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Background: With the progression of the epidemiological transition, palliative care skills should be acquired already in undergraduate nursing education. However, most nursing schools have been slow to adapt to the needs emerging from this new context. Objectives: To identify the perceptions and knowledge of final-year undergraduate nursing students in Brazil and Portugal about palliative care and compare them with their experiences in clinical practice. Methodology: Multicenter, exploratory, and descriptive study with a qualitative approach. Fifteen students were interviewed in 2018: 10 Brazilian students and five Portuguese students. Data were analyzed using Bardin’s content analysis technique. Patricia Benner’s model was used as theoretical framework. Results: The narratives revealed dissatisfaction with the palliative care content in the curricula, frustration with the experiences in clinical practice, and conceptual misconceptions about the theme. Conclusion: The curricula should be adapted and palliative care content integrated into mandatory subjects., Marco contextual: Con el avance de la transición epidemiológica, la adquisición de competencias en cuidados paliativos es ya necesaria en la formación inicial de enfermería. Sin embargo, la mayoría de las instituciones de formación ha tardado en adaptarse a las nuevas necesidades de este nuevo contexto. Objetivos: Identificar las percepciones y los conocimientos de los estudiantes de último curso de enfermería de Brasil y Portugal sobre los cuidados paliativos y relacionarlos con sus experiencias en la práctica clínica. Metodología: Estudio multicéntrico, exploratorio y descriptivo, de carácter cualitativo. Se entrevisto a 15 estudiantes, 10 brasileños y cinco portugueses, durante 2018. Los datos se sometieron al análisis de contenido de Bardin. Se utilizó el modelo de Patricia Benner como base teórica. Resultados: Los relatos pusieron de manifiesto sentimientos de insatisfacción con los contenidos sobre cuidados paliativos puestos a disposición por las escuelas y de frustración respecto a las experiencias vividas en la práctica clínica. Se pusieron de manifiesto malentendidos conceptuales sobre el tema. Conclusión: Es necesario adaptar los planes de estudio e incorporar contenidos de cuidados paliativos en las asignaturas obligatorias., Enquadramento: Com o avançar da transição epidemiológica, faz-se necessária a aquisição de competências em cuidados paliativos já na formação inicial de enfermagem. No entanto, a maioria das instituições formadoras têm demorado a adaptar-se às necessidades emergentes deste novo contexto. Objetivos: Identificar as perceções e os conhecimentos de finalistas do curso de enfermagem no Brasil e em Portugal sobre cuidados paliativos e relacioná-los às suas experiências na prática clínica. Metodologia: Estudo multicêntrico, exploratório e descritivo, de natureza qualitativa. Foram entrevistados 15 estudantes, 10 brasileiros e cinco portugueses, no decorrer de 2018. Os dados foram submetidos a análise de conteúdo de Bardin. Utilizou-se o modelo de Patricia Benner para o suporte teórico. Resultados: As narrativas trouxeram à tona sentimentos de insatisfação com o conteúdo em cuidados paliativos disponibilizado pelas escolas e de frustração em relação às experiências vividas na prática clínica. Revelaram-se equívocos conceptuais sobre a temática. Conclusão: Os currículos precisam de ser adaptados e de incorporar conteúdos de cuidados paliativos em disciplinas obrigatórias.

Objetivo:analizar la estructura de los programas de enseñanza y los contenidos del componente de salud y desarrollo del adolescente en la formación de los estudiantes de enfermería.Método:estudio observacional descriptivo, realizado en Colombia, Ecuador y Perú. Se aplicó el Instrumento para (auto)evaluar el componente de salud y desarrollo del adolescente en la formación de pregrado de los proveedores de salud. Se utilizaron estadísticas descriptivas.Resultados:participaron 95 escuelas (84,1% del total). De los docentes encargados de la enseñanza de la salud de los adolescentes, el 31,6% no tenía formación específica en la materia y el 18,9% no tenía formación en el ámbito de la educación/pedagogía. Los principales temas que podrían incorporarse a la formación son: comportamiento, identidad de género y orientación sexual,bullyingycyberbullying, uso de las tecnologías digitales, violencia en el noviazgo, paternidad y retraso puberal.Conclusión:el profesorado tiene una formación limitada en temas pedagógicos/educativos y en temas específicos de la salud del adolescente. El plan de estudios debe actualizarse con contenidos del desarrollo y salud del adolescente, incluir conocimientos sobre las leyes y políticas, y ampliar la capacidad de las enfermeras para generar, analizar y utilizar datos para la toma de decisiones. Objective:analyze the structure of teaching programs and contents of the adolescent health and its development in nursing education.Method:descriptive observational study conducted in Colombia, Ecuador and Peru. Data was collected by the Instrument for (self-)evaluation of the adolescent health and development component in undergraduate nursing programs, and investigated using descriptive statistics.Results:A total of 95 nursing schools participated in the study (84.1% of the total). Of the faculty responsible for teaching contents relating to adolescent health, 31.6% had no specific training on the topic and 18.9% had no educational/pedagogical training. Behavior, gender identity and sexual orientation, bullying and cyberbullying, use of digital technologies, partner violence, parenting, and pubertal delay were the main topics which could be incorporated into nursing education.Conclusion:the faculty of the schools analyzed have limited education in pedagogical/educational topics and specific adolescent health issues. Curricula should be updated, including knowledge of laws and policies, thus expanding nurses’ ability to generate, analyze and use data for decision making. Objetivo:analisar a estrutura dos programas de ensino e os conteúdos do componente Saúde e Desenvolvimento do Adolescente na formação dos estudantes de enfermagem.Método:estudo observacional descritivo, realizado na Colômbia, Equador e Peru. Aplicou-se o Instrumento de (auto)avaliação do componente Saúde e Desenvolvimento do Adolescente na graduação de profissionais de saúde. Utilizou-se estatística descritiva.Resultados:95 Escolas de Enfermagem participaram (84,1% do total). Dos professores responsáveis pelo ensino da saúde dos adolescentes, 31,6% não tinham formação específica na matéria e 18,9% não tinham formação no campo da educação/pedagogia. Estes são os principais tópicos que poderiam ser incorporados à formação: comportamento, identidade de gênero e orientação sexual,bullyingecyberbullying, uso de tecnologias digitais, violência entre parceiros, paternidade adolescente e puberdade tardia.Conclusão:os professores têm formação limitada em questões pedagógicas/educacionais e em temas específicos da saúde dos adolescentes. O currículo precisa ser atualizado com conteúdos relacionados a saúde e desenvolvimento dos adolescentes; deve-se incluir conhecimento de leis e políticas e expandir a capacidade dos profissionais de enfermagem para que possam gerar, analisar e utilizar dados para a tomada de decisões.

