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Pesquisa : M01.848.769.685 [Categoria DeCS]
Referências encontradas : 20767 [refinar]
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  1 / 20767 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


  2 / 20767 MEDLINE  
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[PMID]:28459490
[Au] Autor:Dickerson PS; Shinners J
[Ti] Título:Creating a Path: How Mentoring Can Help.
[So] Source:J Contin Educ Nurs;48(5):201-202, 2017 May 01.
[Is] ISSN:1938-2472
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Mentoring exists in formal and informal processes in many areas of nursing practice. This article explores the mentoring relationship between the two editors of this column. J Contin Educ Nurs. 2017;48(5):201-202.
[Mh] Termos MeSH primário: Educação Continuada em Enfermagem/organização & administração
Tutoria/organização & administração
Mentores/psicologia
Desenvolvimento de Pessoal/organização & administração
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Meia-Idade
[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:170502
[St] Status:MEDLINE
[do] DOI:10.3928/00220124-20170418-02


  3 / 20767 MEDLINE  
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[PMID]:29384307
[Au] Autor:Otti A; Pirson M; Piette D; Coppieters T Wallant Y
[Ti] Título:[Analysis of interventions designed to improve clinical supervision of student nurses in Benin].
[Ti] Título:Analyse d?interventions pour améliorer l?encadrement clinique des étudiants infirmiers au Bénin..
[So] Source:Sante Publique;29(5):731-739, 2017 Dec 05.
[Is] ISSN:0995-3914
[Cp] País de publicação:France
[La] Idioma:fre
[Ab] Resumo:INTRODUCTION: The absence of an explicit and coherent conception of the articulation between theory and practice in the reform of nursing training in Benin has resulted in poor quality clinical supervision of student nurses. The objective of this article is to analyze two interventions designed to improve the quality of supervision. METHODS: A student welcome booklet developed by means of a consultative and provocative participatory approach was tested with twelve student nurses versus a control group. Content analysis of the data collected by individual semi-directed interviews and during two focus groups demonstrated the value of this tool. Student nurses were also taught to use to training diaries inspired by the ?experiential learning? MODEL: Training diaries were analysed using a grid based on the descriptive elements of the five types of Scheepers training diaries (2008). RESULTS: According to the student nurses, the welcome booklet provided them with structured information to be used as a reference during their training and a better understanding of their teachers, and allowed them to situate the resources of the training course with a lower level of stress. Fifty-eight per cent of the training diaries were are mosaics, reflecting the reflective practice and self-regulated learning of student nurses. This activity also promoted metacognitive dialogue with their supervisors. CONCLUSION: The student welcome booklet appeared to facilitate integration of student nurses into the clinical setting and promoted professional and organizational socialization. The training diary improved the quality of clinical learning by repeated reflective observation of student nurses and helped to maintain permanent communication with the supervisors.
[Mh] Termos MeSH primário: Folhetos
Preceptoria
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Benin
Estudos de Casos e Controles
Seres Humanos
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180301
[Lr] Data última revisão:
180301
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180201
[St] Status:MEDLINE
[do] DOI:10.3917/spub.175.0731


  4 / 20767 MEDLINE  
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[PMID]:28742546
[Au] Autor:Day C; Barker C; Bell E; Sefcik E; Flournoy D
[Ad] Endereço:Author Affiliations: Assistant Professor (Dr Day, Dr Barker, and Dr Bell), Professor (Dr Sefcik), and Associate Professor (Dr Flournoy), College of Nursing and Health Sciences, Texas A&M University-Corpus Christi.
[Ti] Título:Flipping the Objective Structured Clinical Examination: A Teaching Innovation in Graduate Nursing Education.
[So] Source:Nurse Educ;43(2):83-86, 2018 Mar/Apr.
[Is] ISSN:1538-9855
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Objective evaluation of distance-based family nurse practitioner (FNP) students can be challenging. One FNP program piloted a teaching innovation, the video-enhanced objective structured clinical examination (VE-OSCE) or "flip" of the traditional face-to-face OSCE, to assess student clinical performance in a controlled online environment using a teleconferencing platform. This project sought to assess the VE-OSCE design, implementation, and ability to identify FNP student learning needs.
[Mh] Termos MeSH primário: Educação a Distância
Educação de Pós-Graduação em Enfermagem/métodos
Avaliação Educacional/métodos
Enfermeiras de Saúde da Família/educação
[Mh] Termos MeSH secundário: Difusão de Inovações
Seres Humanos
Aprendizagem
Determinação de Necessidades de Cuidados de Saúde
Pesquisa em Educação de Enfermagem
Pesquisa em Avaliação de Enfermagem
Estudantes de Enfermagem/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180228
[Lr] Data última revisão:
180228
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170726
[St] Status:MEDLINE
[do] DOI:10.1097/NNE.0000000000000421


