O ensino de enfermagem sobre HIV/ Aids sob a ótica da cidadania

Camillo, Simone de Oliveira; Maiorino, Fabiana Tavolaro; Chaves, Loide Corina

doi:10.1590/s1983-14472013000300015

Cited by 4 publications

(5 citation statements)

References 3 publications

(7 reference statements)

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“…As such, developing faculty education about caring for PLHIV is a viable strategy to advance positive caring attitudes in students. In general, university faculty need to develop critical and constructive approaches to teaching students about HIV/AIDS (Camillo, Maiorino, & Chaves, 2013), including sharing personal experiences from PLHIV in the classroom. In this regard, expert patient illness narratives have been reported to be an effective teaching method for nursing students (Feijoo-Cid, Moriña, Gómez-Ibáñez, & Leyva-Moral, 2017) to develop cultural sensitivity, respect, and trust in others (Davidson, 2005).…”

Section: Discussionmentioning

confidence: 99%

Faculty Attitudes About Caring for People Living With HIV/AIDS: A Comparative Study

Leyva‐Moral¹,

Domínguez-Cancino²,

Guevara-Vásquez³

et al. 2019

J Nurs Educ

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Background: People living with HIV/AIDS (PLHIV) experience stigma and discrimination. Negative attitudes of nursing faculty about caring for PLHIV can adversely affect student perceptions and their nursing care. The study purpose was to describe nursing faculty attitudes and beliefs about caring for PLHIV. Method: The HPASS (Healthcare Provider HIV/AIDS Stigma Scale), Spanish version, was delivered to nursing faculty in Colombia and Peru. Results: The HPASS was completed by 98 nursing faculty. The overall mean score was 2.41 (SD = 0.69), with subscale scores: stereotypes, 2.55 (SD = 0.84); discrimination, 2.28 (SD = 0.74); and prejudices, 2.41 (SD = 0.63). Peruvian faculty had the highest scores, statistically correlated with the importance of religion, whereas Colombia had the lowest. Conclusion: Nursing faculty attitudes toward PLHIV were slightly positive in Colombia to slightly negative in Peru; however, both countries had negative stereotypes. Knowledge deficiencies about HIV persist and attitudes appear to be influenced by culture and religion. [

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Section: Discussionmentioning

confidence: 99%

Faculty Attitudes About Caring for People Living With HIV/AIDS: A Comparative Study

Leyva‐Moral¹,

Domínguez-Cancino²,

Guevara-Vásquez³

et al. 2019

J Nurs Educ

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“…Os docentes percebem que o modelo biomédico tende a dividir o objeto de estudo ou as dificuldades surgidas em tantas parcelas quantas necessárias para resolvê-las, o que provoca a divisão do conhecimento em áreas cada vez mais especializadas (8) . Percebem também, que a doença é reduzida a uma avaria mecânica e o indivíduo doente perde suas marcas psicossociais, passando a ser um objeto cientifico, no qual os seus aspectos emocionais, crenças e valores são deixados de lado (4) .…”

Section: Discussionunclassified

“…A participação direta dos acadêmicos na prestação de serviços à comunidade por meio do processo de ensino em HIV/Aids, possivelmente é o melhor exercício de cidadania experimentado pelos alunos. Pode ser de fato, o maior ganho proporcionado pelo trabalho cooperativo na busca da construção de vínculos mais sólidos, como parte de um novo compromisso ético firmado entre a universidade e a comunidade (8) . Dessa forma, o docente de Enfermagem ao trabalhar com o aluno o cuidado ao outro, passa a discutir a noção de ética e respeito ao próximo, essencial para a construção da cidadania (5) .…”

Section: Discussionunclassified

Ensino Da Aids Na Perspectiva De Docentes De Enfermagem E Sua Relação Com a Complexidade

