Purpose: The purpose of this study was to develop a visual concept map that could assist nurse educators in explaining the concept ‘nursing’ so that students have a similar understanding, meaning and interpretation thereof. Methodology: An exploratory and descriptive qualitative study was conducted to develop a visual conceptual map that can help in the common understanding and interpretation of the concept ‘nursing’. Research approach: A qualitative research approach was used. The research approach consisted of four phases: Phase 1: A self-designed online questionnaire was used to obtain information from the nurses, registered with South African Nursing Council (SANC) and members of Democratic Nursing Organisation of South Africa (DENOSA), about their interpretation of the meaning of ‘nursing’. Phase 2 included the integrative review that was used to obtain in-depth meaning of the concept ‘nursing’ from relevant literature and documentation. Phase 3: The two sets of analysed data from Phase 1 and Phase 2 were combined and used to develop the visual conceptual map. Phase 4: The developed visual concept map was validated by the nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, in order to provide a validated visual concept map based on their expertise in Africa. The outcome of the study: A validated visual concept map, agreed upon by nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, based on their expertise in Africa, is available and may be of great benefit for nurse educators in teaching the meaning of the concept of nursing to student nurses in their institutions. As a teaching tool, this concept map might assist educators in explaining the meaning and interpretation of the concept ‘nursing’. / Health Studies / Ph. D. (Nursing)

Bakgrunden till studien var sjuksköterskebristen i hälso- och sjukvården och det faktum att många arbetsgivare har svårt att rekrytera och behålla sjuksköterskor. Det valda perspektivet var anställningsrelationen och teorin om ”psykologiska kontrakt”; individens uppfattningar om ömsesidiga åtaganden/skyldigheter mellan anställd och arbetsgivare. (Förhands)förväntningar, influerade av signaler/information från organisationer, kan vara en grund till nyanställdas psykologiska kontrakt. I denna studie undersöktes sjuksköterskestudenters förväntningar på ömsesidiga åtaganden i en anställningsrelation, liksom hur de fick information om arbetsgivare/arbetsplatser och varför informationen var viktig. Semistrukturerade intervjuer genomfördes med 12 sjuksköterskestudenter från en svensk högskola, 11 var sistaårsstudenter. Analysmetoden var fenomenologisk. Två huvudteman för förväntade åtaganden framkom: sjuksköterskeprofessionen och personen. Tema tillit/förtroende framkom för hur studenterna fick viktig information om arbetsgivare/arbetsplatser, kategorierna var: direkta kontakter med organisationer/arbetsgivare, nätverk och media. Resultatet pekade på vikten av ett relationellt förhållningssätt i kompetensförsörjningen, liksom att arbetsgivare särskilt bör uppmärksamma förtroendefrågor och professionella värderingar i kontakter/kommunikation med sjuksköterskestudenter.

Submitted in fulfilment of the requirements for the Degree in Master of Technology: Nursing, Durban University of Technology, 2012. / Background : Work Integrated Learning is an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. Work Integrated Learning like in any other nursing course is essential in primary health care as required by the South African Nursing Council. In the clinical setting, students develop clinical and diagnostic reasoning; they also learn how to make the appropriate clinical decisions which they need as qualified primary health care practitioners. This is achieved through instruction and guidance by lecturers, mentors and clinical staff. However it has been noted that the clinical learning environment confronts students with challenges that are absent from the classroom situation. So this study seeks to explore and describe the experiences of post basic nursing students in primary health care clinics so as to address the challenges that are faced within the clinical settings. Aim of the study The aim of the study was to explore and describe primary health care post basic nursing students’ experiences during clinical placements. Methodology : A descriptive exploratory qualitative approach was used to guide the study. In-depth interviews were conducted with ten primary health care post basic nursing students who were allocated for Work Integrated Learning at the clinics in District A and District B in 2011. The main research question for this study was asked: ‘What are the experiences of primary health care post basic nursing students regarding Work Integrated Learning?’ Results : The findings of this study revealed that Work Integrated Learning is vital for the development of clinical skills amongst primary health care post basic nursing students. However, shortage of staff, inadequate material/ non-human resources, lack of supervision in the clinical facilities, distant clinical facilities and insufficient practice in the clinical skills laboratory were identified as challenges that students experience during Work Integrated Learning placement.

