Skills and abilities for nursing practice in eye banks

Abstract

The study describes the skills and abilities required for working in Eye Banks, from the perspective of nurses, and offers subsidies for professional nursing practice in these services. This was an exploratory, descriptive study with a qualitative approach. Data were collected through semi-structured interviews with seven nurses working in this service and analyzed with the support of content analysis. By analyzing the testimonies of the subjects in this study, the managerial dimension was perceived as relevant for the subjects, through their statements. Skills required to work in Eye Banks, from the perspective of nurses, included: skills related to education, communication, leadership to maintain team unity; ability to deal with the corpse; and, dexterity in the technical procedures involved. It became clear that nurses needed to devote greater attention to the dimensions of teaching and research. This is a new scenario for nursing practice and it is required that nurses acquire new professional skills.

A arte da enfermagem na visão do discente: um encontro com Scheler

“…Therefore, the exercise of nursing care, with a unifying perspective between the natural and human sciences, implies in the student the development of a critical-reflexive way of thinking that moves him or her closer to being-nurse. 19,20 In this way, the art of Nursing corroborates so care is understood as the essence of the profession, since it goes beyond the assistance to the disease or to isolated parts of the physical body mediated by the accomplishment of nursing techniques, as it involves the attendance of the various dimensions of the subject. In it, the patient is understood in a holistic way and the student tacitly assumes the ethical commitment to the inherited profession.…”

“…In this link, nursing faces the patient and recognizes their condition as a person. 17,19 Thus, the patient is recognized as having a peculiar behavior constructed from values, cultural patterns and experiences that cannot be objectified or considered as isolated elements and constitute their ethicalexistential field. Therefore, the exercise of nursing care, with a unifying perspective between the natural and human sciences, implies in the student the development of a critical-reflexive way of thinking that moves him or her closer to being-nurse.…”

“…In it, the patient is understood in a holistic way and the student tacitly assumes the ethical commitment to the inherited profession. 19 Also, this art must involve personal experiences and qualities used effectively and appropriately in individual and collective acts, as a response to the circumstances of professional practice. In order to act competently, it is necessary to take an active stance in the face of the situations of professional practice, using and transforming scientific knowledge in order to apply them in the pragmatics of nursing.…”

The process of dying/death: intervening conditions to the nursing care management

“…The lack of an institutional protocol that directs the professionals in the implementation of PC, the deficiency in the integration of the professionals of the team and persistence of the centralization of the decisionmaking in the doctors also make this implementation difficult. In addition, it is believed that the denial of terminality and death by professionals makes it difficult to recognize the indication of PC in certain patients (14)(15) .…”

“…Questions that interfere in the phenomenon studied are related to culture, religion/spirituality and professional training. It was pointed out that the search for interfaces with religion/ spirituality comforts people in the face of the death and process of dying/death and that professionals must seek to identify the needs and desires of patients and relatives, respect and support them (15)(16)(17) . Cultures direct the way people perceive terminality and death, a taboo in our society (2,6) .…”