The teacher’s body elements that influence the teaching-learning process of university nursing students

Silva, Paulo Sérgio da; Figueiredo, Nébia María Almeida de

doi:10.17533/udea.iee.v35n3a03

Cited by 5 publications

(4 citation statements)

References 7 publications

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“… 14 This is an effective tool used in screening for suspected eating disorders with good psychometric properties (kappa statistic=0.73 to 0.82). 15 …”

Section: Methodsmentioning

confidence: 99%

<p>Prevalence of Eating Disorders Among Medical Students in a Lebanese Medical School: A Cross-Sectional Study</p>

Bizri

Geagea

Kobeissy

et al. 2020

NDT

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Background: Eating disorders are among the most severe psychiatric disorders. Medical students are subjected to high levels of stress and have a high risk of developing burnout and mental health problems, including eating disorders. Due to societal stigma and lack of awareness, it is plausible that disordered eating behaviors among students may go unrecognized and under-reported. The current study aimed to evaluate the prevalence and possible factors associated with eating disorders among medical students at the American University of Beirut in Lebanon (AUB). Methods: This cross-sectional descriptive study was conducted in 2017 at AUB. Electronic anonymous surveys were sent to all 412 medical students, with a mean age of 23, enrolled in our four-year medical school. In addition to demographic data, students were asked to complete two validated questionnaires, the SCOFF and EAT-26, to assess eating disorders risk. Results: Total responses were 156, out of which 124 completed the whole survey. A total of 131 participants completed the Eat-26 questionnaire and 124 participants completed the SCOFF questionnaire. Out of those, 17% on EAT-26 and 19% on SCOFF were found to be at high risk of developing eating disorders. Conclusion: There seems to be a high level of underrecognized and under-treated disordered eating behaviors among female medical students at AUB. Raising awareness among medical students is important, as well as developing better prevention and treatment strategies.

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“… 14 This is an effective tool used in screening for suspected eating disorders with good psychometric properties (kappa statistic=0.73 to 0.82). 15 …”

Section: Methodsmentioning

confidence: 99%

<p>Prevalence of Eating Disorders Among Medical Students in a Lebanese Medical School: A Cross-Sectional Study</p>

Bizri

Geagea

Kobeissy

et al. 2020

NDT

View full text Add to dashboard Cite

show abstract

“…By reflecting on their own learning, students begin to identify the strengths and weaknesses in their work. Reflection has been found to facilitate development of autonomy, open mindedness, critical thinking and sensitivity in nursing students (Da Silva & Almeida de Figueiredo 2017 :4118; Frazer et al 2014 :4; Scully 2011 :93).…”

Section: Resultsmentioning

confidence: 99%

Clinical teaching practices of nurse educators: An integrative literature review

Gcawu

Rooyen

2022

Health SA Gesondheid

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Clinical teaching practice of nurse educators is important in the development of clinical competence of undergraduate nursing students, but it is often not done according to best practice standards. This study aimed to summarise the best clinical teaching practices of nurse educators teaching undergraduate nursing programmes. An integrative literature review was conducted according to Whittemore and Knafl’s adapted stages. A systematic search of electronic databases, including EBSCOhost and ScienceDirect, for applicable papers from January 2001 to June 2021, was followed by a manual search. The review resulted in selection of 67 papers, and critical appraisal had been completed by two independent reviewers using relevant critical appraisal tools. Papers that were selected revealed six main themes, with sub-themes, outlining best practices for clinical teaching, namely: (1) planning for clinical teaching practice: self-preparation and planning for clinical placement; (2) facilitation of students’ clinical learning: orientation of students, planning for clinical teaching and the clinical teaching process; (3) evaluation of students’ clinical skills: reflection by the nursing student and feedback; (4) modelling professional clinical teaching practice: emotional intelligence, self-evaluation, role modelling and continuous professional development; (5) work-based assessment in the clinical environment: clinical assessment process and clinical assessment tools and (6) clinical teaching in the simulation laboratory. The six identified best practices could assist nurse educators to provide comprehensive clinical teaching.Contribution: The review’s results can be used in the development of a best practice guideline for clinical teaching. This guideline will aid nurse educators in achieving best clinical teaching practices.

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“…Breaking with this vertical model presupposes the reformulation of the reality of teaching and the learning process of managing care. This prompt students and teachers to take risks collectively in pedagogical paths capable of stimulating creativity, integrating knowledge and reflection beyond themselves, intensifying emotions, freeing one's thinking to act in situations close to the real reality of health work (2)(3)(4) .…”

Section: Introductionmentioning

confidence: 99%

Simulated scenes: a pedagogical experiment to reflect about conflict management in nursing care

Silva

2020

Rev. Bras. Enferm.

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Objective: To describe simulated scenes on conflict management in nursing care, created by university students; and to identify the skills and attitudes needed by the nursing student to manage conflicts in health care. Methods: This is a qualitative study conducted with 28 university nursing students from a public college located in the city of Boa Vista, Roraima. The strategy adopted for the production of data was the simulation of scenes of conflict. The data were analyzed according to Bardin’s methodology. Results: Four conflict scenes were produced, involving nurses and nursing technicians, health managers, multiprofessional health teams, and patient care. In this context, 274 record units were identified regarding skills and attitudes for nurses to manage conflicts. Final Considerations: The skills and attitudes essential for conflict management were: effective verbal communication, body language observation, knowing how to listen, negotiate, make decisions, be neutral, impartial, and how to lead democratically.

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The teacher’s body elements that influence the teaching-learning process of university nursing students

Cited by 5 publications

References 7 publications

<p>Prevalence of Eating Disorders Among Medical Students in a Lebanese Medical School: A Cross-Sectional Study</p>

<p>Prevalence of Eating Disorders Among Medical Students in a Lebanese Medical School: A Cross-Sectional Study</p>

Clinical teaching practices of nurse educators: An integrative literature review

Simulated scenes: a pedagogical experiment to reflect about conflict management in nursing care

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