Thesis (M.S.)--University of Michigan, 1994. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1994. / Includes bibliographical references.

Magister Curationis - MCur / Due to the large student-supervisor ratio, a school of nursing at an university in the Western Cape, developed specific preceptorship training for professional nurses working in e.g. psychiatric hospitals. This aimed at improving the clinical teaching expertise of professional nurses and ensuring positive experiences around placement of student nurses. It was unclear how undergraduate student nurses experienced their interactions with their preceptors while placed in psychiatric units. The study used a descriptive phenomenological design to describe the lived experiences of student nurses with preceptors during their clinical placement at a psychiatric hospital. Undergraduate student nurses who were allocated to a preceptor at a psychiatric hospital in the Western Cape served as the population of the study. Purposive sampling was applied and individual unstructured interviews (n=11) held. This study adopted Collaizi's method of data analysis. Results of this study indicated that the nurse preceptors played a supportive role towards students during placement in psychiatric units. This resulted in meeting the students' objectives and needs in clinical placement. A challenge around a comprehensive learning environment was interpreted as a great need during students' training. Ethical clearance was sought from the Ethics Committee of the University of the Western Cape and ethical principles followed in conducting the study. Trustworthiness was ensured during the research process.

This study investigated the effect of a preceptorship program on role transition of novice staff nurses. A quasi-experimental, control group pretest post-test, design was used. Thirty-four novice staff nurses participated in the study; 20 in the preceptorship (experimental) group, and 14 in the traditional orientation (control) group. Three research hypotheses were investigated to determine whether novice staff nurses who participated in a preceptorship orientation program would: (1) demonstrate easier role transition, (2) report a higher level of job performance, and (3) demonstrate less role deprivation, than those novice staff nurses who participated in a traditional orientation program. Role transition was measured using the Six Dimension Scale of Nursing Performance (Schwirian, 1978) and the Nursing Role Conception Scale (Corwin, 1961). Participants completed the two scales during the first week of the orientation or preceptorship programs and again one-month later. Results indicated no significant differences (p<0.05) between the groups on either the Nursing Role Conception Scale or the Six Dimension Scale of Nursing Performance. / Applied Science, Faculty of / Nursing, School of / Graduate

Syftet med denna studie var att undersöka vad som påverkar förmedlingen av kunskap mellan sjuksköterska och sjuksköterskestuderande i en handledningssituation. Data samlades in via tre intervjuer och analyserades med hjälp av kvalitativ innehållsanalys. Fyra kategorier utlästes från analysen; tid, reflektion, relation och lärandemiljö. Resultatet visade att relationen mellan handledare och studerande var viktig för att en bra dialog skulle kunna föras, vilket är grundläggande för den studerandes möjlighet att växa in i yrkesrollen. Tiden sågs som en begränsning i handledningen. Bristen på tid avsatt för handledning ledde till att handledarna inte kunde förmedla kunskap på bästa sätt. Den tid som efterfrågades handlade till stor del om att få tid för reflektion så att den studerande kunde få förståelse för helheten och utveckla sina rutiner och sitt bemötande av patienten. Slutsatsen som kan dras av denna studie är att tid, en fungerande relation mellan handledare och den studerande, lärandemiljö och reflektionstillfällen är faktorer som påverkar handledning och därmed kunskapsförmedling. / The purpose of this study was to examine the factors that influence the communicating of knowledge from nurse to nursing student in a tutoring situation. Data were collected through three interviews and were analyzed using content analysis. Four categories inferred from the analysis; time, reflection, relationship and learning environment. The results showed that the relationship between preceptor and student was important for a good dialogue to take place, which is essential for the student´s growth into the professional role. The time was seen as a limitation in the tutorial. The lack of time set aside for tutoring led to that the preceptors could not pass on their knowledge in the most suitable way. The time that was requested was focused largely on finding time for reflection so that students could understand the whole picture and to develop a routine and treatment of the patient. The conclusion to be drawn from this study is that time, a working relationship between preceptor and student, learning environment and reflection times are factors that affect the preceptorship and thus the communicating of knowledge.