Objectives: to summarize historical aspects related to perioperative nursing education in Brazil and to outline future perspectives. Methods: a descriptive-reflexive essay about the historical process of Brazilian perioperative teaching at undergraduate and graduate levels. Results: the reflection addresses the historical axes of perioperative nursing, teaching perioperative nursing, curriculum changes, graduate studies and relationship with the perioperative period and trends in perioperative nursing education. Curriculum changes reduced time available for teaching and learning, with a focus on the perioperative period, and diluted contents of surgical nursing in other subjects, which could cause irreversible losses for generalist nurses’ training. Final Considerations: when reviewing historical aspects of national nursing curricula, it was found that the nomenclature perioperative nursing was never used in the curriculum, however, the surgical area has always been contemplated in undergraduate and graduate studies. Future trends indicate the need to integrate themes and prepare professionals with perspectives focused on global health and technology. RESUMEN Objetivos: resumir aspectos históricos relacionados con la educación en enfermería perioperatoria en Brasil y esbozar perspectivas futuras. Métodos: se trata de un ensayo descriptivo-reflexivo sobre el proceso histórico de la enseñanza perioperatoria brasileña a nivel de pregrado y posgrado. Los cambios curriculares redujeron el tiempo disponible para la enseñanza y el aprendizaje, con foco en el período perioperatorio, y diluyeron los contenidos de enfermería quirúrgica en otras disciplinas, lo que podría ocasionar pérdidas irreversibles para la formación de enfermeros generalistas. Resultados: la reflexión aborda los ejes históricos de la enfermería perioperatoria, la enseñanza de enfermería perioperatoria, los cambios curriculares, los estudios de posgrado y la relación con el período perioperatorio y las tendencias en la formación de enfermería perioperatoria. Consideraciones Finales: al revisar aspectos históricos de los currículos nacionales de enfermería, se encontró que la nomenclatura enfermería perioperatoria nunca fue utilizada en los currículos, sin embargo, el área quirúrgica siempre ha sido contemplada en los estudios de grado y posgrado. Las tendencias futuras indican la necesidad de integrar temas y preparar profesionales con perspectivas centradas en la salud global y la tecnología. RESUMO Objetivos: sumarizar aspectos históricos relacionados ao ensino de enfermagem perioperatória no Brasil e traçar perspectivas futuras. Métodos: trata-se de um ensaio descritivo-reflexivo acerca do processo histórico do ensino perioperatório brasileiro no âmbito da graduação e pós-graduação. Resultados: a reflexão aborda os eixos histórico da enfermagem perioperatória, ensino da enfermagem perioperatória, mudanças curriculares, pós-graduação e relação com o perioperatório e tendências do ensino de enfermagem perioperatória. Alterações curriculares reduziram o tempo disponível de ensino-aprendizagem, com enfoque no perioperatório, e diluíram os conteúdos de enfermagem cirúrgica em outras disciplinas, podendo causar perdas irreversíveis para a formação de enfermeiros generalistas. Considerações Finais: ao rever aspectos históricos dos currículos nacionais da enfermagem, constatou-se que a nomenclatura enfermagem perioperatória nunca foi utilizada nos currículos, contudo a área cirúrgica sempre foi contemplada na graduação e pós-graduação. Tendências futuras assinalam a necessidade de integrar temáticas e preparar profissionais com perspectivas direcionadas à saúde mundial e tecnologia.

Background This study aimed to investigate the association between self-confidence of final-year students in selected midwifery skills and teaching-learning methods used in the two formally recognized education programs for nurse-midwives in India. Design A cross-sectional survey Participants 633 final-year students, from 25 educational institutions randomly selected, stratified by type of program (diploma/bachelor), and ownership (private/government) in Gujarat. Data collection and analysis Students assessed their confidence on a 4-point scale, in four midwifery competency domains-antepartum, intrapartum, postpartum, and newborn care recommended by the International Confederation of Midwives (ICM). Explorative factor analysis was used to reduce skill statements into subscales separately for each domain. Odds ratios with 95% CI were calculated for students with high confidence (≥75th percentile on each subscale) and not high confidence (all others) between diploma and bachelor students. Results Classroom teaching was the most practiced method. ‘Laboratory demonstrations’, ‘Practice on models’, ‘Demonstrations at clinical sites’, ‘Births Attended’ (Hands-on clinical practice), and ‘Satisfaction with clinical supervision’ were practiced less, lesser in the bachelor’s compared to the diploma program. High confidence was associated with ‘Births Attended’ (Hands-on clinical practice), ‘Practice on models’, and ‘Satisfaction with clinical supervision’ for all subscales of all four domains of competencies. Conclusions Hands on skills practice in the laboratory and supervised clinical practice during clinical placements were associated with high confidence for basic clinical midwifery skills amongst students. The diploma program followed better pedagogoical approaches than the bachelor’s program.

