A Delphi survey of health education system and interprofessional nurse' role

Luca, Enrico De; Sena, Barbara; Cataldi, Silvia; Fusillo, Federica

doi:10.1016/j.nedt.2021.104779

Cited by 6 publications

(4 citation statements)

References 32 publications

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“…This change movement among health professionals brings as an essential condition the implementation of an interprofessional education or any other action that becomes a facilitator for these adaptations, as these controversial positions of nurses require permanent academic support that supports the change of a model from medicine-centered care to person-centered care (DE LUCA et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Nursing Services: Certification as a Strategic Differential

Cirino¹,

Novaes²,

Barros³

2023

JHS

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The nursing team represents 40.6% of the hospital's professionals, being the largest workforce in patient care, therefore, the certification of this service supports the repositioning of nurses, as well as the development of the team, integrating them into the strategy of high care performance in pursuit of excellence in management. The objective is to demonstrate the perception that Nursing undergoes a restructuring of its knowledge through the management tools of the Certification Program for Nursing Services Distinction. Information from assessments in a digital model, followed between January 2021 and June 2022, in three hospitals with different profiles, funding and complexity, was gathered. The experience report was carried out through the collection of information using focus groups with Governance, Nursing Leadership and Nurses. It was identified by the development of the program a greater integration of the assistance team with the leadership, autonomy of the nurse in the management of the sector and involvement of the nursing technician in the multidisciplinary team. Professionals reported greater professional recognition, empowerment and personal fulfillment, reflected in the climate of safety and satisfaction at work. Communication about the patient's condition with the doctor improved, bringing good results in care, such as the identification of early signs of clinical deterioration. Changes were identified in the position of nurses as clinical care managers. It is therefore concluded that this Program made it possible to observe the advancement of nurses' performance in patient-centered care, with information and data that helped in decision-making, favoring greater autonomy and action, based on the ethical principles of the profession.

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Section: Resultsmentioning

confidence: 99%

Nursing Services: Certification as a Strategic Differential

Cirino¹,

Novaes²,

Barros³

2023

JHS

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“…Este movimento de mudança entre os profissionais de saúde traz como condição essencial a implementação de uma educação interprofissional ou qualquer outra ação que se torne facilitadora para estas adaptações, pois estas posições controversas dos enfermeiros necessitam de um respaldo acadêmico permanente que apoie a mudança de um modelo de cuidado centrado na medicina para um centrado na pessoa (DE LUCA et al, 2021).…”

Section: Resultado E Discussãounclassified

Serviços de enfermagem: certificação como diferencial estratégico

Novaes,

De Barros,

Cirino

2023

Arch. Health

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A equipe de enfermagem representa 40,6% dos profissionais do hospital, sendo a maior força de trabalho na assistência ao paciente, logo, a certificação deste serviço apoia o reposicionamento do enfermeiro, assim como o desenvolvimento da equipe, integrando-o à estratégia de alto desempenho assistencial em busca da excelência em gestão. O objetivo é demonstrar a percepção de que a Enfermagem passa por uma reestruturação de seu saber por meio das ferramentas gerenciais do Programa de Certificação por Distinção de Serviços de Enfermagem. Foram reunidas informações das avaliações em modelo digital, acompanhadas entre janeiro de 2021 e junho de 2022, em três hospitais com perfis, financiamento e complexidade diferentes. O relato de experiência se deu por meio do levantamento de informações com emprego de grupos focais com a Governança, Lideranças de Enfermagem e Enfermeiros. Identificou-se pelo desenvolvimento do programa uma maior integração da equipe assistencial com a liderança, autonomia do enfermeiro na gestão do setor e envolvimento do técnico de enfermagem na equipe multidisciplinar. Os profissionais relataram maior reconhecimento profissional, empoderamento e realização pessoal, refletindo no clima de segurança e satisfação no trabalho. A comunicação sobre o quadro do paciente com o médico melhorou, trazendo bons resultados na assistência, como por exemplo, a identificação de sinais precoces de deterioração clínica. Identificaram-se mudanças no posicionamento do enfermeiro como gestor clínico do cuidado. Conclui-se então que este Programa possibilitou observar o avanço da atuação do enfermeiro no cuidado centrado no paciente, com informações e dados que auxiliaram na tomada de decisão, favorecendo maior autonomia e atuação, alicerçado pelos princípios éticos da profissão.

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“…As the demand for healthcare continues to increase, the role of nurses is constantly evolving to encompass not only providing care, organization, and management, but also educational responsibilities. 1 , 2 In China, the development of preliminary teaching competence has become a key objective in the education of undergraduate nursing students. Many nursing schools in the country offer courses in nursing education and have implemented teaching reforms, such as the use of flipped classrooms.…”

Section: Introductionmentioning

confidence: 99%

Application of Objective Structured Teaching Examination (OSTE) in Assessing Classroom Teaching Skills for Nursing undergraduates: A Quasi-experimental Study

Pei,

Ping,

Lin

et al. 2024

Educ. Enferm.

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Objective. To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China). Methods. A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations. Results. Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom. Conclusion. Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.

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A Delphi survey of health education system and interprofessional nurse' role

Cited by 6 publications

References 32 publications

Nursing Services: Certification as a Strategic Differential

Nursing Services: Certification as a Strategic Differential

Serviços de enfermagem: certificação como diferencial estratégico

Application of Objective Structured Teaching Examination (OSTE) in Assessing Classroom Teaching Skills for Nursing undergraduates: A Quasi-experimental Study

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