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[PMID]:28742290
[Au] Autor:Brok EC; Lok P; Oosterbaan DB; Schene AH; Tendolkar I; van Eijndhoven PF
[Ad] Endereço:GGNet, PO Box 2003, 7230 GC Warnsveld, The Netherlands. e.brok@ggnet.nl.
[Ti] Título:Infant-Related Intrusive Thoughts of Harm in the Postpartum Period: A Critical Review.
[So] Source:J Clin Psychiatry;78(8):e913-e923, 2017 Sep/Oct.
[Is] ISSN:1555-2101
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Besides the expected warm and joyful thoughts, a new mother can be disturbed by sudden frightening thoughts or images of harm done to her baby: harming intrusions, an obsessive phenomenon. Its high prevalence and possible consequences in functioning and in mother-child bonding makes it desirable that clinicians are well informed regarding the current state of knowledge about harming intrusions. OBJECTIVE: To provide a comprehensive review of all studies that have investigated harming intrusions in postpartum women. DATA SOURCES: A systematic search was performed for primary (MEDLINE, PsycINFO) and secondary (Cochrane Library, National Guideline Clearinghouse, American Psychiatric Association) literature, with data range from inception to April 2015. To provide a complete overview, the approach of the topic by Medical Subject Headings (MeSH) terms and keywords was broad. STUDY SELECTION: Studies in Dutch or English with a clear description of method, covering 1 of our main domains of interest-prevalence, assessment, differential diagnosis, etiology, consequences, and treatment-were selected. DATA EXTRACTION: Two authors extracted quantitative and qualitative data fitting in the domains of interest. RESULTS AND CONCLUSIONS: Fifty articles were included. The prevalence of harming intrusions is up to 100% in both women with and without psychiatric disorders. Stress and cognitive misinterpretation are important keys in its appearance and severity. Literature consistently states that isolated harming intrusions contain no increased risk of violence; instead, compulsive behavior is very common. Psychoeducation is found to release a lot of distress; so might cognitive-behavioral therapy and psychotropic medications.
[Mh] Termos MeSH primário: Relações Mãe-Filho/psicologia
Mães/psicologia
Período Pós-Parto/psicologia
Estresse Psicológico/complicações
Pensamento
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Lactente
Apego ao Objeto
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1711
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170726
[St] Status:MEDLINE


  2 / 12171 MEDLINE  
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[PMID]:29443469
[Au] Autor:Ward TD; Morris T
[Ti] Título:Think Like a Nurse: A Critical Thinking Initiative.
[So] Source:ABNF J;27(3):64-66, 2016 Summer.
[Is] ISSN:1046-7041
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Critical thinking is essential in the practice of the nurse generalist, today. Nursing faculty is frequently trying to identify teaching strategies in promoting critical thinking and engaging students in active learning. To close the gap between critical thinking and student success, a school in the south east United States implemented the use of the 'think like a nurse initiative" for incoming junior nursing students. Faculty collaborated to adopt the fundamental and essential nursing concepts for nursing students to support thinking like a nurse.
[Mh] Termos MeSH primário: Atitude do Pessoal de Saúde
Bacharelado em Enfermagem/métodos
Processo de Enfermagem
Recursos Humanos de Enfermagem/psicologia
Estudantes de Enfermagem/psicologia
Pensamento
[Mh] Termos MeSH secundário: Adulto
Currículo
Docentes de Enfermagem
Feminino
Seres Humanos
Masculino
Meia-Idade
North Carolina
Pesquisa em Educação de Enfermagem
Pesquisa Metodológica em Enfermagem
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180215
[St] Status:MEDLINE


  3 / 12171 MEDLINE  
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[PMID]:29194313
[Ti] Título:A Crisis in Competency: The Strategic and Ethical Imperative to Assessing New Graduate Nurses' Clinical Reasoning.
[So] Source:Nurs Educ Perspect;38(2):E1-E2, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Competência Clínica
Tomada de Decisão Clínica
Emprego
Ética em Enfermagem
Pensamento
[Mh] Termos MeSH secundário: Seres Humanos
Segurança do Paciente
Resolução de Problemas
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000123


