Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-10-11T12:48:36Z No. of bitstreams: 1 amandaconradosilvabarbosa.pdf: 2037856 bytes, checksum: 675412f7cda10e5fbab28b80d0167914 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-16T13:54:23Z (GMT) No. of bitstreams: 1 amandaconradosilvabarbosa.pdf: 2037856 bytes, checksum: 675412f7cda10e5fbab28b80d0167914 (MD5) / Made available in DSpace on 2018-10-16T13:54:23Z (GMT). No. of bitstreams: 1 amandaconradosilvabarbosa.pdf: 2037856 bytes, checksum: 675412f7cda10e5fbab28b80d0167914 (MD5) Previous issue date: 2018-08-29 / Introdução: os egressos de enfermagem são importantes atores no contexto político-educacional, trazendo informações relevantes para a análise do processo de formação em saúde. Objetivo: avaliar as competências e a inserção profissional dos egressos da Faculdade de Enfermagem da Universidade Federal de Juiz de Fora formados entre os anos de 2005 a 2017. Método: estudo exploratório, descritivo de natureza quantitativa, com amostra aleatória envolvendo 216 egressos de enfermagem. Os dados foram coletados no período de agosto de 2017 a abril de 2018, por meio de aplicação de questionário validado, elaborado através da ferramenta de formulários do Google Docs com perguntas semiabertas, de múltipla escolha e escalas tipo Likert e encaminhados via e-mail a 470 egressos. Para análise dos dados aplicou-se frequências absolutas, relativas e média e desvio padrão quando apropriado. Para análise de correlação entre as variáveis qualitativas, teste Qui-Quadrado. Para verificação da confiabilidade e consistência interna do instrumento, Coeficiente Alfa de Cronbach. Resultados: a maioria dos participantes era do sexo feminino (88%), com idade entre 26 a 30 anos, média de 29,62. Em relação à cor, 66% se declararam brancos. Quanto ao local de moradia, 56% residem em Juiz de Fora. A maioria (65%) possui vínculo empregatício, 14% trabalham em uma única instituição, 48% começaram a trabalhar seis meses após conclusão da graduação. Quanto à forma de trabalho, 56% atuam na assistência, com 47% atuando na rede pública de saúde, 55% com faixa salarial entre 2 a 7 salários, média de 4,5 salários mínimos e carga horária semanal de 37 a 44 horas. Houve significância entre as variáveis “ano de conclusão de curso” e “emprego na área da enfermagem” (p<0,005). Quanto aos conhecimentos necessários para o exercício da enfermagem de acordo com o preconizado pelas Diretrizes Curriculares Nacionais de Enfermagem (DCN/ENF), a maioria concordou ter recebido durante a graduação: preparação para exercer atividades inerentes à profissão, assistindo o paciente na sua integralidade, com ética e aplicando conceitos técnicos e científicos no cuidado de enfermagem. Conclusão: o estudo viabilizou descrição das singularidades da formação do enfermeiro, da inserção no mundo do trabalho e o impacto para a instituição educacional formadora. Além disso, possibilitou exibir as competências específicas a partir da ótica dos próprios egressos, realizando um paralelo com as DCN/ENF. Acredita-se que o material produzido por essa pesquisa poderá ser utilizado pela instituição de ensino avaliada, bem como por outras instituições, para subsidiar discussões e avaliações das mudanças curriculares. / Introduction: Nursing graduates are important protagonists in the political-educational context, bringing relevant information to the analysis of the health training process. Objective: to evaluate the skills and professional insertion of the graduates of the Faculty of Nursing at the Federal University of Juiz de Fora between the years 2005 and 2017. Method: exploratory and descriptive study, with quantitative approach, with random sample involving 216 nursing graduates. Data were collected from August 2017 to April 2018, through a validated questionnaire, using the Google Docs forms tool. with semi-open questions, multiple choice and Likert type scales and sent via e-mail to 470 graduates. Data were analyzed for absolute, relative and mean frequencies and standard deviation when appropriate. For the correlation analysis between the qualitative variables, Chi-Square test. To verify the reliability and internal consistency of the instrument, Cronbach's Alpha Coefficient. Results: the majority of the participants were female (88%), aged 26 to 30 years, mean of 29.62. Regarding color, 66% declared themselves white. As for the place of residence, 56% reside in Juiz de Fora. The majority (65%) are employed, 14% work in a single institution, 48% started working six months after graduating. As for the form of work, 56% work in care, with 47% working in the public health system, 55% with a salary range of 2 to 7 salaries, an average of 4.5 minimum salaries and a weekly workload of 37 to 44 hours. There was a significant difference between the variables "year of graduation" and "employment in the nursing area" (p <0.005). Regarding the knowledge required for nursing practice according to the National Nursing Curriculum Guidelines (NCDs), the majority agreed to receive during graduation: preparation to carry out activities inherent to the profession, assisting the patient in its entirety, with ethics and applying technical and scientific concepts in nursing care. Conclusion: The study enabled a description of the singularities of nurses' training, their insertion in the world of work and the impact on the educational institution. In addition, it made it possible to display the specific competencies from the perspective of the graduates themselves, in parallel with the DCN/ENF. It is believed that the material produced by this research can be used by the evaluated educational institution, as well as by other institutions, to subsidize discussions and evaluations of curricular changes.

