Orientador: Eliana Mara Braga / Banca: Vera Lúcia Pamplona Tonete / Banca: Mônica Martins Trovo / Resumo: / Abstract: / Mestre

nÃo hà / Os recursos computacionais no ensino de enfermagem sÃo uma realidade que tem se intensificado nos Ãltimos anos. A hipermÃdia educativa sobre punÃÃo venosa perifÃrica (PVP), utilizada neste estudo, trata-se de uma tecnologia da informaÃÃo e comunicaÃÃo (TIC) construÃda para auxiliar os estudantes de enfermagem nesta temÃtica. Dessa forma, percebendo a importÃncia das ferramentas educacionais no ensino de enfermagem, realizou-se o presente estudo com os seguintes objetivos: construir uma hipermÃdia educativa sobre punÃÃo venosa perifÃrica para auxiliar o ensino de enfermagem; validar com os especialistas os aspectos de conteÃdo e tÃcnicos da hipermÃdia educativa; e avaliar a apreensÃo do conhecimento dos acadÃmicos de enfermagem sobre punÃÃo venosa perifÃrica antes e apÃs utilizaÃÃo da hipermÃdia. Trata-se de uma pesquisa metodolÃgica, aplicada, de produÃÃo tecnolÃgica. Dentre as diferentes metodologias para o desenvolvimento da TIC em ambientes virtuais de aprendizagem, optou-se, neste estudo, pela metodologia de Galvis-Panqueva, devido a sua clareza e coesÃo com as finalidades e os objetivos da pesquisa. Assim, as cinco fases que compÃem esta pesquisa sÃo: anÃlise, desenho, desenvolvimento, avaliaÃÃo e administraÃÃo. Dentro destas etapas, o presente estudo contemplou a construÃÃo, validaÃÃo e avaliaÃÃo da hipermÃdia. Na anÃlise foi delimitado os objetivos, conteÃdo, pÃblico-alvo, o ambiente de estudo e a infraestrutura tecnolÃgica. Na fase do desenho foi determinado o ambiente, a estrutura de navegaÃÃo e a interface da hipermÃdia. O desenvolvimento consiste na materializaÃÃo de todo o desenho elaborado na fase anterior, sendo escolhidos os programas, como o Flash e Shockwave, para realizar os efeitos interativos e a seleÃÃo da linguagem de programaÃÃo. Realizadas as trÃs fases de construÃÃo da hipermÃdia, a mesma foi disponibilizada na plataforma SOLAR e em seguida passou pelo processo de validaÃÃo e depois pela avaliaÃÃo com estudantes de enfermagem. No processo de validaÃÃo, foram convidados de acordo com critÃrios prÃ-estabelecidos, vinte e dois especialistas de enfermagem e vinte dois de informÃtica para avaliar a hipermÃdia. Os especialistas de enfermagem avaliaram os objetivos, o conteÃdo, a relevÃncia e o ambiente, jà os especialistas em informÃtica avaliaram funcionalidade, usabilidade e eficiÃncia. ApÃs esta avaliaÃÃo os especialistas fizeram algumas sugestÃes com vistas a adequar o material educativo. Assim, depois de realizar as modificaÃÃes solicitadas a hipermÃdia tornou-se vÃlida. Em seguida, a mesma foi aplicada com 21 estudantes de enfermagem matriculados na disciplina de Enfermagem no Processo do Cuidar do Adulto II, no perÃodo de outubro de 2012, onde foi aplicado um prÃ-teste com dez questÃes objetivas referentes à PVP. Os estudantes realizaram o curso, por meio da hipermÃdia e apÃs o tÃrmino, responderam o pÃs-teste. Os achados encontrados nesta avaliaÃÃo revelaram resultados estatisticamente significantes, uma vez que apÃs o uso da hipermÃdia os alunos apresentaram maiores acertos e pontuaÃÃes no pÃs-teste sobre a temÃtica de PVP. Percebe-se que a utilizaÃÃo dessas tecnologias constitui uma ferramenta importante para a disseminaÃÃo de informaÃÃes sobre a temÃtica de punÃÃo venosa perifÃrica, alÃm de subsidiar o ensino de enfermagem com o uso da TIC dentro da academia, auxiliando o professor no aprendizado do aluno e fornecendo novas estratÃgias para complementar o ensino presencial. / The computing resources in nursing education is a reality that has intensified in recent years. The educational hypermedia on venipuncture (PVP), used in this study, it is an information technology and communication (ICT) built to assist nursing students in this subject. Thus, realizing the importance of educational tools in nursing education, was held this study with the following objectives: build a hypermedia educational about venipuncture to aid the teaching of nursing experts validate the content and technical aspects hypermedia educational, and evaluate the acquisition of knowledge of nursing students about venipuncture before and after use of hypermedia. This is a methodological research, applied production technology. Among the different methodologies for the development of ICT in virtual learning environments, we decided in this study, the methodology Galvis-Panqueva due to its clarity and cohesion with the purposes and objectives of the research. Thus, the five phases of this research are: analysis, design, development, evaluation and administration. Within these steps, this study included the construction, evaluation and validation of hypermedia. The analysis was limited objectives, content, target audience, the study environment and technology infrastructure. In the design phase was evaluated environment, interface and navigation structure of the hypermedia. The development consists in the materialization of any drawing prepared in the previous phase, being chosen programs like Flash and Shockwave, to perform the interactive effects and the selection of the programming language. Conducted three phases of construction of hypermedia, was released on the same platform SOLAR and then went through the evaluation process, which was divided into two stages: expert validation and evaluation for nursing students. In the validation process, were invited according to predetermined criteria, twenty-two skilled nursing and twenty two computer to evaluate hypermedia. The experts have made some suggestions in order to adapt the educational material. So after making the changes requested hypermedia became valid. Then, an assessment was made with nursing students, where we applied a pretest with ten objective questions regarding PVP. The students took the course through the hypermedia and after completion, answered the post-test. The findings of this evaluation revealed statistically significant results, since after the use of hypermedia students had higher scores on the successes and post-test on the subject of PVP. It is noticed that the use of these technologies is an important tool for the dissemination of information on the subject of venipuncture, in addition to supporting nursing education with the use of ICT within the academy, assisting the teacher in student learning and providing new strategies to complement classroom teaching.

