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Journal articles on the topic 'Nursing sociology'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 March 2023

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1

Webb, C. "Sociology and nursing." International Journal of Nursing Studies 38, no. 6 (December 2001): 683. http://dx.doi.org/10.1016/s0020-7489(01)00010-4.

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2

Edgley, Alison, Stephen Timmons, and Brian Crosbie. "Desperately seeking sociology: Nursing student perceptions of sociology on nursing courses." Nurse Education Today 29, no. 1 (January 2009): 16–23. http://dx.doi.org/10.1016/j.nedt.2008.06.001.

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3

Callaghan, Stephen. "Understanding Sociology in Nursing." Nursing Management 24, no. 7 (October 30, 2017): 19. http://dx.doi.org/10.7748/nm.24.7.19.s21.

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4

Lambert, Christopher. "Plato, sociology and nursing." Nurse Education Today 13, no. 6 (December 1993): 445–50. http://dx.doi.org/10.1016/0260-6917(93)90121-h.

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5

Holland, Karen. "Sociology and the nursing curriculum." Nurse Education in Practice 4, no. 2 (June 2004): 81–82. http://dx.doi.org/10.1016/j.nepr.2004.04.001.

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6

Sousa, Valmi, and Laura Hayman. "Nursing theory development." Online Brazilian Journal of Nursing 1, no. 2 (August 2, 2002): 2–9. http://dx.doi.org/10.17665/1676-4285.20024786.

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This paper analyzes knowledge and theory development in the discipline of nursing. Nursing theory development is characterized by nursing’s unique perspective: a distinct focus of the discipline of nursing. In a recognized nursing theory, the nursing metaparadigm’s concepts of person, environment, health, and nursing are defined, and the interrelationships among those concepts are described. Knowledge development in the discipline of nursing has generated and continues to generate philosophical, theoretical, and scientific knowledge, which serve as a basis for further reflections, investigations, and refinement, and as a source of new knowledge. In addition, nursing theory development has been related to borrowed or shared theories from or with other disciplines such as anthropology, education, sociology, and psychology.
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7

Randall, Edward John. "Sociology for Nursing and Health Care." Journal of Advanced Nursing 20, no. 2 (August 1994): 399. http://dx.doi.org/10.1046/j.1365-2648.1994.20020396-9.x.

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8

Mulholland, Jon. "Book Review: Sociology, Nursing and Health." NT Research 4, no. 2 (March 1999): 155–56. http://dx.doi.org/10.1177/136140969900400212.

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9

Mello, Rita Mello de, Gustavo Costa de Oliveira, Marcio Wagner Camatta, Cintia Nasi, Jacó Fernando Schneider, and Andrea Noeremberg Guimarães. "O referencial schutziano: contribuições para o campo da enfermagem e saúde mental." Revista de Enfermagem UFPE on line 11, no. 12 (December 17, 2017): 5439. http://dx.doi.org/10.5205/1981-8963-v11i12a22321p5439-5447-2017.

