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[PMID]:29406629
[Au] Autor:Niederhauser V; Barnes L; Chyka D; Gaylord N; Mefford L; Miller L; Mixer SJ
[Ti] Título:Better Together: A Win-Win Pediatric Academic Partnership.
[So] Source:Pediatr Nurs;42(4):175-9, 2016 Jul-Aug.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:As healthcare facilities and academic nursing programs are challenged to be efficient and effective in light of an ever-changing healthcare system, recent literature has focused on the value of creating academic practice partnerships. Using the American Association of Colleges of Nursing (AACN) and American Organization of Nurse Executives (AONE) Academic Practice Partnership Guiding Principles, a children's hospital and state university are working collaboratively to improve evidence-based practice and research, create innovative educational opportunities for undergraduate and advanced practice students, promote academic progression that enables nurses to advance their education, improve access to health care services for underserved families, and implement initiatives that improve patient- and family-centered care. This article will describe the initiatives, processes, and outcomes of this fruitful partnership. The examples we provide using the Academic Practice Partnership Guiding Principles can be adapted in other healthcare facilities and nursing programs.
[Mh] Termos MeSH primário: Comportamento Cooperativo
Bacharelado em Enfermagem/organização & administração
Prática Clínica Baseada em Evidências/organização & administração
Hospitais Pediátricos/organização & administração
Relações Interinstitucionais
Enfermagem Pediátrica/organização & administração
Escolas de Enfermagem/organização & administração
[Mh] Termos MeSH secundário: Seres Humanos
Estados Unidos
[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:180207
[St] Status:MEDLINE


  2 / 5463 MEDLINE  
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[PMID]:29194234
[Au] Autor:Bavier AR
[Ti] Título:Beyond Admission: Enrollment Management.
[So] Source:Nurs Educ Perspect;38(1):1, 2017 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Seleção de Pessoal
Critérios de Admissão Escolar
Escolas de Enfermagem
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Tomada de Decisões
Docentes de Enfermagem
Seres Humanos
[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.0000000000000116


  3 / 5463 MEDLINE  
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[PMID]:29194155
[Au] Autor:Carlson JS
[Ti] Título:Factors Influencing Retention Among Part-Time Clinical Nursing Faculty.
[So] Source:Nurs Educ Perspect;36(1):42-45, 2015 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: This study sought to determine job characteristics influencing retention of part-time clinical nurse faculty teaching in pre-licensure nursing education. BACKGROUND: Large numbers of part-time faculty are needed to educate students in the clinical setting. Faculty retention helps maintain consistency and may positively influence student learning. METHOD: A national sample of part-time clinical nurse faculty teaching in baccalaureate programs responded to a web-based survey. Respondents were asked to identify the primary reason for wanting or not wanting to continue working for a school of nursing (SON). RESULTS: Affinity for students, pay and benefits, support, and feeling valued were the top three reasons given for continuing to work at an SON. Conflicts with life and other job responsibilities, low pay, and workload were the top three reasons given for not continuing. CONCLUSION: Results from this study can assist nursing programs in finding strategies to help reduce attrition among part-time clinical faculty.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/organização & administração
Docentes de Enfermagem/psicologia
Satisfação no Emprego
Escolas de Enfermagem/organização & administração
Carga de Trabalho/psicologia
[Mh] Termos MeSH secundário: Adulto
Pesquisa em Enfermagem Clínica
Feminino
Seres Humanos
Masculino
Meia-Idade
[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:10.5480/13-1231


  4 / 5463 MEDLINE  
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[PMID]:29274218
[Au] Autor:Stuart L; Sengstock B
[Ti] Título:HOW CAN SCHOOLS OF NURSING AND MIDWIFERY PREPARE THEIR GRADUATES TO ENCOURAGE MEDICATION ADHERENCE FOR AUSTRALIAN ABORIGINAL AND TORRES STRAIT ISLANDER CLIENTS?
[So] Source:Aust Nurs Midwifery J;24(9):42, 2017 04.
[Is] ISSN:2202-7114
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:Research undertaken in mainstream Australian studies show that the overall rate of medication non-adherence has been reported to be high, for Aboriginal and Torres Strait Islander peoples of Australia leading to adverse and critical health outcomes (AIHW 2010).
[Mh] Termos MeSH primário: Adesão à Medicação
Papel do Profissional de Enfermagem
Grupo com Ancestrais Oceânicos
[Mh] Termos MeSH secundário: Austrália
Seres Humanos
Escolas 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:171224
[St] Status:MEDLINE


  5 / 5463 MEDLINE  
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[PMID]:29249101
[Au] Autor:Theobald K; Campbell C
[Ti] Título:REIMAGINING A FUTURE FOCUSED BACHELOR OF NURSING CURRICULA.
[So] Source:Aust Nurs Midwifery J;24(4):42, 2016 10.
[Is] ISSN:2202-7114
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:Higher education providers of nursing education programs are charged with the responsibility to produce 'work ready' graduates to meet the changing demands of healthcare including a shift from acute care to home and community based chronic care (Primary health Care Advisory Group, 2015.
[Mh] Termos MeSH primário: Currículo/tendências
Bacharelado em Enfermagem/tendências
[Mh] Termos MeSH secundário: Comportamento Cooperativo
Seres Humanos
Desenvolvimento de Programas
Queensland
Escolas 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:171218
[St] Status:MEDLINE