There are two integrated pre-service education programmes for nurses and midwives in India; a diploma in General Nursing and Midwifery (GNM) and bachelor's in nursing (B.Sc. nursing). This study assessed and compared confidence of final-year students from these two programmes for selected midwifery skills from the list of midwifery competencies given by the International Confederation of Midwives (ICM).A cross-sectional survey.633 final-year students, from 25 educational institutions randomly selected, stratified by the type of programme (diploma/bachelor), and ownership (private/government) from the Gujarat province.Students assessed their confidence on a 4-point scale, in four midwifery competency domains-antepartum, intrapartum, postpartum, and newborn care. Skill statements were reduced to subscales for each competency domain separately through Principle Component Analysis. Crude and adjusted odds ratios with 95% CI were calculated for students with high confidence (≥75th percentile on each subscale) and not high (all others) between diploma and bachelor students.The diploma students were 2-4 times more likely to have high confidence on all subscales under antepartum, intrapartum, postpartum and newborn care compared to the bachelor students. Though both groups had less hands-on clinical practice during their education, more diploma students could fulfil the requirements of attending recommended number of births compared to the bachelor students.Overall the students of the general nursing and midwifery (GNM) programme have higher confidence in skills for antepartum, intrapartum, newborn and postpartum care. One important reason is more hands-on clinical practice for the diploma compared to the bachelor students.

The 2010 "Future of Nursing: Leading Change, Advancing Health" report from the Institute of Medicine recommended that 80% of registered nurses (RNs) obtain a bachelor of science in nursing (BSN) degree by 2020. Hospitals with BSN nurses have reduced morbidity and mortality. In 2014, the University of Wisconsin-Milwaukee and the University of Wisconsin-Extension launched the University of Wisconsin Flexible Option BSN (UW Flex BSN) as an additional model for BSN degree completion, adding to the in-person and online delivery models already being offered.In this article, the authors examine the decision to launch the UW Flex BSN program as a competency-based, time-variable approach to RN-to-BSN degree completion. They discuss the factors contributing to its success (including proactive, wraparound support for students through the use of academic success coaches and regular and substantive interaction with faculty), design and program elements and decisions, and continuing challenges that have yet to be resolved.UW Flex BSN is one version of direct-assessment, competency-based education, and it represents the first of its kind in a public institution for postlicensure BSN degree completion. The program meets all Higher Learning Commission standards and requirements and is grounded in the American Association of Colleges of Nursing Baccalaureate Essentials and program quality standards. The UW Flex BSN for degree completion is a successful example of a competency-based, time-variable education model that has been applied in a practice discipline.

[ES], Introducción: El nuevo paradigma universitario propuesto por el Espacio Europeo de Educación Superior (EEES) ha obligado a modificar la estructura del plan de estudios de enfermería . El RD 1393/2007 , basado en el EEES, establece las directrices que deberán superar los planes de estudios, los cuales serán elaborados por las universidades. Objetivos: Describir la estructura académica actual del grado de enfermería en España. Conocer la distribución de créditos ECTS por tipo de materia y en los cursos lectivos, además de conocer las materias incluidas en cada módulo. Material y método: Estudio descriptivo transversal apoyado en búsqueda bibliográfica. Se incluyeron los planes de estudios de tres universidades públicas de tres provincias españolas. Resultados discusión: En las tres universidades de La Rioja, Burgos y Cantabria, la formación básica se imparte en los dos primeros cursos con cargas lectivas de 60, 60 y 66 créditos ECTS respectivamente. El módulo de Ciencias de la Enfermería, en los tres primeros cursos con una carga de 81, 84 y 84 créditos ECTS respectivamente. Las prácticas externas comienzan a partir del tercer año y el Tr abajo Fin de Grado se realiza en último año con una carga lectiva de 12,10 y 6 respectivamente. Conclusiones: Cada universidad es la que compone su propio plan de estudios en base a unas directrices comunes. Ello implica diferencias entre las Comunidades Autónomas y también dentro de una misma provincia a la hora de formar a los profesionales enfermeros.

Nurses are increasingly needed in primary healthcare settings to support community-based healthcare delivery. Programs to facilitate transition of new graduate nurses are well established in acute care; however, there are few similar programs reported in settings like general practice. This paper sought to explore the experiences of new graduate registered nurses and their registered nurse mentors in a new graduate program within Australian general practice. New graduates (n = 9) and their mentors participated in interviews before, during and at the conclusion of a 12-month new graduate program. Interviews were digitally audio-recorded and professionally transcribed verbatim before being analysed using thematic analysis. Eighteen new graduate and 10 mentor interviews were conducted, revealing four themes. Preparation and Opportunities describes the influence that pre-registration education had on preparing nurses for general practice employment. Exceeding Expectations highlights the positive experiences within the program. Program Challenges draws attention to the difficulties experienced by participants, and Future Career Intentions explores future career plans. This study highlights that a general practice new graduate nurse program has the potential to build the workforce. However, strengthening undergraduate preparation of nurses around primary health care and addressing funding issues in general practice, are important to promote the success of such programs.

