Thesis (Ed.D) -- College of Saint Mary -- Omaha 2010. / A dissertation submitted by Marcia Kube to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary by Donna Ehrlich, Ph.D, chair ; Patricia Morin, Ph.D, RN, committee member ; Kay Maize, Ed.D, RN, committee member. Includes bibliographical references.

This was an exploratory study concerned with the identification of similarities and differences between 38 associate degree and 46 baccalaureate degree graduating nursing students in the application of the nursing process to a case study situation. Nursing competencies were identified from a review of the literature and served as the basis for the design of the Nursing Process Application Test. Eleven competencies were identified. Each competency had criteria to distinguish basic and advanced levels of competency. The test data were analyzed to determine whether there were any differences between the two groups of subjects regarding nursing process competencies. The similarities and differences between the two groups were also compared with the findings derived from the literature to determine whether the participants applied the steps of the nursing process in ways that were congruent with the competencies expected of graduates of associate degree and baccalaureate degree nursing education programs. Results of the study showed the following: (1) There were no significant differences between associate degree nurses and baccalaureate degree nurses for 16 of the 22 competencies tested. (2) Significant differences were identified for 6 of the basic and advanced competencies: the baccalaureate degree nurses scored significantly higher in five competencies--basic assessment, advanced nursing diagnosis, basic teaching, basic discharge planning, and basic identification of psychosocial needs; the associate degree nurses scored significantly higher in the advanced planning competency. (3) The associate degree nurses and baccalaureate degree nurses participating in the study did not apply three of the four steps of the nursing process in ways that were congruent with the competencies expected in the literature. Conclusions drawn from this investigation, although they cannot be generalized beyond the scope of this study, are the following: (1) Associate degree nurses and baccalaureate degree nurses have many of the same competencies in regard to the application of the nursing process. (2) The Nursing Process Application Test has demonstrated its potential value in gathering this kind of data.

No description available.

Thesis (M.N.)--Memorial University of Newfoundland, School of Nursing, 2000. / Typescript. Bibliography: leaves 89-95.

Made available in DSpace on 2014-06-11T19:25:58Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05-07Bitstream added on 2014-06-13T19:33:07Z : No. of bitstreams: 1 nelli_emz_me_prud.pdf: 950436 bytes, checksum: 5f8ad62373a8699deff56856a6a3b44e (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente estudo que se enquadra na linha de pesquisa Políticas Públicas, Organização Escolar e Formação de Professores, enfoca a formação do enfermeiro crítico e reflexivo frente às exigências das Diretrizes Curriculares Nacionais para os cursos de Enfermagem no país. A legislação atual estabelece que o perfil esperado para o formando/egresso dos Cursos de Enfermagem, em todo o Brasil, deve ser o de um profissional “generalista, humanista, crítico e reflexivo”. Para atingir os objetivos desse estudo, adotou-se uma metodologia de abordagem qualitativa. Num primeiro momento, realizou-se um levantamento bibliográfico, com a finalidade de aprofundar no conhecimento histórico, práticas e teorias que fundamentaram o ensino do cuidado, no decorrer do tempo. Nesse estudo ficou evidente que o ensino da Enfermagem, em algumas instituições ainda segue o modelo tradicional, ou seja, as disciplinas estão fixadas nas grades curriculares de maneira que, nos primeiros anos de estudo, se ensinam os conteúdos teóricos, para só então, desenvolverem a prática, realizadas através dos estágios, enquanto em outras já ocorrem mudanças no currículo. Dando seqüência ao estudo, realizaram-se entrevistas com egressos do Curso de Enfermagem da Universidade Estadual de Londrina (UEL), instituição que buscou a reconstrução do seu desenho curricular, juntamente com a metodologia de ensino denominada ativa, que se utiliza da Problematização como ferramenta para sustentar a relação ensino-aprendizado... / Not available.

