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[PMID]:29194151
[Au] Autor:Donnell WM
[Ti] Título:A Correlational Study of a Reading Comprehension Program and Attrition Rates of ESL Nursing Students in Texas.
[So] Source:Nurs Educ Perspect;36(1):16-21, 2015 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: The purpose of this study was to examine the associations between English as a second language (ESL), a reading comprehension program, and attrition rates of nursing students. BACKGROUND: Higher attrition rates of ESL nursing students are an assumption, seemingly based on anecdotal evidence. Data reflecting ESL student attrition should be measured and analyzed so that students can be identified prior to attrition. METHOD: A secondary analysis of a large database of 27 initial licensure programs in Texas was completed. RESULTS: Data analysis identified that ESL students who used a reading comprehension program were almost twice as likely to be off track or out of the program as ESL students who did not use the program. CONCLUSION: Nurse educators need to evaluate student profile characteristics in a comprehensive way when determining risk of attrition.
[Mh] Termos MeSH primário: Compreensão
Bacharelado em Enfermagem/estatística & dados numéricos
Leitura
Evasão Escolar/estatística & dados numéricos
Estudantes de Enfermagem/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adolescente
Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
Multilinguismo
Texas
Adulto Jovem
[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:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.5480/13-1212


  2 / 1641 MEDLINE  
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[PMID]:29194139
[Au] Autor:Cantwell RE; Napierkowski D; Gundersen DA; Naqvi Z
[Ti] Título:Nursing as an Additional Language and Culture (NALC): Supporting Student Success in a Second-Degree Nursing Program.
[So] Source:Nurs Educ Perspect;36(2):121-123, 2015 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:: The nursing workforce does not represent the diversity of the United States population and while recruitment of diverse nursing students is high, so are their rates of attrition. The Nursing as an Additional Language and Culture Program (NALC) was implemented in an accelerated, second-degree baccalaureate nursing program to enhance retention by minimizing barriers and supporting activities to enhance student success. Results suggest that the NALC program was successful in decreasing the attrition rate of nursing students, including minority students.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/organização & administração
Grupos Étnicos/psicologia
Grupos Minoritários/psicologia
Evasão Escolar/psicologia
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adolescente
Adulto
Idoso
Feminino
Seres Humanos
Masculino
Meia-Idade
Pesquisa em Educação de Enfermagem
Cultura Organizacional
Avaliação de Programas e Projetos de Saúde
Estados Unidos
Adulto Jovem
[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:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.5480/12-1007.1


  3 / 1641 MEDLINE  
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[PMID]:29272092
[Au] Autor:Piercey C; Robinson M
[Ti] Título:INDIGENOUS NURSING WORKFORCE, TO ACHIEVE EQUALITY IN HEALTHCARE SERVICES.
[So] Source:Aust Nurs Midwifery J;24(9):39, 2017 04.
[Is] ISSN:2202-7114
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:Inequities and poor health outcomes of Aboriginal people in Western Australia are well documented. Indigenous Australians continue to experience poorer health and higher death rates than non-indigenous Australians (AHW 2008).
[Mh] Termos MeSH primário: Serviços de Saúde do Indígena/recursos humanos
Enfermeiras e Enfermeiros/provisão & distribuição
Grupo com Ancestrais Oceânicos
[Mh] Termos MeSH secundário: Austrália
Escolha da Profissão
Seres Humanos
Evasão Escolar
Estudantes de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180118
[Lr] Data última revisão:
180118
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171223
[St] Status:MEDLINE