Objective: to identify contents related to Patient Safety contemplated in the curricular units of a Nursing undergraduate course, according to the teachers who work in it, and to know the teaching methodologies and evaluation strategies used. Method: descriptive case study, carried out with 15 professors of the Nursing undergraduate course of a Brazilian public institution, in 2014, who answered an online questionnaire. For data analysis, the guide of the World Health Organization was used as reference. Results: it was verified that patient safety contents are developed in the undergraduate course, referring to eight topics mentioned in the World Health Organization guide. There was a lack of contents of the topics “What is Patient Safety”, “Why applying human factors is important for Patient Safety”; and “Learning from errors to prevent harm”. The use of different teaching methodologies and evaluation strategies, both traditional and innovative, was identified. Conclusion and implications for the practice: the pedagogical project of the course must be revised, to align content, teaching methodologies and evaluation strategies and to promote the full development of this subject, both in the undergraduate Nursing course and in the other courses of the Health area. RESUMEN Objetivo: identificar los contenidos relacionados a la Seguridad del Paciente contemplados en las unidades curriculares de un curso de graduación en Enfermería, según docentes que en él actúan y conocer las metodologías de enseñanza y las estrategias de evaluación utilizadas. Método: estudio de caso descriptivo, realizado con 15 docentes del curso de graduación en Enfermería de una institución pública brasileña, en 2014, que respondieron a un cuestionario en línea. Para el análisis de los datos, se tomó como referencia la guía de la Organización Mundial de la Salud. Resultados: se verificó que contenidos sobre la Seguridad del Paciente se desarrollan en el curso de graduación, referentes a ocho tópicos citados en la guía de la Organización Mundial de la Salud. Se observó la falta de contenidos de los tópicos “Qué es la Seguridad del Paciente”, “Por qué emplear factores humanos es importante para la Seguridad del Paciente” y “Aprender con los errores para evitar daños”. Se identificó la utilización de diversas metodologías de enseñanza y estrategias de evaluación, tanto tradicionales como innovadoras. Conclusión e implicaciones para la práctica: se hace necesaria la revisión del proyecto pedagógico del curso, para alinear contenidos, metodologías de enseñanza y estrategias de evaluación y favorecer el desarrollo pleno de esta temática, tanto en el curso de graduación en Enfermería como en los demás cursos de la enseñanza del área de la Salud. RESUMO Objetivo: identificar os conteúdos relacionados à Segurança do Paciente contemplados nas unidades curriculares de um curso de graduação em Enfermagem, segundo docentes que nele atuam e conhecer as metodologias de ensino e avaliação utilizadas. Método: estudo de caso descritivo, realizado com 15 docentes do curso de graduação em Enfermagem de uma instituição pública brasileira, em 2014, que responderam a um questionário online. Para a análise dos dados, tomou-se como referência o guia da Organização Mundial da Saúde. Resultados: verificou-se que os conteúdos sobre Segurança do Paciente são desenvolvidos no curso de graduação, referentes a oito tópicos citados no guia. Observou-se a falta de conteúdos relacionados aos tópicos “O que é a Segurança do Paciente”, “Por que empregar fatores humanos é importante para a Segurança do Paciente” e “Aprender com os erros para evitar danos”. Foi identificada a utilização de diversas metodologias de ensino e estratégias de avaliação, tanto tradicionais quanto inovadoras. Conclusão e implicações para a prática: faz-se necessária a revisão do projeto pedagógico do curso para alinhar conteúdos, metodologias de ensino e estratégias de avaliação e favorecer o desenvolvimento pleno dessa temática, tanto no curso de graduação em Enfermagem quanto nos demais cursos da área da Saúde.

Continuing professional development is an essential element in professional nursing practice. In our Hospital and Health service, a gap in existing nursing pathways was identified for Assistants in Nursing (AINs), who wished to further their career in nursing and progress to Enrolled Nurse (EN). There is also little in the literature that addresses Assistants in Nursing wishing to progress their career to Enrolled Nurses. This article describes a quality improvement project designed to address this gap. The project was a collaborative venture between a Queensland Hospital and Health Service and an Institute of Tertiary and Further Education (TAFE). The focus was on creating a flexible career path for Assistants in Nursing, wishing to become Enrolled Nurses. The project resulted in the Diploma of Nursing program (theory and practice) being delivered within the hospital setting by nurse educators and clinical nurse consultants. This is unusual in that the program is normally delivered in the tertiary setting, by academic staff from the Institute of Further Education. Program implementation is described along with the challenges encountered. Outcomes from the project were: 78% completion rate; 100% employment on completion of their course of study; and 18% progressing to further their education such as Advance Enrolled Nurse or Registered Nurse. Student satisfaction regarding the program was also positive. The initiative established a local career path for Assistants in Nursing wishing to progress to Enrolled Nurse. This quality project demonstrates that collaborative ventures between the tertiary sector and hospital and health services, can create innovative flexible solutions for staff wishing to further their career in nursing.

