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A construção da competência clínica: da concepção dos planejamentos de ensino às representações da aprendizagem entre graduandos de enfermagem.; The building of clinical competence: from teaching planning apprehension to learning expression among nursing graduate students.

Dell'Acqua, Magda Cristina Queiroz
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 06/05/2004 Português
Relevância na Pesquisa
56.3%
Pensar a formação de enfermeiros pressupõe articular essa questão às expressões de referenciais teóricos, na perspectiva de uma vertente pedagógica que passe pelo construtivismo e por competências. Assim, os objetivos foram: caracterizar, numa visão longitudinal, a proposição competências assistenciais na graduação; identificar o potencial de competência clínica de graduandos de Enfermagem; analisar representações discentes relativas à aprendizagem das experiências clínicas e propor referenciais para a construção da competência clínica no âmbito da Graduação em Enfermagem. O estudo foi de natureza qualitativa; os sujeitos foram alunos do último semestre da graduação, num total de 29 participantes; foi realizada análise documental dos planos de ensino das disciplinas assistenciais da graduação e utilizou-se também a Técnica do Incidente Crítico (TIC) como estratégia metodológica apta a identificar experiências significantes para a aprendizagem clínica. A instituição de ensino e os sujeitos aceitaram participar do estudo, conforme as recomendações ético-legais. Os dados evidenciaram uma organização curricular centrada em disciplinas, com modalidades organizativas que partem do genérico para o específico...

Papel clínico do enfermeiro: desenvolvimento do conceito; The clinical role of the nurse: concept development

Mendes, Maria Angélica
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 11/02/2010 Português
Relevância na Pesquisa
45.92%
Recente profusão de novos papéis profissionais do enfermeiro e mudanças nas práticas da enfermagem têm sido descritas mundialmente e exercem impacto no tipo de cuidado provido e nas formas de sua provisão. O interesse deste estudo é a ideia de papel clínico, que, apesar de ser uma expressão comumente usada no cotidiano, é pouco explorada em termos conceituais. Este estudo teve como objetivo desenvolver o conceito de papel clínico do enfermeiro. A Metodologia de Análise Qualitativa de Conceito foi aplicada em suas três fases: Identificação dos Atributos, Verificação dos Atributos e Identificação das Manifestações do Conceito. Na primeira fase, os atributos abstratos e universais do conceito foram identificados, utilizando-se a Análise Crítica da Literatura, que resultou no estudo de 24 publicações. Na segunda fase, aplicou-se a Teoria Fundamentada nos Dados para verificar os atributos do papel clínico na experiência do enfermeiro. Nessa fase, realizou-se estudo com sete enfermeiros assistenciais do Hospital Universitário da Universidade de São Paulo. Os dados foram coletados por entrevistas abertas, que foram analisadas e interpretadas em categorias inter-relacionadas, com a derivação de um modelo teórico da experiência do papel clínico do enfermeiro. Na terceira fase...

Self-assessment of clinical competence by general practitioner trainees before and after a six-month psychiatric placement.

Williams, K
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /07/1998 Português
Relevância na Pesquisa
46.02%
BACKGROUND: General practitioners (GPs) are responsible for managing the majority of mental health problems. There is evidence that the recognition and management of mental disorders could be improved. Vocational training schemes including a placement in psychiatry should be a prime opportunity to develop the requisite skills. AIM: To determine whether GP trainees thought that a six-month psychiatric placement had improved their clinical competence. METHOD: Questionnaires were sent to 18 junior doctors in the south-west region entering a senior house officer placement in psychiatry. Trainees rated their perceived competency in 20 skill areas at the beginning and at the end of six months. Comparisons between matched trainees were made using ranking techniques. RESULTS: There was a statistically significant improvement (P < 0.05) in perceived efficacy for matched trainees in 19 of the 20 areas of clinical competency appraised. The exception was in the confidence to identify different types of eating disorders. On completion of training, ability to diagnose depression, take a psychiatric history, and examine mental state were ranked most highly. However, skill levels in dealing with problems such as prescribing in acute psychosis and managing psychiatric emergencies were generally ranked above those dealing with neurotic and psychological problems. Most trainees indicated a favourable impression of their training experience. CONCLUSIONS: Clinical competency appeared to improve in all but one of the areas appraised. However...