Thesis (M. Cur.) -- University of Limpopo, 2017 / BACKGROUND Midwifery learning encompasses both theory and experiential components. Experiential learning plays an important role in midwifery training. Conducting the first normal vaginal delivery seemed traumatic for the learner nurses when they witness the bulging of the perineum when the head of the fetus is crowning. The trauma and stress of learner nurses resulted in negative reactions such as fainting, vomiting, and failing midwifery experiential assessments. The aim of the study was to design the strategies to enhance the adaptation of learner nurses regarding midwifery experiential learning in the clinical settings of Limpopo Province. RESEARCH METHOD A quantitative descriptive cross-sectional research method was used to collect numeric data with regard to the factors that hinder the adaptation of learner nurses regarding midwifery experiential learning in the clinical settings of Limpopo province. Data was collected using a self-administered questionnaire and analysed using the Statistical Package for Social Sciences (SPSS) version 23 with the assistance of the statistician. RESULTS The study revealed that the factors that hinder the adaptation of learner nurses regarding midwifery experiential learning are lack of accompaniment of learner nurses to the maternity units, the anxiety experienced by learner nurses when they witnessed the first delivery, learner nurses not being included in decision making processes in the maternity units and the hostile attitudes of registered midwives towards the learner nurses in the maternity units. Strategies were developed to enhance the adaptation of learner nurses regarding midwifery experiential learning in the clinical settings of Limpopo province. CONCLUSION The study concluded that learner nurses faced challenges that hinder their adaptation to midwifery experiential learning in the clinical settings of Limpopo Province.