A significant nursing shortage exists in the United States, which is compounded by high turnover rates. Skilled nurse preceptors are needed to train and assimilate nurses, which would improve retention of nurse preceptors, facilitate transition of nurses to the practice environment, and increase the number of preceptors within the organization. A preceptor preparation program in a 300-bed hospital was developed to promote nurse preceptor success while enhancing learning outcomes and creating a supportive work environment. The organization's leaders are interested in the successes of the program and its long-term role in retaining nurse preceptors who completed the preceptor preparation program. Therefore, the purpose of this doctor of nursing practice (DNP) project was to develop a program evaluation model where the institution could assess the retention rate of preceptors and the overall effectiveness of the program. The evaluation framework consisted of the Benner's model skill acquisition, from novice to expert, which will assist in assessing outcomes of retention of nursing preceptors as they evolved through the program. The project question for this DNP project asked whether a program evaluation to identify methods to capture current rate of retention of preceptors and overall program effectiveness could be developed. A survey tool was successfully developed and the pilot study was accepted by the facility to capture and evaluate the program information. This project provides a model for program evaluation and may increase the nursing literature on preceptor retention programs. Preceptor program outcomes are important to evaluate and can create positive social change regarding the number of quality preceptors available to train new nurses in practice.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-07-19T18:24:06Z No. of bitstreams: 2 herlon_fernandes_almeida.pdf: 393247 bytes, checksum: f4af98e3905867027f184516dced301d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-07-28T17:44:29Z (GMT) No. of bitstreams: 2 herlon_fernandes_almeida.pdf: 393247 bytes, checksum: f4af98e3905867027f184516dced301d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-28T17:44:29Z (GMT). No. of bitstreams: 2 herlon_fernandes_almeida.pdf: 393247 bytes, checksum: f4af98e3905867027f184516dced301d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016 / O est?gio supervisionado ? disciplina obrigat?ria no curr?culo do curso de enfermagem em atendimento ?s normas constantes na Lei de Diretrizes e Bases da Educa??o Nacional, Diretrizes Curriculares Nacionais de Enfermagem, dentre outras normatiza??es de ?mbito nacional, estadual e institucional. A efetiva??o desta pr?tica de est?gio ? feita a partir de conv?nios celebrados entre a institui??o de ensino superior e as de sa?de, que recebem os estagi?rios em processo de forma??o nos dois ?ltimos semestres do curso de enfermagem. Neste processo os profissionais que atuam na institui??o de sa?de assumem a fun??o de preceptor, respons?veis por acompanhar, orientar e avaliar os discentes na pr?xis cotidiana do profissional de enfermagem. A contribui??o desses profissionais na constru??o do conhecimento te?rico/pr?tico dos estagi?rios vai tamb?m ao encontro dos preceitos contidos no artigo 6? da lei n? 8080/90 do Sistema ?nico de Sa?de (SUS). Durante o processo de est?gio, o docente, titular da disciplina ? o correspons?vel pelo acompanhamento, avalia??o e orienta??o das a??es desenvolvidas pelos alunos, conforme plano de ensino e projeto de est?gio. Com base na experi?ncia adquirida quando na fun??o de professor substituto do curso de enfermagem atuando em campos de est?gio, portanto, conhecedor da proposta institucional de ensino e das situa??es vivenciadas pelos enfermeiros preceptores no momento de realiza??o da pr?tica, ? que foi proposta a realiza??o desta pesquisa, que teve como objetivo principal estudar a compreens?o dos enfermeiros que atuam como preceptores de est?gio sobre o ser preceptor e suas contribui??es para a forma??o dos discentes deste curso. Trata-se de um estudo explorat?rio/descritivo, de abordagem qualitativa, utilizando como instrumento de coleta entrevistas semiestruturadas. O quantitativo dos entrevistados foi limitado conforme os crit?rios de inclus?o e de satura??o e os dados analisados por meio da an?lise de conte?do de Bardin. Como resultados, foram identificadas tr?s categorias de an?lise: est?gio supervisionado e suas contribui??es, o ser preceptor na forma??o acad?mica e integra??o academia e servi?o de sa?de. Foi poss?vel com o estudo entender a compreens?o dos enfermeiros sobre o ser preceptor, a rela??o entre os profissionais das institui??es - a proponente e a parceira no desenvolvimento do est?gio supervisionado e revelar processos que podem ser alterados para que haja uma melhora no desenvolvimento do est?gio supervisionado. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / The supervised training is a compulsory subject in nursing course curriculum in compliance with the provisions contained in the Law of Guidelines and Bases of National Education, National Curriculum Guidelines for Nursing, among others under standardizations national, state and institutional. The completion of this stage of practice is made from agreements entered into between the institution of higher education and health, receiving trainees who are in process of formation in the last two semesters of the nursing course. In this process, the professionals working in the health institution take the preceptor role, responsible for monitoring, guide and assess students in everyday practice of professional nursing. The contribution of these professionals in the construction of the theoretical / practical knowledge of the trainees will also meet the provisions contained in Article 6 of Law No. 8080/90 of the Unified Health System (SUS). During the training process, the teacher holder of the discipline is co-responsible for monitoring, evaluation and orientation of the actions developed by the students as teaching plan and stage design. Based on the experience gained when the teacher function replacement of the nursing course acting in stage fields, so connoisseur of