Systematization of Nursing Care in undergraduate training: the perspective of Complex Thinking

Silva, Josilaine Porfírio da; Garanhani, Mara Lúcia; Peres, Aida Maris

doi:10.1590/0104-1169.0096.2525

Cited by 28 publications

(33 citation statements)

References 11 publications

(12 reference statements)

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“…27 One can observe this interaction of patterns when the professional describes her return to evaluate the patient after an intervention, based on her ethical commitment in which the complexity of moral judgments demand a correct understanding of what would be good and correct for the patient at that time. This fact is also associated with empirical knowledge related to the stages of the Nursing Process (NP), a methodological tool that guides professional care: 8,28 We try to find out if we are going to need a conversation, mechanical restraint, a medication [..…”

Section: Often This Soothes the Person In Crisis Look Eye-to-eye Omentioning

confidence: 99%

Patterns of knowledge used by nurses in caring for the patient in the first psychotic outbreak

2017

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Section: Often This Soothes the Person In Crisis Look Eye-to-eye Omentioning

confidence: 99%

Patterns of knowledge used by nurses in caring for the patient in the first psychotic outbreak

2017

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“…interpretations from students, thus promoting a more comprehensive perspective of health (Silva, Garanhani, & Peres, 2015). Although the methodological process is clearly explained, this study had some limitations.…”

Section: Discussionmentioning

confidence: 93%

International academic mobility: an education opportunity for future nurses

Carvalho¹,

Backes²,

Lomba³

et al. 2016

Rev. Enf. Ref

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Resumo Resumen R E S E A R C H P A P E R ( O R I G I N A L )International academic mobility: an education opportunity for future nursesIntercâmbio académico internacional: uma oportunidade para a formação do futuro enfermeiro Intercambio académico internacional: una oportunidad de formación para los futuros enfermeiros Jordana Lopes Carvalho*; Dirce Stein Backes**; Maria de Lurdes Lopes de Freitas Lomba***; Juliana Silveira Colomé**** Background: International academic mobility allows for the exchange of scientific and cultural knowledge, namely on health technologies, the sharing of information and experiences, and the increase of professional opportunities. Objectives: To identify the benefits of international academic mobility for nursing education from the students' perspective. Methodology: We conducted an exploratory-descriptive study, with a qualitative approach, with a sample of 17 students who had participated in international mobility programs in the Franciscan University Center -Santa Maria/RS/Brazil and in the Nursing School of Coimbra/Portugal. Data were collected through semi-structured interviews and then submitted to content analysis.Results: Data analysis resulted in 3 categories: Health in the home country vs. health in the host country -contextualizing professional knowledge and experiences; Academic mobility -possibility for the development of students' autonomy; and Opening horizons -cultural contributions in the process of academic mobility. Conclusion: Academic mobility processes enable the contact with new clinical and research practices, which improves students' education and professional performance as future nurses.

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“…Students clarified the need for more time for lectures and conducting practical activities in the laboratory before the activities of training in the field, so that they can prepare themselves for their first physical exam and have enough time to deal with the difficulties of a fragmented curriculum, to relate the physical exam with the other contents studied at the beginning of the course, which has also been pointed out by the literature (16)(17) .…”

Section: Discussionmentioning

confidence: 99%

Perceptions of students on the physical exams in clinical nursing practice

Oliveira¹,

Neto²,

Silva³

et al. 2016

Rev Rene

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Objective: to understand the perceptions of students from an undergraduate course in nursing on the importance of physical exams in clinical nursing practice. Methods: a qualitative study with 12 students of a private institution. For data analysis, the method of interpretation of meanings was used, based on the hermeneutic-dialectic perspective. Results: directions have been identified which give the physical exam an objective dimension, in which the accuracy of propaedeutic techniques is essential, and a relational dimension in which to give meaning to human actions permeated by subjectivity, new forms of production clinical nursing care are used. Conclusion: the physical exam contributes to the development of critical thinking in nursing care for the safety of the patient and autonomy to act in the scope of the clinical practice.Objetivo: compreender as percepções de estudantes de um curso de graduação em enfermagem sobre a importância da realização do exame físico na prática clínica do enfermeiro. Métodos: estudo qualitativo com 12 estudantes de uma instituição de ensino superior privada. Para análise dos dados, utilizou-se o método de interpretação de sentidos, baseado na perspectiva hermenêutico-dialética. Resultados: foram identificados sentidos que atribuem ao exame físico uma dimensão objetiva, em que o rigor das técnicas propedêuticas é indispensável, e uma dimensão relacional, em que, ao dar significado às ações humanas permeadas por subjetividade, oportunizam-se novas formas de produção do cuidado clínico em enfermagem. Conclusão: o exame físico contribui para o desenvolvimento do raciocínio crítico na assistência de enfermagem, para a segurança do paciente e autonomia para atuação no âmbito da clínica.

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Systematization of Nursing Care in undergraduate training: the perspective of Complex Thinking

Cited by 28 publications

References 11 publications

Patterns of knowledge used by nurses in caring for the patient in the first psychotic outbreak

Patterns of knowledge used by nurses in caring for the patient in the first psychotic outbreak

International academic mobility: an education opportunity for future nurses

Perceptions of students on the physical exams in clinical nursing practice

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