The Evaluation Of Clinical Competence

Boucher, François-Gilles; Palmer, Wilfred H.; Page, Gordon; Barriault, Ronald; Seely, Janet
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /01/1980 Português
Relevância na Pesquisa
46.2%
During a workshop on the evaluation of clinical competence, the participants identified the process skills that comprise clinical competence and examined the techniques available for evaluating these skills. No single technique allows satisfactory evaluation of all the process skills; the most commonly used methods (chart review and case presentation) evaluate few process skills. An adequate performance profile in all the process skills requires a combination of evaluation techniques. Medical evaluators should strive to define clinical competence in measurable terms, based on the clinical skills to be mastered and the spectrum of clinical situations to be managed.

Addressing Mental Health Disparities through Clinical Competence Not Just Cultural Competence: The Need for Assessment of Sociocultural Issues in the Delivery of Evidence-Based Psychosocial Rehabilitation Services

Yamada, Ann-Marie; Brekke, John S
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.11%
Recognition of ethnic/racial disparities in mental health services has not directly resulted in the development of culturally responsive psychosocial interventions. There remains a fundamental need for assessment of sociocultural issues that have been linked with the expectations, needs, and goals of culturally diverse consumers with severe and persistent mental illness. The authors posit that embedding the assessment of sociocultural issues into psychosocial rehabilitation practice is one step in designing culturally relevant empirically supported practices. It becomes a foundation on which practitioners can examine the relevance of their interventions to the diversity encountered in everyday practice. This paper provides an overview of the need for culturally and clinically relevant assessment practices and asserts that by improving the assessment of sociocultural issues the clinical competence of service providers is enhanced. The authors offer a conceptual framework for linking clinical assessment of sociocultural issues to consumer outcomes and introduce an assessment tool adapted to facilitate the process in psychosocial rehabilitation settings. Emphasizing competent clinical assessment skills will ultimately offer a strategy to address disparities in treatment outcomes for understudied populations of culturally diverse consumers with severe and persistent mental illness.

The Reliability and Validity of the Clinical Competence Evaluation Scale in Physical Therapy

Yoshino, Jun; Usuda, Shigeru
Fonte: The Society of Physical Therapy Science Publicador: The Society of Physical Therapy Science
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.26%
[Purpose] To examine the internal consistency, criterion-related validity, factorial validity, and content validity of the Clinical Competence Evaluation Scale in Physical Therapy (CEPT). [Subjects] The subjects were 278 novice physical therapy trainees and 119 tutors from 21 medical facilities. [Methods] The trainees self-evaluated their clinical competences and the tutors evaluated trainee competences using the CEPT. Overall trainee autonomy was evaluated using a visual analog scale (VAS) for self-evaluation and the trainees were also evaluated by their tutors. The content validity of the CEPT was examined by asking if the CEPT could evaluate the competence of novice physical therapists on a four-point scale. [Results] Cronbach’s alpha of the CEPT was 0.96 for the trainees and 0.97 for the tutors. The correlation coefficient between the total score of the CEPT and whole competence by VAS was 0.83 for the trainees and 0.87 for the tutors. Factor analysis identified two factors, “the specialty of the physical therapist” and “the essential competence of a health professional”. Ninety percent or more of the trainees and the tutors answered that the CEPT could sufficiently evaluate the competence of novice physical therapists. [Conclusion] The CEPT is a reliable and valid scale for clinical competence evaluation of novice physical therapists.

Computers in medical education 3: a possible tool for the assessment of clinical competence?

