Academic literature on the topic 'Professor of nursing'
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Journal articles on the topic "Professor of nursing"
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Soares de Oliveira, Quitéria, Flavia Manette Cardoso Stofele, Maria da Penha Machado Rocha, Maria Aparecida Jesus de Oliveira Santos, Marciana Dos Santos Silva Ventura, and Marcus Antonius Da Costa Nunes. "Diagnosticado com TDAH: e agora professor?" Nursing (São Paulo) 23, no. 264 (2020): 4036–47. http://dx.doi.org/10.36489/nursing.2020v23i264p4036-4047.
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O objetivo geral do trabalho é compreender a importância em se conhecer o TDAH e saber como o professor pode agir ao perceber que a criança foi diagnosticada com o TDAH. Como objetivos específicos, descrever a história do TDAH, conceituar, diagnosticar e abordar o TDAH na escola e descrever a educação física como intervenção ao TDAH em crianças de 9 a 11 anos. Trata-se de um estudo reflexivo com base em estudos publicados e o parecer de cada autor em ralação ao tema. A abordagem geral do texto conclui que são necessários mais estudos sobre o transtorno e déficit de atenção e hiperatividade na escola e, especificamente, suas relações com os modos de aprender e vivenciar práticas corporais nas aulas de Educação Física, pois se trata de uma realidade muito presente nas escolas. Somente assim teremos uma qualidade de ensino melhor aos nossos alunos TDAH.
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Guedes, Glauteice Freitas, Conceição Vieira da Silva Ohara, and Gilberto Tadeu Reis da Silva. "Intensive care unit: a significant space for the professor-student relationship." Acta Paulista de Enfermagem 25, spe2 (2012): 146–50. http://dx.doi.org/10.1590/s0103-21002012000900023.
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OBJECTIVE: To address the relationship between professor and student within the ICU environment, from the perspective of professors. METHODS: Qualitative study in the phenomenological modality, in which six professors were interviewed - three from a public institution and three from a private institution, they supervised nursing students in an adult ICU. RESULTS: From the study individuals statements, semantic categories emerged that allowed the learning of the essence of the phenomenon studied. During the analytical process, there was separation into two subcategories: An approximation and facilitating the process of teaching-learning. CONCLUSIONS: The practice of nursing internships in ICU provides an inter-relationship between student and professor, favoring an approximation with others and a personalization of learning, which significantly contributes to enrich the teaching and learning process and the student-professor relationship.
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Feresin, Cátia, and Maria Cecília Sonzogno. "Reflections on the insertion of the nutrition discipline in nursing education." Revista Latino-Americana de Enfermagem 15, no. 6 (2007): 1092–98. http://dx.doi.org/10.1590/s0104-11692007000600006.
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This study aimed to characterize the Nutrition discipline in six undergraduate courses in nursing regarding to the professor background, workload, content, strategies of education and evaluation from the perspective of the professor who teaches it. This is a descriptive research, carried out through semi-structured interviews, analyzed through the Thematic Analysis. It was verified that the discipline content approaches Nutrition in the vital cycle in the prevention of illnesses, as well as, in the healing aspect. The importance of the professor to be attentive to the content complexity necessary to the Nursing Education is highlighted. Nutrition knowledge favors the performance of the Nurse in a multifunctional health team. The formation of study groups with professors from Nutrition disciplines in the health area of undergraduate programs is suggested.
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Glasper, Alan. "Celebrating Florence Nightingale and her contribution to nursing." British Journal of Nursing 29, no. 13 (2020): 790–91. http://dx.doi.org/10.12968/bjon.2020.29.13.790.
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Emeritus Professor Alan Glasper, from the University of Southampton, discusses the contribution of Florence Nightingale both nationally and internationally to the development of nursing as a profession
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Sebold, Luciara Fabiane, and Telma Elisa Carraro. "The authenticity of the being nursing-professor in the nursing care teaching practice: a Heideggerian hermeneutics." Texto & Contexto - Enfermagem 22, no. 1 (2013): 22–28. http://dx.doi.org/10.1590/s0104-07072013000100003.
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This qualitative study aimed to unveil the authenticity of the being nurse-professor in the nursing care teaching practice. The study applied the theoretical-methodological framework of Heideggerian hermeneutics. The strategy used to capture meaning was the phenomenological interview carried out with 11 professors. The organization and analysis of data allowed for the unfolding of the authenticity of the being nurse-professor, revealing that both are authentic in their professional careers and, as such, teach and learn in a different way. This feature makes a difference in the nursing care teaching practice. When led to states of anguish, they seek to follow other roads in order to ratify their responsibility in the care teaching process. Through their freedom to choose their paths, they are made unique beings and thus reveal their authentic existence.