M.Cur. / Innovative and revolutionary changes in Nursing Education in South Africa have resulted in significant changes in student accompaniment. To give effect to these changes, two important aspects emerged. Firstly a facilitative process in the form of accompaniment of students and secondly the presence of a significant person to aid development of the student. THE AIM OF STUDY The overall aim of the study was to describe guidelines for effective student accompaniment during Community Health Nursing Science Clinical Practice. OBJECTIVES: to explore and describe students' needs for accompaniment during Community Health Nursing Science Clinical Practice to explore and describe the Community Health Nurses' perceived role in the accompaniment of students during Community Health Nursing Science Clinical Practice to describe guidelines for effective student accompaniment during Community Health Nursing Science Clinical Practice The study was explorative, descriptive and contextual and it used qualitative methods. The study was conducted in two phases. During phase 1 students' accompaniment needs were identified through written narrative sketches by forty second year students. Data analysis was done according to the protocol by Tesch. An interview schedule was developed from the results of phase 1 and used to guide the focus-group interview in phase 2. In phase 2, a focus-group interview was conducted with twelve Community Health Nurses to identify their perceived role in student accompaniment. In the first part of the interview an open question was asked, followed by questions based on the interview schedule. Data analysis in phase 2 was done according to the protocol by Tesch. Guidelines for effective student accompaniment during Community Health Nursing Science Clinical Practice were described based on the results of phase 1 and phase 2 namely identified students needs for accompaniment and perceived accompaniment roles by the Community Health Nurses. Trustworthiness was ensured throughout the study by adhering to Lincoln and Guba's model of trustworthiness.

Abstract The purpose of this study was to describe perceptions and explain background factors relating to the clinical learning environment and mentoring of culturally and linguistically diverse nursing students. The study included two phases: instrument development and a cross-sectional study. The instrument development phase consisted of a conceptualization process, which included two systematic reviews with thematic synthesis; generation of items for two new instruments, Cultural and Linguistic Diversity scale and Cultural and Linguistic Diversity in Mentoring scale, and psychometric testing of these newly developed scales. The cross-sectional phase was completed by collecting data from: (a) students (n = 329) studying in English-language nursing degree programmes from eight Finnish universities of applied sciences during autumn 2015 and spring 2016; and (b) mentors (n = 323) of culturally and linguistically diverse students from five Finnish university hospitals during spring 2016. In addition to the two newly developed instruments, two commonly used instruments Clinical Learning Environment, Supervision and Nurse Teacher scale and Mentors’ Competence Instrument were used for the main data collection. The data was analyzed using descriptive statistics, a nonparametric test and a binary logistic regression analysis. The psychometric properties of the instruments had good validity and reliability. Students’ perceptions on the level of their clinical learning environment and mentoring were lower than their mentors’ perceptions of their own mentoring competence. The level of language was the most common factor relating to the outcomes of culturally and linguistically diverse students’ clinical learning environment and mentoring. Future studies on culturally and linguistically diverse nursing students in the clinical environment should have a marked emphasis on improving proficiency in the native language, which should be implemented in the organizational structure of the clinical placements. This should include providing additional education for clinical mentors to enhance their mentoring competence with culturally and linguistically diverse students. / Tiivistelmä Tämän tutkimuksen tarkoituksena oli kuvata ja selittää eri kulttuureista ja kielellisistä taustoista tulevien hoitotyön opiskelijoiden kliinistä oppimisympäristöä ja ohjausta. Tutkimuksessa oli kaksi vaihetta: mittarin kehittäminen ja poikkileikkaustutkimus. Mittarin kehittämiseksi ilmiö käsitteellistettiin, mikä toteutettiin kahtena systemaattisena katsauksena. Katsausaineistot analysoitiin temaattisella synteesillä. Tämän jälkeen muodostettiin mittarit operationalisoimalla käsitteet väittämiksi. Mittareita kehitettiin kaksi: Kulttuurinen ja kielellinen monimuotoisuus- mittari sekä Kulttuurinen ja kielellinen monimuotoisuus opiskelijaohjauksessa -mittari. Mittareiden kehittämisvaiheessa niiden psykometriset ominaisuudet testattiin. Poikkileikkaustutkimus toteutettiin keräämällä kyselyaineisto (a) opiskelijoilta, jotka opiskelivat englannin kielellä opetettavissa sairaanhoidon tutkinto-ohjelmissa kahdeksassa suomalaisessa ammattikorkeakoulussa syksyn 2015 ja kevään 2016 aikana (n = 329); sekä (b) eri kulttuureista tulevien opiskelijoiden ohjaajilta viidestä suomalaisesta yliopistosairaalasta kevään 2016 aikana (n = 323). Aineistot kerättiin ensimmäisessä vaiheessa kehitetyillä mittareilla sekä kahdella yleisessä käytössä olevalla mittarilla, Terveysalan koulutukseen liittyvän harjoittelun ohjauksen laatu -mittarilla sekä Opiskelijanohjausosaaminen -mittarilla. Aineisto analysoitiin käyttämällä kuvailevaa tilastoanalyysiä, ei-parametrisiä testejä ja binääristä logistista regressioanalyysiä. Tutkimuksessa kehitettyjen mittareiden psykometriset ominaisuudet olivat hyvät. Opiskelijoiden ohjaajat arvioivat oman osaamisensa korkeammalle kuin opiskelijat. Opiskelijat arvioivat sekä heidän kliinisen oppimisympäristönsä että ohjauksensa tason ohjaajien arvioita alhaisemmaksi. Kielitaito oli yleisin tekijä, joka vaikutti opiskelijoiden näkemyksiin kliinisestä oppimisympäristöstä ja ohjauksesta. Englannin kielellä opetettavissa tutkinto-ohjelmissa tulisi painottaa opiskelijoiden riittävää paikallisen kielen kielitaitoa. Tämän lisäksi kliinisen harjoittelun ohjaajien tulisi saada koulutusta eri kulttuurillisista taustoista tulevien opiskelijoiden ohjaukseen.

