Magister Curationis - MCur / Background: Nursing as a profession is based on firm knowledge, values, clinical skills and attitudes. In the current dynamic healthcare systems, all nurses are challenged to be insightful and have robust clinical reasoning and psychomotor skills in order to integrate theory into practice. Therefore, they need to be accountable in ensuring that they perform optimally to meet the extensive demands of clinical settings. Theory-practice integration is a major element that sustains quality and drives best nursing practice. One of the barriers to theory-practice integration is the gap between theory and practice in nursing education. Therefore, if sound theory is the basis for understanding the reality of the clinical setting, then every effort should be made to reduce the gap between theory and practice. Aim: The aim of the study was to explore and describe the challenges experienced by second and third-year nursing students when integrating theory into practice in a selected clinical setting in the Western Cape. Method: A qualitative approach, using an explorative, descriptive and contextual design, was employed. The target population of the study was the second and third-year nursing students who were registered for the Bachelor of Nursing Degree in the academic year of 2016. The selected non probability sample comprised of 14 participants. Data were collected using semi-structured focus group interviews, with an interview guide and probing to gain detailed information during the process of data collection. Interviews were audio recorded to ensure that no information would be lost and the researcher could review it when necessary. The content analysis method was used to analyse the data. Permission to conduct the study using the nursing students was obtained from the registrar of the University of the Western Cape and the HOD of Son. The research ethics committee granted ethics approval related to the study. All participants were involved in the study on a voluntary basis. Informed consent and focus group confidentiality binding forms were completed by participants to ensure confidentiality. Results: Four themes emerged from the findings namely: Theory verses practice, lack of role models, inadequate support structures and communication. The study highlighted that nursing students still experience a challenge with integrating theory into practice in the clinical settings. In addition the study highlighted that clinical guidance from the preceptors a crucial role in the professional development of students. The results of the study also showed that a new structure of facilitating nursing students in clinical settings must be in place. This structure should include proper orientation and supervision of the nursing students. The preceptors who facilitate clinical guidance must be equipped with the necessary knowledge and skills to ensure that they are able to facilitate and monitor the competence of the nursing students. Conclusion: Clinical nursing education is vital and indispensable in nursing education. It is very complex consisting of many aspects and situations, which can be challenging and demanding for a nursing student. Due to its complexity, it is essential for nursing students to be exposed to a variety of real life situations within their training in order to better prepare them for quality practice. Nursing students therefore require sufficient support from the clinical preceptor and the nursing educators, to acquire the necessary skills, knowledge and attitude to perform nursing duties with competence, when placed in the clinical settings. This calls a lot of attention from the higher learning institutions and the clinical settings to have standardised goals and expectation for the students, providing quality clinical accompaniment that will socialise the nursing student optimally in the profession and attempt to bridge the gap between theory and practice.

A factor analysis was performed using 609 subjects, each of whom completed the 265 Hem self-report problem inventory. Factor analysis was used in this context as the logical first step in the development of the problem inventory. For the purpose of analysis, 240 of the Hems were used. Results suggest that there may be utility in further research involving the problem inventory. A literature review of current diagnostic issues, se 1 f-report inventory issues, diagnostic interviewing issues, and finally, self-report inventory development is included.

A escrita desta dissertação foi agenciada privilegiando o encontro circunstancial entre campos teóricos distintos, na tentativa de articular a teoria e os conceitos à dimensão do acontecimento, da experiência. Para tanto, o trabalho apostou na aproximação ou na fusão entre arte e vida, em que proposições dadaístas e surrealistas foram contribuições significativas. As experiências da clínica, tratadas como ambientações, foram expostas em forma de narrativa, método que embasou esta pesquisa. Com inspiração em autores da psicanálise, da filosofia, das artes e da literatura, para este trabalho alguns autores tornaram-se pontos de apoio frequentes - Freud, Lacan, Guattari, Foucault, Benjamin e Lyotard, além de artistas e escritores. As questões propostas ou desenvolvidas nesta dissertação foram problematizadas a partir de uma perspectiva interdisciplinar, articulando conexões entre os ambientes clínicos e uma estética da existência. / The writing of this dissertation was based on the privilege of the circumstantial meeting among distinct theoretical fields in an attempt of articulation of theory and concepts, in view of the event and the experience. For this purpose, the task kept on the approach or the fusion between art and life in which the statements of dadaism and surrealism have made expressive contributions. The clinical experiences, considered settings, were exposed on narrative form that is the method on which this research was based. Inspired on authors from psychoanalysis, philosophy, arts, and literature, some of them have become constant supports for this research Freud, Lacan, Guattari, Foucault, Benjamin and Lyotard, besides artists and writers. The issues proposed or developed on this dissertation were problematized from an interdisciplinary perspective that surmises connections between the clinical environments and an aesthetics of existence.

