Base de dados : MEDLINE
Pesquisa : M01.526.407.717 [Categoria DeCS]
Referências encontradas : 261 [refinar]
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[PMID]:29244469
[Au] Autor:Henderson S
[Ti] Título:USEFUL TIPS FOR TEACHING INTERNATIONAL NURSING STUDENTS.
[So] Source:Aust Nurs Midwifery J;24(3):39, 2016 09.
[Is] ISSN:2202-7114
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:International students studying nursing in Australia has increased (Glew, 2013). For most of these students, English may not be their first language. The style of teaching and learning international students had previously experienced differ vastly from the Western style of teaching.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/métodos
Intercâmbio Educacional Internacional
Enfermeiras Internacionais
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Austrália
Diversidade Cultural
Seres Humanos
[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


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[PMID]:28837497
[Au] Autor:Collins AM
[Ti] Título:Empowering Nurses Across the Globe.
[So] Source:Am J Nurs;117(9):68-69, 2017 Sep.
[Is] ISSN:1538-7488
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:As the largest part of the health care workforce, it's nurses, says Leslie Mancuso, who will make the difference.
[Mh] Termos MeSH primário: Países em Desenvolvimento
Liderança
Enfermeiras e Enfermeiros
Poder (Psicologia)
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Enfermeiras Internacionais
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170830
[Lr] Data última revisão:
170830
[Sb] Subgrupo de revista:AIM; IM; N
[Da] Data de entrada para processamento:170825
[St] Status:MEDLINE
[do] DOI:10.1097/01.NAJ.0000524554.11932.10


  3 / 261 MEDLINE  
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[PMID]:28675822
[Au] Autor:Saleh U; O'Connor T; Afaneh T; Moore Z; Patton D; Derwin R
[Ad] Endereço:RCSI School of Nursing & Midwifery, Ireland.
[Ti] Título:The use of a Competence Fair to validate nursing competence.
[So] Source:Nurse Educ Today;57:1-7, 2017 Oct.
[Is] ISSN:1532-2793
[Cp] País de publicação:Scotland
[La] Idioma:eng
[Ab] Resumo:Strategies to ensure that nursing competence is maintained and validated are of increasing importance and are much discussed in the nursing literature. Professional bodies, employers, nurses themselves and most importantly patients need to have reassurance that competence across the profession is uniform and is maintained. This is of particular concern in the increasingly globalised and multinational workforces which exist in many health care institutions. This paper describes an educational initiative, and the evaluation thereof, which aimed to validate and enhance nurse competency in a multinational workforce in a medical city in the Kingdom of Saudi Arabia. Results indicate that there was variability in competencies across the organisation which allowed for targeted educational interventions. The initiative was well received by the nurses in the organisation and the evaluation points to the need for ongoing strategies to ensure that competence in maintained.
[Mh] Termos MeSH primário: Competência Clínica/estatística & dados numéricos
Competência Clínica/normas
Educação Continuada em Enfermagem
Avaliação Educacional/métodos
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Enfermeiras Internacionais/normas
Arábia Saudita
[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:170705
[St] Status:MEDLINE


  4 / 261 MEDLINE  
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[PMID]:28623678
[Au] Autor:Mitchell C; Del Fabbro L; Shaw J
[Ad] Endereço:School of Nursing and Midwifery, Menzies Health Institute Queensland, Griffith University, Southport, Queensland 4222, Australia. Electronic address: c.mitchell@griffith.edu.au.
[Ti] Título:The acculturation, language and learning experiences of international nursing students: Implications for nursing education.
[So] Source:Nurse Educ Today;56:16-22, 2017 Sep.
[Is] ISSN:1532-2793
[Cp] País de publicação:Scotland
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: International or foreign students are those who enrol in universities outside their country of citizenship. They face many challenges acculturating to and learning in a new country and education system, particularly if they study in an additional language. OBJECTIVES: This qualitative inquiry aimed to explore the learning and acculturating experiences of international nursing students to identify opportunities for teaching innovation to optimise the experiences and learning of international nursing students. METHODS: Undergraduate and postgraduate international nursing students were recruited from one campus of an Australian university to take part in semi-structured interviews. A purposive and theoretically saturated sample of 17 students was obtained. Interviews were audio-recorded and field notes and interview data were thematically analysed. RESULTS: Expressing myself and Finding my place were the two major themes identified from the international student data. International nursing students identified that it took them longer to study in comparison with domestic students and that stress negatively influenced communication, particularly in the clinical setting. Additionally international nursing students identified the need to find supportive opportunities to speak English to develop proficiency. Clinical placement presented the opportunity to speak English and raised the risk of being identified as lacking language proficiency or being clinically unsafe. Initially, international nursing students felt isolated and it was some time before they found their feet. In this time, they experienced otherness and discrimination. CONCLUSIONS: International nursing students need a safe place to learn so they can adjust and thrive in the university learning community. Faculty and clinical educators must be culturally competent; they need to understand international nursing students' needs and be willing and able to advocate for and create an equitable environment that is appropriate for international nursing students' learning.
[Mh] Termos MeSH primário: Aculturação
Bacharelado em Enfermagem
Educação de Pós-Graduação em Enfermagem
Linguagem
Aprendizagem
Enfermeiras Internacionais/psicologia
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Austrália
Diversidade Cultural
Seres Humanos
Entrevistas como Assunto
Pesquisa Qualitativa
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170911
[Lr] Data última revisão:
170911
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170618
[St] Status:MEDLINE