  6 / 5463 MEDLINE  
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[PMID]:29244463
[Au] Autor:Piper K
[Ti] Título:ACTIVE LEARNING: WHAT DO WE KNOW ABOUT IT?
[So] Source:Aust Nurs Midwifery J;24(3):35, 2016 09.
[Is] ISSN:2202-7114
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:It's critical for nurse educators to have a solid understanding of the principles underpinning active learning, to mediate some of the pitfalls which include: inadequate student preparedness for active learning, poorly designed learning activities and an unprepared or unsafe learning environment (White et al. 2014).
[Mh] Termos MeSH primário: Bacharelado em Enfermagem
Aprendizagem Baseada em Problemas
[Mh] Termos MeSH secundário: Austrália
Seres Humanos
Pesquisa em Educação de Enfermagem
Escolas 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:171216
[St] Status:MEDLINE


  7 / 5463 MEDLINE  
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[PMID]:29194331
[Au] Autor:DʼAlfonso J; Jones D; Moss T
[Ad] Endereço:Kaiser Permanente Northern California Patient Care Services and KP Nurse Scholars Academy, Oakland (Dr D'Alfonso); and Kaiser Foundation School of Nursing Alumni Association, Oakland, California (Mss Jones and Moss).
[Ti] Título:Kaiser's School of Nursing: A 70-Year Legacy of Disruptive Innovation.
[So] Source:Nurs Adm Q;42(1):35-42, 2018 Jan/Mar.
[Is] ISSN:1550-5103
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:A legacy project was launched in 2016 to research, capture, and record the history and voice of Kaiser Foundation School of Nursing alumni. The inspirational stories of these early nursing pioneers emerged within a disruptive and innovative health care system known as Kaiser Permanente. Led by a doctorally prepared nurse director, the new school boldly rejected the dominant social norms of the 1940s by welcoming minorities and offering an unprecedented curriculum that prioritized prevention, health promotion, and wellness over conventional institutionalized sick care models. Kaiser Foundation School of Nursing alumni became Kaiser Permanente's earliest nurse leaders, educators, and care advocates. They helped revolutionize the key concepts of integrated patient care. As early innovators, many graduates pursued advanced degrees and were instrumental in defining expanded nursing roles, including the introduction of nurse practitioners in California. How Kaiser Foundation School of Nursing transcended the traditions and cultural norms of the day offers a reflective narrative on the enduring leadership attributes of disruptive innovation and the nurse executive's role in reimagining care for future generations.
[Mh] Termos MeSH primário: Educação em Enfermagem/história
Escolas de Enfermagem/história
[Mh] Termos MeSH secundário: Educação em Enfermagem/tendências
História do Século XX
História do Século XXI
Seres Humanos
[Pt] Tipo de publicação:HISTORICAL ARTICLE; JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171218
[Lr] Data última revisão:
171218
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/NAQ.0000000000000262


  8 / 5463 MEDLINE  
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[PMID]:29076855
[Au] Autor:Barnsteiner J; Disch J
[Ad] Endereço:Jane Barnsteiner is a professor emerita at the University of Pennsylvania School of Nursing in Philadelphia, and editor of translational research and quality improvement at AJN. Joanne Disch is professor ad honorem at the University of Minnesota School of Nursing in Minneapolis. Funding for the study on which part 1 of this two-part series is based was provided by the National Council of State Boards of Nursing (grant no. 41008). Contact author: Jane Barnsteiner, barnstnr@nursing.upenn.edu. The authors have disclosed no potential conflicts of interest, financial or otherwise.
[Ti] Título:Creating a Fair and Just Culture in Schools of Nursing.
[So] Source:Am J Nurs;117(11):42-48, 2017 Nov.
[Is] ISSN:1538-7488
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:: In recent years, health care organizations have been moving away from a culture that responds to errors and near misses with "shame and blame" and toward a fair and just culture. Such a culture encourages and rewards people for speaking up about safety-related concerns, thus allowing the information to be used for system improvement. In part 1 of this series, we reported on findings from a study that examined how nursing schools handled student errors and near misses. We found that few nursing schools had a policy or a reporting tool concerning these events; and that when policies did exist, the majority did not reflect the principles of a fair and just culture. This article, part 2 of the series, describes several strategies that nursing schools can use for creating such a culture.
[Mh] Termos MeSH primário: Educação em Enfermagem/organização & administração
Erros Médicos/prevenção & controle
Near Miss/organização & administração
Recursos Humanos de Enfermagem no Hospital/educação
Escolas de Enfermagem/organização & administração
[Mh] Termos MeSH secundário: Seres Humanos
Papel do Profissional de Enfermagem
Pesquisa em Avaliação de Enfermagem
Estudantes de Enfermagem
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171109
[Lr] Data última revisão:
171109
[Sb] Subgrupo de revista:AIM; IM; N
[Da] Data de entrada para processamento:171028
[St] Status:MEDLINE
[do] DOI:10.1097/01.NAJ.0000526747.84173.97