Submitted in fulfilment of the requirements of the degree of Master of Technology: Nursing, Durban University of Technology, 2014. / South Africa has a high prevalence of obesity, and many people live with diseases where dietary adaptations are part of the management of the disease. Nurses are important in the facilitation of people obtaining dietary advice. While nutrition education is part of the nursing curriculum, student nurses’ knowledge of nutrition was not known, nor was their dietary intake and nutritional health status. The purpose of the study was to assess the nutrition knowledge of students at a nursing college, and to assess their dietary diversity. A quantitative study was used, with random sampling chosen for selection of campuses and convenience sampling for student group selection. Students of the KwaZulu-Natal College of Nursing were invited to complete a General Nutrition Knowledge Questionnaire. A Food Frequency Questionnaire was completed to assess dietary diversity, and respondents’ anthropometric measurements were recorded to assess Body Mass Index and Waist to Height Ratio. The results showed that a significant percentage of student nurses were overweight or obese. While students had a satisfactory knowledge of dietary recommendations and sources of different nutrients, their ability to make correct food choices, as well as their knowledge of diet-disease relationships was poor. They displayed good dietary diversity in their food intake. There were no statistically significant correlations between the students’ Body Mass Index and their knowledge, which assumes that the individual’s knowledge of nutrition does not directly influence their own food intake. It is recommended that aspects of the content in the nutrition curriculum be emphasised during the training of nurses in order to increase nutrition awareness in areas where knowledge was found to be lacking. / M

M.Cur. (Nursing Education) / Nursing education is a process requlrlng the cooperation of all the parties involved. The student nurse receives lectures on the theoretical aspects, at the college while the substance of the theory must be based on and interpreted in the clinical field. With the passage of time the student nurse finds expression, gains the necessary experience and thus becomes a member of the nursing profession. Internalization of the norms and values of the professional group takes place within the framework of the student nurse's behavioral patterns and self image. The student nurse enters the profession with fixed expectations regarding her participation and training. In general terms she is still regarded as young and immature and yet she is expected to assume responsibilities which few in the general public are ever required to take. The prerequisites for the successful! professional socialization and the acquisition of proficiency in the functions and tasks of nursing, are based on continuous and optimal accompaniment of the student nurse by her registered counterpart, who operates as an independent professional practitioner. Clinical accompaniment implies that the registered nurse shall be at the side of the student nurse to guide her every step of the way in order to support her in the learning process, or to refine skills she previously acquired.: A descriptive exploratory survey was undertaken by means of a questionnaire submitted to student nurses and registered nurses of hospitals affiliated with one college in the Transvaal. The aim of the study was "to establish whether, and to what extent, the training function of the ward sister is realized in practice. Analysis of the data showed the ward sister to be aware of her training function and her responsibility towards the student nurse as learner. It appears that the ward sister believes herself to be adequately involved with the basic care of patients and making a significant contribution to the training of student· nurses. However, the observations and the experience of the student nurse differ from this point of view. She is of the opinion that more can be done in the ward to help her achieve her training needs. The fact that in many cases she is primarily considered as a worker, comes as a great disappointment.