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[PMID]:28574894
[Au] Autor:Shaffer FA
[Ad] Endereço:CGFNS International, Inc., Philadelphia, Pennsylvania.
[Ti] Título:An Unconventional Path Leads to a Lifetime Commitment to the Nursing Profession.
[So] Source:Nurs Adm Q;41(3):247-251, 2017 Jul/Sep.
[Is] ISSN:1550-5103
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The author shares his learnings as a nurse leader. Currently, the president and chief executive officer (CEO) of CGFNS International, Inc. (formerly known as the Commission on Graduates of Foreign Nursing Schools), he discusses job transitions; the importance of networks and colleagues, and collaboration.
[Mh] Termos MeSH primário: Mobilidade Ocupacional
Comportamento Cooperativo
Enfermeiras Internacionais/organização & administração
Enfermeiras e Enfermeiros/psicologia
[Mh] Termos MeSH secundário: Seres Humanos
Satisfação no Emprego
Teoria de Enfermagem
Assunção de Riscos
Estados Unidos
[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:N
[Da] Data de entrada para processamento:170603
[St] Status:MEDLINE
[do] DOI:10.1097/NAQ.0000000000000240


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[PMID]:28493783
[Au] Autor:Benton A
[Ad] Endereço:Clinical teacher, Florence Nightingale Faculty of Nursing and Midwifery, King's College, London.
[Ti] Título:Your nursing degree: an international ticket to see the world.
[So] Source:Br J Nurs;26(9):506, 2017 May 11.
[Is] ISSN:0966-0461
[Cp] País de publicação:England
[La] Idioma:eng
[Mh] Termos MeSH primário: Educação em Enfermagem
Emigração e Imigração
Enfermeiras Internacionais
[Mh] Termos MeSH secundário: Seres Humanos
Licenciamento
América do Norte
Reino Unido
[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:N
[Da] Data de entrada para processamento:170512
[St] Status:MEDLINE
[do] DOI:10.12968/bjon.2017.26.9.506


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[PMID]:28376822
[Au] Autor:Covell CL; Primeau MD; Kilpatrick K; St-Pierre I
[Ad] Endereço:Faculty of Nursing, University of Alberta, 5-301, ECHA, 11405-87 Avenue, Edmonton, Alberta, T6G 1C9, Canada. christine.covell@ualberta.ca.
[Ti] Título:Internationally educated nurses in Canada: predictors of workforce integration.
[So] Source:Hum Resour Health;15(1):26, 2017 Apr 04.
[Is] ISSN:1478-4491
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Global trends in migration accompanied with recent changes to the immigrant selection process may have influenced the demographic and human capital characteristics of internationally educated nurses (IENs) in Canada and in turn the assistance required to facilitate their workforce integration. This study aimed to describe the demographic and human capital profile of IENs in Canada, to explore recent changes to the profile, and to identify predictors of IENs' workforce integration. METHODS: A cross-sectional, descriptive, correlational survey design was used. Eligible IENs were immigrants, registered and employed as regulated nurses in Canada. Data were collected in 2014 via online and paper questionnaires. Descriptive statistics were used to examine the data by year of immigration. Logistic regression modeling was employed to identify predictors of IENs' workforce integration measured as passing the licensure exam to acquire professional recertification and securing employment. RESULTS: The sample consisted of 2280 IENs, representative of all Canadian provincial jurisdictions. Since changes to the immigrant selection process in 2002, the IEN population in Canada has become more racially diverse with greater numbers emigrating from developing countries. Recent arrivals (after 2002) had high levels of human capital (knowledge, professional experience, language proficiency). Some, but not all, benefited from the formal and informal assistance available to facilitate their workforce integration. Professional experience and help studying significantly predicted if IENs passed the licensure exam on their first attempt. Bridging program participation and assistance from social networks in Canada were significant predictors if IENs had difficulty securing employment. CONCLUSIONS: Nurses will continue to migrate from a wide variety of countries throughout the world that have dissimilar nursing education and health systems. Thus, IENs are not a homogenous group, and a "one size fits all" model may not be effective for facilitating their professional recertification and employment in the destination country. Canada, as well as other countries, could consider using a case management approach to develop and tailor education and forms of assistance to meet the individual needs of IENs. Using technology to reach IENs who have not yet immigrated or have settled outside of urban centers are other potential strategies that may facilitate their timely entrance into the destination countries' nursing workforce.
[Mh] Termos MeSH primário: Aculturação
Credenciamento
Emigração e Imigração
Emprego
Enfermeiras Internacionais
Serviços de Enfermagem/recursos humanos
Recursos Humanos de Enfermagem/provisão & distribuição
[Mh] Termos MeSH secundário: Adulto
Canadá
Certificação
Competência Clínica
Grupos de Populações Continentais
Estudos Transversais
Países em Desenvolvimento
Educação em Enfermagem
Feminino
Seres Humanos
Linguagem
Licenciamento
Modelos Logísticos
Masculino
Meia-Idade
Apoio Social
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171102
[Lr] Data última revisão:
171102
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170406
[St] Status:MEDLINE
[do] DOI:10.1186/s12960-017-0201-8


