Kobayashi RM. Caracterização da disciplina noções de administração de enfermagem dos cursos de técnico de enfermagem. [dissertação] São Paulo (SP): Escola de Enfermagem da USP; 2002 Este estudo, do tipo exploratório e documental, teve como propósitos identificar as competências e os enfoques temáticos descritos nos Planos de Ensino da disciplina Noções de Administração em Enfermagem dos cursos Técnico de Enfermagem. A população foi composta por 26 Planos de Ensino das escolas/cursos, em sua maioria, entidades particulares, que formam Técnicos de Enfermagem já há entre 1 a 5 anos, com turmas de 21 a 30 alunos, nos três turnos. A disciplina em questão era trabalhada em diferentes momentos do curso, com carga horária entre 25 e 50h, ministrada por 1(um) a 2 (dois) docentes nas aulas teóricas e no estágio supervisionado, sendo este último realizado em unidades de internação. Com relação às competências gerais e específicas descritas nos Planos de Ensino, obtivemos que a competência do saber fazer (59%, 54%) e do aprender a conhecer (34%, 45%) prevaleceram sobre a competência do saber ser (7%, 1%) mostrando que o saber fazer ainda é prevalente, mas também aponta que o aprender a conhecer é necessário à instrumentalização para o desenvolvimento do saber fazer. Dentre os resultados, relativos aos enfoques temáticos, foram encontrados os processos de trabalho voltados para a assistência de enfermagem e a estrutura organizacional. Assim, acreditamos que este estudo possa contribuir àqueles que trabalham com a educação profissional em enfermagem, permitindo o repensar as competências profissionais desejadas ao TE, conforme o perfil estabelecido bem como, estimulando a reflexão de como este pode atuar nos processos administrativos, sob supervisão do enfermeiro. Descritores: Educação em enfermagem. Técnicos de enfermagem. Pesquisa em administração de enfermagem / Kobayashi RM. Caracteristics of the Course “Basics of Nursing Administration" for Practical Nursing Programs [master´s degree thesis] São Paulo (SP) School of Nursing at University of São Paulo; 2002 This exploratory study was based on course descriptions and aimed at identifying the competences and the topics addressed, as reported in the course description of “Basics of Nursing Administration" for Practical Nursing programs. Twenty-six practical nursing programs were studied. Most programs have been offered by private schools/institutions for 1 to 5 years. Twenty-one to thirty students attended these courses, offered in the mornings, afternoons, and evenings. Basics of nursing administration was offered in the beginning, middle or end of the program, depending on the institution, and lasted 25-50 hours. One or two teachers were in charge of both theory and clinical practice, which took place in hospitals, mainly in inpatient units. When both general and specific competences described in the programs were analyzed, the “know to do" competence (59%, 54%) and the “learn to know" competence (34%, 45%) prevailed against the “know to be" competence (7%, 1%). This shows that the “know to do" competence prevails in practical nursing programs. It also shows that the “learn to know" competence is necessary as a tool for developing the “know to do" competence. Findings for topics addressed in the programs, as reported in the course description, show that working processes are aimed at nursing assistance and at organizational structure. Thus, we believe that this study can contribute to those working in the field of professional nursing education as a tool to rethink professional competences required for practical nurses, according to the profile established, The study also encourages us to consider how practical nurses can effectly participate in the administrative processes, under the supervision of a registered nurse. Keywords: Nursing education, practical nursing, nursing management research

Kobayashi RM. Caracterização da disciplina noções de administração de enfermagem dos cursos de técnico de enfermagem. [dissertação] São Paulo (SP): Escola de Enfermagem da USP; 2002 Este estudo, do tipo exploratório e documental, teve como propósitos identificar as competências e os enfoques temáticos descritos nos Planos de Ensino da disciplina Noções de Administração em Enfermagem dos cursos Técnico de Enfermagem. A população foi composta por 26 Planos de Ensino das escolas/cursos, em sua maioria, entidades particulares, que formam Técnicos de Enfermagem já há entre 1 a 5 anos, com turmas de 21 a 30 alunos, nos três turnos. A disciplina em questão era trabalhada em diferentes momentos do curso, com carga horária entre 25 e 50h, ministrada por 1(um) a 2 (dois) docentes nas aulas teóricas e no estágio supervisionado, sendo este último realizado em unidades de internação. Com relação às competências gerais e específicas descritas nos Planos de Ensino, obtivemos que a competência do saber fazer (59%, 54%) e do aprender a conhecer (34%, 45%) prevaleceram sobre a competência do saber ser (7%, 1%) mostrando que o saber fazer ainda é prevalente, mas também aponta que o aprender a conhecer é necessário à instrumentalização para o desenvolvimento do saber fazer. Dentre os resultados, relativos aos enfoques temáticos, foram encontrados os processos de trabalho voltados para a assistência de enfermagem e a estrutura organizacional. Assim, acreditamos que este estudo possa contribuir àqueles que trabalham com a educação profissional em enfermagem, permitindo o repensar as competências profissionais desejadas ao TE, conforme o perfil estabelecido bem como, estimulando a reflexão de como este pode atuar nos processos administrativos, sob supervisão do enfermeiro. Descritores: Educação em enfermagem. Técnicos de enfermagem. Pesquisa em administração de enfermagem / Kobayashi RM. Caracteristics of the Course “Basics of Nursing Administration” for Practical Nursing Programs [master´s degree thesis] São Paulo (SP) School of Nursing at University of São Paulo; 2002 This exploratory study was based on course descriptions and aimed at identifying the competences and the topics addressed, as reported in the course description of “Basics of Nursing Administration” for Practical Nursing programs. Twenty-six practical nursing programs were studied. Most programs have been offered by private schools/institutions for 1 to 5 years. Twenty-one to thirty students attended these courses, offered in the mornings, afternoons, and evenings. Basics of nursing administration was offered in the beginning, middle or end of the program, depending on the institution, and lasted 25-50 hours. One or two teachers were in charge of both theory and clinical practice, which took place in hospitals, mainly in inpatient units. When both general and specific competences described in the programs were analyzed, the “know to do” competence (59%, 54%) and the “learn to know” competence (34%, 45%) prevailed against the “know to be” competence (7%, 1%). This shows that the “know to do” competence prevails in practical nursing programs. It also shows that the “learn to know” competence is necessary as a tool for developing the “know to do” competence. Findings for topics addressed in the programs, as reported in the course description, show that working processes are aimed at nursing assistance and at organizational structure. Thus, we believe that this study can contribute to those working in the field of professional nursing education as a tool to rethink professional competences required for practical nurses, according to the profile established, The study also encourages us to consider how practical nurses can effectly participate in the administrative processes, under the supervision of a registered nurse. Keywords: Nursing education, practical nursing, nursing management research