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Silva, Paulo Sérgio da, and Nébia Maria Almeida de Figueiredo. "The professor’s body: discourses on subjectivity to reflect on nurses’ education." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1805–9. http://dx.doi.org/10.1590/0034-7167-2017-0456.
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ABSTRACT Objective: to reflect on the body of the nursing professor in the subjectivity discourse. Method: this is a reflective essay on the theoretical and practical reverberations of the nursing professor’s body based on the Deleuzoguattarian discourse. Results: in the theoretical framework, the body of the nursing professor was considered as a producer of subjectivities and understood without organs, surrounded by strengths, desires, and affections. In the practical framework, we discussed pedagogical strategies developed by professors, such as dramatic games, simulated scenes, presentation of the line of care and living portfolio, characterized by stimulating nursing students to value political, civic, creative, and supportive dimensions. Conclusion: based on the subjectivity discourses, the professor’s body was demystified as uniquely holder of knowledge, and all participants in the educational scenario were considered active protagonists of collective knowledge.
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Rolfe, Gary. "Nursing scholarship and the asymmetrical professor." Nurse Education in Practice 7, no. 3 (2007): 123–27. http://dx.doi.org/10.1016/j.nepr.2006.12.002.
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CLEGG, ROBERTA L. "COPYRIGHT LAW AND THE NURSING PROFESSOR." Nurse Educator 16, no. 6 (1991): 28–31. http://dx.doi.org/10.1097/00006223-199116060-00009.
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Park, Kwang-Ok, and Jong Kyung Kim. "Nursing Students' Communication Experience with Professor." Journal of Korean Academy of Nursing Administration 26, no. 3 (2020): 205. http://dx.doi.org/10.11111/jkana.2020.26.3.205.
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Romano, Cristiane Conceição, Liliana Amorim Alves, Iara Aparecida de Oliveira Secco, Lilian Neto Aguiar Ricz, and Maria Lúcia do Carmo Cruz Robazzi. "The expressiveness of a university professor in his classroom performance: analysis of verbal resources and implications for nursing." Revista Latino-Americana de Enfermagem 19, no. 5 (2011): 1188–96. http://dx.doi.org/10.1590/s0104-11692011000500017.
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Expressiveness is the ability of individuals to make their thoughts alive through language and body, effectively transmitting information. This study investigated the expressiveness of a university professor during nursing classes in relation to verbal resources from the perspective of students. This descriptive and quantitative study was carried out in a Higher Education Institution using specific instruments to assess expressiveness. The professor's class was video recorded and the video was first assessed by three speech and language experts and later assessed by 141 students with whom he had no previous contact. The results reveal that students and experts agreed in relation to the professors' expressive skills, which proved the ability of students to evaluate this communication skill.
Dissertations / Theses on the topic "Professor of nursing"
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Zacharias, Adriana Pereira Gonçalves. "Dimensão da afetividade para o professor: perspectiva walloniana." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-03092015-143600/.
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Introdução: A afetividade presente no processo educativo encontra-se vinculada as relações que se constituem no campo social da escola, a partir de importantes vínculos entre professores e alunos. Nesse patamar tanto o professor como o aluno vão se construindo como pessoa, trazendo a observação, a escuta e o respeito como alicerces essenciais para o crescimento de ambos. Este estudo apresenta a relação do professor com o aluno e com o ensino em escola profissionalizante em enfermagem, tendo como base a dimensão da afetividade na construção do outro. Objetivos: Analisar como o professor relaciona a afetividade com o ensino, identificar como o professor qualifica a afetividade em sua prática profissional e conhecer a percepção do professor acerca da afetividade na construção como pessoa. Método: Realizado um estudo exploratório, descritivo de caráter qualitativo. Foram realizadas entrevistas com doze professores de duas escolas públicas e uma privada. Utilizada a análise de conteúdo preconizada por Bardin. Após a análise surgiram 05 categorias: 1. Relação da Afetividade na composição das disciplinas. 2. Afetividade qualificada como ferramenta pedagógica. 3. Relação professor aluno. 4. Modos de afetividade. 5. Construção do si mesmo como pessoa. Resultados: Os discursos dos professores mostraram que afetividade está presente de modo transversal em disciplinas que compõem o Plano de Curso. Também, trabalhadas nas disciplinas de Ética e Psicologia. Entendidas como conteúdo que influencia a formação do aluno, principalmente nas relações que se dão no ambiente escolar. Há muitos modos de compreender afetividade no ensino, desde o planejamento da aula até o conhecimento e vinculo com os alunos. Afetividade, associada ao cuidado e ao acolhimento do aluno é dada como componente importante para o crescimento de todos envolvidos no processo de aprendizagem. Conclusão: Afetividade está vinculada a comunicação, aprendizagem cognitiva e emocional. O ensino profissionalizante em enfermagem apresenta como característica que os alunos acabam se aproximando muito do professor, e nessa relação deve existir respeito do professor para o aluno e do aluno para o professor. De certa forma existe muita afetividade na relação professor aluno, e muitas maneiras dela ser expressada, como um cuidado do professor para com o aluno e do aluno para com o professor.