Competencies for educational activities in nursing

Leonello, Valéria Marli; Oliveira, María Amélia de Campos

doi:10.1590/s0104-11692008000200002

Cited by 17 publications

(10 citation statements)

References 4 publications

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“…Competent professional performance requires knowledge able to mobilize, integrate, and transmit knowledge acquired during the educational process (8) , which may be enabled by the development of competencies from new pedagogical opportunities provided during initial stages of education (9) .…”

Section: Introductionmentioning

confidence: 99%

Relational skills: needs experienced by nursing students

Lopes

Azeredo

Rodrigues

2012

Rev. Latino-Am. Enfermagem

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Objective: to identify the needs of nursing students in the field of relational competencies.Method: qualitative study with an exploratory-descriptive nature. The random sample included 62 students in the 2nd year of the nursing undergraduate program of a school located in the central region of Portugal. The inclusion criterion was the nonexistence of clinical teaching. Data were collected through a form designed to assess relational needs; content analysis was used to analyze data. Results: the results indicated that the students' concept of nursing care at this stage of their education is focused on the performance of nursing tasks and techniques instead of on scientific knowledge. Overall, they are aware that greater personal development and better self-knowledge are determinant for their personal and social well-being and for them to become good professionals. Conclusion: these results will support the improvement of an intervention program to be developed with these students. Descriptors Habilidades relacionales: necesidades sentidas por los estudiantes de enfermeríaObjetivo: identificar las necesidades manifestadas por los estudiantes de enfermería en el área de las habilidades relacionales. Método: estudio, cualitativo con características exploratoriodescriptivas, la muestra aleatoria incluyó 62 estudiantes del 2º año del Curso de Licenciatura en Enfermería (Escuela de la Región Centro de Portugal). Se consideró como criterio de selección la inexistencia de realización de Enseño Clínico. Recogida de datos realizada por medio de la Ficha de Evaluación de Necesidades Relacionales con análisis de contenido de los datos.Resultados: indicaron que en esta fase de la formación, los estudiantes detienen un concepto de cuidar en Enfermería centrado en la ejecución de tareas y técnicas de enfermería en vez de en la cientificidad del saber en Enfermería y, que globalmente saben que un mayor desarrollo personal, un mejor conocimiento de sí será determinante para el bienestar personal y social y serán buenos profesionales. Conclusión: las evidencias permitirán apurar el programa de intervención a desarrollar con estos estudiantes. IntroductionRelational and interpersonal relationship skills are considered to be the backbone of nursing care and are recognized as the competencies that differentiate excellent nursing care (1) . The acquisition of these skills is considered a progressive process, developed according to various stages: beginning, advanced beginning, competent, proficient, and expert (2) . Admittedly, professional competence in nursing includes clinical and technical aspects, but relational aspects complement it.The development of professional competence is achieved only after personal competence is developed (1) . There is no doubt about the relevance of personal competence for one's personal and professional realization or of its usefulness in training or inclusion in school programs (3) .We assert that professional competence in nursing is primarily based on the nurses' personal qualities, on their ...

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Section: Introductionmentioning

confidence: 99%

Relational skills: needs experienced by nursing students

Lopes

Azeredo

Rodrigues

2012

Rev. Latino-Am. Enfermagem

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“…Such process was absent in this situation. Studies confirm that health professional educators often focus on behavioral change and, to this end, they use persuasion and knowledge transmission techniques (4)(5)(6)(8)(9)(10) . The underlying perception in this case is that health education is a strategy to transmit content, provide guidance and teaching mainly with the objective of preventing diseases (4,5) .…”

Section: Discussionmentioning

confidence: 99%

“…Health education is a strong component of the tasks undertaken by the Family Healthcare Teams (ESF), having as one of its main features the development of group educational activities, commonly known as operative groups, that may affect the population's health-disease process (3) from the following assumptions: the development of individuals' critical awareness about their social environment and their living and health conditions, knowledge sharing derived from experience, as well as the enhancement of collective processes to organize and implement change actions. Furthermore, it presupposes going beyond a preventive perspective and a directive approach, while expanding toward a constructive praxis based on dialogue development (4)(5)(6) . What one observes, however, is that often the actions carried out by those teams do not move in this direction since they are focused on the transmission of information within a traditional model that is seldom directed at the development of the autonomy of subjects (7) even though initiatives are acknowledged, both on a national and international level, which attempt at breaking away from a traditional educational model in primary care (8)(9)(10)(11) .…”