Devitt, P.; Palmer, E.
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Artigo de Revista Científica
Publicado em //1998 Português
Relevância na Pesquisa
56.06%
BACKGROUND: Computers and other forms of information technology are increasingly used in medical education. We undertook a study to evaluate the place of the computer in the assessment of clinical skills of junior medical students. METHODS: The history taking and physical examination skills of 136 third-year students were assessed in a series of structured and observed clinical stations and compared to their performance in similar computer-based problems. RESULTS: Students scored equally on the computer-based tasks and in the observed stations, but the weaker students who failed one or another component of the examination were more likely to pass at a clinical station and fail the computer task. CONCLUSIONS: This study has shown that computer-based clinical simulations can be constructed to supplement conventional assessment processes in clinical medicine and may have a role in increasing their reliability.

Medical student interviewing: a randomized trial of patient-centredness and clinical competence

O'Keefe, M.; Roberton, D.; Sawyer, M.; Baghurst, P.
Fonte: Oxford Univ Press Publicador: Oxford Univ Press
Tipo: Artigo de Revista Científica
Publicado em //2003 Português
Relevância na Pesquisa
66.34%
BACKGROUND: It is widely accepted that the quality of doctor interviewing skills is an important determinant of health care outcomes. Two interviewing skills contributing significantly to optimal health outcomes are the clinical competence of the interviewer and the use of patient-centred techniques. However, the relative importance of these to health outcomes is unknown. OBJECTIVE: The purpose of this study was to examine the relative effect on maternal recall and satisfaction of medical student clinical competence and use of patient-centred interview techniques. METHODS: Sixty-nine mothers of children attending the Paediatric Medical Out-patient Clinic, Women’s and Children’s Hospital, South Australia agreed to participate in the study, with 60 successfully completing the study. They viewed two of four standardized ‘medical student’ interview videotapes in which the level of clinical competence and patient-centredness were varied independently. All other interview variables were controlled. Each mother rated the interviews by questionnaire (balanced incomplete block design, each interview rated by 30 mothers). Maternal satisfaction with the ‘student’ interview was measured using the Medical Interview Satisfaction Scale (MISS) and the Interpersonal Skills Rating Scale (IPS). Maternal recall of interview information was assessed by questionnaire...

Medical students taking the role of the mother in paediatric interview evaluation

O'Keefe, M.; Sawyer, M.; Roberton, D.
Fonte: Blackwell Publishing Ltd Publicador: Blackwell Publishing Ltd
Tipo: Artigo de Revista Científica
Publicado em //2004 Português
Relevância na Pesquisa
46.17%
BACKGROUND: Medical students develop the skills required to interview parents and children through practice and by receiving feedback. Parental perceptions of medical student skills in child health interviews can be used to enhance student learning. OBJECTIVES: To integrate maternal perspectives of medical student interviews into student learning, and to compare student and maternal evaluations of simulated medical student interviews. METHODS: A sample of 45 medical students viewed 2 standardised videotapes in which a 'medical student' interviewed the mother of a sick child. The videotapes demonstrated contrasting levels of 'student' clinical competence and patient-centredness. After each interview students were asked to rate their satisfaction and recall of information as if they were the mother in the interview. Student satisfaction was measured using the Interpersonal Skills Rating Scale (IPS). Recall of interview information was assessed by questionnaire, with student answers coded independently before analysis. Following both videotapes, students reviewed transcripts of the interviews and discussed their evaluations. Student responses were compared with maternal satisfaction and recall responses after viewing of the same videotapes. RESULTS: Student IPS ratings were higher following the high clinical competence...

Assessing student midwives’ clinical skills using OSCEs in an academic setting.