Thesis (MCur)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Differences were observed in clinical demonstration and assessment techniques of clinical supervisors involved with the supervision of undergraduate nursing students at an institution of higher education. These differing techniques displayed by the clinical supervisors may have implications for the standard of nursing care provided by the students and the throughput of these students. A qualitative approach with a descriptive design was applied to explore the perceptions and experiences of the undergraduate nursing students’ on clinical supervision. Nine (n=9) students were deliberately selected by means of purposive sampling from each year to participate in focus group interviews. Nine 1st year students, nine 2nd year students, nine 3rd year students and nine 4th year students respectively constituted the groups that were interviewed. Thus the total sample consisted of n=36 nursing students. Consent to conduct the study was obtained from the Health Research Ethical Committee at Stellenbosch University, as well the institution under study. Informed consent was obtained from all the participants. Data collection was completed by two trained fieldworkers who were not affiliated with the institution under study. The interviews were analysed through content analysis. Six themes emerged from the data. These included support, professionalism, realities of supervision, student preferences regarding supervisors, experiences that relate to abusive behaviour and the clinical supervision process. The findings indicated negative and positive experiences on clinical supervision. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses. Key words: Clinical supervision, undergraduate nursing, clinical supervisor, clinical practice, differing techniques. / AFRIKAANSE OPSOMMING: Verskille was waargeneem in kliniese demonstrasie- en assesseringstegnieke van kliniese toesighouers wat betrokke is met die supervisie van voorgraadse verpleegstudente by 'n institusie van hoër onderwys. Die verskille in tegnieke gedemonstreer deur die kliniese toesighouers mag implikasies hê vir die standaard van verpleegsorg gelewer deur die studente en die slaagsyfer van hierdie studente. 'n Kwalitatiewe benadering met 'n beskrywende ontwerp was toegepas om die persepsies en ervaringe van die voorgraadse verpleegstudente oor kliniese supervisie te verken. Nege (n = 9) studente vanuit elke jaargroep was bewustelik gekies by wyse van doelgerigte steekproefneming om deel te neem in fokusgroep onderhoude. Nege 1ste jaar studente, nege 2de jaar studente, nege 3de jaar studente en nege 4de jaar studente het onderskeidelik die groepe gevorm waarmee onderhoude gevoer was. Die totale steekproef het uit n=36 verpleegstudente bestaan. Toestemming om die studie te doen was vanaf die Etiese Komitee vir Gesondheidsnavorsing by Stellenbosch Universiteit, asook die instelling ter ondersoek verkry. Ingeligte toestemming is van al die deelnemers verkry. Data insameling was deur twee opgeleide veldwerkers gedoen wat nie geaffilieer is met die instelling ter ondersoek nie. Die onderhoude was deur inhoudsontleding geanaliseer. Ses temas het uit die data ontstaan. Dit sluit in ondersteuning, professionaliteit, realiteite van supervisie, student voorkeure ten opsigte van toesighouers, ervaringe wat verband hou met mishandelende gedrag en die kliniese supervisie-proses. Die bevindinge het negatiewe en positiewe ervaringe oor kliniese supervisie getoon. Aanbevelings is voorgestel om kliniese supervisie en die leerervaring van die studentverpleegsters te verbeter. Sleutelwoorde: Kliniese supervisie, voorgraadse verpleging, kliniese toesighouer, kliniese praktyk, teenstrydige tegnieke.

Factors other than academic ones are important in the selection of the members of any profession, and in nursing it could quite well be that those non-academic elements are rather weighted in determining the success or failure of student nurses because of the very nature of their work. This thesis will look at academic as well as other factors that may influence the success of student nurses.

In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model. A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college. With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status. The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking skills test and a discipline specific tool. Critical thinking is highly contextually sensitive and disciplines emphasize skills differently. Both tests may be useful in a critical thinking assessment program since they measure different aspects and contribute to a composite picture of critical thinking. Research should continue on discipline specific tools.

