonymously online via email accounts. The response rate was 38%. Four behaviors are identified as highly uncivil by 83.1% to 86.1% of the 373 participants: (1) making threatening statements about weapons; (2) threats of physical harm against others; (3) property damage; and (4) making discriminating comments directed toward others. The most frequently occurring incivility behavior (n = 202; 54.2%) is the use of media devices for purposes unrelated to the current educational task. Planful problem-solving (PP) is the coping strategy employed by most participants (n = 88, 23.6%). Data was analyzed comparing participants’ nursing program levels, ages, genders, and ethnicities using descriptive statistics and Kruskal-Wallis analyses. There were no statistically significant differences across these variables.