Objective: to identify contents related to Patient Safety contemplated in the curricular units of a Nursing undergraduate course, according to the teachers who work in it, and to know the teaching methodologies and evaluation strategies used. Method: descriptive case study, carried out with 15 professors of the Nursing undergraduate course of a Brazilian public institution, in 2014, who answered an online questionnaire. For data analysis, the guide of the World Health Organization was used as reference. Results: it was verified that patient safety contents are developed in the undergraduate course, referring to eight topics mentioned in the World Health Organization guide. There was a lack of contents of the topics “What is Patient Safety”, “Why applying human factors is important for Patient Safety”; and “Learning from errors to prevent harm”. The use of different teaching methodologies and evaluation strategies, both traditional and innovative, was identified. Conclusion and implications for the practice: the pedagogical project of the course must be revised, to align content, teaching methodologies and evaluation strategies and to promote the full development of this subject, both in the undergraduate Nursing course and in the other courses of the Health area.

The Theory of Nursing for the Whole Person (TNWP) is a wholistic theory that focuses on the integration of body, mind, spirit, individual, family, and community. A qualitative descriptive research study explored Oral Roberts University graduates' perceptions of their use of the TNWP in practice. Analysis revealed six major themes. Respondents felt that the TNWP was a necessary tool to truly care for patients.

Status and development of the role as Parkinson Nurse in Germany - an online survey Abstract.In Germany there is a course for Parkinson Nurses (PN) since 2006. Content, structure and organization of their tasks have not yet been systematically described for Germany.How is the typical working day of PN organised in Germany? Which tasks do they have? Which conditions are promoting or inhibiting for their work?Among the graduates of the course, an online survey was conducted from September to November 2016. 39 questionnaires were analysed descriptively (response rate 34 %).52 % of PN work in specialist hospitals and 26 % work in hospitals of maximum medical care. Only 29 % work according to a concept and only 23 % have a job description. 21 % of respondents no longer work as PN. Counselling and education, information on medication management, educational advertising on Parkinson' disease as well as training of other professionals are at the centre of their work. The activities usually focus the work in the institution; a trans-sectoral support for people with Parkinson's disease is rare.In the future, concepts and job descriptions should be stored in the institutions, which are oriented towards a cross-institutional orientation framework. On the basis of a common understanding of roles it is possible to facilitate networking of the PN as well as the co-operation with other specialists. The curriculum at an academic level leads to the necessary competencies.Zusammenfassung. Hintergrund: Seit 2006 gibt es in Deutschland eine Fortbildung zur Parkinson Nurses (PN). Inhalte, Struktur und Organisation der Tätigkeiten wurden für Deutschland bisher nicht systematisch beschrieben. Fragestellung: Wie ist der Berufsalltag von PN in Deutschland organisiert? Welchen Tätigkeiten gehen sie nach? Welche förderlichen und hemmenden Bedingungen haben hierauf Einfluss? Methoden: Unter den Absolventinnen und Absolventen der Fortbildung wurde von September bis November 2016 eine Online-Befragung durchgeführt. Es wurden 39 Fragebögen deskriptiv analysiert (Rücklaufquote 34 %). Ergebnisse: In Fachkrankenhäusern sind 52 % und in Häusern der Maximalversorgung 26 % der PN tätig. Ein Konzept für die Arbeit (29 %) oder eine Stellenbeschreibung (23 %) liegen kaum vor. 21 % der Befragten arbeiten nicht mehr als PN. Beratung, Schulung, Information zum Medikamentenmanagement, Aufklärung zum Parkinsonsyndrom sowie Schulung von Fachpersonen stehen im Mittelpunkt der Arbeit. Die Tätigkeiten wirken meist in die Einrichtung hinein; eine sektorenübergreifende Begleitung der Betroffenen findet kaum statt. Schlussfolgerung: Zukünftig sollten Konzepte und Stellenbeschreibungen in den Einrichtungen hinterlegt sein, die sich an einem einrichtungsübergreifenden Orientierungsrahmen ausrichten. So können auf Basis eines gemeinsamen Rollenverständnisses u. a. eine notwendige Netzwerkarbeit der PN sowie die Zusammenarbeit mit anderen Fachpersonen im multiprofessionellen Team erfolgen. Eine Weiterentwicklung des Curriculums auf akademischem Niveau führt zu den hierfür notwendigen Kompetenzen.

Background: Bolstered by the Institute of Medicine’s employment goal of 80% of baccalaureate (BSN)-prepared RNs by 2020, the number of RN-to-BSN programs has grown dramatically. This rapid growth has led to concerns about lack of standardization and significant variability in requirements related to content and expected competencies. Method: The Differentiated Essential Competencies (DECs) of Graduates of Texas Nursing Programs was reviewed to tease out the concepts, content, and competencies that are BSN-level specific and thereby appropriate for RN-to-BSN programs. Results: The current review was a compilation of differentiated competencies based on education level. In this article, numerous examples are drawn from the DECs and are organized by the major content areas common to RN-to-BSN programs. Conclusion: Faculty should examine the DECs to consider how they may be used to enhance RN-to-BSN programs, to evaluate their congruence with traditional BSN programs, and to ensure that program graduates are educationally prepared for practice in today’s complex health care system. [ J Nurs Educ. 2015;54(11):615–623.]