Cuidar de pacientes com transtornos relacionados ao uso de álcool nem sempre constitui tarefa fácil ao enfermeiro generalista, sendo comuns atitudes negativas durante a graduação. O objetivo deste trabalho foi analisar a atitude de iniciantes do curso de graduação em enfermagem frente ao paciente alcoolista. Trata-se de um transversal de abordagem quantiqualitativa (mixed-method) realizado com alunos do primeiro e segundo anos do curso de enfermagem de uma Escola de Enfermagem no interior de São Paulo. Na primeira etapa (n=170) foi aplicada a EAFAA (Escala de Atitudes Frente ao Álcool e ao Alcoolista), o AUDIT (Alcohol Use Disorder Identification Test) e um questionário sociodemográfico. Na segunda etapa (n=19) realizou-se uma simulação realística com paciente simulado a fim de captar aspectos qualitativos relacionados às suas atitudes frente ao paciente alcoolista. Utilizou-se a técnica de observação participante e as simulações foram gravadas em vídeo e transcritas na íntegra, bem como os registros das observações. De posse desse material, foi realizada análise de conteúdo. Foram feitas análises descritivas para identificar a associação entre as variáveis sociodemográficas e as atitudes dos estudantes a partir do fator 2 da escala (\"A pessoa com transtornos relacionados ao uso de álcool\"). Seu escore mínimo possível é 1 e o máximo 5, sendo que quanto mais próximo de 5 mais positiva é a atitude. Os estudantes obtiveram média de 3,66 no fator 2 da escala e houve associação estatisticamente significativa entre a atitude e a faixa etária (p=0,014), bem como entre o beber mais de seis doses em uma única ocasião e o gênero declarado (p=0,027). Quanto aos aspectos qualitativos, identificaram-se três categorias: 1) Aspectos de âmbito emocional; 2) Aspectos de âmbito conceitual e 3) Aspectos de Âmbito comportamental. De forma geral, as atitudes dos alunos frente ao alcoolista foram mais positivas, embora os aspectos de âmbito emocional tenham se apresentado de forma predominantemente negativa. É importante desenvolver novos estudos na área, pautados em estratégias de coleta de dados não exclusivamente quantitativas, para a ampliação do entendimento das atitudes dos estudantes frente ao alcoolista em diferentes níveis da graduação em enfermagem, incluindo os iniciantes / Care of patients with disorders related to alcohol use is not always an easy task for the generalist nurses, and negative attitudes are common during undergraduate period. The objective of this research was to analyse the attitude of beginners of the undergraduate nursing course in front of the alcoholic patients. This is a transversal method of quantitativequalitative approach (mixed-method) carried out with students of the first and second years of the Nursing undergraduate in the interior of São Paulo, Brazil. In the first stage (n=170), the EAFAA scale (Alcohol and Alcohol Attitude Scale), the AUDIT (Alcohol Use Disorder Identification Test) and a sociodemographic questionnaire were applied. In the second stage (n=19) a realistic simulation was performed with simulated patients to pick up qualitative aspects related to their attitudes toward the alcoholic patients. The participant observation method was used and the simulations were recorded in video and transcribed, as well as the records of the observations. After this, all the material from the data collected was performed by content analysis. Descriptive analyses were carried out to identify the association between sociodemographic variables and students\' attitudes from scale factor 2 (\"The person with alcohol-related disorders\"). Your minimum possible score is 1 and maximum 5, and the closer to 5 the more positive the attitude is. The students obtained an average of 3.66 on factor 2 of the scale and there was a statistically significant association between attitude and age (p=0.014), as well as between drinking more than six doses on a single occasion and the declared gender (p=0.027). Regarding the qualitative aspects, three categories were identified: 1) Behaviour aspects; 2) Conceptual aspects 3) Emotional aspects. In general, the students\' attitudes toward the alcoholic patients were more positive, although the emotional aspects predominated in a negative. It is important to develop new studies in the area to broaden the understanding of attitudes toward alcoholic patients at different levels of nursing graduation, including beginning students, based on non-exclusively quantitative data collection strategies

