Valores profesionales de enfermería en el posmodernismo: una revisión sistemática

Abstract

Resumen: La sociedad postmoderna basada en un modelo neoliberal cuestiona el fuerte componente valórico característico del cuidado profesional de enfermería. Ante esta situación surge la interrogante: ¿Cómo se enfrenta la formación valórica en los estudiantes de enfermería y cómo se viven estos en la práctica del cuidado? Objetivo: Analizar qué se ha investigado en los últimos diez años sobre la formación ética en estudiantes de enfermería y en la práctica valórica de estos profesionales en una sociedad postmoderna. Metodología: Revisión sistemática mixta de carácter narrativo que considero los últimos diez años (2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018), incluye 76 artículos de los cuales se seleccionaron 48 para su análisis. Se revisaron las bases de datos: ProQuest, ProQuest education Database, ProQuest Religión Database, Ebsco, Cuiden, Dialnet plus, Latindex, Scielo, SCOPUS y Google académico. Conclusiones: El postmodernismo trastoca los valores profesionales, tanto en la práctica del cuidado como en la formación de los futuros profesionales, por ello se requiere fortalecer y adecuar los valores tradicionales entre la academia y la clínica, centrando la formación en el profesor como modelo de la práctica profesional. Palabras clave: educación en enfermería, ética en enfermería, posmodernismo Professional values of nursing in the postmodernism: a systematic revision Abtract: The postmodern society based on a neoliberal model questions the strong value component characteristic of professional nursing care. Faced with this situation, the question arises: How is valuation training faced by nursing students and how are these students living in the practice of care? Objective: To analyze what has been researched in the last ten years about the ethical formation in nursing students and the value practice of these professionals in a postmodern society. Methodology: Mixed systematic review of a narrative nature that I consider the last ten years (2008-2018), includes 76 articles, of which 48 were selected for analysis. The databases were revised: ProQuest, ProQuest education Database, ProQuest Religion Database, Ebsco, Cuiden, Dialnet plus, Latindex, Scielo, SCOPUS and Google academic. Conclusions: Postmodernism upsets professional values, both in the practice of care and in the training of future professionals, for this reason it is necessary to strengthen and adapt the traditional values between the academy and the clinic, focusing the training on the teacher as a model of professional practice

Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

“…A number of systematic reviews have focused on SL methodology across different disciplines, such as university social responsibility [ 21 ], nursing [ 22 ], scientific production [ 23 ], and medical education [ 24 ]. For instance, a systematic review [ 7 ] covered three types of publications: research, overviews of SL programs, and implementation in youth physical activity settings published from 1990 to 2012.…”

Teachers' Voices Seeking Humanized Teaching in Nursing: Virtual Experiences During the Pandemic

“…From another perspective, humanizing Nursing training implies recognizing the students as individuals in their generational context and understanding the macro-social structure that sustains them since post-modernity. Autonomy and social self-convenience prevail, which can respond to certain moral relativism where the truth is true for some and alien for others 20 . Thus, Nursing teachers need to deeply understand the students' context and incorporate dialogical, reflective and critical skills 20 to create meaningful learning spaces for multitasking young individuals who are permanently connected to the social medias.…”

“…Autonomy and social self-convenience prevail, which can respond to certain moral relativism where the truth is true for some and alien for others 20 . Thus, Nursing teachers need to deeply understand the students' context and incorporate dialogical, reflective and critical skills 20 to create meaningful learning spaces for multitasking young individuals who are permanently connected to the social medias. In the current pandemic context, the Nursing teachers have also faced limitations such as a set of emerging realities of their students, which have evidenced the impacts of the socioeconomic differences on people's lives.…”

“…In the current pandemic context, the Nursing teachers have also faced limitations such as a set of emerging realities of their students, which have evidenced the impacts of the socioeconomic differences on people's lives. The moral distress mentioned by the Nursing teachers is an area that needs to be explored as a study phenomenon 20 to deepen on its causes, 9/12 support strategies and policies for Nursing teaching, understanding that younger teachers report more experiences of moral distress 21 .…”

Value-Motivational Aspects Social Activity Development at the Higher Education Institution Specialists

“…If one considers social work as close to patronage and health care under postmodern conditions, one can notice strong neoliberal tendencies in terms of values and some devaluation of radical care. Poblete-Troncoso et al (2019) state that "postmodernism upsets professional values, both in the practice of care and in the training of future professionals, for this reason it is necessary to strengthen and adapt the traditional values between the academy and the clinic, focusing the training on the teacher as a model of professional practice". Thus, one can conclude that in the postmodern era, social work should absorb the much greater potential of related nonsocionic professions (physicians, rescuers, managers) since social values that used to help in terminal states have now lost their categorical character.…”