OBJECTIVE: validate an assessment instrument of nursing students' satisfaction with simulated clinical experiences. METHOD: a 17-item scale was applied to students from the Teaching Diploma Program in Nursing, after a set of simulated clinical experiences. Factorial analysis with orthogonal varimax rotation was used, and the internal consistency was estimated to determine the validity of the scale. RESULTS: in a sample of 181 students, we found a high correlation between practically all items and the total scale, with an Alpha coefficient of 0.914. The scale items were divided in three factors: practical dimension, realism dimension and cognitive dimension, with good internal consistency coefficients of 0.89; 0.88 and 0.73, respectively. CONCLUSION: the scale complies with the validity requisites, revealing a high potential for use in research.

Background and objective: Debriefing is a strategy that allows participants to explore, analyze and synthesize their thinking processes, emotional status and other aspects in a simulated experience with a view to improving their performance in real-life situations. The aim of this study was to analyze the students' perceptions of structured debriefing. Methods: A qualitative study was conducted with a sample of 22 final-year students of an undergraduate nursing degree. A voluntary, anonymous and confidential questionnaire was used. Content was analyzed based on Bardin's methodology. Results: Five categories emerged from content analysis: concept, attributes, cognitive impact, psychosocial impact, and affective impact. These categories were grouped into two dimensions: 'Perceptions of Structured Debriefing' and 'Impact of Structured Debriefing on the Students'. Several suggestions emerged, such as the continuity of use and application to other contexts. Conclusions: Students perceived structured debriefing as an interactive method which allows them to consolidate and systemize their knowledge, reflect individually and collectively on the activities, and structure their ideas. They also mentioned that it enabled them to be more comfortable to ask questions and establish a closer relationship with their colleagues, facilitating communication and improving their skills.

A enfermagem está a vivenciar uma nova realidade com a inclusão de novas estratégias no seu processo de ensino/ aprendizagem. Com a simulação de alta-fidelidade o estudante adquire competência num ambiente controlado e isento de riscos. Com o objetivo de identificar a melhor evidência científica sobre os ganhos percebidos pelos estudantes de Enfermagem, em relação à prática com simuladores de alta-fidelidade, foi realizada uma pesquisa sistematizada da literatura desde dezembro de 2010 a fevereiro de 2011, com critérios de inclusão, descritores e bases de dados definidas. Foram selecionados 9 artigos de alta qualidade metodológica, publicados entre 2005 e 2011, dos quais emergiram os temas: satisfação; aprendizagem e sua motivação; realismo; autoconfiança; habilidades técnicas; reflexão sobre a ação e transferência de competências. A simulação de alta-fidelidade é valorizada pelos estudantes por aumentar a sua percepção cognitiva e psicomotora para a realidade de prática clínica que os espera e que lhes suscita muita apreensão.Nursing is facing a new reality with the inclusion of new strategies in the teaching/learning process. With high-fidelity simulation, the student acquires skills in a controlled and riskfree environment. A systematic literature review was conducted from December 2010 to February 2011 to identify the best scientific evidence on the gains perceived by the Nursing students in relation to high-fidelity simulation practice using specific inclusion criteria, descriptors and databases. Nine papers of high methodological quality were selected, which had been published between 2005 and 2011. The following themes emerged: satisfaction, learning and motivation, realism, selfconfidence, technical skills, reflection on action, and transfer of skills. High-fidelity simulation is valued by students for increasing their cognitive and psychomotor perception of the clinical reality that awaits them and raises a lot of apprehension.

No abstract

No abstract

O ensino superior português, atualmente, é marcado por transformações, em consequência da adaptação da educação às mudanças políticas, económicas e sociais do país. Fatores externos, portanto, reconfiguram as preocupações, as estruturas e os objetivos da universidade. Os professores sofrem o impacto dessas mudanças, respondendo a novas exigências e reconstruindo a sua identidade. Este artigo discute a identidade académica e as dimensões do trabalho do professor universitário – ensino, investigação, gestão académica e prestação de serviços à comunidade/transferência de conhecimento – face ao cenário atual de transformações. Recorrendo a narrativas de tipo biográfico e a um grupo de discussão focalizada, o caráter empírico do estudo centra-se na voz de professores da área da Educação de uma universidade pública portuguesa. Os resultados destacam a identidade académica delineada pela intensificação do trabalho e o desejo da articulação entre as dimensões do trabalho docente, visando romper a fragmentação da profissão.PALAVRAS-CHAVEIdentidade académica; Transformações do ensino superior; Intensificação do trabalho docente; (Re)construção da identidade profissional ABSTRACTContemporary higher education is characterized by continuing alterations, as the educational system tends to follow economic, political and social changes in  Portugal.  In  consequence,  external  factors  reconfigure  universities concerns, structures and goals. These changes have a considerable impact on academic work while higher education teachers have to respond to new tasks. Therefore,  academic  identity  may  be  reconstructed.  This  study  aims  at understanding the academic identity related with the four areas of academic work – teaching, research, leadership activities and knowledge exchange – in the current changing higher education context. Focus group and biographical narratives  were  conducted  as  methodological  strategies.  The  participants were  academics  of  a  Department  of  Education  in  a  Portuguese  public university.  Results  highlight  work  intensification  as  a  defining  feature  of academic identity. Through data analysis, it is also possible to identify the desire of articulating the four areas of academic work in order to break up with the work fragmentation.KEYWORDSAcademic identity; Higher education changes; Academic work intensification; Professional identity (re)construction

No abstract

No abstract