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[PMID]:28273526
[Au] Autor:Mikkonen K; Elo S; Miettunen J; Saarikoski M; Kääriäinen M
[Ad] Endereço:Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland. Electronic address: kristina.mikkonen@oulu.fi.
[Ti] Título:Clinical learning environment and supervision of international nursing students: A cross-sectional study.
[So] Source:Nurse Educ Today;52:73-80, 2017 May.
[Is] ISSN:1532-2793
[Cp] País de publicação:Scotland
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Previously, it has been shown that the clinical learning environment causes challenges for international nursing students, but there is a lack of empirical evidence relating to the background factors explaining and influencing the outcomes. OBJECTIVE: To describe international and national students' perceptions of their clinical learning environment and supervision, and explain the related background factors. DESIGN: An explorative cross-sectional design was used in a study conducted in eight universities of applied sciences in Finland during September 2015-May 2016. METHODS: All nursing students studying English language degree programs were invited to answer a self-administered questionnaire based on both the clinical learning environment, supervision and nurse teacher scale and Cultural and Linguistic Diversity scale with additional background questions. Participants (n=329) included international (n=231) and Finnish (n=98) nursing students. Binary logistic regression was used to identify background factors relating to the clinical learning environment and supervision. RESULTS: International students at a beginner level in Finnish perceived the pedagogical atmosphere as worse than native speakers. In comparison to native speakers, these international students generally needed greater support from the nurse teacher at their university. Students at an intermediate level in Finnish reported two times fewer negative encounters in cultural diversity at their clinical placement than the beginners. CONCLUSION: To facilitate a successful learning experience, international nursing students require a sufficient level of competence in the native language when conducting clinical placements. Educational interventions in language education are required to test causal effects on students' success in the clinical learning environment.
[Mh] Termos MeSH primário: Diversidade Cultural
Linguagem
Enfermeiras Internacionais/psicologia
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adulto
Estudos Transversais
Bacharelado em Enfermagem/métodos
Docentes de Enfermagem/psicologia
Feminino
Finlândia
Seres Humanos
Masculino
Aprendizagem Baseada em Problemas
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170627
[Lr] Data última revisão:
170627
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170309
[St] Status:MEDLINE