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RESUMOObjetivo: refletir sobre as contribuições da sociologia fenomenológica para o campo da Enfermagem e da saúde mental. Método: estudo qualitativo, tipo teórico-reflexivo, nos pressupostos de Alfred Schutz, a partir de consultas a teses e dissertações, de 2006 a 2016, com cadastro no sistema eletrônico da biblioteca da Universidade Federal do Rio Grande do Sul. Resultados: o referencial teórico-metodológico schutziano tem sido aplicado em diversas investigações na Enfermagem e na saúde mental, possibilitando um novo olhar para as ações humanas no âmbito social. No Grupo de Pesquisa, foram utilizadas cinco dissertações e teses envolvendo usuários, familiares e trabalhadores. Destacaram-se importantes conceitos de Schutz: mundo social, relacionamento social, situação biográfica determinada, motivações humanas e tipificação da ação. Conclusão: a sociologia fenomenológica revelou os significados que as pessoas atribuem ao que vivenciam, numa perspectiva compreensiva, livre de generalizações e julgamentos. A atitude relacional de familiaridade e de reconhecimento da subjetividade do outro são bases operacionais deste referencial, que favorecem a implementação de ações de cuidado em saúde mental pautadas nas necessidades sociais. Descritores: Filosofia; Sociologia; Saúde Mental; Enfermagem; Pesquisa em Enfermagem; Pesquisa Qualitativa.ABSTRACTObjective: to reflect on the contributions of phenomenological sociology to the field of Nursing and mental health. Method: a qualitative, theoretical-reflexive study, based on the assumptions of Alfred Schutz, based on consultations with theses and dissertations, from 2006 to 2016, with a register in the electronic system of the Federal University of Rio Grande do Sul library. Results: Schutz methodological has been applied in several investigations in Nursing and mental health, allowing a new look at human actions in the social sphere. In the Research Group, they were used in five dissertations and theses, involving users, relatives and workers. Important concepts of Schutz were emphasized: social world, social relation, determined biographical situation, human motivations and typification of the action. Conclusion: phenomenological sociology revealed the meanings that people attribute to what they experience, in a comprehensive perspective, free from generalizations and judgments. The relational attitude of familiarity and recognition of the subjectivity of the other are operational bases of this referential, which favor the implementation of mental health care actions based on social needs. Descriptors: Philosophy; Sociology; Mental Health; Nursing; Nursing Research; Qualitative Research.RESUMENObjetivo: reflexionar sobre las contribuciones de la sociología fenomenológica para el campo de la enfermería y de la salud mental. Método: estudio cualitativo, tipo teórico-reflexivo, en los presupuestos de Alfred Schutz, a partir de consultas a tesis y disertaciones, de 2006 a 2016 con registro en el sistema electrónico de la biblioteca de la Universidad Federal de Rio Grande do Sul. Resultados: el referencial teórico-metodológico schutziano ha sido aplicado en diversas investigaciones en la enfermería y en la salud mental, posibilitando una nueva mirada hacia las acciones humanas en el ámbito social. En el Grupo de Investigación, se utilizaron en cinco disertaciones y tesis, involucrando a usuarios, familiares y trabajadores. Se destacaron importantes conceptos de Schutz: mundo social, relación social, situación biográfica determinada, motivaciones humanas y tipificación de la acción. Conclusión: la sociología fenomenológica reveló los significados que las personas atribuyen al que vivencian, desde una perspectiva comprensiva, libre de generalizaciones y juicios. La actitud relacional de familiaridad y de reconocimiento de la subjetividad del otro son bases operacionales de este referencial, que favorecen la implementación de acciones de cuidado en salud mental pautadas en las necesidades sociales. Descriptores: Filosofía; Sociología; Salud mental; Enfermería; Investigación en Enfermería; Investigación Cualitativa.
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10

KATSUMATA, Masanao. "The Scope of Sociology in Nursing Schools." Japanese Sociological Review 61, no. 3 (2010): 294–306. http://dx.doi.org/10.4057/jsr.61.294.

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11

Tovey, Dr Philip, and Dr Jon Adams. "Towards a sociology of CAM and nursing." Complementary Therapies in Nursing and Midwifery 8, no. 1 (February 2002): 12–16. http://dx.doi.org/10.1054/ctnm.2001.0584.

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12

Porter, Sam. "Sociology and the nursing curriculum: a defence." Journal of Advanced Nursing 21, no. 6 (June 1995): 1130–35. http://dx.doi.org/10.1046/j.1365-2648.1995.21061130.x.

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13

Mulholland, Jon. "Assimilating sociology: critical reflections on the 'Sociology in nursing’debate." Journal of Advanced Nursing 25, no. 4 (April 1997): 844–52. http://dx.doi.org/10.1046/j.1365-2648.1997.1997025844.x.

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14

Allen, Davina. "Review Article: Nursing and sociology: an uneasy marriage?" Sociology of Health & Illness 23, no. 3 (May 2001): 386–96. http://dx.doi.org/10.1111/1467-9566.00257.