  4 / 12171 MEDLINE  
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[PMID]:29194304
[Au] Autor:Palmer EA; Shanty JA; Labant A; Rossiter B
[Ad] Endereço:About the Authors The authors are faculty at Indiana University of Pennsylvania Nursing and Allied Health Professions, Indiana, Pennsylvania. Elizabeth A. Palmer, PhD, RN, CNE, is a professor. Joyce A Shanty, PhD, RN, is an associate professor and allied health coordinator. Amy Labant, PhD, RNC, is an assistant professor. Beverly Rossiter, MN, MSN, CPNP, is an assistant professor. For more information, contact Dr. Palmer at lpalmer@iup.edu.
[Ti] Título:Fostering Student Success: Turning Off Practice Assessment Rationales to Improve Proctored Assessment Scores.
[So] Source:Nurs Educ Perspect;38(2):90-92, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Preparing students with opportunities to practice critical thinking skills is essential to success on the National Council Licensure Examination. This pilot study was conducted to explore the effectiveness of turning off practice assessment answers and rationales on a standardized examination. A retrospective study compared students' scores when rationales were turned on and turned off. Eighty-one percent of the students were able to achieve the benchmark when the answers and rationales were turned off as compared to 71 percent when turned on. Faculty can utilize these findings to inform remediation strategies.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/métodos
Avaliação Educacional/métodos
[Mh] Termos MeSH secundário: Benchmarking
Seres Humanos
Pesquisa em Educação de Enfermagem
Projetos Piloto
Estudos Retrospectivos
Pensamento
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000113


  5 / 12171 MEDLINE  
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[PMID]:29194297
[Au] Autor:Kavanagh JM; Szweda C
[Ad] Endereço:About the Authors Joan M. Kavanagh, MSN, RN, NEA-BC, is the associate chief nurse of nursing education and professional development, Cleveland Clinic Foundation, Cleveland, Ohio. Christine Szweda, MS, BSN, RN, is the senior director, operations of nursing education and professional development, Cleveland Clinic Foundation. For more information, contact Joan Kavanagh at kavanaj@ccf.org.
[Ti] Título:A Crisis in Competency: The Strategic and Ethical Imperative to Assessing New Graduate Nurses' Clinical Reasoning.
[So] Source:Nurs Educ Perspect;38(2):57-62, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: The aim of the study was to assess entry-level competency and practice readiness of newly graduated nurses. BACKGROUND: Literature on success of new graduates focuses primarily on National Council of State Boards of Nursing Licensure Examination (NCLEX-RN) pass rates, creating a false and incomplete picture of practice readiness. METHOD: Posthire and prestart Performance-Based Development System assessments were administered to more than 5,000 newly graduated nurses at a large midwestern academic medical center between July 2010 and July 2015. RESULTS: Aggregate baseline data indicate that only 23 percent of newly graduated nurses demonstrate entry-level competencies and practice readiness. CONCLUSION: New data suggest that we are losing ground in the quest for entry-level competency. Graduates often are underprepared to operate in the complex field of professional practice where increased patient acuity and decreased length of stay, coupled with a lack of deep learning in our academic nursing programs, have exacerbated a crisis in competency.
[Mh] Termos MeSH primário: Competência Clínica
Tomada de Decisão Clínica
Emprego
Ética em Enfermagem
Pensamento
[Mh] Termos MeSH secundário: Centros Médicos Acadêmicos
Seres Humanos
Ohio
Segurança do Paciente
Resolução de Problemas
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000112