institutional proposal of teaching and the situations experienced by the preceptors nurses at the time of completion of the practice is that it was proposed to carry out this research that aimed to study the understanding of nurses who act as preceptors stage about being preceptor and his contributions to the formation of the students of this course. This is an exploratory / descriptive study of qualitative approach, using as a collection tool semi-structured interviews. The amount of respondents was limited as the inclusion criteria and saturation and the data analyzed by the Bardin content analysis. As a result, three analytical categories were identified: supervised training and their contributions, the preceptor be in academic training and integration academia and the health service. It was possible to study to understand nurses' understanding about being preceptor, the relationship between the professionals of the institutions - the applicant and partner in the development of supervised training and reveal processes that can be changed so that there is an improvement in the development of supervised training.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Nas Ãltimas dÃcadas, a AtenÃÃo BÃsica à SaÃde (ABS) tornou-se um tema especialmente relevante, resultando na reformulaÃÃo do Sistema Nacional de SaÃde. Assim, a rede bÃsica no Brasil tornou-se um espaÃo de prÃtica potencial e necessÃria, na qual os vÃrios cursos de formaÃÃo de profissionais de saÃde deverÃo inserir seus estudantes. Neste contexto, o programa interministerial PET-SaÃde (Programa de EducaÃÃo pelo Trabalho para SaÃde) tem contribuÃdo para a integraÃÃo universidade-serviÃo. O preceptor à a figura inserida no PET-SaÃde que surge no cenÃrio de prÃtica, como o profissional de saÃde-educador que oferece ao aluno ambiente que lhe permita construir e descontruir conhecimentos e experimentar vivÃncias prÃticas de um atendimento humanizado. O presente estudo buscou analisar a preceptoria do PET-SaÃde na EstratÃgia SaÃde da FamÃlia nos MunicÃpios de Fortaleza, Pacatuba e MaracanaÃ, tendo como pÃblico-alvo 82 preceptores da EstratÃgia de SaÃde da FamÃlia (ESF) do MunicÃpio de Fortaleza, 12 de Maracanaà e 06 de Pacatuba. Em relaÃÃo aos alunos bolsistas, foi pesquisada uma amostra de 113 alunos de Fortaleza, 24 de Maracanaà e 12 de Pacatuba. Trata-se de um estudo quantitativo, descritivo, observacional e transversal. A coleta de dados foi realizada atravÃs de um questionÃrio semiestruturado direcionado aos alunos e preceptores. As informaÃÃes foram analisadas no programa estatÃstico SPSS versÃo 17.0. A pesquisa foi aprovada pelo Comità de Ãtica em Pesquisa, com o parecer n 751292. Buscou-se identificar e correlacionar as percepÃÃes dos preceptores e alunos sobre as competÃncias exigidas na preceptoria, as principais dificuldades para o seu exercÃcio e quais resultados prÃticos foram alcanÃados com a realizaÃÃo da preceptoria em relaÃÃo preceptor/serviÃo. A pesquisa mostrou que 54,43% dos preceptores realizaram curso de pÃs-graduaÃÃo apÃs inÃcio da preceptoria e 65,82% afirmaram que a preceptoria influenciou na escolha desse curso. Os resultados apontaram as seguintes dificuldades na preceptoria: despreparo pedagÃgico dos preceptores, infraestrutura deficiente e pouca valorizaÃÃo da preceptoria pelo serviÃo. Com os resultados alcanÃados, pode-se concluir que o exercÃcio da preceptoria do PET-SaÃde à uma experiÃncia que apresenta possibilidades de crescimento para o profissional e desafios em relaÃÃo ao melhor preparo dos preceptores e serviÃos que devem ser superados com uma maior interaÃÃo entre gestores, preceptores, profissionais do serviÃo, instituiÃÃes de ensino e comunidade. / In recent decades, the Primary Health Care (ABS) has become a particularly important issue, resulting in the reformulation of different national health systems. The basic field has become a potential and necessary practice space, in which the various health professionals training courses shall insert its students. In this context, the inter-ministerial program PET-Health (Education Program for Working for Health) greatly contributes to the university-service integration. The Preceptor is the figure inserted into the Pet-health that arises in practical scenario, such as health educator professional who provides the student environments that allow them to build and deconstruct knowledge and experiment practical experiences of humanized care. This study investigated the PET-health preceptorship in Family Health Strategy in the municipalities of Fortaleza, Pacatuba and MaracanaÃ, having as target 82 preceptors professionals of the Family Health Strategy (FHS) in the city of Fortaleza, 12 from Maracanaà and 06 from Pacatuba. Regarding the scholarship students will be surveyed a sample of 113 students from Fortaleza, 24 students and 12 students from Maracanaà and Pacatuba. It is a quantitative and qualitative, descriptive, observational and cross-sectional study. Data collection wasconducted through semi-structured questionnaire directed to students and preceptors. The study was approved by the Research Ethics Committee opinion n 751 292. It sought to identify and correlate perceptions of competence required on preceptorship according to the preceptors and students, the main difficulties for exercise and what practical results preceptorship in Strategy Family Health brought to preceptors, students and service. Research has shown that 54.43% of the preceptors made a graduate course after the initiation of preceptorship and 65.82% said preceptorship influenced in the choice of course. The results showed the following difficulties in preceptorship: the pedagogical unpreparedness of preceptors, poor infrastructure and little appreciation of preceptorship by the service. With the results it can be concluded that the exercise of PET-health preceptorship is an experience that offers growth possibilities for professional and challenges relative to better preparation of preceptors and services that must be overcome with greater interaction among managers, preceptors, service professionals, educational institutions and community.

No description available.

No description available.