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15

Burnard, Philip. "Readings in sociology." Nurse Education Today 10, no. 3 (June 1990): 239. http://dx.doi.org/10.1016/0260-6917(90)90039-s.

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16

Smith, R. D. "Perspectives in sociology." Nurse Education Today 11, no. 2 (April 1991): 157. http://dx.doi.org/10.1016/0260-6917(91)90153-2.

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17

Cooke, Hannah. "Why teach sociology?" Nurse Education Today 13, no. 3 (June 1993): 210–16. http://dx.doi.org/10.1016/0260-6917(93)90104-a.

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18

Callaghan, Stephen. "Understanding Sociology in Nursing Allan Helen Traynor Michael Kelly Daniel et al Understanding Sociology in Nursing 200pp £21.99 Sage 9781473913592 1473913594." Cancer Nursing Practice 15, no. 5 (June 10, 2016): 10. http://dx.doi.org/10.7748/cnp.15.5.10.s11.

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19

Handsley, Stephen, and Susan Stocks. "Sociology and nursing: Role performance in a psychiatric setting." International Journal of Mental Health Nursing 18, no. 1 (February 2009): 26–34. http://dx.doi.org/10.1111/j.1447-0349.2008.00571.x.

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20

Sharp, Keith. "Sociology and the nursing curriculum: a note of caution." Journal of Advanced Nursing 20, no. 2 (August 1994): 391–95. http://dx.doi.org/10.1046/j.1365-2648.1994.20020391.x.

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21

Hutton, Ally. "Health Sociology: An Australian Perspective." Contemporary Nurse 24, no. 1 (February 2007): 105. http://dx.doi.org/10.5172/conu.2007.24.1.105a.

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22

Porter, Sam. "Changing influence of occupational sociology." British Journal of Nursing 2, no. 22 (December 9, 1993): 1113–19. http://dx.doi.org/10.12968/bjon.1993.2.22.1113.

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23

Callaghan, Stephen. "Understanding Sociology in Nursing Allan Helen Traynor Michael Kelly Daniel and Smith Pam Understanding Sociology in Nursing 200pp £21.99 Sage 9781473913592 1473913594." Mental Health Practice 20, no. 3 (November 9, 2016): 15. http://dx.doi.org/10.7748/mhp.20.3.15.s14.

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24

Callaghan, Stephen. "Understanding Sociology in Nursing Allan Helen Traynor Michael Kelly Daniel and Smith Pam Understanding Sociology in Nursing 200pp £21.99 Sage 9781473913592 1473913594." Learning Disability Practice 19, no. 10 (November 28, 2016): 13. http://dx.doi.org/10.7748/ldp.19.10.13.s17.

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Callaghan, Stephen. "Understanding Sociology in Nursing Allan Helen Traynor Michael Kelly Daniel and Smith Pam Understanding Sociology in Nursing 200pp £21.99 Sage 9781473913592 1473913594." Nursing Standard 31, no. 7 (October 12, 2016): 32. http://dx.doi.org/10.7748/ns.31.7.32.s36.

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26

Souza, Deise Ferreira, and Zenith Rosa Silvino. "The Sociology of Pierre Bourdieu: theoretical potential for the subfield of nursing." Revista Brasileira de Enfermagem 71, no. 4 (August 2018): 2055–59. http://dx.doi.org/10.1590/0034-7167-2016-0505.

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ABSTRACT Objective: to approach the basic conceptions of Pierre Bourdieu's sociology and its articulation with the subfield of nursing by focusing on managerial aspects. Method: reflections are based on the concepts of field, habitus, capital and symbolic power applied to the subfield of nursing by favoring the understanding of organizational dynamics and its agents. Result: health institutions are living structures in the adverse social world where nursing agents' interests express their way of thinking and acting according to the place they occupy in the organization. These spaces of fight and symbolic violence tend to inculcate ideologies that meet these agents' interests. Final Considerations: The proposition theory is fruitful to reflect the practice of management by unveiling the relationships and role that organizations establish about their agents. She warns about the possibility of seeing changes in the subfield of nursing.
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27

Gomez-Bustamante, Edna Margarita. "Nursing in Colombia: A View from the Sociology of Professions." Aquichan 12, no. 1 (April 1, 2012): 42–52. http://dx.doi.org/10.5294/aqui.2012.12.1.4.

