Undergraduate nursing students’ difficulties during clinical training: perception of the main causes

Humanitude care methodology: difficulties and benefits from its implementation in clinical practice

“…"In the nursing degree, in theory, the emphasis is placed on caring for the other as being the basis of our profession, but, in practice, care is routinized and little importance is given to the relationship" (N2; April, 2015). These results were also corroborated by Melo, Queirós, Tanaka, Costa, et al (2017) in their identification of the causes for students' difficulties in interacting with the patients, namely the difference between what is valued in theory and what they observe in clinical practice. Another difficulty experienced by the participants was the resistance to change, as can be seen in the following accounts: "The existence of people who are resistant to change at the unit is a challenge" (N2; April, 2015), but, on the other hand, "thinking that we know everything can also make it difficult to change the practices, as it is essential to develop the capacity for observation and critique about what you do and how you do it, as well as be open to using new care methodologies" (N6; June, 2015).…”

“…Another participant emphasized that "it was also necessary to update and continuously monitor our knowledge for better consolidation" (N7; July, 2015); "it is necessary to receive practical education and training, since learning how to place your voice can take months and how to professionalize the touch can take 1 year, therefore it is important to practice and give intentionality to what you do and how you do it" (N4; May, 2015). Melo, Queirós, Tanaka, Costa, et al (2017), in a study with nursing students, also found that the reason for their difficulties in interacting with the patient was associated with the professionals' lack of training on humanitude. Costa, Galvão, and Baptista (2014) also suggest the need for providing train-ing on humanitude to all of those involved in the caring process, namely caregivers and management bodies, as one of the aspects that could facilitate the implementation of the HCM.…”

Cross-cultural adaptation and validation of the Drug and Drug Problems Perceptions Questionnaire for Brazil

“…Trata-se de um estado de prontidão mental suscetível de mudança, visto que estas respostas avaliativas podem ser consideradas predisposições aprendidas e não inatas (Harling & Turner, 2012). Este tema tem vindo a ser amplamente estudado na área de enfermagem, uma vez que se encontra ligado aos aspetos relacionais e pode afetar o cuidado prestado, de forma positiva ou negativa, dependendo dos conhecimentos e habilidades do profissional (Melo et al, 2017;Takano, Kawakami, Miyamoto, & Matsumoto, 2015). Diversos estudos acerca do trabalho com indivíduos que usam ou abusam de álcool têm sido conduzidos no contexto brasileiro, com a utilização de instrumentos psicométricos que foram validados para amostras de enfermeiros e/ou estudantes de enfermagem (Carraro, Rassool, & Luis, 2005;Pillon, Laranjeira, & Dunn, 1998;Vargas, 2011;Vargas & Luis, 2008).…”

Olhares sobre o ensino de enfermagem em Portugal

“…The nursing training model, although with a higher number of hours of instruction, continued to focus on a process of alternation between theory and practice, and it was difficult to recognize its training potential due to the dynamic interaction between them. Clinical teaching, coupled with the theorist developed in the School, constitutes an important moment of individual and professional learning and development through the confrontation with the complexity of the care in real context (2) .…”

“…In fact, in addition to practicing and deepening the knowledge acquired in the School, in the contexts of practice, nursing students are confronted with the real situations of the profession and can develop skills that allow them to fulfill the values, principles and duties recommended in the Deontological Code (3) . However, clinical teaching/internships without adequate supervision do not provide the conditions necessary for student development, since successful learning depends greatly on the teachers/nurses who accompany them (2)(3) .…”