Considerando o processo de formação vivenciado, particularmente, pelos alunos de graduação em enfermagem da PUC/SP e suas relações com a qualidade de vida, esta pesquisa teve como objetivos: identificar as percepções que o aluno de graduação em enfermagem tem em relação a sua qualidade de vida atual e a futura qualidade de vida no trabalho; compreender e analisar as principais demandas por eles evidenciadas no resgate das situações vividas e as estratégias de enfrentamento utilizadas que impactam na melhoria da sua qualidade de vida. A pesquisa foi qualitativa, e os dados forma obtidos por meio de entrevistas individuais, na primeira fase. A análise dos temas resgatados dos discursos na primeira fase, nortearam os temas disparadores dos cinco encontros de grupo focal na segunda fase. Nesse sentido trata-se de uma modalidade de pesquisa-ação. Os dados gerados nos encontros grupais foram analisados segundo a modalidade da análise temática, estruturada nas categorias: qualidade de vida; qualidade de vida no trabalho; qualidade de vida dos trabalhadores de enfermagem e qualidade de vida de estudantes universitários. Após análise foi realizada uma adaptação do Modelo Ecológico de QVE proposto por Benjamin (1994) considerado capaz de apreender a qualidade de vida dos alunos de enfermagem. Os resultados evidenciaram que a Universidade é um espaço que propicia vivências de promotoras e não promotoras de qualidade de vida dos alunos. Ficou evidente a necessidade de implantação de encontros sistematizados, no curriculum, nos quais alunos e professores tenham a oportunidade de discutir a construção individual e coletiva de estratégias de enfrentamento das situações geradoras de desgaste favorecendo o fortalecimento da qualidade de vida dos mesmos. / Considering the perceptions about the development process experienced specifically by the nursing students from PUC/SP and their relation with quality of life, this research has had the following objectives: identify the perceptions the nursing students have in relation to their present quality of life and their future quality of life at work; understand and analyse the main requirements evidenced by them in rescuing the situations they have lived and the directions and suggested confrontation strategies that may impact on improving their quality of life. The research was the qualitative mode and, in the first stage, the data were obtained through individual interviews. The analysis of the topics taken from this first stage guided the starting themes of the five meetings of the focus group in the second stage. Because of this it is a research – action type. The data obtained in the group meetings were analysed according to the thematic analyses mode based on the following categories: quality of life at work, quality of life of nursing workers and quality of life of university students. After the analysis was done, it was adjusted to the “Students Ecological Model of Quality of Life" proposed by Benjamin (1994), considered able to grasp the quality of life of nursing students. The results showed that the University is a place that provides perceptions that promote or not students quality of life. It was very clear the need to implement systematic meetings in the curriculum so that both students and teachers may have the opportunity to discuss the individual and collective development of strategies to face the stressing situation they experience so that they may strengthen their quality of life.