Noonan, Maria; Barry, Maebh; Bradshaw, Carmel
Fonte: Elsevier Publicador: Elsevier
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
Português
Relevância na Pesquisa
46.18%
peer-reviewed; Recent changes to midwifery education in Ireland have included the establishment of a four year BSc Midwifery (BScM) programme in September 2006 and a shortened 18 month post registration Higher Diploma in Midwifery (HDM) programme in September 2007. The primary purpose of transfer of undergraduate midwifery education into the third level setting is to impact positively on the quality of maternity care given to mothers, babies and their families. While the change to third level education is very welcome every effort must be made to ensure that strategies which support the practice based nature of midwifery are reflected throughout the curriculum Clinical midwifery staff and midwifery lecturers aim to develop students to their full potential so that at point of registration the student meets An Bord Altranais’s (2005) Requirements and Standards for Midwife Registration. The development of fundamental clinical skills is an important component in preparing students to meet the responsibilities of a midwife. However, the design of the curriculum has meant that students spend less time in the clinical practice environment with less time to gain competence in performing clinical skills. In addition, staff in clinical areas are carrying increasingly high workloads which has necessitated new approaches to the teaching...

Construction d'une échelle décrivant les niveaux de compétence de collaboration, à partir d'indicateurs validés par des enseignants cliniciens en médecine

Saint-Martin, Monique
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
46.17%
La collaboration est une compétence essentielle que les futurs médecins doivent développer. La détermination des niveaux de compétence est cruciale dans la planification de cet apprentissage. Les échelles descriptives suscitent un intérêt croissant, car elles décrivent en termes qualitatifs les performances attendues. Nous inspirant de la méthodologie mixte de Blais, Laurier, & Rousseau (2009), nous avons construit en cinq étapes une échelle de niveau de compétence de collaboration: 1) formulation d’une liste d’indicateurs situés à quatre niveaux de la formation médicale (préclinique, externat, résidence junior et sénior) par les chercheurs (n= 3) et un groupe d’éducateurs (n=7), leaders pédagogiques possédant une expertise pour la compétence de collaboration; 2) sondage en ligne comprenant quatre questionnaires portant sur les niveaux de 118 indicateurs, auprès d’enseignants cliniciens représentant les différentes spécialités (n=277); 3) analyse, avec le modèle partial credit de Rasch, des réponses aux questionnaires appariés par calibration concurrente; 4) détermination des niveaux des indicateurs par les éducateurs et les chercheurs; et 5) rédaction de l’échelle à partir des indicateurs de chaque niveau. L’analyse itérative des réponses montre une adéquation au modèle de Rasch et répartit les indicateurs sur l’échelle linéaire aux quatre niveaux. Les éducateurs déterminent le niveau des 111 indicateurs retenus en tenant compte des résultats du sondage et de la cohérence avec le curriculum. L’échelle comporte un paragraphe descriptif par niveau...

Planejamento de ensino em enfermagem: intenções educativas e as competências clínicas; Planning nursing teaching: educational purposes and clinical competence; Planificación de la enseñanza en enfermería: intenciones educativas y las competencias clínicas

DELL'ACQUA, Magda Cristina Queiroz; MIYADAHIRA, Ana Maria Kazue; IDE, Cilene Aparecida Costardi
Fonte: Universidade de São Paulo, Escola de Enfermagem Publicador: Universidade de São Paulo, Escola de Enfermagem
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.08%
Pensar a formação de enfermeiros pressupõe articular essa questão às expressões de referenciais teóricos, na perspectiva de uma vertente pedagógica que passe pelo construtivismo e por competências. O objetivo foi caracterizar, numa visão longitudinal, a constituição das competências assistenciais nos cursos de graduação em Enfermagem contidas nos Planos de Ensino. O estudo teve um caráter exploratório-descritivo, com abordagem qualitativa. Foi realizada uma análise documental dos 9 planos de ensino das disciplinas assistenciais da graduação. Os aspectos ético-legais foram garantidos, sendo os dados coletados após aprovação pelo Comitê de Ética em Pesquisa. Os dados evidenciaram uma organização curricular centrada em disciplinas, mantendo lógicas internas aparentemente refratárias às organizações somativas. Daí emergem sinalizações de uma aprendizagem com vínculos pouco substantivos entre os conhecimentos prévios e a potencialização do julgamento crítico e do raciocínio clínico. Como proposta, o estudo trouxe reconsiderações para o processo de ensino-aprendizagem e a influência da concepção construtivista na proposição das competências clínicas.; Thinking about nursing education implies articulating this issue with the expressions of theoretical frameworks...