When a midwifery diploma-level programme was introduced in 2010 in Bangladesh, only a few nursing faculty staff members had received midwifery diploma-level. The consequences were an inconsistency in interpretation and implementation of the midwifery curriculum in the midwifery programme. To ensure that midwifery faculty staff members were adequately prepared to deliver the national midwifery curriculum, a mentorship programme was developed. The aim of this study was to examine feasibility and adherence to a mentorship programme among 19 midwifery faculty staff members who were lecturing the three years midwifery diploma-level programme at ten institutes/colleges in Bangladesh. The mentorship programme was evaluated using a process evaluation framework: (implementation, context, mechanisms of impact and outcomes). An online and face-to-face blended mentorship programme delivered by Swedish midwifery faculty staff members was found to be feasible, and it motivated the faculty staff members in Bangladesh both to deliver the national midwifery diploma curriculum as well as to carry out supportive supervision for midwifery students in clinical placement. First, the Swedish midwifery faculty staff members visited Bangladesh and provided a two-days on-site visit prior to the initiation of the online part of the mentorship programme. The second on-site visit was five-days long and took place at the end of the programme, that being six to eight months from the first visit. Building on the faculty staff members' response to feasibility and adherence to the mentorship programme, the findings indicate opportunities for future scale-up to all institutes/collages providing midwifery education in Bangladesh. It has been proposed that a blended online and face-to-face mentorship programme may be a means to improving national midwifery programmes in countries where midwifery has only recently been introduced.

RESUMEN: La formación enfermera es una práctica compleja y dinámica que amerita constantes revisiones teórico-metodológicas de aspectos como lo disciplinar y profesional por ser parte constitutiva de su naturaleza, cuya reflexión aporta al desarrollo de la profesión y la consolidación de la identidad profesional. Objetivo: Describir los significados que los docentes, estudiantes, egresados y grupo administrativo asignan a los componentes disciplinar y profesional en la formación enfermera del programa de Enfermería de la Universidad de Antioquia, Medellín, Colombia. Método: Investigación educativa evaluativa con enfoque etnográfico. Se realizaron entrevistas, revisión documental, observaciones y grupos de discusión. Resultados: En la formación enfermera, los significados asignados a los aspectos disciplinares y profesionales se construyen a partir de encuentros y desencuentros en relación con intenciones, concepciones y acciones de los participantes, que se concretan en prácticas educativas tradicionales en el marco de un plan de estudios morbicéntrico, con poca articulación de las teorías y del pensamiento enfermero, lo que no permite construir un concepto claro de cuidado ni la consolidación de una identidad profesional. Conclusión: Los significados asignados a los aspectos disciplinares y profesionales durante la formación enfermera son los que dan sentido a las concepciones y prácticas en enfermería. Su comprensión aporta a la reorientación de las acciones pedagógicas que permitan desarrollar un programa académico consecuente con su esencia y su objeto de desarrollo disciplinar y profesional. ABSTRACT: Nursing training is a complex and dynamic practice that merits constant theoretical and methodological revisions of aspects such as the disciplinary and professional aspects as it is a constitutive part of its nature, whose reflection contributes to the development of the profession and the consolidation of professional identity. Objective: To describe the meanings that the professors, students, graduates and the administration assign to the disciplinary and professional components in the training of nurses in the Nursing program at Antioquia University, Medellin, Colombia. Method: Educational evaluative investigation with ethnographic focus. Interviews, document revisions, observations and discussion groups were completed. Results: In the training of nurses, the meanings assigned to the disciplinary and professional aspects are built on agreements and disagreements in relation to intentions, concepts and actions of the participants. All are aspects that materialize in traditional educational practices framed by a morbidity-centered lesson plan with few articulations of theoriesand the nursing mind, which does notallow for the building of a clear care concept or the consolidation of a professional identity. Conclusion: the meanings assigned to the disciplinary and professionalaspects during training arewhat ivemeaning to theconceptsand practicesin nursing.Its understanding contributesto there-orientation of pedagogicalactionsthatallowforthe development ofan academic program consistentwith its developmental disciplinary and professional essence and objective. COL0023804

Background In recent years, many ASEAN countries, including Malaysia have embraced Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes. These are bridging programmes that allow registered nurses to upgrade their diploma qualifications to a degree level. Purpose To investigate the teaching and learning experiences of Malaysian nurses on Transnational Higher Education post-registration top-up degree programmes in Malaysia. Design Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to ensure data saturation. Semi-structured interviews were conducted in English and Bahasa Malaysia (Malaysian language) to enable nurses' voices to define, describe and evaluate their TNHE classroom experiences. Data analysis Data were analysed using thematic analysis. Findings The nurses' experiences within the short one or 2 weeks TNHE intercultural teaching and learning environment identified four categories: language and teaching and learning issues; TNHE degree requirements, guidance and support; shock and coping strategies and acclimatisation. They suggest there was a conflict between the assumptions and expectations of the TNHE ‘flying faculty’ and nurses' about the programme of study. There were also mismatches between Western and Malaysian pedagogical preferences, guidance and support, and professional values. Implications for education/practice There is a need for TNHE ‘flying faculty’ to internationalise the theoretical knowledge to reduce cultural incongruities and dissimilarities. Cultural immersion will stimulate intercultural views and knowledge to equip nurses for promotional and/or global opportunities whilst enabling the ‘flying faculty’ to create new learning environments. The research provides insights to inform TNHE provider institutions to improve teaching and learning to enable nurses to make the theory-practice connection.