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A escrita desta dissertação foi agenciada privilegiando o encontro circunstancial entre campos teóricos distintos, na tentativa de articular a teoria e os conceitos à dimensão do acontecimento, da experiência. Para tanto, o trabalho apostou na aproximação ou na fusão entre arte e vida, em que proposições dadaístas e surrealistas foram contribuições significativas. As experiências da clínica, tratadas como ambientações, foram expostas em forma de narrativa, método que embasou esta pesquisa. Com inspiração em autores da psicanálise, da filosofia, das artes e da literatura, para este trabalho alguns autores tornaram-se pontos de apoio frequentes - Freud, Lacan, Guattari, Foucault, Benjamin e Lyotard, além de artistas e escritores. As questões propostas ou desenvolvidas nesta dissertação foram problematizadas a partir de uma perspectiva interdisciplinar, articulando conexões entre os ambientes clínicos e uma estética da existência. / The writing of this dissertation was based on the privilege of the circumstantial meeting among distinct theoretical fields in an attempt of articulation of theory and concepts, in view of the event and the experience. For this purpose, the task kept on the approach or the fusion between art and life in which the statements of dadaism and surrealism have made expressive contributions. The clinical experiences, considered settings, were exposed on narrative form that is the method on which this research was based. Inspired on authors from psychoanalysis, philosophy, arts, and literature, some of them have become constant supports for this research Freud, Lacan, Guattari, Foucault, Benjamin and Lyotard, besides artists and writers. The issues proposed or developed on this dissertation were problematized from an interdisciplinary perspective that surmises connections between the clinical environments and an aesthetics of existence.

Nurse-Physician Communication Tools to Enhance use of Nursing Evidence-Based Protocols by Tochi Onyenwe Ubani MSN, Walden University, 2011 BSN, Chamberlain College of Nursing, 2009 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University February 2015 In the current health care environment, consumers are demanding collaboration among clinicians even when traditional attitudes minimize nurses' input on the direction of clinical care. Compounding this problem is that nursing practices have not always been derived from randomized clinical trials, but instead from personal experiences. The purpose of this study was to explore the perceptions of nurses, physicians, and administrators on clinical protocols, including the use of nurse evidence-based practice (EBP) in practice settings. The study aimed at fostering clinical decisions anchored on shared knowledge, collegiate interactions, and emotions. A survey designed using nurse-physician communication tools was disseminated among a convenience sample of 50 nurses, 12 physicians, and 3 administrators. Content analysis was applied to survey responses. The findings revealed that effective communication between nurses, physicians, and administrators enhanced the use of nursing EBPs; these findings were used to generate the Nurse-Physician Communication Tools (NPCT) as a mechanism to enhance the translation of nursing EBP in clinical setting. The use of NPCT provided a mechanism for practice changes needed to improve clinical collaboration and enhance use of nursing EBPs in patient care.

Made available in DSpace on 2016-04-04T18:29:40Z (GMT). No. of bitstreams: 1 Diana Pancini Ribeiro.pdf: 3595414 bytes, checksum: 5704fc4a088f97a32ba1eaab61e87cbe (MD5) Previous issue date: 2008-02-11 / This research broaches the clinical and developing potential of the transitional use of the Thematic Story-drawing Procedure in early interviews held by undergraduate students in group supervision meetings, meant as activity which articulates knowledge transmission and holding. It is inserted, therefore, into a particular moment of the psychologist s academic development, which takes effect by means of the clinical care given to children, in the context of the psychodiagnosis. The research at issue, based on the discarding of the positivist view and the adoption of an epistemological paradigm which favors intersubjectivity, is structured according to a complex architecture, to the extent that clinical care and supervision are viewed as inseparable practices. 16 reports on the use of the Procedure, drawn up during a two-month period, along of which 16 undergraduates made twenty-four complete psychodiagnoses, were psychoanalytically evaluated, in close dialogue with the Winnicottian thought. Two of such reports are fully presented in the research. The analyses, on the whole, allow us to conclude that the transitional use of the Thematic Story-drawing Procedure seems to be heuristically important since it favors meaningful emotional communications among all the people involved in the interaction, in the contexts of the care provided for the children and the supervision provided for the students. / Este trabalho investiga o potencial cl?nico e formativo do uso transicional do Procedimento de Desenhos-Est?rias com Tema em primeiras entrevistas realizadas por alunos de gradua??o e em reuni?es de supervis?o grupal, concebida como atividade que articula transmiss?o de conhecimento e holding. Insere-se, portanto, em um particular momento da forma??o do psic?logo, que se realiza por meio do atendimento cl?nico a crian?as, no contexto do psicodiagn?stico. Pensada a partir do abandono de uma vis?o positivista e da ado??o de um paradigma epistemol?gico, que privilegia a intersubjetividade, a pesquisa se estrutura segundo arquitetura complexa, na medida em que entende o atendimento cl?nico e a supervis?o como pr?ticas indissoci?veis. Foram psicanaliticamente examinadas, em pr?xima interlocu??o com o pensamento winnicottiano, dezesseis narrativas do uso do Procedimento, elaboradas num per?odo de dois meses letivos, ao longo dos quais dezesseis alunos realizaram vinte e quatro psicodiagn?sticos completos. Duas narrativas s?o detalhadamente apresentadas na tese. O conjunto das an?lises permite afirmar que o uso transicional do Procedimento de Desenhos-Est?rias com Tema revela-se heuristicamente valioso por favorecer comunica??es emocionais significativas, entre todos os envolvidos, nos contextos do atendimento e da supervis?o.