La importancia de la evaluación por competencias en contextos clínicos dentro de la docencia universitaria en Salud; The importance of evaluation in clinical competence in the presence of college teaching in Health; A importância da avaliação de competência clínica na presença de ensino colégio em Saúde

Correa-Bautista, Jorge Enrique
Fonte: Universidade do Rosário Publicador: Universidade do Rosário
Tipo: Artigo de Revista Científica Formato: application/pdf; application/pdf; application/pdf; application/pdf; application/pdf
Publicado em 30/04/2012 Português
Relevância na Pesquisa
45.99%
La evaluación por competencias (ExC) ha renovado la manera de determinar el desempeño clínico de los profesionales en Salud. Para tal efecto, el docente universitario requiere del dominio conceptual y metodológico de las distintas técnicas de evaluación formativa. Este artículo da cuenta de las principales técnicas de evaluación por competencias en escenarios clínicos, concibiéndola como una competencia fundamental para la docencia universitaria en Salud.; Competency assessment (CA) has renewed the way to determine the clinical performance of health professionals. To this end, the university teaching requires conceptual and methodological domain on the various techniques of formative assessment. This article reports the main technical competency assessment in clinical settings, considering it as a core competency for university teaching in health.; Competência de avaliação (CA) renovou a maneira de determinar o desempenho clínico dos profissionais de saúde. Para o efeito, o ensino universitário requer domínio conceitual e metodológica sobre as várias técnicas de avaliação formativa. Este artigo relata a avaliação da competência técnica principal na prática clínica, considerando-a como uma competência essencial para o ensino universitário em saúde.

Using children as standardised patients for assessing clinical competence in paediatrics

Tsai, T
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /12/2004 Português
Relevância na Pesquisa
45.95%
Background: Standardised patients (SPs) have been widely used to assess physicians' clinical competence. However, in paediatrics, the use of children in such a way has long been questioned with regard to ethics and the examination quality (in terms of validity, reliability, and feasibility).

New Graduate Nurses' Clinical Competence, Clinical Stress, and Intention to Leave: A Longitudinal Study in Taiwan

Cheng, Ching-Yu; Tsai, Hsiu-Min; Chang, Chia-Hao; Liou, Shwu-Ru
Fonte: Hindawi Publishing Corporation Publicador: Hindawi Publishing Corporation
Tipo: Artigo de Revista Científica
Publicado em 29/01/2014 Português
Relevância na Pesquisa
46.36%
This longitudinal research study aimed to develop a pregraduation clinical training program for nursing students before graduation and evaluate its effect on students' self-perceived clinical competence, clinical stress, and intention to leave current job. A sample of 198 students returned the questionnaires before and after the program. They were followed up at 3, 6, and 12 months after graduation. Results showed that posttest clinical competence was significantly higher than pretest competence, positively related to clinical competence at 3 and 12 months, and negatively related to clinical stress at 3 months. The clinical competence at 3 months was positively related to clinical competence at 6 and 12 months, and clinical competence at 6 months was related to intention to leave at 12 months. Intention to leave at 6 months was positively related to intention to leave at 3 and 12 months. Clinical stress at 3 months was positively related to clinical stress at 6 and 12 months, but not related to intention to leave at any time points. The training program improved students' clinical competence. The stressful time that was correlated with new graduate nurses' intention to leave their job was between the sixth and twelfth months after employment.