The purpose of this investigation was to identify the perceptual learning style preferences of nursing students and to examine the relationship, if any, among students whose learning style perceptual preferences were identified as being auditory, tactile or visual and their attitudes toward the use of computer-assisted instruction (CAI) in the areas of comfort, creativity and function. The relationships between nursing students' perceptual learning style preferences and the following were also examined: (a) the amount of time they spent using the computer program, Cardiac Exam Bingo; (b) whether the use of the computer program added to their learning the content about the cardiac exam; and (c) whether the students wanted to have more use of computer-assisted instruction in the nursing program. The data were collected using the Productivity Environmental Preference Survey developed by Price, Dunn and Dunn (1986) and Allen's (1986) Attitude Toward CAI Semantic Differential Scale. The study was conducted at a baccalaureate school of nursing in a health sciences university. The sample for the study was sophomore nursing students who were taking a nursing course in patient assessment. Data were analyzed using the Pearson Product Moment Correlation and the Chi Square Statistic. All students, regardless of their perceptual learning style preference, had positive attitudes toward the use of computer-assisted instruction. Statistical analysis showed that there was no significant relationship between any one of the learning styles and students' attitudes toward CAI. Data analysis did show significant positive correlations between the amount of time students spent using the computer and the visual perceptual learning style; the attitude of function; whether students felt the use of the computer program added to their knowledge and whether they wanted more CAI added to the nursing curriculum. Qualitative data were also gathered by asking students about their experience using the computer program, Cardiac Exam Bingo. Comments about the use of computers in education indicated that students found the computer to be a useful study tool. Students did express concern that the use of CAI would add to students' work loads; therefore, they recommended that it be available to students but not required. Affective comments also provided further evidence that students had positive attitudes toward the computer program used for this study.

Briefing for a clinical simulation in nursing school is an information session that sets the stage for a meaningful simulation activity. Improper or inadequate briefing practices can impact the quality of learning nursing students receive through clinical simulation experience. The purpose of this study, guided by the novice to expert and social cognitive theories, was to explore accelerated baccalaureate nursing (ABN) students' perceptions of their briefing experiences and how the briefing experiences influenced the acquisition of clinical skills and knowledge. Twelve ABN students from a school of nursing in one of the Northeastern states were interviewed through e-mail correspondence. Thematic coding was conducted on the data and the themes derived were inconsistencies in briefing practices, a sense of uncertainty, and inefficient acquisition of clinical skills and knowledge. The inconsistencies in the practice of briefing varied between courses and instructors and improper briefing generated a sense of uncertainty among participants and feelings of ineffective acquisition of clinical skills and knowledge from simulations. The results will enable nurse educators in the local setting to improve briefing protocols and adhere to the briefing standards to facilitate students' learning. The use of rigorous research designs involving a larger sample size from multiple research sites in different geographical regions is recommended for future research to examine if this problem is relevant to all nursing schools. The implications for positive social change include the potential impact of proper briefing practices in enabling ABN students to acquire clinical skills and knowledge effectively so that they can safely provide quality care to their patients.

Includes bibliographical references.

<p>Uncertainty is a well-known phenomenon that is recurring in biographies, imaginative literature and science, but is less studied in nursing science. The aim of this participatory action research project was to, in collaboration with nursing students; explore nursing activities for relieving patients’ uncertainty. A qualitative approach was chosen with focus groups and the text was content analyzed. The students studied their third semester on a nursing program. The findings showed two different kinds of uncertainty, existential uncertainty and care evoked uncertainty. Relieving uncertainty showed to be a process in three steps. The first step is to reach deeper understanding of what uncertainty is and how it affects patients. The second step is to develop sensibility for how to discover uncertainty and the third step is to use uncertainty relieving strategies. To do this requires courage and a wish to share power with the patient. The strategies for relieving existential and care evoked uncertainty differed.</p>