2014

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Estudo cujo objetivo foi investigar a percepção dos docentes de Enfermagem sobre a sua prática pedagógica em HIV/Aids, tendo como referencial teórico o Pensamento Complexo. Trata-se de pesquisa qualitativa com treze docentes graduados em Enfermagem, entre janeiro e julho de 2010, pertencentes a sete Instituições de Ensino Superior de São Paulo. O estudo obedeceu aos princípios éticos e a coleta de dados se deu por meio da Entrevista em Profundidade. Os resultados foram trabalhados pela análise de conteúdo. As categorias evidenciaram que o processo de ensino em HIV/Aids, com base no modelo biomédico, não restringiu o ensino da ética e da cidadania, do estímulo à curiosidade e da criatividade, muito menos, da compreensão do humano com HIV/Aids como um ser complexo, por parte dos docentes. Este estudo mostra a importância da valorização do ensino em relação ao tema HIV/Aids pautado na condição e na solidariedade humana.

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“…Developing professional education for nursing faculty about caring for PLHIV is an essential strategy to advance positive and caring attitudes. According to Camillo et al [66], nursing faculty need to develop critical and constructive approaches to teaching students about HIV/AIDS, including sharing personal experiences from PLHIV in classroom presentations and discussions. In this regard, concluded that the expert patient illness narrative is an effective teaching method, resulting in a high level of satisfaction among undergraduate nursing students.…”

Section: Faculty and Student Caring Behaviorsmentioning

confidence: 99%

Attitudes Toward Caring for People Living with HIV/AIDS: A Cross-Sectional Study of Nursing Faculty in Six Countries

Leyva‐Moral¹,

Domínguez-Cancino²,

Edwards³

et al. 2020

TOAIDJ

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Background: Since the earliest study about nursing faculty and student attitudes about caring for people living with HIV/AIDS (PLHIV) in 1992, there have been less than 20 additional studies reported in the literature. Yet, PLHIV continues to report stigma and experience discrimination. Nursing faculty attitudes are part of the informal curriculum. Negativity about caring for PLHIV can adversely impact student perceptions as well as their care. Current research in this area is essentially non-existent. Objective: To describe the attitudes of the university nursing faculty toward caring for PLHIV; and to identify the relationship between faculty attitudes and explanatory factors such as age, education, religion, nationality, teaching in a clinical setting, years of experience, and university attributes. Methods: This was a multicenter cross-sectional study with nonrandomized electronic purposeful sampling. The Healthcare Provider HIV/AIDS Stigma Scale (HPASS) is a 30-item scale with three subscales: Prejudice, stereotype, and discrimination. The English and Spanish versions of the HPASS exhibit stable psychometric properties for cross-cultural research. The HPASS was delivered to university nursing faculty in six countries across three continents. Results: A sample of 368 nursing faculty completed the HPASS. The mean composite score was 2.41 (SD = 0.69), six-point scale with lower scores indicating more positive attitudes, with subscale scores: Stereotypes 2.55 (SD = 0.84), discrimination 2.28 (SD = 0.74), and prejudices 2.41 (SD = 0.63). Peruvian faculty had the highest scores while Canadian had the lowest. Significant correlations were observed between attitudes and the three subscales, and between the three subscales and the composite score. Conclusion: Attitudes of the nursing faculty toward caring for PLHIV were slightly positive to slightly negative depending on the region and country. Knowledge deficiencies about HIV persist, incorrect beliefs are common, and attitudes appear to be influenced by culture. The correlation between subscales justifies continued research to implement targeted interventions. Education about HIV/AIDS can address knowledge deficits while structured interactions with PLHIV can facilitate experiential learning.

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O ensino de enfermagem sobre HIV/ Aids sob a ótica da cidadania

Cited by 4 publications

References 3 publications

Faculty Attitudes About Caring for People Living With HIV/AIDS: A Comparative Study

Faculty Attitudes About Caring for People Living With HIV/AIDS: A Comparative Study

Ensino Da Aids Na Perspectiva De Docentes De Enfermagem E Sua Relação Com a Complexidade

Attitudes Toward Caring for People Living with HIV/AIDS: A Cross-Sectional Study of Nursing Faculty in Six Countries

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