Significance of experts' overall ratings for medical student competence in relation to history-taking

Troncon,Luiz Ernesto de Almeida
Fonte: Associação Paulista de Medicina - APM Publicador: Associação Paulista de Medicina - APM
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2006 Português
Relevância na Pesquisa
46.21%
CONTEXT AND OBJECTIVE: Overall ratings (ORs) of competence, given by expert physicians, are increasingly used in clinical skills assessments. Nevertheless, the influence of specific components of competence on ORs is incompletely understood. The aim here was to investigate whether ORs for medical student history-taking competence are influenced by performance relating to communication skills, completeness of questioning and asking contentdriven key questions. DESIGN AND SETTING: Descriptive, quantitative study at Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo. METHODS: Thirty-six medical students were examined in a 15-station high-stake objective structured clinical examination (OSCE). At four stations devoted to history-taking, examiners filled out checklists covering the components investigated and independently rated students’ overall performance using a five-point scale from 1 (poor) to 5 (excellent). Physician ratings were aggregated for each student. Nonparametric correlations were made between ORs. RESULTS: ORs presented significant correlations with checklist scores (Spearman’s rs = 0.38; p = 0.02) and OSCE general results (rs = 0.52; p < 0.001). Scores for "communication skills" tended to correlate with ORs (rs = 0.31)...

Objective structured clinical evaluation as an assessment method for undergraduate chest physical therapy students: a cross-sectional study

Silva,Cibele C. B. M.; Lunardi,Adriana C.; Mendes,Felipe A. R.; Souza,Flavia F. P.; Carvalho,Celso R. F.
Fonte: Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia Publicador: Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2011 Português
Relevância na Pesquisa
46.02%
BACKGROUND: The Objective Structured Clinical Evaluation (OSCE) has been considered a reliable method for the evaluation of students' clinical skills in health sciences, but it has been rarely applied in the teaching of physical therapy. OBJECTIVE: To assess the use of the OSCE as a tool to evaluate the abilities of undergraduate chest physical therapy students and to verify the internal consistency of the OSCE exam. METHODS: Forty-seven students were evaluated using two types of exams: the traditional exam and the OSCE. Independent educators elaborated the exams. Each question (traditional) or station (OSCE) was given a score ranging from 0.0 to 2.0; being 10.0 the highest possible score of both exams. The relationship between the total score that were obtained from both exams was analyzed using Bland-Altman analysis and Pearson's correlation coefficient. The internal consistency of the OSCE stations was evaluated by four experienced chest physical therapists and it was tested using Cronbach's alpha. RESULTS: The students' average score on the OSCE ranged from 4.4 to 9.6. The internal consistency of the OSCE stations was considered good (0.7). The agreement between exams was analyzed, and it was determined that the exams are not comparable. Examiners also observed a low agreement between the two exams (r=-0.1; p=0.9). CONCLUSION: Our results showed that OSCE and traditional exams are not interchangeable. The OSCE exam had good internal consistency and is able to evaluate aspects that the traditional exam fails to evaluate.

AVALIAÇÃO DO ESTUDANTE DE MEDICINA; ASSESSMENT OF MEDICAL STUDENTS

Troncon, Luiz Ernesto de Almeida
Fonte: Universidade de São Paulo. Faculdade de Medicina de Ribeirão Preto Publicador: Universidade de São Paulo. Faculdade de Medicina de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 30/12/1996 Português
Relevância na Pesquisa
46.13%
A avaliação do estudante de Medicina cumpre um papel central na sua educação e constitui uma das funções mais importantes da escola médica. A avaliação pode ser definida como um processo de obtenção de informações, visando à tomada de medidas para o aprimoramento do processo educacional e à interferência positiva no aprendizado do estudante. Deve incidir sobre aspectos relevantes e ser conduzida com métodos objetivos, em condições padronizadas, em circunstâncias viáveis e de aceitação indiscutível por todos os envolvidos na avaliação. A avaliação abrangente do estudante de Medicina deveria cobrir os aspectos cognitivos, as habilidades e as competências práticas necessárias ao exercício da profissão, bem como as atitudes e as características pessoais dos alunos. Modernos métodos, como o exame clínico objetivo, estruturado por estações, o exame de desempenho clínico e o emprego de pacientes padronizados permitem as avaliações válidas, fidedignas e viáveis das principais competências clínicas dos estudantes de Medicina. Na maior parte das escolas médicas, a ênfase na avaliação dos aspectos cognitivos e a prioridade dada às avaliações somativas, com caráter de prêmio ou punição aos examinandos...