Low- and middle-income countries are experiencing serious shortages in meeting health workforce requirements for universal health coverage. We examine how national-level policies can address these deficiencies and support the development of an appropriately skilled health workforce in line with population needs. We discuss three innovative, government-led solutions that are designed to align health workforce training with the demands of universal health coverage. Specifically, we discuss two initiatives to train and retain doctors in rural areas of Thailand, the large-scale training of community health workers within multidisciplinary primary health care teams in Brazil, and the introduction of a postgraduate diploma program in primary care for nurses in India. Several positive outcomes have been associated with these initiatives, including improvements in the rural retention of doctors in Thailand and reductions in infant and child mortality rates in Brazil. However, further research is needed to assess the impact of such initiatives on the long-term retention of workers—particularly doctors—and the adequacy of the training offered to lower-skilled workers to effectively plug medical personnel gaps. Systematic monitoring of program affordability and cost-effectiveness over time must be prioritized, alongside efforts to disseminate lessons learned.

This paper discusses an innovative learning approach in which people having experience of mental health services facilitated humanistic clinical supervision with groups of student nurses in the classroom. A four-day course of preparation for the role of supervisor is described and the results of subsequent clinical supervision sessions are analysed. Seven service users who had previous experience of teaching students in the classroom and fifty students on a Diploma/BSc in mental health nursing course participated in the project, which was evaluated through focus groups. The results indicated that the service user supervisors appreciated the skills they had gained on the course and felt that they were more appropriate than lecturers to facilitate clinical supervision sessions. Some students expressed initial uncertainty about the appropriateness of service users as supervisors but as changes to the pedagogical process of supervision were made and the supervisors gained more experience and confidence, students expressed greater satisfaction. The authors conclude that clinical supervision facilitated by service users who have preparation and continual support can add considerable value to the learning experience of student nurses.

Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students’ mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services need to be considered.

OBJECTIVE: The Pediatric Emergency Care Applied Research Network (PECARN) traumatic brain injury (TBI) clinical prediction rules identify children with minor blunt head trauma who are at low risk for clinically important traumatic brain injuries. We measured the agreement between the registered nurse (RN) and physician (MD) assessments. METHODS: We performed a cross-sectional study of all children RESULTS: Of the 1624 eligible children, 1191 (73%) had evaluations completed by both RN and ED providers, of which 437 (37%) were in children CONCLUSIONS: The overall agreement between RN and MD for the PECARN TBI prediction rules was moderate for older children and fair for younger children. Initial RN assessments should be verified by the MD before clinical application, especially for the youngest children.

Objectives We developed and tested a training method for basic life support incorporating defibrillator feedback during simulated cardiac arrest (CA) to determine the impact on the quality and retention of CPR skills. Methods 298 subjects were randomized into 3 groups. All groups received a 2h training session followed by a simulated CA test scenario, immediately after training and at 3 months. Controls used a non-feedback defibrillator during training and testing. Group 1 was trained and tested with an audiovisual feedback defibrillator. During training, Group 1 reviewed quantitative CPR data from the defibrillator. Group 2 was trained as per Group 1, but was tested using the non-feedback defibrillator. The primary outcome was difference in compression depth between groups at initial testing. Secondary outcomes included differences in rate, depth at retesting, compression fraction, and self-assessment. Results Groups 1 and 2 had significantly deeper compressions than the controls (35.3±7.6mm, 43.7±5.8mm, 42.2±6.6mm for controls, Groups 1 and 2, P =0.001 for Group 1 vs. controls; P =0.001 for Group 2 vs. controls). At three months, CPR depth was maintained in all groups but remained significantly higher in Group 1 (39.1±9.9mm, 47.0±7.4mm, 42.2±8.4mm for controls, Groups 1 and 2, P =0.001 for Group 1 vs. control). No significant differences were noted between groups in compression rate or fraction. Conclusions A simplified 2h training method using audiovisual feedback combined with quantitative review of CPR performance improved CPR quality and retention of these skills.

The current and projected increase in newly diagnosed cancer patients and survivors supports the nation’s need to prepare a nursing workforce that is skilled to meet the health care needs of these individuals. It is likely that cancer patients, especially survivors, will receive care from nurses without specialized oncology education who work in various nononcology clinical settings. Because of the lacking practice standards and educational guidelines for nurses who care for cancer survivors in nononcology settings, this article describes findings of a national survey that identified the importance and depth of cancer-care content included in accredited prelicensure registered nurse programs (diploma, associate and baccalaureate degrees). Findings revealed that a gap exists between respondents’ reported importance and depth of cancer-care content currently taught and that importance rated consistently higher than depth taught. Lack of time was the most frequently cited barrier. Results will be used to design generalist oncology resources for nurse educators. [ J Nurs Educ. 2013;52(7):383–390.]

A study using a qualitative descriptive design was undertaken to explore the issue of “failure to fail” in a nursing program. Individual in-depth interviews were conducted with nursing university faculty members, preceptors, and faculty advisors (n=13). Content analysis was used to analyze the data. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and preceptors and faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving assessment, evaluation, and intervention with a failing student include documentation, communication, and support. These findings have implications for improving the quality of clinical experiences.

Background: Increasing the number of nurses with doctorates is a goal of the nursing profession. The Georgia Nursing Leadership Coalition developed a survey to understand the perspectives of nurses pursuing doctoral degrees in Georgia to improve recruitment and retention strategies. Method: A 26-item online survey was distributed to all students enrolled in Georgia-based doctoral programs in nursing in spring 2014. Results: One hundred fifty responses were received (54% response rate). Most students first seriously considered doctoral education during their master's programs or more than 5 years into practice. For most, obtaining a doctoral degree was a personal life goal. Work–life balance was the most significant barrier. Conclusion: Recruitment of nurses to doctoral programs should focus on messaging, timing, and highlighting the unique aspects of programs. Schools should work to reduce barriers. Understanding students' perspectives of doctoral education in nursing can improve recruitment strategies and increase the number of nurses graduating with doctorates in Georgia. [ J Nurs Educ . 2017;56(8):466–470.]