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Objetivo: analizar el proceso de profesionalización de la enfermería en Colombia a partir de la sociología de las profesiones; de igual manera, se expone una reflexión sobre el papel protagónico que deben asumir los currículos para fortalecer el ser y el quehacer de la profesión. Método: se realizó una búsqueda electrónica y manual de la literatura que incluyó bases de datos, revistas, libros y tesis doctorales, direccionada por los descriptores profesiones, educación, enfermería y sociología. Resultados: se revisaron solo estudios y textos en español e inglés; la información recolectada se organizó en las categorías profesión, profesionalización, profesionalización de la enfermería. Conclusión: se muestra que el proceso de profesionalización de la enfermería evidencia adelantos importantes, pero está sujeto a tensiones y conflictos que derivan en la necesidad de asumir desde los programas de formación un rol protagónico que permita consolidar y fortalecer dicho proceso.
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28

Aranda, Kay, and Kate Law. "Tales of sociology and the nursing curriculum: Revisiting the debates." Nurse Education Today 27, no. 6 (August 2007): 561–67. http://dx.doi.org/10.1016/j.nedt.2006.08.017.

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29

Cooke, Hannah. "Boundary work in the nursing curriculum: the case of sociology." Journal of Advanced Nursing 18, no. 12 (December 1993): 1990–98. http://dx.doi.org/10.1046/j.1365-2648.1993.18121990.x.

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30

Vilelas, José Manuel da Silva, and Paula Manuela Jorge Diogo. "Emotional labor in nursing praxis." Revista Gaúcha de Enfermagem 35, no. 3 (September 2014): 145–49. http://dx.doi.org/10.1590/1983-1447.2014.03.45784.

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Healthcare work is, by nature, an activity full of intense emotions and therefore, is opportune ground for exploring emotions in the workplace in different contexts of nursing care. It is a very fertile terrain if care is focused on the emotions of the client, nurses, healthcare teams, and on the interaction of all actors involved. This article presents a theoretical reflection exploring the concept of emotional labor in the context of nursing care. Theoretical references from several fields of knowledge, namely sociology and nursing, have been adopted to conceptualize the theme. Studies on emotional labor have contributed toward the understanding of the key issue of emotional management in healthcare institutions and both its positive and negative impact on clients and professionals. The development of the theme of emotional labor in nursing has given rise to numerous theoretical approaches and perspectives explaining this concept.
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31

Sharp, Keith. "Feedback - Sociology and the nursing curriculum: a reply to Sam Porter." Journal of Advanced Nursing 23, no. 6 (June 28, 2008): 1275–78. http://dx.doi.org/10.1111/j.1365-2648.1996.tb00120.x.

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32

Silva-Santos, Handerson, Tatiane Araújo-dos-Santos, Angélica Santos Alves, Maria Navegantes da Silva, Heloniza Oliveira Gonçalves Costa, and Cristina Maria Meira de Melo. "Error-producing conditions in nursing staff work." Revista Brasileira de Enfermagem 71, no. 4 (August 2018): 1858–64. http://dx.doi.org/10.1590/0034-7167-2017-0192.

