Training of nurses in point‐of‐care testing: a systematic review of the literature

Abstract

Nurses can be trained using a variety of methods in different healthcare settings. To save resources, especially in large hospitals and sparsely populated areas, distance learning is worth considering. However if training is delivered with the support of laboratory professionals, nurses subsequently perform good-quality point-of-care testing.

Point-Of-Care Testing Curriculum and Accreditation for Public Health—Enabling Preparedness, Response, and Higher Standards of Care at Points of Need

“…The POC curriculum we designed fills gaps in public health education and attempts to initiate a dialogue leading to availability of POC-enabled public health practitioners worldwide. We found only one educational article intended for “health professional students” (at the University of Zimbabwe College of Health Sciences), (14) one for “training of nurses,” (15) and one for OB-GYN residents (16) that were relevant to POCT. Another group addressed internet-based interactive education as a potential venue for education, but not specifically public health (17).…”

Educação permanente em saúde: a concepção freireana como subsídio à gestão do cuidado / Permanent education in health: the freire concept as an aid in care management

“…10 In most cases, the training of professionals is characterized by the transmission of knowledge, following the logic of banking conception in which the intention is to transmit information in a way that the educator places himself as the holder of the knowledge to be assimilated by the student. [2][3][4][7][8][9][10][13][14][15][16][17][18][19] In this context, accumulated experience and assessments over decades have shown that the mere transmission of content and the theory taught through training are seldom put into practice and therefore do not achieve the expected results. [10][11][19][20] Many motives can permeate as obstacles to achieving desired results, as presented in Article IV when they speak of the management of resources destined to the National Policy of CEH as an important factor.…”

“…14 Fragments from the analyzed articles were inserted in order to support the discussions in the categories. The fragments were edited, without changing the content, in order to extract from the articles their core.…”

“…Through this scenario, the seized theory tends to promote effective changes in the work process. [2][3][4][7][8][9][10][13][14][15][16][17][18][19][20][21] The Paulo Freire's method focuses on the importance of group work from the generating themes. In the six articles selected, the method was used through the Research Itinerary and Circle of Culture, and this indicates that the participants, through dialogue, had the possibility to reflect on their work and their learning path as it appears in the excerpt below.…”

“…8 The dialogical reflection of the group mentioned in the excerpts rests on one of the presuppositions that Freire designates as idea-force, which consists of leading the student to an awareness and critical attitude, in the sense that there is a change of reality which in turn, falls within the teaching and learning process advocated by CEH. [2][3]7,[14][15][16]18 Moreover, Paulo Freire's proposal corresponds to the needs of the SUS, in order to qualify professionals and improve health management processes, since it considers the individual as an active subject, who needs to be empowered and recognized as a central figure before his health status.…”