  6 / 12171 MEDLINE  
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[PMID]:28470554
[Au] Autor:Adam KCS; Vogel EK
[Ad] Endereço:Department of Psychology, University of Chicago, 5848 S. University Ave., Chicago, IL, 60637, USA. kadam1@uchicago.edu.
[Ti] Título:Confident failures: Lapses of working memory reveal a metacognitive blind spot.
[So] Source:Atten Percept Psychophys;79(5):1506-1523, 2017 Jul.
[Is] ISSN:1943-393X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Working memory performance fluctuates dramatically from trial to trial. On many trials, performance is no better than chance. Here, we assessed participants' awareness of working memory failures. We used a whole-report visual working memory task to quantify both trial-by-trial performance and trial-by-trial subjective ratings of inattention to the task. In Experiment 1 (N = 41), participants were probed for task-unrelated thoughts immediately following 20% of trials. In Experiment 2 (N = 30), participants gave a rating of their attentional state following 25% of trials. Finally, in Experiments 3a (N = 44) and 3b (N = 34), participants reported confidence of every response using a simple mouse-click judgment. Attention-state ratings and off-task thoughts predicted the number of items correctly identified on each trial, replicating previous findings that subjective measures of attention state predict working memory performance. However, participants correctly identified failures on only around 28% of failure trials. Across experiments, participants' metacognitive judgments reliably predicted variation in working memory performance but consistently and severely underestimated the extent of failures. Further, individual differences in metacognitive accuracy correlated with overall working memory performance, suggesting that metacognitive monitoring may be key to working memory success.
[Mh] Termos MeSH primário: Atenção/fisiologia
Julgamento/fisiologia
Memória de Curto Prazo/fisiologia
Metacognição/fisiologia
Estimulação Luminosa/métodos
[Mh] Termos MeSH secundário: Conscientização/fisiologia
Feminino
Seres Humanos
Individualidade
Masculino
Distribuição Aleatória
Pensamento/fisiologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.3758/s13414-017-1331-8


  7 / 12171 MEDLINE  
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[PMID]:27774695
[Au] Autor:Bellana B; Liu ZX; Diamond NB; Grady CL; Moscovitch M
[Ad] Endereço:Department of Psychology, University of Toronto, Toronto, Ontario, Canada.
[Ti] Título:Similarities and differences in the default mode network across rest, retrieval, and future imagining.
[So] Source:Hum Brain Mapp;38(3):1155-1171, 2017 Mar.
[Is] ISSN:1097-0193
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The default mode network (DMN) has been identified reliably during rest, as well as during the performance of tasks such as episodic retrieval and future imagining. It remains unclear why this network is engaged across these seemingly distinct conditions, though many hypotheses have been proposed to account for these effects. Prior to generating hypotheses explaining common DMN involvement, the degree of commonality in the DMN across these conditions, within individuals, must be statistically determined to test whether or not the DMN is truly a unitary network, equally engaged across rest, retrieval and future imagining. To provide such a test, we used comparable paradigms (self-directed, uninterrupted thought of equal duration) across the three conditions (rest, retrieval, and future imagining) in a within-participant design. We found lower than expected pattern similarity in DMN functional connectivity across the three conditions. Similarity in connectivity accounted for only 40-50% of the total variance. Partial Least Squares (PLS) analyses revealed the medial temporal regions of the DMN were preferentially coupled with one another during episodic retrieval and future imagining, whereas the non-medial temporal regions of the DMN (e.g., medial prefrontal cortex, lateral temporal cortex, and temporal pole) were preferentially coupled during rest. These results suggest that DMN connectivity may be more flexible than previously considered. Our findings are in line with emerging evidence that the DMN is not a static network engaged commonly across distinct cognitive processes, but is instead a dynamic system, topographically changing in relation to ongoing cognitive demands. Hum Brain Mapp 38:1155-1171, 2017. © 2016 Wiley Periodicals, Inc.
[Mh] Termos MeSH primário: Encéfalo/diagnóstico por imagem
Processamento de Imagem Assistida por Computador
Imagem por Ressonância Magnética/métodos
Modelos Neurológicos
Vias Neurais/diagnóstico por imagem
[Mh] Termos MeSH secundário: Adolescente
Análise de Variância
Mapeamento Encefálico
Feminino
Seres Humanos
Masculino
Vias Neurais/fisiologia
Descanso
Pensamento/fisiologia
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180213
[Lr] Data última revisão:
180213
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161025
[St] Status:MEDLINE
[do] DOI:10.1002/hbm.23445