Pensamento Crítico (PC) compreende os processos mentais que as pessoas põem em ação para tomar decisões e resolver problemas. A importância das habilidades de PC para a prática do cuidado em enfermagem está bem documentada na literatura nacional e internacional, entretanto o entendimento de quais são essas habilidades e de das estratégias para seu desenvolvimento no ensino superior em enfermagem ainda é incipiente. O objetivo deste trabalho foi identificar e analisar as estratégias utilizadas no ensino do PC nos cursos de graduação em enfermagem de acordo com a sua presença na literatura científica, no período de 2012 a 2016. Trata-se de uma pesquisa exploratória descritiva, baseada na Revisão Integrativa da Literatura. Realizou-se uma busca nas bases de dados CINAHL, LILACS, PubMed, Web of Science, ERIC ProQuest. A amostra constituiu-se de 20 artigos e a análise permitiu identificar as estratégias: mapa conceitual, método ou estudo de caso, simulação, jogos, método de questionamento e respostas, redação reflexiva, composições de canções, escrita de poesias, role-play, tempestade de ideias, discussão em grupo, apresentação de plano de cuidados em enfermagem, ambiente de aprendizagem web móvel e e-learning: história em quadrinhos, utilizadas para desenvolver as habilidades de PC. Os resultados apontam que a perspectiva filosófica de PC mais ligada ao desenvolvimento do raciocínio lógico é hegemônica no ensino superior em enfermagem. Além disso, o entendimento sobre o que é PC e suas habilidades especificas para a pratica do cuidado em enfermagem ainda carece de certo consenso, pois a maioria dos estudos identificados não explicitaram quais habilidades de PC que buscavam desenvolver através das estratégias de ensino propostas, ao passo que foram utilizados instrumentos de avaliação específicos para PC, o que pode trazer implicações negativas para o processo de ensino-aprendizagem / Critical Thinking (CT) comprises the mental processes that people put into action to make decisions and solve problems. The importance of CT skills for the practice of nursing care is well documented in the national and international literature, however the understanding of what these skills and the strategies for their development in nursing higher education are still incipient. The objective of this study was to identify and analyze the strategies used in teaching the CT in undergraduate nursing courses according to their presence in the scientific literature, from 2012 to 2016. This is an exploratory descriptive research based on the Review Integrative of Literature. We searched the databases CINAHL, LILACS, PubMed, Web of Science, ERIC ProQuest. The sample consisted of 20 articles and the analysis allowed to identify the strategies: conceptual map, method or case study, simulation, games, method of questioning and answers, reflexive writing, song compositions, poetry writing, role play, Brainstorming, group discussion, nursing care plan presentation, mobile web learning environment and e-learning: comics used to develop CT skills. The results point out that the philosophical perspective of CT more related to the development of logical reasoning is hegemonic in higher education in nursing. Furthermore, the understanding of what CT is and its specific skills for nursing practice still lacks a certain consensus, since most of the studies identified did not explain what PC skills they sought to develop through the teaching strategies proposed, and that specific assessment tools for CT were used, which may have negative implications for the teaching-learning process

Pensamento Crítico (PC) compreende os processos mentais que as pessoas põem em ação para tomar decisões e resolver problemas. A importância das habilidades de PC para a prática do cuidado em enfermagem está bem documentada na literatura nacional e internacional, entretanto o entendimento de quais são essas habilidades e de das estratégias para seu desenvolvimento no ensino superior em enfermagem ainda é incipiente. O objetivo deste trabalho foi identificar e analisar as estratégias utilizadas no ensino do PC nos cursos de graduação em enfermagem de acordo com a sua presença na literatura científica, no período de 2012 a 2016. Trata-se de uma pesquisa exploratória descritiva, baseada na Revisão Integrativa da Literatura. Realizou-se uma busca nas bases de dados CINAHL, LILACS, PubMed, Web of Science, ERIC ProQuest. A amostra constituiu-se de 20 artigos e a análise permitiu identificar as estratégias: mapa conceitual, método ou estudo de caso, simulação, jogos, método de questionamento e respostas, redação reflexiva, composições de canções, escrita de poesias, role-play, tempestade de ideias, discussão em grupo, apresentação de plano de cuidados em enfermagem, ambiente de aprendizagem web móvel e e-learning: história em quadrinhos, utilizadas para desenvolver as habilidades de PC. Os resultados apontam que a perspectiva filosófica de PC mais ligada ao desenvolvimento do raciocínio lógico é hegemônica no ensino superior em enfermagem. Além disso, o entendimento sobre o que é PC e suas habilidades especificas para a pratica do cuidado em enfermagem ainda carece de certo consenso, pois a maioria dos estudos identificados não explicitaram quais habilidades de PC que buscavam desenvolver através das estratégias de ensino propostas, ao passo que foram utilizados instrumentos de avaliação específicos para PC, o que pode trazer implicações negativas para o processo de ensino-aprendizagem / Critical Thinking (CT) comprises the mental processes that people put into action to make decisions and solve problems. The importance of CT skills for the practice of nursing care is well documented in the national and international literature, however the understanding of what these skills and the strategies for their development in nursing higher education are still incipient. The objective of this study was to identify and analyze the strategies used in teaching the CT in undergraduate nursing courses according to their presence in the scientific literature, from 2012 to 2016. This is an exploratory descriptive research based on the Review Integrative of Literature. We searched the databases CINAHL, LILACS, PubMed, Web of Science, ERIC ProQuest. The sample consisted of 20 articles and the analysis allowed to identify the strategies: conceptual map, method or case study, simulation, games, method of questioning and answers, reflexive writing, song compositions, poetry writing, role play, Brainstorming, group discussion, nursing care plan presentation, mobile web learning environment and e-learning: comics used to develop CT skills. The results point out that the philosophical perspective of CT more related to the development of logical reasoning is hegemonic in higher education in nursing. Furthermore, the understanding of what CT is and its specific skills for nursing practice still lacks a certain consensus, since most of the studies identified did not explain what PC skills they sought to develop through the teaching strategies proposed, and that specific assessment tools for CT were used, which may have negative implications for the teaching-learning process

