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Objectives: to identify the dominant dimensions of the authentic leadership of nurses in a private hospital network and to verify the association with job satisfaction and accreditation. Methods: cross-sectional, analytical study carried out in 11 hospitals with 282 nurses, of which 94 were leaders and 188 were led. Participants answered the Authentic Leardership Questionnaire and the Job Satisfaction Survey. Results: there was a significant difference between the assessment of leaders and followers in all dimensions of the Authentic Leardership Questionnaire. Regarding the association of authentic leadership and job satisfaction, a significant positive moderate correlation was found among the employees. In hospitals accredited by the Joint Commission International, leaders were perceived as more transparent by their subordinates. Conclusions: there was correlation between authentic leadership and job satisfaction and authentic leadership and the accreditation model among the subordinates.

Objectives: to map Brazilian undergraduate nursing students’ critical thinking level and investigate the correlation between selected sociodemographic data and critical thinking domains. Methods: in this descriptive cross-sectional study, participants’ (N=89) critical thinking was assessed using the Health Science Reasoning Test. Correlation between critical thinking domains and sociodemographic data was assessed using the Pearson correlation coefficient. Results: the overall results showed a moderate level of participants’ critical thinking (mean = 70.7; standard deviation 5.7). A poor performance was identified in 5 of the 8 critical thinking domains. A significant positive correlation was found between education period and critical thinking (p<.001). Conclusions: poor level in students critical thinking domains may lead to negative consequences for their learning outcomes. Further studies should be carried out to confirm our results, in addition to investigation of teaching methods that encourage and ensure the development of students’ critical thinking skills during nursing education.

Background Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students. Objective The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. Methods The proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized. Results The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023. Conclusions The results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ firsthand experiences and further development of successful teaching strategies in nursing education. International Registered Report Identifier (IRRID) DERR1-10.2196/36725

he stricto sensu graduate programs are recognized by society and public bodies as excellence in university teaching. It is considered by the scientific community to be the most successful higher education level in the country. For approximately 40 years, the system of higher education in Brazil relied exclusively on the modality of the Academic Master's. The first Professional Master's courses only began to be offered in the final years of the 1990s. The implementation of this new modality had as one of its principle objectives the demands of qualification of the professionals working in the areas linked to the world of work. Its raison d'être is to respond to a need for different training, and it does not constitute, in any way, a more or less rigorous alternative to the exacting standards adopted by the Academic modality. Beginning in 2009, with the relevant legislation, the Professional Master's gained momentum in several practice areas, including in nursing. Despite this considerable increase, the number is still small compared to the Academic Master's: in 2012, it represented 6% of the stricto sensu postgraduate programs in the area of nursing. For educational institutions that offer an academic master's, the decision to initiate the professional master's is still controversial. They weigh in the decision the vocation of the institution and the composition of the permanent body of faculty, which is composed primarily of academics or professionals working in the world of work. In educational institutions that will initiate the activities of the master's, many discussions should be conducted to analyze which modality would take advantage of the characteristics of the institution, especially its innovative character in the area of health and in technological development. At my institution, we chose the professional master's, believing that our role was to transmit knowledge and to share research results and products of the students with other health services. This exchange permits the advancement and dissemination of nursing practice, as well as producing new ways of caring and managing in health.

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