  5 / 20767 MEDLINE  
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[PMID]:29194303
[Au] Autor:Holland B; Gosselin K; Mulcahy A
[Ad] Endereço:About the Authors Brian Holland, PhD, RN, is an assistant dean for undergraduate studies, Texas A&M Health Science Center College of Nursing, Bryan. Kevin Gosselin, PhD, is an associate professor, Texas A&M Health Science Center College of Nursing, Bryan. Angela Mulcahy, MS, RN, CMSRN, is a clinical assistant professor, Texas A&M Health Science Center College of Nursing, Bryan. For more information, contact Dr. Holland at holland@tamhsc.edu.
[Ti] Título:The Effect of Autogenic Training on Self-Efficacy, Anxiety, and Performance on Nursing Student Simulation.
[So] Source:Nurs Educ Perspect;38(2):87-89, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The increased anxiety experienced by nursing students during simulations can serve as a significant barrier to learning. The use of anxiety-reducing techniques such as autogenic training (AT) can mitigate the negative effects of anxiety and improve the overall learning experience. The investigators in this study sought to understand the effect of AT on student performance and self-efficacy during simulation experiences. The use of AT was an effective technique to decrease anxiety and increase performance among nursing students during nursing simulations. Reducing anxiety during simulations can improve the student learning experience.
[Mh] Termos MeSH primário: Ansiedade/prevenção & controle
Ansiedade/psicologia
Treinamento Autógeno
Competência Clínica
Bacharelado em Enfermagem/métodos
Autoeficácia
Treinamento por Simulação/métodos
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adulto
Avaliação Educacional
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL
[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.0000000000000110


  6 / 20767 MEDLINE  
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[PMID]:29194302
[Au] Autor:Strickland HP; Cheshire MH; March AL
[Ad] Endereço:About the Authors Haley P. Strickland, EdD, RN, CNL, is an assistant professor, University of Alabama Capstone College of Nursing, Tuscaloosa. Michelle H. Cheshire, EdD, RN, is an assistant professor, University of Alabama Capstone College of Nursing, Tuscaloosa. Alice L. March, PhD, RN, FNP, CNE, is an associate professor, University of Alabama Capstone College of Nursing, Tuscaloosa. For more information, contact Dr. Strickland at hestrickland@ua.edu.
[Ti] Título:Clinical Judgment During Simulation: A Comparison of Student and Faculty Scores.
[So] Source:Nurs Educ Perspect;38(2):85-86, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This study utilized the Lasater Clinical Judgment Rubric (LCJR) to investigate the relationship between the student's self-assessment of clinical judgment skills and the faculty's assessment during a human patient simulation. The study used a quantitative design with baccalaureate nursing students (n = 94) enrolled in an adult health course as participants. The data revealed a positive correlation between evaluator and student scores on the LCJR. The findings support the use of the LCJR in combination with simulation to evaluate nursing students' clinical judgment skills and to quantify competency levels.
[Mh] Termos MeSH primário: Competência Clínica
Bacharelado em Enfermagem
Avaliação Educacional
Julgamento
Simulação de Paciente
[Mh] Termos MeSH secundário: Adolescente
Adulto
Docentes de Enfermagem
Feminino
Seres Humanos
Masculino
Pesquisa em Educação de Enfermagem
Estudantes de Enfermagem
[Pt] Tipo de publicação:COMPARATIVE STUDY; 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.0000000000000109


  7 / 20767 MEDLINE  
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[PMID]:29194300
[Au] Autor:Bauer RN; Kiger S
[Ad] Endereço:About the Authors Renee N. Bauer, PhD, RN, is an assistant professor and director of the accelerated nursing track at Indiana State University School of Nursing, Terre Haute. Susan Kiger, PhD, is a professor at Indiana State University Bayh School of Education, Terre Haute. For more information, contact Dr. Bauer at renee.bauer@indstate.edu.
[Ti] Título:Nursing Living-Learning Communities and Student Retention: A Qualitative Study.
[So] Source:Nurs Educ Perspect;38(2):75-79, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Living-learning communities have been known to promote student performance and a sense of collegiality. Most studies on this topic have utilized quantitative methods. AIM: This qualitative comparison case study examined personal experiences associated with residing in a living-learning community. The study was conducted to explore findings associated with promoting student retention. A secondary goal was to explore student experiences with mentoring. METHOD: Data were collected using taped recordings of live interviews at two universities that have nursing-themed housing. The targeted sample size was 14. RESULTS: Themes that emerged from the data were mutual support, importance of the resident assistant, and self-determination. CONCLUSION: Nursing students enjoy themed housing and especially desire the resident assistant to be a nursing student.
[Mh] Termos MeSH primário: Sucesso Acadêmico
Bacharelado em Enfermagem
Habitação
Aprendizagem
Modelos Educacionais
[Mh] Termos MeSH secundário: Adolescente
Feminino
Processos Grupais
Seres Humanos
Entrevistas como Assunto
Masculino
Pesquisa Qualitativa
Estudantes de Enfermagem
Universidades
Adulto Jovem
[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.0000000000000093


