Estudo possui como objeto a contribuição da residência em enfermagem para a formação de especialistas na percepção de egressos de uma instituição publica. O problema do estudo foi elaborado a partir das seguintes questões norteadoras: qual a contribuição da residência em enfermagem para a formação de especialistas na visão dos egressos? Os egressos da residência em enfermagem vêm aplicando os conhecimentos e as competências obtidas durante a residência na sua área de atuação? Quais as contribuições da residência em enfermagem para a identidade do enfermeiro especialista? Os objetivos do estudo foram: Identificar a contribuição da residência em enfermagem para a formação de especialistas na visão de egressos; descrever a aplicação dos conhecimentos e competências obtidas pelo residente de enfermagem na área de atuação; e analisar as contribuições da residência em enfermagem para a identidade do enfermeiro especialista. Metodologia: estudo qualitativo, descritivo, exploratório, tendo como campo um uma instituição de ensino superior, situada no município do Rio de Janeiro. Participaram do estudo 25 egressos do curso de residência de uma instituição pública a partir dos critérios de inclusão estabelecidos. O projeto atendeu as exigências do Comitê de Ética em Pesquisa em atenção a Resolução 466/12. A coleta de dados ocorreu no primeiro semestre de 2014. No tratamento dos depoimentos foi aplicada a técnica de Análise de Conteúdo, cujos resultados foram discutidos a luz do suporte teórico adotado. Os resultados evidenciaram que a residência na concepção dos egressos é uma opção do recém-graduado de capacitação e ingresso no mercado de trabalho no intuito de aprofundar os conhecimentos teóricos e práticos em determinada área do saber. Para o grupo a residência configura-se como uma estratégia relevante em termos de desenvolvimento de competências de cunho técnico e gerencial, diminuindo a defasagem dos conteúdos não obtidos na graduação, principalmente no que dizem respeito ao cuidado de pacientes de alta complexidade e manuseio de tecnologias de ponta. Neste sentido, a residência contribuiu para outros fatores de ordem subjetiva como identidade e realização profissional como também em relação a satisfação e reconhecimento pelo trabalho realizado junto aos pacientes e instituições onde atuam. Por outro lado os egressos apontaram problemas de ordem institucional vivenciados no período em que realizaram o curso, principalmente no tocante a precarização da força de trabalho em termos de pessoal e inadequação das condições de trabalho. Concluiu-se que apesar das inestimáveis contribuições da residência para o aprimoramento técnico, gerencial e relacional do enfermeiro recém-formado e sua inserção no mundo do trabalho com maior segurança e conhecimento do que é ser enfermeiro, há necessidade de ampliar a discussão sobre fatores de ordem estrutural que interferem no processo de formação. E, dentre eles, a precarização da força de trabalho e condições de trabalho inadequadas que interferem no processo de capacitação. Todo esforço deve ser realizado pelas instituições responsáveis pelos programas de residência no intuito de fornecer condições adequadas de formação, o que pode repercutir na motivação, satisfação e maior adesão a esta forma de capacitação em serviço. / This study aims to observe the contribution of the residency program in nursing to the formation of specialists egressed from a public educational institution. The following questions were used to approach the matter: From the point of view of the egressed professionals, what is the contribution from the Nursing residency program to the formation of specialists? Have the professionals egressed in the Nursing residency program been applying the knowledge and skills obtained during the residency in their current areas of work? What are the contributions of the Nursing residency to the identity of a specialized nurse? The objectives of the study were: Identity the contribution of the Nursing residency program to the formation of specialists, from the professionals egressed point of view; describe the usage of the knowledge and skills obtained by the professionals egressed in the Nursing residency program in their current areas of work; and analyze the contributions from the Nursing residency program to the identity of specialized nurses. Methodology: Qualitative, descriptive and exploratory study, having as field of observation an institution of higher education which is placed in the city of Rio de Janeiro. 25 professionals egressed from the residency program of a public institution according to the established criteria of inclusion. The project met the requirements set by the Research Ethics Committee in observation of the Resolution 466/12. The data collection took place in the first semester of 2014. Regarding the treatment of testimonies, a technique of Content Analysis was applied in which results were discussed within the established theoretical approach. The results showed that the residency program, from the professionals egressed point of view, is an option to the people who have recently finished the under graduation program to acquire professional training and enter into the labor market in order to deepen theoretical knowledge in some areas. According to these professionals, the residency program constitutes a relevant tool in terms of developing professional skills, minimizing the gap of contents which were not obtained during the under graduation program. Mainly, regarding to the way patients should be treated and the high complexity of dealing with state-of-art equipment. Moreover, the residency program adds to more subjective factors, such as professional identity and satisfaction, professional recognition from the patients and institutions where the work has been performed. On the other hand, the professionals egressed in the residency program pointed out problems of institutional order experienced during their course. Mainly, in terms of the precarious labor force and the inappropriateness of the working conditions. It assumes that, although there are priceless contributions in the residency program to the appropriation of technical, interpersonal aptitudes of the professionals who have recently finished the under graduation program in Nursing and the chance of their placement within the labor market with more confidence and knowledge, there is the need of amplifying the discussion about structural factors and inappropriate labor conditions which interfere in the process of professional training. Every single effort shall be done by the institutions responsible for the residency programs in order to provide proper conditions for learning, which can impact on motivation, satisfaction and more accession to this form of professional training in service.