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ABSTRACT Objective: To analyze the errors made by nursing staff workers who faced ethical-disciplinary actions. Method: Document, exploratory, quanti-qualitative research. The information was collected in 13 ethical-disciplinary actions of COREN BA, dated from 1995 to 2010, which had as object of complaint an error made by nursing staff workers. The quantitative data were analyzed using descriptive statistics and the qualitative data was analyzed using the Human Error Theory and Sociology of Work. Results: Nursing technicians and assistants held most actions. The health institution, through the nursing service coordination, was the predominant complainer and the most frequent shift was daytime. Final considerations: The errors made by nursing staff workers demonstrate that error-producing conditions are present in the context of their occurrence in all actions, and understaffing and intensity of work are the most recurrent circumstances.
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33

Shoebridge, Jane. "Sociology of Health and Health Care (Second Edition)." Contemporary Nurse 7, no. 1 (March 1998): 30–31. http://dx.doi.org/10.5172/conu.1998.7.1.30b.

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34

Alaszewski, Andy. "The Sociology and Politics of Health: A Reader." Journal of Advanced Nursing 38, no. 2 (April 2002): 208–9. http://dx.doi.org/10.1046/j.1365-2648.2002.t01-1-02189.x.

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35

Shaughnessy, Molly J. "Integrative Literature Review on Shame." Nursing Science Quarterly 31, no. 1 (December 13, 2017): 86–94. http://dx.doi.org/10.1177/0894318417741120.

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Shame is a universal living experience that is just beginning to be explored within the discipline of nursing. Development of a broad understanding of shame is needed to aid nurse researchers in clarifying this phenomenon from a nursing perspective. Pursuant to this goal, the author in this article reviews the extant literature on shame from the disciplines of nursing, psychology, sociology, philosophy, and theology. Three themes that emerged from the scholarly literature were (a) shame propels miring in paralysis, (b) shame captures the illusionary seen-unseen, and (c) shame permeates the struggle for identity.
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36

Woods, Davina B. "Symposium on Indigenous Health and the Contribution of Sociology." Contemporary Nurse 22, no. 2 (September 2006): 336. http://dx.doi.org/10.5172/conu.2006.22.2.336.

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37

Taylor, Ann, Caragh Brosnan, and Gwendalyn Webb. "Equity in the Classroom and the Clinic: Understanding the Role of Sociology in Health Professional Education." Teaching Sociology 50, no. 2 (November 19, 2021): 155–67. http://dx.doi.org/10.1177/0092055x211053374.

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Sociology teachers often encounter students studying to be future health professionals; sociology content can assist students to increase their understanding of patients, the social context of health and illness, and the social determinants of health. Engaging these students in sociological thinking can be challenging because of their diverse social locations and their identification with their future profession, which may emphasize clinical competence over broader reflective skills. In this conversation piece, we encourage critical reflection on the assumptions that underpin the teaching of sociology to aspiring health professionals. Through case studies of nursing, medicine, and speech-language pathology, we consider differences in the social locations of students and how sociological ideas are received by these professions. We argue that sociology teachers can assist health professions students to gain more from sociology by understanding these student cohorts and by reflexively considering power relations between teachers and students and between disciplines and professions.
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38

Johnson, Martin. "Natural sociology and moral questions in nursing: can there be a relationship?" Journal of Advanced Nursing 15, no. 12 (December 1990): 1358–62. http://dx.doi.org/10.1111/j.1365-2648.1990.tb01776.x.

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39

Edwards, Carol, and Angie Titchen. "Research into patients’ perspectives: relevance and usefulness of phenomenological sociology." Journal of Advanced Nursing 44, no. 5 (November 20, 2003): 450–60. http://dx.doi.org/10.1046/j.0309-2402.2003.02828.x.

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40

Summersgill, Paul R. "Sociology of health and health care — An introduction for nurses." International Journal of Nursing Studies 31, no. 6 (December 1994): 617–18. http://dx.doi.org/10.1016/0020-7489(94)90071-x.

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41

Balsamo, David, and Ian S. Martin. "Developing the sociology of health in nurse education: towards a more critical curriculum — Part 1: andragogy and sociology in project 2000." Nurse Education Today 15, no. 6 (December 1995): 427–32. http://dx.doi.org/10.1016/s0260-6917(95)80054-9.

