Physical cardiorespiratory examination: knowledge of nursing students

Patrício, Anna Cláudia Freire de Araújo; Alves, Karoline de Lima; Santos, Jiovana de Souza; Araruna, Patrícia da Cruz; Duarte, Marcella Costa Souto; Rodrigues, Meiry Gláucia Freire

doi:10.9789/2175-5361.2015.v7i1.1967-1974

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Such skills must be acquired during the training of nurses through teaching physical examination. This teaching should base on methodologies that favor critical thinking, reflection, and the students' active participation (3) , such as clinical simulation.…”

Section: Introductionmentioning

confidence: 99%

Teaching cardiovascular physical examination in nursing: clinical simulation

Fernandes

Carino

Fernandes³

et al. 2020

Rev. Bras. Enferm.

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Objective: To evaluate, in Nursing students, the effect of clinical simulation as an educational strategy for learning about the cardiovascular physical examination. Methods: Quasi-experimental study, with the placement of 30 undergraduate nursing students, from a public university in Northeast Brazil, in two groups - intervention and control. The educational intervention consisted of a clinical simulation applied to the intervention group. The control group received only the usual class. Pre-test and post-test were applied with questions about cardiovascular physical examination for both groups. In the inferential analysis, we used chi-square or Fisher’s exact tests for categorical variables; and the Student’s t-test for independent samples. Results: The results showed that the difference in correct answers between the intervention and control groups was statistically significant, with a value of p of 0.05. Conclusion: We concluded that the applied educational strategy had a positive effect on undergraduate nursing students to learn the cardiovascular physical examination.

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Section: Introductionmentioning

confidence: 99%

Teaching cardiovascular physical examination in nursing: clinical simulation

Fernandes

Carino

Fernandes³

et al. 2020

Rev. Bras. Enferm.

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“…Although scarce, some studies available in the scientific literature show that teachers have problems in the teaching pulmonary and cardiovascular assessment-mainly in what has to do with auscultation; (3) as well as, nursing students have difficulties in cardiac auscultation and the identification of the sounds. (4) To address these difficulties, it is necessary to generate conditions so that the nursing student can develop the ability to perform accurate assessments. Subsequently, as professionals, this will result in the improvement of health outcomes and quality of patient care.…”

mentioning

confidence: 99%

A reusable learning object for assessment cardiovascular and respiratory responses

Díaz¹,

Miranda²,

García³

2022

invest. educ. enferm

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Objective. Produce and determine the validity of a reusable learning object for assessment cardiovascular and respiratory responses from the taxonomy of the North American Association of Nursing Diagnosis Domain 4. Activity/Rest, Class 4. Cardiovascular/Pulmonary Responses. Methods. A descriptive methodological study was developed that included three phases (1) construction of the reusable learning object incorporating Gagné's nine instructional events, (2) content validation was carried out with 24 nurses who served as experts, and (3) and Usability was evaluated by 22 nursing students from a Public University in Colombia. Results. The reusable learning object was organized into three modules: introduction, assessment of cardiovascular responses, and assessment of pulmonary responses. The learning object obtained a content validation index of 0.86; the usability indicators had proportions of agreement greater than 85%. Conclusion. The reusable learning object is valid and can be used for teaching the assessment of cardiovascular and respiratory responses in nursing students.

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O exame físico na prática hospitalar do enfermeiro

Santos

Nery

Mutti

et al. 2020

RSD

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This study aimed to understand how physical examination occurs in nurses' hospital practice. It is a descriptive and exploratory research, with a qualitative approach. Eighteen nurses from the medical clinic of a public hospital unit, located in the state of Tocantins, Brazil, were interviewed. The collection took place through an open interview that took place in 2015. The data was analyzed according to the assumptions of the Content Analysis. This study was approved by the Permanent Education Center of the researched hospital and by the Human Research Ethics Committee under protocol 003/2015. Results: Two categories emerged: The moment of the physical examination in the nurse's practice is a limit to perform it, as there are other demands on the service and when it is done, it is upon the client's admission; and how the physical examination is performed in the nurse's practice, when it occurs, it is often not performed completely, as professionals do not feel with certain skills. Final Considerations: the time to perform the physical examination, the work overload, insufficient material resources and reduced technical knowledge and skills, imply the physical examination in the nurse's hospital practice.

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Physical cardiorespiratory examination: knowledge of nursing students

Cited by 3 publications

References 4 publications

Teaching cardiovascular physical examination in nursing: clinical simulation

Teaching cardiovascular physical examination in nursing: clinical simulation

A reusable learning object for assessment cardiovascular and respiratory responses

O exame físico na prática hospitalar do enfermeiro

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