  4 / 1641 MEDLINE  
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[PMID]:28738236
[Au] Autor:Bossema ER; Meijs THJM; Peters JWB
[Ad] Endereço:Education program Master Advanced Nursing Practice (MANP), HAN University of Applied Sciences, PO Box 9029, 6500 JK Nijmegen, The Netherlands. Electronic address: ercolie.bossema@han.nl.
[Ti] Título:Early predictors of study success in a Dutch advanced nurse practitioner education program: A retrospective cohort study.
[So] Source:Nurse Educ Today;57:68-73, 2017 Oct.
[Is] ISSN:1532-2793
[Cp] País de publicação:Scotland
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Study delay and attrition are major concerns in higher education. They cost time and effort, and threaten the availability of higher qualified professionals. Knowing early what factors contribute to delay and attrition may help prevent this. OBJECTIVE: The aim of this study was to examine whether student characteristics, including a literature study report grade as a proxy of cognitive abilities, predicted study success in a dual advanced nurse practitioner education program. METHODS: Retrospective cohort study, including all 214 students who between September 2009 and September 2015 started the two-year program at the HAN University of Applied Sciences in Nijmegen, the Netherlands. Study success was defined as having completed the program within the envisaged period. Variables examined included: age, gender, previous education (bachelor's degree or in-service training in nursing), work setting (general health, mental health, public health, or nursing home care), and literature study report grade (from 1 to 10). A hierarchical logistic regression analysis was performed. RESULTS: Most students were female (80%), had a bachelor's degree in nursing (67%), and were employed in a general healthcare setting (58%). Mean age was 40.5years (SD 9.4). One hundred thirty-seven students (64%) had study success. Being employed in a general healthcare setting (p≤0.004) and a higher literature study report grade (p=0.001) were associated with a higher study success rate. CONCLUSION: In advanced nurse practitioner education, study success rate seems associated with the student's cognitive abilities and work field. It might be worthwhile to identify students 'at risk of failure' before the start of the program and offer them extra support.
[Mh] Termos MeSH primário: Logro
Avaliação Educacional/normas
Profissionais de Enfermagem/educação
[Mh] Termos MeSH secundário: Adulto
Educação de Pós-Graduação em Enfermagem
Feminino
Seres Humanos
Masculino
Países Baixos
Estudos Retrospectivos
Evasão Escolar
Estudantes de Enfermagem/psicologia
Local de Trabalho
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171010
[Lr] Data última revisão:
171010
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170725
[St] Status:MEDLINE


  5 / 1641 MEDLINE  
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[PMID]:28727793
[Au] Autor:Sekine K; Hodgkin ME
[Ad] Endereço:Health Section, UNICEF Nepal, Kathmandu, Nepal.
[Ti] Título:Effect of child marriage on girls' school dropout in Nepal: Analysis of data from the Multiple Indicator Cluster Survey 2014.
[So] Source:PLoS One;12(7):e0180176, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:School dropout and child marriage are interrelated outcomes that have an enormous impact on adolescent girls. However, the literature reveals gaps in the empirical evidence on the link between child marriage and the dropout of girls from school. This study identifies the 'tipping point' school grades in Nepal when the risk of dropout due to marriage is highest, measures the effect of child marriage on girls' school dropout rates, and assesses associated risk factors. Weighted percentages were calculated to examine the grades at highest risk and the distribution of reasons for discontinuing school. Using the Nepal Multiple Indicator Cluster Survey (MICS) 2014 data, we estimated the effect of marriage on school attendance and dropout among girls aged 15-17 by constructing logistic regression models. A multivariate logistic regression model was used to assess risk factors of school dropout due to child marriage. It was found that early marriage is the most common reason given for leaving school. Overall, the risk of school dropout due to marriage heightens after girls complete the fifth or sixth grade. The risk of girls' dropping out peaks in the seventh and eighth grades and remains noteworthy in the ninth and tenth grades. Married girls in Nepal are 10 times more likely to drop out than their unmarried peers. Little or no education of the household head, belonging to the Kirat religion, and membership of a traditionally disadvantaged social class each elevate the risk of school dropout due to early marriage. The findings underscore the need to delay girl's marriage so as to reduce girls' school dropout in Nepal. School-based programmes aimed at preventing child marriage should target girls from the fifth grade because they are at increased risk of dropping out, as well as prioritizing girls from disadvantaged groups.
[Mh] Termos MeSH primário: Casamento
Instituições Acadêmicas
Evasão Escolar
[Mh] Termos MeSH secundário: Adolescente
Escolaridade
Feminino
Seres Humanos
Modelos Logísticos
Nepal
Fatores de Risco
População Rural
Classe Social
Fatores Socioeconômicos
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170927
[Lr] Data última revisão:
170927
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170721
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0180176


