Nursing Education in a Curriculum Oriented of Competence: A Systematic Review

Barbosa, Luciene Rodrigues; Pereira, Luciane Lúcio

doi:10.4236/ce.2015.617190

“…It should be noted that the students were not new to this type of written exercise since these reflections were built into the school of nursing's curriculum from the beginning of the program. Such exercises are intended to "develop critical and reflexive thinking and attitudes in nursing" (Barbosa, & Pereira, 2015, p. 1860.…”

Section: Discussionmentioning

confidence: 99%

A thematic analysis of nursing students’ end-of-life knowledge

Susanna¹

2021

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Background: Nursing Associations recommend that undergraduate nursing programs integrate end-of-life content throughout their nursing curricula to address the needs of those requiring such care. Objective: To determine the extent of nursing students' knowledge about end-of-life care in the final year of an undergraduate nursing program in Ontario, Canada. Method: The content of reflective exercises written by 24 nursing students enrolled in an end-of-life elective were thematically analyzed, both at the beginning and end of a 12 week course. Results: Results indicate that undergraduate nursing students’ end-of-life knowledge and experiences vary greatly. The overarching theme Duty of Care indicated that the students were motivated to take the course to fulfill a sense of professional responsibility. The sub-themes Assumptions and Experience (subdivided as Limited, Personal, and Professional) depicted students' initial and variable understanding of end-of-life care. Under the theme of Transferable Skills, the students’ range of knowledge and the competencies they gained from their clinical placements and the course were illustrated. Conclusion: The study is expected to aid in curriculum review of a university's undergraduate nursing program.

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“…It should be noted that the students were not new to this type of written exercise since these reflections were built into the school of nursing's curriculum from the beginning of the program. Such exercises are intended to "develop critical and reflexive thinking and attitudes in nursing" (Barbosa, & Pereira, 2015, p. 1860.…”

Section: Discussionmentioning

confidence: 99%

A thematic analysis of nursing students’ end-of-life knowledge

Susanna¹

2021

Preprint

0

View full text Add to dashboard Cite

Background: Nursing Associations recommend that undergraduate nursing programs integrate end-of-life content throughout their nursing curricula to address the needs of those requiring such care. Objective: To determine the extent of nursing students' knowledge about end-of-life care in the final year of an undergraduate nursing program in Ontario, Canada. Method: The content of reflective exercises written by 24 nursing students enrolled in an end-of-life elective were thematically analyzed, both at the beginning and end of a 12 week course. Results: Results indicate that undergraduate nursing students’ end-of-life knowledge and experiences vary greatly. The overarching theme Duty of Care indicated that the students were motivated to take the course to fulfill a sense of professional responsibility. The sub-themes Assumptions and Experience (subdivided as Limited, Personal, and Professional) depicted students' initial and variable understanding of end-of-life care. Under the theme of Transferable Skills, the students’ range of knowledge and the competencies they gained from their clinical placements and the course were illustrated. Conclusion: The study is expected to aid in curriculum review of a university's undergraduate nursing program.

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Prática Clínica Do Enfermeiro: Diferenças Entre Brasil E Estados Unidos Da América

Cesário¹,

Flauzino²,

Hernandes³

et al. 2021

Revista Científica Multidisciplinar Núcleo do Conhecimento

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O objetivo deste trabalho foi descrever as diferenças na prática clínica da enfermagem entre Brasil e Estados Unidos da América. A pesquisa é uma revisão bibliográfica de abordagem descritiva e qualitativa. Foi realizada nos bancos de dados do Google Acadêmico, BVS (biblioteca virtual em saúde) e SciELO (Scientific Electronic Library Online), com a seguinte pergunta de pesquisa: Qual a diferença da prática clínica do enfermeiro nos EUA em relação a prática brasileira? Foram incluídos artigos acadêmicos publicados entre 2013 à 2020, nos idiomas inglês e português, disponíveis de forma gratuita. Foram excluídos os artigos inferiores a 2013, resumos, periódicos que não contemplavam nenhum dos objetivos, que não respondessem à pergunta de pesquisa e artigos repetidos encontrados nas bases de dados citadas acima, no qual resultou em uma amostra final de 19 artigos. A prática da enfermagem nos EUA é bem diferente daquilo que é praticado no Brasil e isso começa pela forma que a pessoa se insere no mercado, já que nos EUA para que o indivíduo obtenha a licença profissional, é necessário que se realize um exame intelectual, o NCLEX-RN (National Council Licensure Examination for Registered Nurse), o qual o habilitará a exercer a sua função como enfermeiro. Observou-se que o enfermeiro americano apresenta uma maior autonomia na tomada de decisão clínica e pode realizar as práticas avançadas que não existem no Brasil, por outro lado é notado que o enfermeiro brasileiro possui uma carga maior de estudo que o enfermeiro americano, mas no Brasil ainda temos muitos paradigmas a serem quebrados na enfermagem para conseguir atingir a tão sonhada autonomia profissional.

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Nursing Education in a Curriculum Oriented of Competence: A Systematic Review

Cited by 3 publications

References 22 publications

A thematic analysis of nursing students’ end-of-life knowledge

A thematic analysis of nursing students’ end-of-life knowledge

A thematic analysis of nursing students’ end-of-life knowledge

Prática Clínica Do Enfermeiro: Diferenças Entre Brasil E Estados Unidos Da América

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