Orientador: Regina Célia Popim / Resumo: Introdução: Os riscos biológicos podem trazer prejuízos para saúde dos acadêmicos de enfermagem, pois na prática acadêmica estão expostos como os profissionais da área da saúde. Objetivo: identificar o conhecimento pelos acadêmicos da 4ª série em enfermagem, provenientes de Instituição de Ensino Superior pública e privada acerca dos riscos biológicos, medidas preventivas, tipos de exposições e conduta pós acidente envolvendo material biológico. Método: o estudo foi realizado em duas etapas: 1) pesquisa documental como estratégia para analisar os Planos de Ensino, analisados 78 PE, sendo 41 da IES pública e 37 da privada, entre outubro de 2016 a fevereiro de 2017; 2) estudo transversal, descritivo de abordagem quantitativa, participaram 42 acadêmicos da IES privada e 19 da pública, cursando a 4ª série, os quais responderam questionário, contendo questões relacionadas aos aspectos demográficos, experiência profissional prévia, e o conhecimento dos acadêmicos acerca dos riscos biológicos, medidas de prevenção, tipos de exposição e conduta pós acidente com material biológico, a coleta ocorreu nos meses de março e abril de 2017. Resultados: dos 78 PE analisados, a grande maioria não expressava o conteúdo sobre os riscos biológicos, medidas preventivas, tipos de exposição e conduta pós-exposição a material biológicos nas suas ementas, objetivo e conteúdo. Detectamos que os acadêmicos da IES pública sem formação previa de auxiliar ou técnico de enfermagem tem maior conhecimento sobr... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Introduction: Biological risks can cause health risks for nursing students, since in academic practice they are exposed as health professionals. Objective: to identify the knowledge about the biological risks, preventive measures, types of exposures and post-accident behavior involving biological material by the 4th grade students in nursing, from Public and Private Higher Education Institutions. Method: the study was carried out in two stages: 1) documentary research as a strategy to analyze the Education Plans, analyzed 78 PE, 41 of the public HEI and 37 of the private one, between October 2016 and February 2017; 2) a cross-sectional, descriptive study with a quantitative approach, 42 students from the private HEI and 19 from the public attended the 4th grade, who answered a questionnaire, containing questions related to the demographic aspects, previous professional experience, and academic knowledge about the risks biological measurements, prevention measures, types of exposure and conduct after accidents with biological material, collection occurred in March and April 2017. Results: We analyzed 78 PE and the majority of which did not express the content of the biological risks, preventive measures, types of exposure and post-exposure behavior to biological material in their menus, purpose and content. We have detected that the academics of public HEI without previous training of auxiliary or nursing technician have greater knowledge about the practices of risk. The study... (Complete abstract click electronic access below) / Doutor

Trata-se este de um estudo exploratório de abordagem psicométrica que realizou a validação de construto da Escala de Atitudes Frente ao Álcool, ao Alcoolismo e ao Alcoolista (AEFAAA), entre estudantes de enfermagem, e originou o instrumento EAFA-e. Para a coleta dos dados, aplicou se a EAFAAA original, composta por 54 itens alocados em 2 fatores em uma amostra de 212 estudantes de enfermagem de uma Universidade pública da cidade de São Paulo. A validação de construto foi realizada por meio de análise fatorial exploratória e pela verificação da confiabilidade testada pelo alfa de Crombach. Os resultados obtidos indicaram a permanência de 25 itens do total dos 54 que, inicialmente, compunham a escala. Destes, 11 itens (44%) compõem o fator 1 O alcoolista e o cuidado e 14 itens (56%) o fator 2 A etiologia, as repercussões do alcoolismo e o relacionamento com o alcoolista. A confiabilidade observada na EAFA-e estimada pelo alfa de Combrach foi de 0,83 para a escala na íntegra, 0,80 para o Fator 1 e 0,81 para o Fator 2, o que aponta que o instrumento apresenta índices aceitáveis de consistência interna. Baseando-se nos parâmetros psicométricos evidenciados, conclui-se que a EAFA-e é um instrumento útil e capaz de mensurar os principais grupos de atitudes (moral, doença, etiológico e profissional) entre estudantes de enfermagem frente ao álcool, ao alcoolismo e ao alcoolista, com comprovada confiabilidade. / In this exploratory study with a psychometric approach, the construct validation of the Scale of Attitudes towards Alcohol, Alcoholism and the Alcoholic (AEFAAA) was performed among nursing students, resulting in the instrument EAFA-e. For data collection, the original EAFAAA, comprising 54 items allocated in 2 factors, was applied to a sample of 212 nursing students at a public university in São Paulo City. Construct validation was determined through exploratory factor analysis and reliability, using Cronbachs alfa. The obtained results indicated that 25 of the original 54 items continued, 11 (44%) of which in factor 1 The alcoholic and care and 14 (56%) in factor 2 Etiology, repercussions of alcoholism and relationship with the alcoholic. The reliability observed in the EAFA-e, estimated through Cronbachs alfa, corresponded to 0.83 for the complete scale, 0.80 for Factor 1 and 0.81 for Factor 2, with acceptable internal consistency levels. In conclusion, based on the psychometric parameters that were evidenced, the EAFA-e is a useful instrument that can measure the main attitude groups (moral, disease, etiologic and professional) among nursing students towards alcohol, alcoholism and the alcoholic, with proven reliability.