Aim: The overall aim is to create knowledge about how nursing students’ learning in pairs can be supported in order to create prerequisites for encounters that provide caring and learning support during clinical practice. Approach and method: A reflective lifeworld research (RLR) approach founded on the epistemology of phenomenology and hermeneutics was used. Based on interviews, diary entries and observations with patients, students and supervisors, descriptive and interpretive analysis in accordance with the RLR approach was performed. Main findings: Students’ learning in pairs is based on encountering and caring for the patients together. The responsibility of caring for the patients, which is given to the students by their supervisors, is based on supportive relationships that are characterized by movements between independence and cooperation. Supporting students learning in pairs is characterized by a reflective approach focusing on learning in togetherness, where the individual student is also reached and seen, providing opportunities for developing important abilities for learning and caring. Depending on the ability to show respect and to take responsibility a more or less supportive relationship between the patients, the students and the supervisors is created within the learning space. Conclusions: Supporting students’ learning in pairs is complex due to it taking place in a caring context, where respect must be given towards the patients, the students, the supervisors and other participants who are closely connected to the learning space. Since learning in pairs affects and interweaves learning and caring environments, a reduction to either one of them, learning or caring, is not possible but instead the learning space must be understood as a whole. Optimal conditions for learning in pairs are based on dynamic movements, which require a reflective supervising approach. If these conditions are missing, there is a risk of creating both fragmented caring and learning, where the patients ́ vulnerability and safety needs to be taken into account. Keywords: caring science; clinical practice; learning space; learning support; pairs of nursing students; reflective lifeworld approach

Masters of Art / Intimate partner violence (IPV) has reached epidemic proportions in South Africa, prompting the government to pass the Domestic Violence Act 116 (1998). However, numerous scholars still believe that legislation is lacking due to inadequate implementation of protocol in the healthcare sector. In the healthcare setting, nurses are usually the first people that abused women make contact with and so they are in an excellent position to identify IPV victims and prevent further abuse. Routine universal screening in the healthcare setting is recommended as a means to identify women who suffer in abusive relationships. However, several problems have been encountered with the attempts to implement screening practices. In this study the various perceived barriers to IPV screening among nursing students were examined by use of a descriptive survey approach. The research participants were 103 nursing students from the University of the Western Cape. Data were collected by means of a selfadministered questionnaire and analysed using descriptive as a means to uncover the relationship between perceived barriers and the screening practices of the participants. The aim of this study was to identify the barriers that will discourage a nurse from routinely screening for intimate partner violence in a healthcare practice. The present study’s results indicated that the majority of variance in routinely screening for IPV can be explained by barriers related to HCP knowledge of managing IPV disclosure; the perceived responses of patients to screening; the privatisation of abuse; and whether HCP regard IPV as a healthcare issue. Information, regarding the beliefs of healthcare providers (HCP) with regard to IPV as well as the barriers they perceive toward screening, will be helpful in designing curricula that will successfully teach HCP how to screen for IPV and it will also be useful in making positive changes to the screening conditions in healthcare settings.

M.Cur. / The purpose of this study is to establish guidelines for the utilization of narratives in popular literature in nursing education in order to facilitate reflective thinking with nursing students. The purpose of nursing education is to equip the prospective nursing practitioner to be able to function independently and effectively in a multicultural, technological and scientific nursing practice where caring is important. Quality nursing care demands critical analytical thinking (cognitive skills) and moral values (affective skills) of the nursing practitioner. This study investigates firstly the "what" of reflective thinking and concludes that reflection accommodates both thinking skills and values that should be facilitated at the prospective nursing practitioner. The facilitation of reflective thinking is demanding as it is a complex cognitive and affective thinking skill. The research focuses secondly on the way in which the narrative in popular literature can be applied to facilitate reflective thinking in nursing education. According to the constructivist learning approach meaningful learning and reflective thinking occur when coupled to previous knowledge and experience. The nursing student as adult learner has at his/her disposal certain advance knowledge and previous experience. Narratives and popular literature form part of the adult learner's advance knowledge and previous experience. The research design is a philosophical inquiry in which the following research strategies are used namely philosophical analysis as well as qualitative, exploratory, descriptive and contextual strategies. In order to meet the purpose of the research, four goals were set and which were executed in four phases. At first the term reflective thinking was subjected to the process of concept analysis in order to clarify it's specific meaning (connotations and denotations). A theoretical definition of reflective thinking was formulated for the study from the connotations whereas denotations were used as the basis of learning outcomes for the Programme of Euthanasia as an Ethical Issue in Nursing Education (the Programme).

MCur / Department of Advanced Nursing Science

Department of Advanced Nursing Science / MCur