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42

Costa, Maria Lucia Alves de Sousa, Miriam Aparecida Barbosa Merighi, and Maria Cristina Pinto de Jesus. "Being a nurse after having been a nursing student-worker: an approach of social phenomenology." Acta Paulista de Enfermagem 21, no. 1 (March 2008): 17–23. http://dx.doi.org/10.1590/s0103-21002008000100003.

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OBJECTIVE: To understand the transition from being a nurse after having been a nursing student-worker in the face-to-face relationship with other nurses from conventional graduation. METHODS: This is a study using qualitative approach founded on the Phenomenological Sociology proposed by Alfred Schutz. Fifteen interviews were carried out, of which eight were performed with nursing student-workers, and seven with nurses who underwent conventional graduation and held supervision or leader positions in nursing units. The reports were analyzed according to this theoretical-methodological framework. RESULTS: Being a nurse after having been a nursing student-worker in a world with other nurses means experiencing a transformation in not only one's everyday routines, but also one's inner being, behavior, and social relationship. CONCLUSIONS: There is a need for educational organizations and hospital institutions to invest in continuous education with a view to look carefully at nursing student-workers who are studying to become a nurse.
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43

Benedet, Silvana Alves, Maria Itayra Padilha, Francine Lima Gelbke, and Maria Ligia dos Reis Bellaguarda. "The model professionalism in the implementation of the Nursing Process (1979-2004)." Revista Brasileira de Enfermagem 71, no. 4 (August 2018): 1907–14. http://dx.doi.org/10.1590/0034-7167-2017-0226.

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ABSTRACT Objective: to assess the contribution of the introduction and implementation of the Nursing Process of the University Hospital of the Federal University of Santa Catarina (Universidade Federal de Santa Catarina — UFSC) for the progress of the profession from 1979 to 2004. Method: qualitative and social-historical study. We used oral and documentary sources for data collection, through semi-structured interviews with 14 nurses and documentary analysis. The study was analyzed under Eliot Freidson theory of content and theoretical reference, on the sociology of professions. Results: the challenges mentioned were lack of knowledge; nurses overloaded with responsibilities; precarious physical space and materials; lack of consideration of the Nursing Process by the multiprofessional team. The political participation of the professors of the Nursing Department was fundamental for the successful introduction of the Nursing Process. We emphasize the professional commitment of nurses to face the challenges presented. Conclusion: the introduction and implementation of the Nursing Process contributed to the progress of nursing in the state of Santa Catarina regarding appreciation and professionalization.
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Pinikahana, Jaya. "Role of sociology within the nursing enterprise: Some reflections on the unfinished debate." Nursing and Health Sciences 5, no. 2 (June 2003): 175–80. http://dx.doi.org/10.1046/j.1442-2018.2003.00142.x.

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45

Rewakowski, Carrie. "Respect: An Integrative Review." Nursing Science Quarterly 31, no. 2 (March 23, 2018): 190–99. http://dx.doi.org/10.1177/0894318418755736.

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Feeling respected is a universal human experience. The notion of respect is ubiquitous and discussed at varying levels of discourse. An integrative review of the literature on the phenomenon of respect is discussed. Literature was reviewed from the disciplines of philosophy, psychology, sociology, business, theology, and nursing. Three themes emerged from this literature review: respect honors inherent worth, respect intentionally co-shapes identity, and respect emerges with earned admiration.
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46

Braithwaite, John. "The Nursing Home Industry." Crime and Justice 18 (January 1993): 11–54. http://dx.doi.org/10.1086/449221.

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47

DePalma, Judith A. "RELATED RESEARCH: Sociology of CAD in the Military." American Journal of Nursing 99, no. 5 (May 1999): 39. http://dx.doi.org/10.1097/00000446-199905000-00047.

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48

Kay, Margarita. "Nursing Research on the Health of Widows." Practicing Anthropology 10, no. 2 (April 1, 1988): 15–16. http://dx.doi.org/10.17730/praa.10.2.f4p0474405155126.

