A formação acadêmica de enfermagem e os incidentes com múltiplas vítimas: revisão integrativa

Salvador, Pétala Tuani Cândido de Oliveira; Dantas, Rodrigo Assis Neves; Dantas, Daniele Vieira; Torres, Gilson de Vasconcelos

doi:10.1590/s0080-62342012000300029

Cited by 15 publications

(25 citation statements)

References 19 publications

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“…Initial care to burn victims: nursing students' knowledge -a cross-sectional study Online braz j nurs [internet] 2014 Sep [cited year month day]; 13(4):518-28. Available from: http://www.objnursing.uff.br/index.php/ nursing/article/view/4744 critical situations, including providing services to burn patients at trauma centers (10) . Thus, the team in charge should base their assistance on established scientific principles, and the nurses are the ones responsible for carrying out the treatment of the most complex cases (8) .…”

Section: Introductionmentioning

confidence: 99%

Initial care to burn victims: nursing students' knowledge: a cross-sectional study

Meschial

Oliveira

2014

Online Brazilian Journal of Nursing

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Problem: The scientific literature has been pointing out gaps in the knowledge of nurses on the care of burn victims. Aim: To determine the theoretical knowledge of nursing students on the initial care to burn victims in emergency units. Method: Cross-sectional study involving 107 nursing students from four higher education institutions in the Metropolitan Area of Maringá (PR), using a semi-structured questionnaire for data collection. Association was evaluated using the chi-square test, with significance level p ≤ 0.05. Results: Only 22.4% of the students had adequate knowledge. There was an association between satisfactory knowledge and belonging to a public institution (OR = 3.1, p = 0.01444), having performed nursing care in the initial treatment of burn victims (OR = 3.6, p = 0.006530), and having witnessed the initial care to burn victims (OR = 2.7, p = 0.03431). Conclusion: The lack of knowledge demonstrated by students reveals the need to rethink teaching strategies so that they promote improvements in the knowledge of these scholars.

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Section: Introductionmentioning

confidence: 99%

Initial care to burn victims: nursing students' knowledge: a cross-sectional study

Meschial

Oliveira

2014

Online Brazilian Journal of Nursing

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“…12 In some countries, such as Brazil, the law supports the nurses' performances on the critically ill patient and allows the execution of activities of greater technical complexity and which require a scientifically based knowledge and ability to make immediate decisions. 13 In the United States, a study conducted by nurses from the Massachusetts General Hospital (Boston, Massachusetts USA) concluded that the role of nursing in disaster medicine and LTEs will continue to grow in years to come, hence, the importance of nurses being adequately trained in this field. 14 Boyd 15 states that urgent care must correspond to a comprehensive emergency system as a set of sequential activities complex and ordered through protocols aimed at optimizing the care of critical patients from the moment of appearance of the process to their reincorporation to life social or labor.…”

Section: Discussionmentioning

confidence: 99%

Primary Health Care Nurses’ Self-Perception of Theoretical Knowledges and Practical Skills in Life-Threatening Emergencies: A Cross-Sectional Study

Martínez

Delgado

Álvarez

et al. 2019

Prehosp. Disaster med.

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Background:Within out-of-hospital emergencies, primary health care (PHC) nurses must face life-threatening emergencies (LTEs), which are defined as “a situation associated with an imminent life risk that entails the start-up of resources and special means to resolve the situation.”Objectives:The objectives of this study were to know the training received for out-of-hospital LTEs by PHC nurses of Asturias, Spain and the perception they have about their theoretical knowledge and practical skills in a series of emergency procedures or techniques used in LTE emergencies; as well as to analyze the differences according to the geographical area of their work.Design:Cross-sectional, descriptive, and observational study was conducted in 2018 of a sample of PHC service nurses of Asturias, Spain.Methods:A total of 236 nurses from PHC service centers of Asturias, Spain, from among the total of 730 nurses who make up the staff of nurses of the PHC service of Asturias, between April and May 2018, were surveyed. The survey was designed ad hoc using the Doctrinal Body of Emergency Nursing (DBEN) proposed by the Spanish Society of Emergency Medicine (SEMES; Madrid, Spain), which indicates the theoretical and practical procedures that must be acquired by the PHC nurses. It is composed of 37 procedures or techniques employed in LTEs using an 11-point Likert scale rating to detect their self-perception about theoretical knowledge and practical skills from zero (“Minimum”) to ten (“Maximum”).Results:There were significant differences in the mean of theoretical knowledge and practical skills in many procedures or techniques studied, depending on the different areas of work.Conclusions:All PHC nurses must be perfectly trained to provide initial quality assistance to the LTE, with both theoretical and practical knowledge of the different techniques, so that it can continue to be attended by the corresponding Emergency Service.

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“…13 Além disso, com as mudanças no cenário nacional, percebe-se a importância de serem inseridas novas temáticas no processo de ensino em U/E, relacionadas à epidemiologia dos incidentes com múltiplas vítimas (IMV) no cenário contemporâneo, somados aos desastres naturais, com consequências significativas para o SUS. 18 De modo geral, detecta-se a necessidade de mais aproximação dos serviços no processo de formação inicial do enfermeiro, ou seja, da diminuição da distância entre a teoria e a prática; nesse sentido, é de grande importância que se dê uma roupagem prática ao conteúdo, principalmente nessa perspectiva de formação por competência. Há autores, ainda, que defendem uma formação com predomínio de aulas práticas no serviço, ou seja, tomando os serviços como um dos determinantes dos conteúdos e competências a serem trabalhados.…”

Section: Conteúdos Das Aulas Pr áTicas No Serviço: Dependência Da Demunclassified

Urgency/Emergency Course Content in the Education of Generalist Nurses

Filho¹,

Martini²,

Lazzari³

et al. 2017

REME: Revista Mineira De Enfermagem

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Trata-se de estudo de caso único, analítico, com abordagem qualitativa, que objetivou conhecer os conteúdos de urgência e emergência ensinados em um curso de graduação em Enfermagem. A coleta de dados ocorreu de agosto a dezembro de 2014. Foram entrevistados 13 professores; observadas 18 aulas teórico-práticas de laboratório; e analisados 13 planos de ensino de disciplinas do curso, além do projeto pedagógico. A partir da análise de conteúdo, emergiram três categorias: critérios utilizados para a escolha dos conteúdos a serem trabalhados; conteúdos das aulas teóricas, aulas práticas de laboratório e aulas teórico-práticas: distribuição por período/fase; e conteúdos ministrados nas atividades teórico-práticas no serviço: dependência da demanda. Identificou-se a necessidade de aprofundar a discussão sobre os conteúdos a serem trabalhados, principalmente na definição daquilo que é prioritário, evitando a mera instrumentalização dos alunos alijada de raciocínio crítico, desenvolvendo as competências propostas para o perfil do egresso.

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A formação acadêmica de enfermagem e os incidentes com múltiplas vítimas: revisão integrativa

Cited by 15 publications

References 19 publications

Initial care to burn victims: nursing students' knowledge: a cross-sectional study

Initial care to burn victims: nursing students' knowledge: a cross-sectional study

Primary Health Care Nurses’ Self-Perception of Theoretical Knowledges and Practical Skills in Life-Threatening Emergencies: A Cross-Sectional Study

Urgency/Emergency Course Content in the Education of Generalist Nurses

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