  8 / 12171 MEDLINE  
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[PMID]:27562960
[Au] Autor:DiBartolo PM; Gregg-Jolly L; Gross D; Manduca CA; Iverson E; Cooke DB; Davis GK; Davidson C; Hertz PE; Hibbard L; Ireland SK; Mader C; Pai A; Raps S; Siwicki K; Swartz JE
[Ad] Endereço:Clark Science Center, Smith College, Northampton, MA 01063 pdibarto@smith.edu.
[Ti] Título:Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions.
[So] Source:CBE Life Sci Educ;15(3), 2016.
[Is] ISSN:1931-7913
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute's (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others' efforts to increase access to and persistence in STEM in higher education.
[Mh] Termos MeSH primário: Academias e Institutos
Educação de Pós-Graduação
[Mh] Termos MeSH secundário: Relações Comunidade-Instituição
Avaliação Educacional
Engenharia/educação
Seres Humanos
Matemática/educação
Desenvolvimento de Programas
Ciência/educação
Estudantes
Tecnologia/educação
Pensamento
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1702
[Cu] Atualização por classe:180127
[Lr] Data última revisão:
180127
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160827
[St] Status:MEDLINE


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[PMID]:28454569
[Au] Autor:Lei X; Zhong M; Liu Y; Xi C; Ling Y; Zhu X; Yao S; Yi J
[Ad] Endereço:Medical Psychological Center, Second Xiangya Hospital of Central South University, #139 Renmin Road, Changsha, 410011, China.
[Ti] Título:Psychometric properties of the 10-item ruminative response scale in Chinese university students.
[So] Source:BMC Psychiatry;17(1):152, 2017 04 28.
[Is] ISSN:1471-244X
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Rumination increases vulnerability to depression, exacerbates and perpetuates negative moods. This study was aimed to examine the psychometric properties of the Chinese version of the 10-item Ruminative Response Scale (RRS-10) in a large undergraduate sample. METHODS: A sample of 5,236 university students finished the RRS and the Center for Epidemiological Studies Depression Scale (CES-D). Confirmatory Factor Analysis (CFA) was performed to examine the two-factor structure and the measurement equivalence of the RRS-10 across gender. The internal consistency, test-retest reliability, correlations among RRS, RRS-10 and CES-D were also explored. In addition, gender difference on rumination and the relationship between rumination and depression were further investigated. RESULTS: The two-factor model of RRS-10 fit the data reasonably and had acceptable internal consistency and test-retest reliability in Chinese undergraduates sample. And the measurement equivalence of the RRS-10 was acceptable across gender in Chinese university students. Findings in respect of latent means and manifest means revealed non-significant gender difference in RRS-10. Besides, participants with high-level rumination had more depressive symptoms than those with low-level rumination. CONCLUSIONS: The Chinese version of the RRS-10 showed good psychometric properties and was measurement invariant across gender in undergraduates.
[Mh] Termos MeSH primário: Depressão/diagnóstico
Estudantes/psicologia
Pensamento
Universidades
[Mh] Termos MeSH secundário: Adulto
Grupo com Ancestrais do Continente Asiático/psicologia
Análise Fatorial
Feminino
Seres Humanos
Masculino
Psicometria
Reprodutibilidade dos Testes
Índice de Gravidade de Doença
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1710
[Cu] Atualização por classe:180118
[Lr] Data última revisão:
180118
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170430
[St] Status:MEDLINE
[do] DOI:10.1186/s12888-017-1318-y


  10 / 12171 MEDLINE  
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[PMID]:29232082
[Au] Autor:Jameson C
[Ti] Título:Overcoming "I'll Think About It." Handling Objections.
[So] Source:J Indiana Dent Assoc;95(2):34-7, 2016.
[Is] ISSN:0019-6568
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Relações Dentista-Paciente
Aceitação pelo Paciente de Cuidados de Saúde
Administração da Prática Odontológica
[Mh] Termos MeSH secundário: Seres Humanos
Pensamento
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180115
[Lr] Data última revisão:
180115
[Sb] Subgrupo de revista:D
[Da] Data de entrada para processamento:171213
[St] Status:MEDLINE



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