M.Cur. / The intra-aortic balloon pump is a volume displacement device that is used to provide partial support to the left ventricle. The IABP is an effective and general used circulatory support device. The nursing of a patient on IABP therapy requires demonstration of specific clinical competence by the critical care nurse. Clinical competence is defined as the ability of the critical care nurse to integrate his/her knowledge, skills and values and to demonstrate it during nursing of a patient on IABP with the aim to promote the patient's health. The aim of this research had been to evaluate the clinical competence of the critical care nurse during the nursing of a patient on IABP, and to make recommendations according to that regarding education, the practice and research. The relationship between the components of clinical competence namely knowledge, skills and values that were set as aim, were also established. A quantitative, contextual, descriptive, correlational research design had been used in the study to compile a self-developed evaluation instrument that had been used to evaluate the clinical competence of the critical care nurse. The evaluation instrument consisted of a questionnaire that evaluated the knowledge of the critical care nurse, a check list that evaluated the skills of the critical care nurse and a semantic differential scale that evaluated the values of the critical care nurse during the nursing of a patient on IABP therapy. After the data was analyzed, it appeared that critical care nurses don't possess the necessary knowledge and skills to nurse patients on IABP, and as such are not clinically competent to nurse patients on IABP. iii Recommendations were made regarding education, the practice and research in order to improve the clinical competence of critical care nurses during the nursing of a patient on IABP therapy

M.Cur. / The nursing service manager is accountable for the managerial outputs of the nursing service, being quality nursing care, cost effectiveness and quality nursing staff management. These managerial responsibilities will influence the overall management efficiency of the health delivery system. There is a need for a more scientific basis of staffing in South African critical care units. Various methods are used to determine staffing needs, but the most accurate and acceptable method being used is the patient classification system. The success of a critical care patient classification system is based upon the accurate determination of the ideal nurse-patient ratio. Ideal nursepatient ratio depends on matching the competency of the critical care nurse to the severity of the critical care patient's illness. Internationally and nationally very few guidelines describe the competency requirements that the critical care nurse should have to function effectively in the critical care unit. To maintain a high standard of quality nursing care, the critical care nurse should be assigned to a critical care patient according to her competency level. The aim of this study was to describe a scientific patient classification system for critical care patients according to which workload and nursing requirements can be ascertained. Secondly, to describe guidelines for the competency requirements of a registered critical care nurse assigned to nurse the different categories of critical care patients categorised by the patient classification system as prescribed. The aim of the study is justified by means of an exploratory, descriptive, contextual research design. A critical care patient classification system has been developed and validated by a group of critical care nursing experts using a structured two phase research method. The statistical validity of each item of the critical care patient classification system was determined by means of a content validity index. All the items of the critical care patient classification system were rated as valid and therefore the critical care patient classification system as a whole has been accepted as valid. The reliability of the critical care patient classification system was tested by means of a pilot study in two selected research units. It was determined that the inter-rater reliability was within the 95 per cent confidence interval, that the system could discriminate between different critical care patients and nurse-patient ratios were effectively determined by the system. Critical care nurse competency requirements were identified by critical care nursing experts by means of a focus group interview. The results obtained from the focus group interview were verified by a literature control and peer group review. Guidelines for the competency requirements of the critical care nurse were compiled. The critical care patient classification system developed will equip the critical care manager with a scientific instrument to assign personnel to critical care units. The critical care patient classification system will furthermore assist the critical care unit manager in the daily utilisation of valuable human resources, in that critical care nurses with the appropriate level of expertise can be assigned to each patient, thus facilitating quality critical care nursing.