Planning nursing teaching: educational purposes and clinical competence; Planificación de la enseñanza en enfermería: intenciones educativas y las competencias clínicas; Planejamento de ensino em enfermagem: intenções educativas e as competências clínicas

Dell'Acqua, Magda Cristina Queiroz; Miyadahira, Ana Maria Kazue; Ide, Cilene Aparecida Costardi
Fonte: Universidade de São Paulo. Escola de Enfermagem Publicador: Universidade de São Paulo. Escola de Enfermagem
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Artigo Avaliado pelos Pares Formato: application/pdf; application/pdf
Publicado em 01/06/2009 Português
Relevância na Pesquisa
46.08%
Pensar en la formación de enfermeros presupone articular esta cuestión con las expresiones de marcos teóricos, en la perspectiva de una vertiente pedagógica que pase por el constructivismo y por competencias. El objetivo fue caracterizar, en una visión longitudinal, la constitución de las competencias asistenciales en el curso de Enfermería contenidas en los Planos de Enseñanza. El estudio tuvo un carácter exploratorio descriptivo, en un abordaje cualitativo. Fue realizado un análisis documental de los 9 planos de enseñanza de las disciplinas asistenciales del curso. Los aspectos ético y legales fueron garantizados, siendo los datos recolectados después de aprobados por el Comité de Ética en Investigación. Los datos colocaron en evidencia una organización curricular centrada en disciplinas, manteniendo lógicas internas aparentemente refractarias a las organizaciones sumativas. Emergen señalizaciones de un aprendizaje con vínculos poco substantivos entre los conocimientos previos y la potenciación del juzgamiento crítico y del raciocinio clínico. Como propuesta, el estudio trajo reconsideraciones para el proceso enseñanza y aprendizaje y la influencia de la concepción constructivista en la proposición de las competencias clínicas.; Thinking about nursing education implies articulating this issue with the expressions of theoretical frameworks...

Assessment of provider competence and quality of maternal/newborn care in selected Latin American and Caribbean countries

Thompson,Joyce E; Land,Sandra; Camacho-Hubner,Alma Virginia; Fullerton,Judith T
Fonte: Organización Panamericana de la Salud Publicador: Organización Panamericana de la Salud
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2015 Português
Relevância na Pesquisa
46.1%
OBJECTIVE: To obtain a snapshot of the maternal and newborn care provided by different types of maternal and child health providers in Latin America and the Caribbean (LAC) to 1) better inform advocacy and programmatic strategies and interventions to improve the quality of those services in the region, and 2) determine the need for more rigorous study of the issues. METHODS: A rapid assessment of 83 health workers providing antepartum, intrapartum, and immediate postpartum and newborn care (within two hours of birth) in eight LAC countries was conducted in November and December of 2011. Health workers were observed by two-person expert maternal/newborn clinician teams using pretested forms based on international quality-of-care standards. A total of 105 care encounters were observed, primarily in urban, public, referral-level settings. Providers of care included obstetricians, midwives, generalist physicians, medical residents, registered nurses, auxiliary nurses, and students of medicine, midwifery, and nursing. RESULTS: Hand washing, as an indicator of quality of antepartum care, was observed in only 41% of the observed encounters. Labor management often lacked certain elements of respectful maternity care across all provider groups. Several clinical tasks of high importance in the identification and prevention of common complications of antepartum...