  9 / 5463 MEDLINE  
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[PMID]:28957931
[Au] Autor:Berland A
[Ad] Endereço:Alex Berland is a senior adviser at the International University of Business Agriculture and Technology in Dhaka, Bangladesh, and an adjunct professor in the School of Population and Public Health, University of British Columbia, Vancouver, Canada. Contact author: aberland@telus.net. The author has disclosed no potential conflicts of interest, financial or otherwise.
[Ti] Título:A 'Do-It-Yourself' Approach to International Nursing Education.
[So] Source:Am J Nurs;117(10):56-60, 2017 Oct.
[Is] ISSN:1538-7488
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:: After helping to establish and lead a bachelor of science in nursing program in Bangladesh, one nurse offers observations on developing similar volunteer projects. He discusses the need for social entrepreneurs to conduct research before committing to a project and the possibility that they might have to rely heavily on their own resources. Being an "audacious optimist" is also a must.
[Mh] Termos MeSH primário: Competência Clínica
Educação de Pós-Graduação em Enfermagem/organização & administração
Intercâmbio Educacional Internacional
Escolas de Enfermagem/organização & administração
[Mh] Termos MeSH secundário: Bangladesh
Bacharelado em Enfermagem/organização & administração
Seres Humanos
Pesquisa em Educação de Enfermagem
Estudantes de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171013
[Lr] Data última revisão:
171013
[Sb] Subgrupo de revista:AIM; IM; N
[Da] Data de entrada para processamento:170929
[St] Status:MEDLINE
[do] DOI:10.1097/01.NAJ.0000525876.89725.10


  10 / 5463 MEDLINE  
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[PMID]:28914621
[Au] Autor:Disch J; Barnsteiner J; Connor S; Brogren F
[Ad] Endereço:Joanne Disch is professor ad honorem at the University of Minnesota School of Nursing in Minneapolis. Jane Barnsteiner is a professor emerita at the University of Pennsylvania School of Nursing in Philadelphia, and editor of translational research and quality improvement at AJN. Susan Connor is an associate professor at the College of St. Scholastica School of Nursing, Duluth, MN. Fabiana Brogren is an executive assistant at the University of Minnesota School of Nursing. Funding for this study was provided by the National Council of State Boards of Nursing (grant no. 41008). Contact author: Joanne Disch, disch003@umn.edu. The authors and planners have disclosed no potential conflicts of interest, financial or otherwise.
[Ti] Título:CE: Original Research: Exploring How Nursing Schools Handle Student Errors and Near Misses.
[So] Source:Am J Nurs;117(10):24-31, 2017 Oct.
[Is] ISSN:1538-7488
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:: Background: Little attention has been paid to how nursing students learn about quality and safety, and to the tools and policies that guide nursing schools in helping students respond to errors and near misses. PURPOSE: This study sought to determine whether prelicensure nursing programs have a policy for reporting and following up on student clinical errors and near misses, a tool for such reporting, a tool or process (or both) for identifying trends, strategies for follow-up with students after errors and near misses, and strategies for follow-up with clinical agencies and individual faculty members. METHODS: A national electronic survey of 1,667 schools of nursing with a prelicensure registered nursing program was conducted. Data from 494 responding schools (30%) were analyzed. RESULTS: Of the responding schools, 245 (50%) reported having no policy for managing students following a clinical error or near miss, and 272 (55%) reported having no tool for reporting student errors or near misses. CONCLUSIONS: Significant work is needed if the principles of a fair and just culture are to shape the response to nursing student errors and near misses. For nursing schools, some essential first steps are to understand the tools and policies a school has in place; the school's philosophy regarding errors and near misses; the resources needed to establish a fair and just culture; and how faculty can work together to create learning environments that eliminate or minimize the negative consequences of errors and near misses for patients, students, and faculty.
[Mh] Termos MeSH primário: Educação em Enfermagem/organização & administração
Erros Médicos/prevenção & controle
Near Miss/organização & administração
Recursos Humanos de Enfermagem no Hospital/educação
Escolas de Enfermagem/organização & administração
[Mh] Termos MeSH secundário: Seres Humanos
Pesquisa em Avaliação de Enfermagem
Fatores de Risco
Estudantes de Enfermagem
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171013
[Lr] Data última revisão:
171013
[Sb] Subgrupo de revista:AIM; IM; N
[Da] Data de entrada para processamento:170916
[St] Status:MEDLINE
[do] DOI:10.1097/01.NAJ.0000525849.35536.74



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