Introducción: El proceso de enseñanza-aprendizaje en la enfermería requiere estrategias didácticas, objetivas y eficaces para que, tanto alumnos como profesionales noveles, desarrollen habilidades en la gestión del cuidado. Objetivo: Analizar la evidencia publicada sobre las estrategias didácticas implementadas durante el proceso de enseñanza-aprendizaje para el desarrollo de habilidades enfocadas a la gestión del cuidado. Método: Revisión narrativa de la literatura. La búsqueda de información se realizó en cinco bases de datos usando MeSH/DeCS y palabras clave. Se encontraron 1 391 textos; de estos fueron elegidos 52 por título y resumen; al final se analizaron 18 artículos. Resultados: La principal estrategia empleada es el aprendizaje basado en problemas. Las habilidades más desarrolladas fueron interpersonales, como la comunicación; seguidas por las analíticas, como la planificación. Discusión y Conclusiones: Las estrategias identificadas resultan ser eficaces y funcionales, por lo tanto, pueden ser utilizadas para desarrollar habilidades de gestión en alumnos de pregrado y profesionales de enfermería principiantes. Cabe señalar que ninguna es excluyente de otra, por lo que pueden emplearse en sinergia para lograr los objetivos de aprendizaje. Es importante que los docentes de enfermería empleen dichas estrategias de acuerdo con la evidencia existente y con su efectividad, para así construir un aprendizaje significativo.
Objetivo: avaliar o efeito preliminar da Aprendizagem Baseada em Problemas nas habilidades de Gestão do Cuidado. Método: pré e pós-teste quase experimental, realizado com alunos do curso de Bacharelado em Enfermagem de uma instituição de ensino. A amostra foi composta por 29 (Grupo Experimental) e 74 (Grupo Controle). O Grupo Experimental resolveu quatro cenários sob o método de Aprendizagem Baseada em Problemas com os 7 passos propostos pela McMaster University, em um programa de Gestão do Cuidado na modalidade à distância. O instrumento de autorrelato avaliou as habilidades de Gestão do Cuidado pré e pós-teste em ambos os grupos. Valores médios foram obtidos e estatísticas descritivas e inferenciais foram realizadas (t de Student, t pareado, regressão linear). Resultados: o Grupo Experimental obteve escores mais elevados em habilidades analíticas, de ação e globais do que o Grupo Controle (p<0,05). Não foram registradas diferenças nas habilidades interpessoais ou no uso da informação. O Grupo Controle não apresentou diferenças significativas antes e depois do ensino usual, enquanto as diferenças foram de fato relatadas no Grupo Experimental (p<0,05). Conclusão: apesar de haver poucas evidências sobre o desenvolvimento de habilidades de Gestão do Cuidado de Enfermagem, o presente estudo mostra que a Aprendizagem Baseada em Problemas é um método eficaz e significativo na educação à distância.
Objective: To assess the status of missed nursing care and the reasons for its occurrence in a highly specialised public hospital in Mexico. Materials and methods: An observational cross-sectionalanalysis with data collected from January to June 2019 at the National Institute of Rehabilitation Luis Guillermo Ibarra Ibarra in Mexico City. We assessed missed care and its causes by conducting the MISSCARE survey among 116 nursing professionals selected from a population of 162 nurses. This work presents the estimated rates of missed care-overall and broken down into its four dimensions-as well as the reasons for its occurrence, namely limited labour resources, inadequate material resources and communication problems among work teams.Results: The overall score for missed care was 16% (95%
Background The influence of the work environment on missed care and service quality has been well documented. However, available evidence concerning this relationship comes mostly from developed countries. Few studies have been conducted in low‐ or middle‐income countries. We assessed the relationship between the work environment and missed nursing care in highly specialised hospitals in Mexico. Methods We conducted an observational cross‐sectional study with data collected from January 2019 to February 2020 in 11 highly specialised hospitals (n = 510 nurses). We estimated missed nursing care utilising the MISSCARE questionnaire and used the Practice Environment Scale‐Nursing Work Index instrument to assess the work environment. After describing the main attributes of the study sample according to the type of work environment, we constructed five adjusted fractional regression models, the first concerning the overall index of missed care, and the others pertaining to its various dimensions. Results The sample analysed was balanced as regards adjustment variables according to the type of work environment. The adjusted estimates confirmed an inverse relationship between the missed care index and enjoying an enhanced, or favourable, work environment. Overall, the difference was 9 percentage points (pp); however, by dimension of missed care, the major differences between enhanced and attenuated, or unfavourable, work environments were registered for basic care, followed by patient education and discharge planning (4pp) and individual needs (8pp). Conclusions The work environment determines the frequency of missed nursing care, both overall and by dimension. Nursing managers need to create short‐ and mid‐term strategies favouring positive work environments in order to improve working conditions for nursing professionals.
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