Section: Introductionmentioning

confidence: 99%

Educational Group Practices in Primary Care: Interaction Between Professionals, Users and Knowledge

Gazzinelli

Souza

Fonseca

et al. 2015

Rev. esc. enferm. USP

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Objective:To investigate the concept understood by Family Healthcare Strategy (ESF) professionals of knowledge, education and subjects participating in learning activities. Method: Qualitative study carried out with the ESF professionals with university degree, members of the healthcare staff who undertook educational health group activities at Basic Healthcare Units (UBS) in Belo Horizonte. The following triangulation techniques were used: participant observation, photos and field notes; interviews with professionals; and document analysis. Results: We identified three interaction patterns that are different from each other. Firstly, the professional questions, listens and provides information to users, trusting in the transmission of knowledge; secondly, the professional questions and listens, trusting that users can learn from each other; thirdly, the professional questions, listens, discusses and produces knowledge with users, both teaching and learning from each other. Conclusion: There are educational practices that include unique methods capable of creating a militant space for citizenship engagement.

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“…Knowledge is an important tool of competency, but it does not ensure a competent action, since it is the ability and courage to innovate, associated with other cognitive and behavioral skills that shape "the profile of the competent individual" 2 . This concept has been well accepted and used to instrumentalize individuals with adequate knowledge so that they can reflect on their critical reality 3 . The development of competencies is directed at the pursuit of comprehensive 600 4 .…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of an Instrument to Evaluate General Competences in Health Area Courses

Matia¹,

Almeida²,

Esteves

et al. 2019

Rev. bras. educ. med.

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The evaluation of the General Competencies in undergraduate courses in the healthcare area remains challenging. Objectives To develop an instrument for supporting teaching staff in evaluating the General Competencies of undergraduate students in the healthcare area; to test the reliability of the instrument with teachers and students of the same working field; validate the instrument of General Competencies, directed to teachers and students from the health area. Methods the present was a Methodological study, approved by REC N. 826.770. The validation of the construct, criterion and content based on the National Curricular Guidelines (NCG), and the search for a theoretical framework were performed, as well as statistical tests such as alpha Cronbach, t Test, p-value, Factorial Analysis, Pearson’s Correlation Coefficient and Akaike Information Criterion, which also ensured the reliability. The study was performed in a Higher Education Institution in Curitiba/PR, in the courses of Nursing, Biomedical Sciences, Pharmacy, Psychology and Medicine. The study population consisted of 50 evaluations of students and 50 of teachers, covering all the periods and courses during the second half of 2014. Results it was possible to create one model with three versions of instruments that evaluated the general competencies for the healthcare area courses. One of these was directed towards the general competencies of 10 courses in the healthcare area, subdivided in Health Care, Decision-making, Communication, Leadership, Administration and Management and Continuing Education, with one instrument directed at the student and another ‘mirror’ at the professor. The second and third versions had three dimensions: Health Care, Management in Healthcare and Education in Health, directed towards the general competencies of the new structure of the NCG of the medical course. The three versions also had an instrument for teachers and a mirror one for students. Conclusion To validate the instrument on General Competencies, directed to teachers and undergraduate students of health area courses, the theoretical search, the NCG and the experts’ evaluation were used for Content Validity; the t Test, Chi-square Test and Pearson’s correlation coefficient were used for Criterion Validation; statistical tests of exploratory and confirmatory factorial analysis and the AIC were used for Construct Validity; and Cronbach’s alpha and the AIC were used for Content validity, using the same steps described for the first goal, to ensure the reliability of the instruments. After this process three versions of the instrument were developed, the first two to be used with teachers and with teachers and students together; and the third version is adequate to be used with students or teachers; and also, for teachers and students together. However, it can be used by all health courses studied.

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Competencies for educational activities in nursing

Cited by 17 publications

References 4 publications

Relational skills: needs experienced by nursing students

Relational skills: needs experienced by nursing students

Educational Group Practices in Primary Care: Interaction Between Professionals, Users and Knowledge

Development and Validation of an Instrument to Evaluate General Competences in Health Area Courses

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