nÃo hà / The lack of a skills-based curriculum to guide and qualify the residents` education is a reality in several Residency programs in the country. This vulnerability has been discussed by residents, preceptors and coordination of the residency program of family and community medicine (PRMFC), which generated the need of the development of this research. This fact brings the following vulnerabilities: lack of clarity of the learning objectives, educational strategies and the evaluation to be addressed to the residents. Initially, a literature review of the competency-based curricula and a review of documents prepared by associations, societies and professional bodies were conducted. Then we conducted a teacher training course for the preceptors of the PRMFC, with discussions on the theoretical bases of the competency-based curriculum; active learning methodologies; planning and conducting educational activities and strategies; and learning evaluation. After this training, workshops were held for the development of an array of macro competencies. This work trained 12 preceptors of PRMFC and allowed the construction of an array of macro competencies. It will surely facilitate the teaching-learning process in a two-year Residency Program, evaluating the skills of the residents at the end of the course, which guarantees to society a professional able to develop its actions. With a competency-based curriculum specific designed for Family Medicine and for Primary Health Care, we wish to reorient the teaching-learning processes of residents and preceptors to qualify clinical practice. / A falta de um currÃculo baseado em competÃncias para nortear e qualificar o ensino dos residentes à uma realidade em vÃrios os Programas de ResidÃncia no paÃs. Esta vulnerabilidade foi problematizada por residentes, preceptores e coordenaÃÃo do Programa de ResidÃncia de Medicina de FamÃlia e Comunidade (PRMFC), o que gerou a necessidade do desenvolvimento deste estudo. Este fato traz as seguintes vulnerabilidades: falta de clareza dos objetivos de aprendizado, das estratÃgias educacionais e de avaliaÃÃo a serem abordadas. Inicialmente foi realizada uma revisÃo da literatura sobre os currÃculos baseados em competÃncia e uma anÃlise dos documentos elaborados por associaÃÃes, sociedades e entidades profissionais. Em seguida foi realizado um curso de formaÃÃo docente para os preceptores do PRMFC, com discussÃes sobre as bases teÃricas do currÃculo baseado em competÃncia; metodologias ativas de aprendizagem; planejamento e conduÃÃo de estratÃgias e atividades educacionais; e avaliaÃÃo da aprendizagem. ApÃs a capacitaÃÃo foram realizadas oficinas de desenvolvimento de uma matriz de macrocompetÃncias. Esta trabalho traz como produtos a capacitaÃÃo de 12 preceptores do PRMFC e a construÃÃo de uma matriz de macrocompetÃncias. Certamente irà para favorecer o processo de ensino-aprendizagem nos dois anos de programa, avaliando as competÃncias dos residentes no final do curso, o que garante para a sociedade um profissional apto para desenvolver as suas aÃÃes. Com um currÃculo baseado em competÃncias necessÃrias para MFC e APS desejamos reorientar os processos de ensino-aprendizagem dos residentes e preceptores para qualificar a prÃtica.