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[PMID]:28122273
[Au] Autor:Tommasini C; Dobrowolska B; Zarzycka D; Bacatum C; Bruun AM; Korsath D; Roel S; Jansen MB; Milling T; Deschamps A; Mantzoukas S; Mantzouka C; Palese A
[Ad] Endereço:Udine University, Italy.
[Ti] Título:Competence evaluation processes for nursing students abroad: Findings from an international case study.
[So] Source:Nurse Educ Today;51:41-47, 2017 Apr.
[Is] ISSN:1532-2793
[Cp] País de publicação:Scotland
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Assessing clinical competence in nursing students abroad is a challenge, and requires both methods and instruments capable of capturing the multidimensional nature of the clinical competences acquired. OBJECTIVES: The aim of the study was to compare the clinical competence assessment processes and instruments adopted for nursing students during their clinical placement abroad. DESIGN: A case study design was adopted in 2015. SETTING AND PARTICIPANTS: A purposeful sample of eight nursing programmes located in seven countries (Belgium, Denmark, Greece, Norway, Poland, Portugal and Italy) were approached. METHODS: Tools as instruments for evaluating competences developed in clinical training by international nursing students, and written procedures aimed at guiding the evaluation process, were scrutinised through a content analysis method. FINDINGS: All clinical competence evaluation procedures and instruments used in the nursing programmes involved were provided in English. A final evaluation of the competences was expected by all nursing programmes at the end of the clinical placement, while only four provided an intermediate evaluation. Great variability emerged in the tools, with between five and 88 items included. Through content analysis, 196 items emerged, classified into 12 different core competence categories, the majority were categorised as 'Technical skills' (=60), 'Self-learning and critical thinking' (=27) and 'Nursing care process' (=25) competences. Little emphasis was given in the tools to competences involving 'Self-adaptation', 'Inter-professional skills', 'Clinical documentation', 'Managing nursing care', 'Patient communication', and 'Theory and practice integration'. CONCLUSIONS: Institutions signing Bilateral Agreements should agree upon the competences expected from students during their clinical education abroad. The tools used in the process, as well as the role expected by the student, should also be agreed upon. Intercultural competences should be further addressed in the process of evaluation, in addition to adaptation to different settings. There is also a need to establish those competences achievable or not in the host country, aiming at increasing transparency in learning expectations and evaluation.
[Mh] Termos MeSH primário: Competência Clínica
Avaliação Educacional/normas
Enfermeiras Internacionais
Estudos de Casos Organizacionais
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Europa (Continente)
Seres Humanos
Aprendizagem
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170627
[Lr] Data última revisão:
170627
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170126
[St] Status:MEDLINE


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[PMID]:28122272
[Au] Autor:Lake D; Engelke MK; Kosko DA; Roberson DW; Jaime JF; López FR; Rivas FM; Salazar YM; Salmeron JJ
[Ad] Endereço:East Carolina University College of Nursing, Greenville, NC, USA; H106 Cassedale Drive, Goldsboro, NC, 27534, USA. Electronic address: Laked@ecu.edu.
[Ti] Título:Nicaraguan and US nursing collaborative evaluation study: Identifying similarities and differences between US and Nicaraguan curricula and teaching modalities using the community engagement model.
[So] Source:Nurse Educ Today;51:34-40, 2017 Apr.
[Is] ISSN:1532-2793
[Cp] País de publicação:Scotland
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Curricula evaluation is an essential phase of curriculum development. Study describes the implementation of a formative evaluation used by faculty members between Universidad Nacional Autonóma de Nicaragua (UNAN-Leon) Escuela de Enfermeriá, Nicaragua and East Carolina University College of Nursing (ECU CON) in North Carolina, US. OBJECTIVES: Program evaluation study to conduct an assessment, comparison of a medical-surgical adult curriculum and teaching modalities. Also, explore the Community Engagement (CE) Model to build a Central American-US faculty partnership. DESIGN: Methodological evaluation study utilizing a newly developed International Nursing Education Curriculum Evaluation Tool related to adult medical and surgical nursing standards. Also, the CE Model was tested as a facilitation tool in building partnerships between nurse educators. DATA: Nicaragua and US nursing faculty teams constructed the curriculum evaluation by utilizing the International Nursing Education Curriculum Evaluation Tool (INECET) by reviewing 57 elements covering 6 Domains related to adult medical and surgical nursing standards. METHODS: Developed, explored the utilization of the INECET based on a standard of practice framework. The Community Engagement Model, a fivephase cycle, Inform, Consult, Involve, Collaborate, and Empower was utilized to facilitate the collaborative process. RESULTS: Similarities between the US and Nicaraguan curricula and teaching modalities were reflective based on the 57 elements covering 6 Domain assessment tool. Case studies, lecture, and clinical hospital rotations were utilized as teaching modalities. Both schools lacked sufficient time for clinical practicum time. The differences, included UNAN-Leon had a lack of simulation skill lab, equipment, and space, whereas ECU CON had sufficient resources. The ECU school lacked applied case studies from a rural health medical-surgical adult nursing perspective and less time in rural health clinics. The UNAN-Leon nursing standards generalized based on the Ministry of Health (MINSA) and the US program was specific based on the American Nurses Association and various sub-specialties of nursing practice requirements. The CE Model was a useful framework to facilitate a collaborative partnership. CONCLUSION: Collaborative evaluation study using the International Nursing Education Curriculum Evaluation Tool can be an effective method to evaluate medical and surgical curricula similarities and differences within international nursing schools. The Community Engagement Model fostered a faculty partnership.
[Mh] Termos MeSH primário: Comportamento Cooperativo
Currículo
Avaliação de Programas e Projetos de Saúde/métodos
Ensino
[Mh] Termos MeSH secundário: Bacharelado em Enfermagem
Docentes de Enfermagem
Seres Humanos
Nicarágua
Enfermeiras Internacionais/educação
Estados Unidos
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170627
[Lr] Data última revisão:
170627
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170126
[St] Status:MEDLINE



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