Qualified student enrollment to nurse education program is limited by admission criteria predetermined by faculty; however, little is known regarding the development and consistency of selection criteria. The purpose of this study was to examine the admission requirements of nursing programs to better understand the philosophical underpinnings and complexity of selection criteria. The conceptual frameworks of teaching philosophy, complexity, and gatekeeping guided this research. This descriptive correlational study used a cross-sectional design to survey a purposeful sample of full-time faculty teaching in nurse education programs in a southeastern state. Descriptive analyses, independent t test, and a Lambda analyses were employed on self-reported program practices, teaching philosophy, and demographic data. Descriptive analysis documented that nurse education was a limited access major with 73% reporting either very or extremely competitive admission. Descriptive analysis identified 35 distinct admission criteria that were usually combined into a weighted scoring system that favored empirical evidence aligned to accreditation and licensure requirements. Independent t test revealed that associate degree programs employed significantly more criteria than did baccalaureate programs to select students. Lambda analysis found no association linking faculty teaching philosophy to the complexity of admissions criteria. This study demonstrated that competitive admission processes exist but vary significantly across programs, and suggests that more research is required since this variability in criteria may impact diversity within nursing education. Positive social change can be achieved by a critical review of admission requirements to ensure a more diverse nursing workforce able to deliver culturally competent care.

Orientador: Cristiano Amaral Garboggini Di Giorgi / Banca: Alberto Albuquerque Gomes / Banca: Maria Helena Dantas Menezes Guariente / Resumo: O presente estudo que se enquadra na linha de pesquisa Políticas Públicas, Organização Escolar e Formação de Professores, enfoca a formação do enfermeiro crítico e reflexivo frente às exigências das Diretrizes Curriculares Nacionais para os cursos de Enfermagem no país. A legislação atual estabelece que o perfil esperado para o formando/egresso dos Cursos de Enfermagem, em todo o Brasil, deve ser o de um profissional "generalista, humanista, crítico e reflexivo". Para atingir os objetivos desse estudo, adotou-se uma metodologia de abordagem qualitativa. Num primeiro momento, realizou-se um levantamento bibliográfico, com a finalidade de aprofundar no conhecimento histórico, práticas e teorias que fundamentaram o ensino do cuidado, no decorrer do tempo. Nesse estudo ficou evidente que o ensino da Enfermagem, em algumas instituições ainda segue o modelo tradicional, ou seja, as disciplinas estão fixadas nas grades curriculares de maneira que, nos primeiros anos de estudo, se ensinam os conteúdos teóricos, para só então, desenvolverem a prática, realizadas através dos estágios, enquanto em outras já ocorrem mudanças no currículo. Dando seqüência ao estudo, realizaram-se entrevistas com egressos do Curso de Enfermagem da Universidade Estadual de Londrina (UEL), instituição que buscou a reconstrução do seu desenho curricular, juntamente com a metodologia de ensino denominada ativa, que se utiliza da Problematização como ferramenta para sustentar a relação ensino-aprendizado... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Not available. / Mestre

Magister Curationis - MCur / The main benefit of simulation in nursing education is the ability to teach clinical skills in a non-threatening, safe environment where mistakes can be rectified without harm to any patient. Therefore, it is clinical facilitators who must display the knowledge and skills to impart to the student nurses during their 4-year programme of study. It is unclear how student nurses at a local nursing college view teaching and learning processes in the simulation laboratory. The purpose of this study is to explore student nurses‟ views of teaching and learning in a simulation laboratory with the purpose of describing guidelines for clinical facilitators to support student nurses in a simulation laboratory at a local College of Nursing in the Western Cape. A qualitative, exploratory, descriptive and contextual design was used in order to explore and describe the views of student nurses about teaching and learning in the simulation laboratory. The ECP (Extended Curriculum Programme), 1st, 2nd, 3rd and 4th year students (N = 880), who were registered in the R425 programme at the College of Nursing in the Western Cape, had been identified as the accessible student population of this study. A purposive opportunistic sampling population was applied. Two focus groups (20 participants) per year of study were conducted. The size of each focus group was at least 10 participants. The focus group interviews lasted around 60 minutes per group. Data gathering was conducted by the researcher who initiated, prompted, and facilitated these focus groups. For the purpose of data triangulation, voice recordings of the interviews were supported by the taking of field notes. Open coding had been used for data analysis. The credibility of the coding was checked and confirmed by an independent coder. Trustworthiness was maintained, since credibility was ensured by means of prolonged engagement in the field until data saturation occurred, referential adequacy, and member checks that followed. Dependability was ensured by establishing an audit trail. Ethical considerations were ensured by obtaining written, informed consent from participants of the study, as well as for the voice recording of the discussions. Participants could withdraw at any stage of the study. Confidentiality was explained and the researcher requested that participants do not share the information after the group discussions. In this study, student nurses experienced both opportunities and challenges with the teaching and learning in the simulation laboratory. Furthermore, the contextual demands between the first and subsequent years of study seemed to play an essential part in their experience.