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Introduction: Community-based postgraduate programs, including residencies and fellowships, have grown at a slower rate than other postgraduate programs in pharmacy. Faculty influence is cited as a significant reason why students choose to pursue postgraduate training (PGT) and thought to be a reason why students may or may not pursue community pharmacy PGT. Greater faculty encouragement of community PGT may help advance community pharmacy forward. Objective: To determine the knowledge, attitudes, and practices that pharmacy faculty have regarding community-based pharmacy postgraduate training, including community-based pharmacy residencies (CBPRs), community pharmacy fellowships (CPFs), and independent pharmacy ownership residencies (IPORs). Methods: A web-based survey was distributed to faculty members at 50 pharmacy schools, those with the 25 highest and 25 lowest 2019 residency match rates. The data collection tool was a “Knowledge, Attitudes, and Practices” (KAP) survey administered through Qualtrics and distributed by email. Descriptive statistics were used to identify gaps in faculty knowledge of PGT and trends in their attitudes and current practices. χ2 tests were used to determine differences between the two cohorts. Results: There were no significant differences between the responses of high and low residency match performers. Overall, faculty are aware of CBPRs (95%), somewhat aware of CPFs (59%), and less aware of IPORs (38%). Among those aware, the majority were unable to accurately identify the program standards of residency or fellowship. Faculty members encourage and help students pursue PGT to various levels and most seek information about PGT from national organizations and colleagues. Conclusion: This study highlights that faculty are aware of PGT opportunities in community pharmacy; however, gaps were identified in knowledge about activities and the value of community PGT. This demonstrates the need to engage faculty about the changing practice landscape of community pharmacy, the impact of faculty mentoring on students pursuing community PGT, and the importance of community PGT to advance the profession.

Ballad Health nurse leaders received little nursing leadership education or competency development before beginning their leadership roles; yet they are crucial to improve quality, safety, cost, patient experience, and team member engagement. Competency development is linked to improved nurse leader confidence, job satisfaction, and retention. Additionally, the organization is experiencing a shortage of prepared internal candidates to fill vacant nurse manager positions. The organization’s Chief Nursing Council (CNC) questioned if a leadership development program could improve new and aspiring nurse managers' leadership competency. The CNC aimed to improve nurse leader competency by implementing and measuring the effectiveness of an evidence-based Nurse Leader Residency Program (NLRP) for new and aspiring nurse leaders. The CNC elected to base the NLRP on the American Organization of Nursing Leadership (AONL) Nurse Learning Domain Framework and Benner’s Novice to Expert Theory. Internal expert instructors addressed all AONL leadership topics during seven weekly in-person education sessions. Instructors provided the curriculum through lectures, group activities, individual activities, case studies, and videos. The residents assessed 105 competencies using the AONL Nurse Leader Competency Assessment Tool before and after program participation. Finally, the residents collaborated with their Chief Nursing Officer to identify a mentor. The resident group improved its overall self-assessed nursing leadership competencies by 50%. Residents’ self-competency improvement ranged between 0.5 - 2.0 on a 5-point scale. Implementing an evidence based NLRP improves new and aspiring nurse leader self-assessed competencies. Nurse leaders need advanced knowledge and competencies to successfully lead in the complex healthcare environment.

The ongoing shortage of registered nurses is a nationwide phenomenon. Many factors contribute to the dissatisfaction and stress of new graduate nurses during the initial transition phase of their career. The lack of peer and leadership support is among the many factors that lead to constant turnover. New nurses entering the workforce are caring for patients with more complex health problems. The Commission on Collegiate Nursing Education (CCNE) has developed standards for accreditation of entry-to-practice nurse residency programs (NRP). The purpose of this DNP project was to propose a formal evidenced-based nurse residency program to the stakeholders of an acute care hospital based on the CCNE standards. The Iowa model of evidenced-based practice was used to outline this formal residency program, and Benner's novice to expert theory guided its development. Eight organizational stakeholders participated in the presentation of the proposal for the evidenced-based nurse residency program. A questionnaire based on the standards for accreditation of entry-to-practice nurse residency programs was used for evaluation. The majority of respondents indicated that the standards presented in the presentation were consistent with the requirements of accredited NRPs. For the three primary categories, program faculty, institutional commitment and resources, and management of patient care delivery, 89% of participants indicated an excellent rating on a four-point scale on the questionnaire. The proposed education, once implemented, could result in social change by ultimately improving work satisfaction, improved retention, improved quality of care, and ultimately improved patient health outcomes.

The usefulness of the home management house residence course at Utah State University as perceived by former students was studied. The sample consisted of 112 students, residents of the home management house between 1967 and 1975. The instruments used were: a background questionnaire and a management skill usefulness scale. The statistical tests used were the t test and analysis of variance. The course was rated as being very useful, both personally and professionally by the graduates.. It was found that the three variables being tested ( professional employment, grade earned from the course and graduate resident advisor) did not make significant differences in the usefulness ratings. The findings also indicated that the course had not become less useful over time.

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