  6 / 1641 MEDLINE  
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[PMID]:28577811
[Au] Autor:Knowlton MC; Angel L
[Ad] Endereço:Western Carolina University, Asheville, NC 28803.. Electronic address: mcknowlton@email.wcu.edu.
[Ti] Título:Lessons Learned: Answering the Call to Increase the BSN Workforce.
[So] Source:J Prof Nurs;33(3):184-193, 2017 May - Jun.
[Is] ISSN:1532-8481
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Academic institutions across the United States are responding to the national call to action to raise the educational preparation of the nursing workforce. North Carolina has responded with the Regionally Increasing Baccalaureate Nurses program, which provides a seamless, economically sound pathway for attainment of a baccalaureate degree in nursing by using an academic partnership model between community colleges and a collaborating university. This article describes the accomplishments made and the lessons learned over the first 5 years of implementation of this educational pathway. Implications for research and educational practice are discussed.
[Mh] Termos MeSH primário: Currículo
Relações Interinstitucionais
Enfermeiras e Enfermeiros/provisão & distribuição
[Mh] Termos MeSH secundário: Escolha da Profissão
Bacharelado em Enfermagem
Seres Humanos
Modelos Educacionais
North Carolina
Evasão Escolar
Estudantes de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170815
[Lr] Data última revisão:
170815
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:170605
[St] Status:MEDLINE


  7 / 1641 MEDLINE  
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[PMID]:28445223
[Au] Autor:Stegers-Jager KM; Cohen-Schotanus J; Themmen APN
[Ad] Endereço:K.M. Stegers-Jager is assistant professor, Institute of Medical Education Research Rotterdam, Erasmus MC-University Medical Center Rotterdam, Rotterdam, The Netherlands. J. Cohen-Schotanus is emeritus professor of medical education, Center for Research and Innovation in Medical Education, University of Groningen and University Medical Center Groningen, Groningen, The Netherlands. A.P.N. Themmen is professor of experimental endocrinology and medical education, Institute of Medical Education Research Rotterdam, Erasmus MC-University Medical Center Rotterdam, Rotterdam, The Netherlands.
[Ti] Título:The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success.
[So] Source:Acad Med;92(11):1525-1530, 2017 Nov.
[Is] ISSN:1938-808X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficul ties and provide them with timely interventions through access to support programs. Although the importance of early identification and intervention is well recognized, less is known about successful strategies for identifying and supporting struggling students.Building on the literature and their own empirical findings, the authors propose an integrated, school-wide model for medical student success comprising a continuum of academic and behavioral support. This Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) model focuses on improving both academic and behavioral outcomes by offering support for students at four levels, which range from adequate instruction for all, to targeted small-group interventions, to individualized support, and also include exit support for students who might be better off in another degree program. Additionally, medical schools should provide both academic and behavioral support; set high, yet realistic expectations and clearly communicate these to students; and intervene early, which requires timely identification of at-risk students who would benefit from the different types and tiers of support. Finally, interventions should be evidence based and fit the needs of the identified groups of students. The authors argue that adopting the core principles of the 4T-CABS model will enable medical schools to maximize academic engagement and performance for all students.
[Mh] Termos MeSH primário: Logro
Faculdades de Medicina
Apoio Social
Estudantes de Medicina
Ensino
[Mh] Termos MeSH secundário: Seres Humanos
Modelos Educacionais
Evasão Escolar
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170427
[St] Status:MEDLINE
[do] DOI:10.1097/ACM.0000000000001685


  8 / 1641 MEDLINE  
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[PMID]:28325387
[Au] Autor:Sibeoni J; Orri M; Campredon S; Revah-Levy A
[Ad] Endereço:Service universitaire de psychiatrie de l'adolescent, Centre hospitalier Victor-Dupouy, 69 rue du Lieutenant-colonel-Prudhon, 95107 Argenteuil cedex, France; Équipe Ecstra, UMR-1153, Inserm, Université Paris Diderot Sorbonne Paris Cité, Hôtel-Dieu, AP-HP, 1 place du Parvis de Notre-Dame, 75004 Paris
[Ti] Título:[The efficacy of care as perceived by adolescents presenting anxiety-based school refusal].
[Ti] Título:L'efficacité des soins perçue chez des adolescents présentant un refus scolaire anxieux..
[So] Source:Soins Pediatr Pueric;38(295):43-47, 2017 Mar - Apr.
[Is] ISSN:1259-4792
[Cp] País de publicação:France
[La] Idioma:fre
[Ab] Resumo:School refusal is a complex disorder which is sometimes difficult to treat and which has potentially significant consequences on the child's schooling and mental health. A qualitative study was carried out in 2014-2015 on the feelings of adolescents and their parents with regard to the efficacy of care. The results show that, while adolescents and parents do not share the same representation of the care objectives, they agree on the therapeutic levers identified as been effective: time and relationships.
[Mh] Termos MeSH primário: Comportamento do Adolescente/psicologia
Ansiedade/psicologia
Instituições Acadêmicas
Evasão Escolar/psicologia
[Mh] Termos MeSH secundário: Adolescente
Ansiedade/terapia
Feminino
Seres Humanos
Masculino
Transtornos Fóbicos/psicologia
Transtornos Fóbicos/terapia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170727
[Lr] Data última revisão:
170727
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170323
[St] Status:MEDLINE