Nursing homes are confronted more and more with palliative care patients, which present a challenge for nursing and medical personnel. Deficits in the palliative care of geriatric patients have been repeatedly demonstrated and many nursing home residents, especially those suffering from dementia, are undersupplied regarding pain management.The present study was carried out to measure the knowledge and self-efficacy of nursing staff in the province of Carinthia (Austria) regarding palliative care of nursing home residents.A total of 330 nursing personnel were surveyed using the Bonn test for knowledge in palliative care (BPW), which measures knowledge and self-efficacy in nursing home personnel. In addition to descriptive analyses, the effects of the professional group (registered nurses vs. nursing assistants) and working experience were tested.On average a little more than half of the knowledge items were answered correctly. Nurses' self-efficacy was high. Registered nurses exhibited more knowledge and higher self-efficacy compared to nursing assistants. Effects of working experience could only be demonstrated regarding self-efficacy.The results are to a large extent in line with results from Germany and indicate the necessity of interventions for improving nurses' knowledge as a major basis for adequate palliative care in nursing home residents.

BackgroundIn the Netherlands, the distinction between Bachelor degree and diploma nursing educational levels remains unclear. The added value of Bachelor degree nurses and how they develop professionally after graduation are subject to debate.ObjectivesThe aim of this study is to investigate whether Bachelor degree nurses have higher critical thinking skills than diploma nurses do and whether there is a positive relationship between higher critical thinking skills and self-efficacy beliefs. Outcomes might provide instruments that are helpful in positioning of nursing levels in education and practice.ParticipantsQuestionnaire data were used of a sample of 95 registered mental health staff nurses (62 diploma nurses and 33 Bachelor degree nurses).MethodsFirst, ANOVA was performed to test whether the two groups were comparable with respect to elements of work experience. Second, t-tests were conducted to compare the two groups of nurses on self-efficacy, perceived performance and critical thinking outcomes. Third, relationships between the study variables were investigated. Finally, structural equation modelling using AMOS was applied to test the relationships.ResultsThe hypothesis that Bachelor degree nurses are better critical thinkers than diploma nurses was supported (p < 0.01). Years in function turned out to be positively related to self-efficacy beliefs (p < 0.01). No significant relation was found between the level of education and self-efficacy beliefs.ConclusionsThe results of this study support career development and facilitate more efficient positioning of nursing levels.Keywords: Critical thinking, Self-efficacy, Nursing, Organisation, Educational level

El objetivo de esta investigación es informar las acciones realizadas en el ámbito del campo práctico de la Salud Laboral en la pasantía de la Facultad de Enfermería de la Universidad del Estado de Rio de Janeiro. La experiencia fue realizada entre los meses de mayo y diciembre de 2015, los alumnos participantes eran estudiantes del último año de Enfermería. Fueron creados tres grupos de prácticas, a saber: Participación en programas de salud laboral de la unidad; Educación en salud para los trabajadores; Análisis de riesgos ambientales de enfermerías específicas. Se concluye en que las actividades contribuyeron al desarrollo académico, configurándose como esenciales para la apropiación de las competencias básicas del área en cuestión. The aim of this study was to report actions carried out in the practice field of occupational health in the boarding school of the School of Nursing of the Rio de Janeiro State University. The experience was carried out from May to December 2015 and the participants were senior nursing students. Three practice groups were formed as follows: Participation in the unit’s occupational health programs; Education in occupational health; Analysis of environmental risks at specific wards. In conclusion, the activities contributed to academic development, and were considered essential for the learning of basic skills in the respective field. O objetivo desta pesquisa é relatar as ações realizadas no âmbito do campo prático da Saúde do Trabalhador no internato da Faculdade de Enfermagem da Universidade do Estado do Rio de Janeiro. A experiência foi vivenciada entre os meses de maio e dezembro de 2015 e os alunos participantes são discentes de Enfermagem do último ano. Foram criados três grupos de práticas, a citar: Participação nos programas de saúde do trabalhador da unidade; Educação em saúde para os trabalhadores; Análise de riscos ambientais de enfermarias específicas. Conclui-se que as atividades contribuíram para o desenvolvimento acadêmico, configurando-se como essencial à apropriação das competências básicas da respectiva área.

Success of minority students in higher education is an issue of great relevance today, as the changing United States demographic necessitates that programs in higher education afford success across cultural groups.The purpose of this study was to examine thematic concepts of academic success as perceived by current nursing students in 2 entry-level nursing programs, and to propose a theoretical model to maximize the success of minority students.Data were collected from 31 students enrolled in two registered nursing (RN) programs (baccalaureate and associate) at separate urban academic institutions in the Midwestern region of the United States. Two opened-ended questions were asked from the students. Question 1 asked, "What has helped you be most successful in pursuing your nursing degree at your school?" Question 2 asked, "What could be done to help make your college education more meaningful and/or less stressful?"Key factors of institutional commitment, communication of expectations, academic, social and financial support,feedback and involvement were identified as factors to students' optimal success.This data resulted in development of a theoretical model that can serve a framework for the success of minority nursing students.