<p>The purpose of this essay was to examine female and male nursing students expectations and goals referring to the nursing profession from a gender perspective and examining the students reasons to apply for nursing school. A descriptive study with qualitative design was implemented. Data acquisition was made through interviewing ten nurse students, five male and five female. The interview material were analysed in accordance with Kvale’s method of analyzing. The results were discussed in accordance with Yvonne Hirdmans gender theory. The result shows that there is a difference in the group between male and female student’s expectations and career goals. The majority of the male students have explicit career goals and a concrete plan to achieve their goals while the majority of the female students do not have any specific goals or plan for their future profession career. The result of the study shows that the professional expectations differ between the male and the female students. The male student expects the profession to be stimulating and the female student expects the profession to be varying. There is no doubt that the nurse profession still is looked upon as a clearly feminine profession even though there is awareness that this is an out-of-date interpretation and that a change is approaching in the modern society. To achieve a more equal distribution according to gender more research has to be done.</p>

The purpose of this essay was to examine female and male nursing students expectations and goals referring to the nursing profession from a gender perspective and examining the students reasons to apply for nursing school. A descriptive study with qualitative design was implemented. Data acquisition was made through interviewing ten nurse students, five male and five female. The interview material were analysed in accordance with Kvale’s method of analyzing. The results were discussed in accordance with Yvonne Hirdmans gender theory. The result shows that there is a difference in the group between male and female student’s expectations and career goals. The majority of the male students have explicit career goals and a concrete plan to achieve their goals while the majority of the female students do not have any specific goals or plan for their future profession career. The result of the study shows that the professional expectations differ between the male and the female students. The male student expects the profession to be stimulating and the female student expects the profession to be varying. There is no doubt that the nurse profession still is looked upon as a clearly feminine profession even though there is awareness that this is an out-of-date interpretation and that a change is approaching in the modern society. To achieve a more equal distribution according to gender more research has to be done.

Ledarskapet är en del av sjuksköterskans arbete och ingår i sjuksköterskans profession. Sjuksköterskestudenterna behöver vara förberedda för rollen som arbetsledare. Syftet med studien är att beskriva sjuksköterskestudenters uppfattningar om sin framtida yrkesroll som arbetsledare. Datamaterialet består av intervjuer med tio sjuksköterskestudenter som studerar på en högskola i Västsverige.  Åldern på sjuksköterskestudenterna varierar mellan 22 och 38 år. Intervjuerna spelades in på band och transkriberades. En kvalitativ analysmetod valdes för att analysera insamlad data. Efter genomförd analys kunde fyra huvudkategorier urskiljas. Huvudkategorierna är sjuksköterskans ansvar, samarbeta, förberedelse och personlig lämplighet. Under dessa huvudkategorier framkom åtta underkategorier. Resultatet visar att sjuksköterskestudenterna upplever att de inte är tillräckligt förberedda för rollen som arbetsledare. Sjuksköterskestudenterna anser att sjuksköterskans ansvar innebär att ge information och undervisning till patienter, studenter och kollegor samt att leda och fördela arbetet. Sjuksköterskestudenterna upplever att samarbete innebär att arbeta tillsammans med alla yrkeskategorier, vara flexibel samt att verka för en god kommunikation i arbetslaget. De upplever att de saknar ledarskapsutbildning och pedagogiska kunskaper. Sjuksköterskestudenterna anser att personlig lämplighet påverkar ledarskapsrollen. / Leadership is part of the nurse's work and included in the nurse profession. Nursingstudents need to be prepared for the role as a leader. The aim of the study is to describenursing students’ perceptions of their future professional role as a leader. The data materialconsists of interviews with ten nursing students studying at a college in western Sweden.The age of nursing students varies between 22 and 38 years. The interviews were recordedand transcribed. A qualitative analysis method was chosen to analyze the data gathered.After the analysis were four main categories identified. The main categories are the nurse'sresponsibility, cooperate, preparation and personal quality. Under these main categoriesemerged eight subcategories. The result shows that nursing students perceive that they areinadequately prepared for the role as a leader. Nursing students believe that the nurse'sresponsibility to provide information and education to patients, students and colleagues andto lead and share the work. Nursing students felt that collaboration involves workingtogether with all professions, be flexible and to promote good communication in the team.They feel that they lack management training and educational skills. Nursing studentsthink that personal quality affect leadership role.