  9 / 1641 MEDLINE  
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[PMID]:28319726
[Au] Autor:Wray J; Aspland J; Barrett D; Gardiner E
[Ad] Endereço:Faculty of Health and Social Care, The University of Hull, HU6 7RX, UK. Electronic address: j.wray@hull.ac.uk.
[Ti] Título:Factors affecting the programme completion of pre-registration nursing students through a three year course: A retrospective cohort study.
[So] Source:Nurse Educ Pract;24:14-20, 2017 May.
[Is] ISSN:1873-5223
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:Students who leave pre-registration nurse education having failed to complete remain a concern for higher education institutions. This study identifed factors influencing completion using a retrospective cohort analysis to map student characteristics at entry against Year 3 completion data. The study was set in a nursing faculty in a higher education institution in northern England. Data were collected between 2009 and 2014 with five cohorts of students participating (n = 807). Multinomial logistic regression was used to model the dependent variable Progression Outcome with categories of; completion and non-completion (academic and non-academic reasons). Predictors included cohort, programme, branch, gender, age on entry, ethnic group, disability status, domicile, change of home postcode, change of term-time postcode, entry qualifications, previous experience of caring, and dependents. Age on Entry and Domicile or alternatively Dependents and Domicile emerged as statistically significant (p < 0.05) in the multivariable analysis. Older students were less likely to be lost from the programme, as were students who lived locally at all times and those with dependents. There is currently little reliable, consistent information on nursing student attrition, progression and completion. This study contributes to the evidence base by identifying some of the factors that may contribute to successful programme completion.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/tendências
Evasão Escolar/estatística & dados numéricos
Estudantes/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adolescente
Adulto
Estudos de Coortes
Avaliação Educacional/métodos
Inglaterra
Feminino
Seres Humanos
Modelos Logísticos
Masculino
Estudos Retrospectivos
Universidades/organização & administração
Universidades/estatística & dados numéricos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170713
[Lr] Data última revisão:
170713
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:170321
[St] Status:MEDLINE


  10 / 1641 MEDLINE  
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[PMID]:28263354
[Au] Autor:Alicea-Planas J
[Ti] Título:Shifting Our Focus to Support the Educational Journey of Underrepresented Students.
[So] Source:J Nurs Educ;56(3):159-163, 2017 Mar 01.
[Is] ISSN:1938-2421
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The racial and ethnic distribution of RNs has been unable to keep pace with the growth seen in minority populations. Although nursing schools have recognized the need to increase the number of underrepresented students entering the profession, significant challenges with retention and graduation exist. Guided by Tinto's student integrative model, this study not only sought to understand why students leave, but also to identify what helps them persist. METHOD: A phenomenological approach was used to understand the lived experience of 10 Hispanic nursing students at a Jesuit university in the northeastern United States. RESULTS: Three main themes emerged: Journey Into the Unknown, Creating a Culture of Acceptance, and Keeping on Course in Uncharted Territory. CONCLUSION: Although these students did describe feeling unprepared, a primary concern was not experiencing a connectedness or welcoming environment within their campus community. In addition to the academic and financial supports provided, shifting focus and targeting campus climate may help underrepresented students to be more successful. [J Nurs Educ. 2017;56(3):159-163.].
[Mh] Termos MeSH primário: Hispano-Americanos/psicologia
Apoio Social
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adaptação Psicológica
Diversidade Cultural
Bacharelado em Enfermagem/métodos
Seres Humanos
Relações Interprofissionais
Percepção Social
Estresse Psicológico/etnologia
Evasão Escolar/psicologia
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171004
[Lr] Data última revisão:
171004
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:170307
[St] Status:MEDLINE
[do] DOI:10.3928/01484834-20170222-07



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