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What can one do with a scholarly research project? Shall it sit in a library, to be read only by other scholars? Is it to profit only the investigators who get academic capital from the study? Coping and Health Among Older Urban Widows was a cross-cultural, longitudinal study of how Anglo and Mexican-American widows coped with bereavement and how their coping styles related to their health. The study was awarded to the Southwestern Institute for Research on Women (SIROW) at the University of Arizona and conducted by a team representing several disciplines: anthropology, gerontology, nursing, medicine, sociology, and social work. Here I want to discuss practical applications of our findings. I think that grant recipients must show how to convert into practice what they learned when they followed the careful scientific process that made the award possible. The National Institute of Aging awarded approximately a quarter of a million dollars to this study.
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49

Robinson, Mike. "Nursing Models and Nursing Practice." Health & Social Care in the Community 9, no. 3 (May 2001): 180. http://dx.doi.org/10.1046/j.1365-2524.2001.00288-4.x.

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50

Souza, Rosimere Vieira, Luanna Carolina Alves, Lorena Lobo Leite Bhering Barra, Luiza Marques Fernandes, Patrícia De Oliveira Salgado, and Selma Maria da Fonseca Viegas. "IMAGEM DO ENFERMEIRO SOB A ÓTICA DO ACADÊMICO DE ENFERMAGEM." Enfermagem em Foco 8, no. 1 (April 7, 2017): 47. http://dx.doi.org/10.21675/2357-707x.2017.v8.n1.763.

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Objetivo: conhecer a imagem do enfermeiro frente ao acadêmico de enfermagem. Metodologia: estudo de caso qualitativo fundamentado na Sociologia Compreensiva do Cotidiano, realizado com 26 participantes do 9º período de uma instituição de ensino superior. Os dados foram coletados por meio da entrevista individual e analisados segundo Análise de Conteúdo Temática. Resultados: a imagem se postula em um profissional essencial na área da saúde, que organiza o setor, gerencia ações, lidera a equipe, presta assistência aos pacientes e é referência para outros profissionais. Conclusão: a (des)valorização do profissional foi um dos aspectos na construção dessa imagem e na percepção positiva/negativa do acadêmico frente ao futuro na profissão.Descritores: Educação em Enfermagem, Imagem, Prática Profissional, Pessoal de Saúde, Enfermagem.IMAGE OF NURSE UNDER THE PERSPECTIVE OF THE NURSING ACADEMICObjective: to know the image of the nurse in front of the nursing academic. Methodology: a qualitative case study based on the Comprehensive Sociology of Daily Life, carried out with 26 participants from the 9th period of an institution of higher education. The datas were collected through the individual interview and analyzed according to the Thematic Content Analysis. Results: The image postulates itself in a essencial professional in the health area, which organizes the sector, manages actions, leads the team, provides assistance to patients and is a reference for other professionals. Conclusion: The (de) valuation of the professional was one of the aspects in the construction of this image and in the positive / negative perception of the academic towards the future in the profession.Descriptors: Education, Nursing, Image, Professional Practice, Health Personnel, NursingIMAGEN DE ENFERMERAS DE LA PERSPECTIVA DE ENFERMERIA ACADÉMICOObjetivo: conocer la imagen de la enfermera en el estudiante de enfermería. Metodología: estudio de caso cualitativo basado en la sociología comprensiva de la vida cotidiana, que se celebró con 26 participantes del noveno período de una institución de educación superior. Los datos fueron recolectados a través de entrevistas individuales y se analizaron mediante análisis de contenido temático. Resultados: La imagen se postula un profesional esencial en el campo de la salud, que organiza el sector, gestiona las acciones, dirige el equipo, ayuda a los pacientes y es un punto de referencia para otros profesionales. Conclusión: La (des) valoración profesional fue uno de los aspectos de la construcción de la imagen y la percepción positiva / negativa frente académico del futuro en la profesión.Descriptores: Educación en Enfermería, Imagen, Práctica Profesional, Personal de Salud, Enfermería.
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