Teaching self-management support in Dutch Bachelor of Nursing education: A mixed methods study of the curriculum

Hooft, Susanne M. van; Becqué, Yvonne N.; Dwarswaard, Jolanda; Staa, AnneLoes van; Bal, Roland

doi:10.1016/j.nedt.2018.06.005

Cited by 17 publications

(15 citation statements)

References 18 publications

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“…Autores como van Hooft et al consideran que las intervenciones educativas mejoran la autogestión de las personas, ya que desarrollan la capacidad para manejar los síntomas y el tratamiento, controlar las consecuencias físicas y psicosociales, así como los cambios en los estilos de vida inherentes al proceso de vida con ECNT y sus consecuencias 32 . La evidencia analizada por Bradshaw en su proyecto doctoral, describe a las intervenciones educativas como el estándar de oro para el control de ECNT, ya que han demostrado constituir un componente integral en el cuidado de las personas 33 .…”

Section: Discussionunclassified

Autopercepción de capacidades de autocuidado para prevención de enfermedades crónicas no transmisibles en estudiantes universitarios

et al. 2019

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Introducción: La incidencia de enfermedades crónicas no transmisibles (ECNT), va en aumento entre la población más joven. La autopercepción de capacidades de autocuidado (CAC), es un punto de partida para el desarrollo de habilidades y destrezas para el propio cuidado. Objetivo: Identificar el nivel de autopercepción de CAC para la prevención de enfermedades crónicas no transmisibles en estudiantes universitarios de nuevo ingreso, para establecer estrategias que permitan un mejor conocimiento de su salud. Métodos: Estudio cuantitativo, descriptivo, transversal y analítico. Muestra aleatorizada, obtenida por cálculo de poblaciones finitas. Se aplicó el Instrumento para identificar las capacidades de autocuidado en enfermedades crónico-degenerativas, salud sexual-reproductiva y prevención de adicciones; análisis descriptivo y analítico, con pruebas paramétricas y no paramétricas. Resultados: La autopercepción de CAC fue muy buena en un 8%, buena en 54%, regular en 36% y mala en 2%. Las diferencias entre áreas de conocimiento y el nivel de autopercepción fueron significativas (p=0.025). La licenciatura en medicina tuvo mejor puntaje de autocuidado (=27.51). Discusión: Los principales resultados encontrados coinciden con diversos estudios que evalúan la dimensión de autopercepción. Existen claras divergencias entre el autocuidado percibido y el realizado, lo que hace evidente la necesidad de desarrollo de CAC. Conclusiones: Es necesario promover estilos saludables para mitigar efectos, costos e implicaciones sociales. Se puede incidir desde la consultoría de enfermería, para favorecer el desarrollo de capacidades de autocuidado en estudiantes universitarios.

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Section: Discussionunclassified

Autopercepción de capacidades de autocuidado para prevención de enfermedades crónicas no transmisibles en estudiantes universitarios

et al. 2019

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“…Bunun yanında öğrencinin öğrenmesine de katkı sunmaktadır. Ancak yeterlikler değerlendirilmeden önce, kazanılması beklenen yeterliğe ilişkin uygulanan girişim/kullanılan öğretim yönteminin incelenmesi gerekmektedir (Akın Korhan et al, 2016;George et al, 2017;Grimm & Fowles, 2018;Henderson et al, 2018;Hong & Yu, 2017;van Hooft et al, 2018).…”

Section: Introductionunclassified

Hemşirelik Öğrencilerinin Mesleki Yeterliklerine Yönelik Girişimler ve Kullanılan Ölçüm Araçları: Bir Literatür İncelemesi

Burucu¹,

Dönmez²

2021

jgehes

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“…One of the important topics in terms of environmental curriculum is the self-management, which, in environmental curriculum, may explain the environmental goals for students to consider the general goals of environmental protection and take precise and appropriate measure (Moharmnejad & Heidary, 2006). Self-management includes the control of mood, thoughts and behavior, being open to criticism, following the rules, agreement and cooperation with others and a training process through which an individual or a group encourages and guides themselves to achieve a specific behavior and desired result (Van Hooft, et al, 2018). This structure does not seek to change attitudes and personality, but to control and manage behavior and, if necessary, make changes in behavior (Lee, Law, Chun & Chan, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development of an Environmental Curriculum Model Based on Self-Management in High School: A Qualitative Study

Mohkamkar

Salimi

Fallah

2021

Iranian Journal of Educational Sociology

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This study aims at developing an environmental curriculum model based on self-management in the high school in a qualitative study. Methodology: This is an applied study in terms of purpose and a qualitative study in terms of implementation method. The research community included environmental curriculum experts in Iran based on self-management in 2021. The research sample was estimated to include 15 subjects according to the theoretical saturation principle. They were selected by purposive sampling method based on the inclusion criteria. Indexing and semi-structured interviews were used to collect data, the validity and reliability of which were confirmed. Finally, the data were analyzed by content analysis method. Findings: The results showed that, in terms of objectives, the selfmanagement-based environmental curriculum in the high school included the themes of organizing critical thinking skills development, constructive thinking promotion, behavioral strategies, improving environmental knowledge and cognition, environmental culture promotion, internalization of environmental value, and natural reward strategies. Also, in terms of contents, it included themes of organizing integrated content, applied content, development of thinking skills, alignment with humanities and ethics, comprehensiveness of content, development of managerial skills and integrated content. In addition, in terms of teaching and learning strategies, the themes included being organizational and practicality, interactivity, and being exploratory. The themes of the evaluation element included rational organization, situation-based evaluation, evidence-based evaluation, and evaluation feedback. Finally, based on the organizational and basic themes in the area of objectives, content, teaching and learning strategies and evaluation, a selfmanagement-based environmental curriculum model was designed for the high school. Conclusion: According to the results, experts and planners can improve the self-management-based environmental curriculum.

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Teaching self-management support in Dutch Bachelor of Nursing education: A mixed methods study of the curriculum

Cited by 17 publications

References 18 publications

Autopercepción de capacidades de autocuidado para prevención de enfermedades crónicas no transmisibles en estudiantes universitarios

Autopercepción de capacidades de autocuidado para prevención de enfermedades crónicas no transmisibles en estudiantes universitarios

Hemşirelik Öğrencilerinin Mesleki Yeterliklerine Yönelik Girişimler ve Kullanılan Ölçüm Araçları: Bir Literatür İncelemesi

Development of an Environmental Curriculum Model Based on Self-Management in High School: A Qualitative Study

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