  8 / 20767 MEDLINE  
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[PMID]:29194299
[Au] Autor:Freeman JC; All A
[Ad] Endereço:About the Authors Julie C. Freeman, DNP, ACNP-BC, RN, is an assistant professor and coordinator of Promoting Academic Success (PASS) Mentoring to Educate, Retain, and Empower Nurses (MEREN), School of Nursing, Auburn University at Montgomery College of Nursing and Health Sciences, Alabama. Anita All, PhD, RN, is a professor, School of Nursing, Auburn University at Montgomery College of Nursing and Health Sciences, Alabama. For more information, write to Dr. Freeman at Jfreema3@aum.edu.
[Ti] Título:Academic Support Programs Utilized for Nursing Students at Risk of Academic Failure: A Review of the Literature.
[So] Source:Nurs Educ Perspect;38(2):69-74, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: The purpose of the literature review is to evaluate and discuss the various types of academic support programs used for at-risk nursing students to identify those that are most effective. BACKGROUND: Nurse educators are concerned about students admitted to nursing programs who are unable to successfully complete the program. METHOD: To determine the format and efficacy of academic support programs, the literature review addressed the identification of at-risk students and academic support programs applicable to all student groups. RESULTS: Nurse educators need to develop and implement plans to support and retain students in order to address the impending nursing shortage. CONCLUSION: Replacing a student lost to academic failure is difficult. Although utilized in different manners, academic support programs are an effective retention strategy.
[Mh] Termos MeSH primário: Fracasso Acadêmico
Bacharelado em Enfermagem
Modelos Educacionais
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Desempenho Acadêmico
Logro
Seres Humanos
Tutoria
Pesquisa em Educação de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[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.0000000000000089


  9 / 20767 MEDLINE  
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[PMID]:29194248
[Au] Autor:Gwin T; Villanueva C; Wong J
[Ad] Endereço:About the Authors Teresa Gwin, EdD, GNP, is an associate professor, Samuel Merritt University School of Nursing, Oakland, California. Celeste Villanueva, EdD, CRNA, is an associate professor, Samuel Merritt University School of Nursing, Oakland, California. Jeanette Wong, MPA, BSN, is an assistant professor, Samuel Merritt University Health Science Simulation Center, Oakland, California. For more information, contact Dr. Gwin at tgwin@samuelmerritt.edu.
[Ti] Título:Student Developed and Led Simulation Scenarios.
[So] Source:Nurs Educ Perspect;38(1):49-50, 2017 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Use of simulation in teaching is well established as a viable educational technique. Flipped classroom techniques using technology have been shown to enhance and deepen knowledge of content. This educational innovation utilized both techniques in a second-semester prelicensure nursing course to allow students to gain a broader focus on complex patient scenarios and a better understanding of simulation as a teaching/learning tool. The project was an assigned simulation expectation for a medical-surgical nursing course. Students developed a simulation based on the care of patients from their clinical site.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/métodos
Simulação de Paciente
[Mh] Termos MeSH secundário: Currículo
Avaliação Educacional
Seres Humanos
Modelos Educacionais
Aprendizagem Baseada em Problemas/métodos
Desenvolvimento de Programas
Avaliação de Programas e Projetos de Saúde
Estudantes de Enfermagem
[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.0000000000000080


  10 / 20767 MEDLINE  
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[PMID]:29194245
[Au] Autor:McNiel PL; Elertson KM
[Ad] Endereço:About the Authors Paula L. McNiel, DNP, RN, APHN-BC, is an assistant professor, University of Wisconsin-Oshkosh College of Nursing. Kathleen M. Elertson, DNP, RN, CPNP, FNP-BC, is an assistant professor, University of Wisconsin-Oshkosh College of Nursing. For more information, write to Dr. McNiel at mcnielp@uwosh.edu.
[Ti] Título:Reality Check: Preparing Nursing Students to Respond to Ebola and Other Infectious Diseases.
[So] Source:Nurs Educ Perspect;38(1):42-43, 2017 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Escalating uncertainty regarding the international impact of Ebola virus disease and other infectious diseases prompted educators to develop interactive, multidisciplinary training for senior-level baccalaureate nursing students. A three-hour clinical learning session was scheduled within the curriculum. Nurse faculty utilized 11 activities to increase students' awareness and understanding of the potential and actual impact of Ebola virus disease and other infectious diseases. Feedback reflected a positive student experience highlighting several key areas related to increased knowledge and confidence. This session highlighted the importance of adjusting focus and priorities within curricula to meet core baccalaureate essentials and address current public health needs.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem
Doença pelo Vírus Ebola/enfermagem
[Mh] Termos MeSH secundário: Currículo
Retroalimentação
Seres Humanos
Pesquisa em Educação de Enfermagem
Desenvolvimento de Programas
Estudantes de Enfermagem
[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.0000000000000076



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