<br>Introduction: The affectivity present in the educational process is bound in the relations that constitute the social field of the school, from important links between teachers and students. At this stage, teacher and student, will grown as person, bringing the observation, listening and respect as essential foundations for growth of both. This study presents the relationship of teacher and student in the teaching of professional nursing school, using as base the size of affectivity in the construction of other. Objectives: Analyse how teacher relates affectivity with teaching, identify how teacher qualifies the affectivity in their professional practice and the perception of teacher about the affectivity in the construction as person. Method: Conducted an exploratory study, descriptive qualitative character. Interviews were conducted with twelve teachers of two public schools and one private school. Used content analysis advocated by Bardin. After analysis arose 5 categories: 1. Relationship of affection in the composition of disciplines. 2. Affectivity qualified as pedagogycal tool. 3. Teacher student relationship. 4. Modes of affectivity. 5. Self construction as person. Results: The speeches of teachers showed that affection is present transverse mode in disciplines that comprise the Course Plan. Also, worked in the disciplines of Ethics and Psychology. Understood as content that influence the students training, especially in the relationship that happens in the school environment. There are many ways to understand affection in teaching, since the class planning through the knowledge and connection with the students. Affectivity, associated with the reception and care of the student who is given as na important component for growth of all involved in the learning process. Conclusion: Affectivity is linked to communication, cognitive and emotional learning. Professional nursing education presents as characteristic that students end up approaching the teacher, and in this relationship should exist in respect from teacher to the student and from student to the teacher. In a way, there is many affection in the teacher student relationship, and many ways to be expressed, as care from teacher to student and student to teacher.
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Aranha, Ana Lucia Batista. "Formação do eu professor na abordagem walloniana." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-06102014-151906/.
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Introdução: Ser professor é estar em permanente processo de construção como pessoa, apoiado nos recursos internos e externos que se dispõem nos espaços educacionais e sociais. O professor em seu percurso de formação pode conhecer como as pessoas constroem-se e direcionar seu olhar para como se dá o convívio consigo mesmo e com o outro, tendo ciência de que não constrói seu Eu Professor isoladamente, e sim com outras pessoas. Objetivos: analisar como o professor percebe a construção de seu Eu Professor na perspectiva de Wallon e conhecer como o professor vivencia seu cotidiano na escola na condição de ser o si mesmo e o outro. Método: estudo exploratório, descritivo na vertente qualitativa. Foram realizadas 13 entrevistas com professores que ministram aulas em Curso de Enfermagem, em uma instituição de ensino privado de nível técnico superior. A técnica de análise de conteúdo utilizada neste estudo foi a análise temática. Desta análise, surgiram três categorias: 1. Construção do Eu Professor; 2. Viver o cotidiano apoiado em si mesmo e no outro e 3. Componentes da construção do Eu Professor. Resultados: as falas dos professores mostraram a relação e a interação entre todas as categorias, envolvendo os aspectos do cognitivo e do social em seu contexto de trabalho, com atenção voltada para o afetivo, no sentido do cuidado. Destaca-se a abertura para conscientização e valorização de si mesmo e do outro por meio de trocas de experiências, permeadas pela possibilidade do professor tornar-se outra pessoa, transformando a si mesmo. Conclusões: o professor deve buscar conhecer a si mesmo para se construir como pessoa. Perceber o modo como se constrói no convívio com o outro, mediante o diálogo e a interação; reconhecendo a si mesmo em diferentes movimentos de internalização do eu.<br>Introduction: Being a teacher is to be in constant process of construction as a person, from internal and external resources that are arranged in educational and social spaces. The teacher on his training path may know how people are build and direct his view to how is the interection with himself and with others, being aware that his I Professor is not build alone but with others. Aims: To analyze how the teacher perceives the building of the I Professor in the perspective of Wallon and understand how the teacher experiences their daily in school as being himself and the other. Method: Exploratory, discriptive study in a qualitative aspect. Thirteen interviews were performed with teachers who teach in undergraduate nursing courses from private institution. The technique of contente analysis used in this study was the thematic analysis. In this analysis emerged three categories: 1. The construction of the I Professor, 2. Daily living from himself and others, and 3. Components of the construction of the I Professor. Results: The speeches of the teachers showed the relationship and interaction between all categories, covering aspects of cognitive and social in their working environment, with attention focused on the affective in the sense of care. Stands out the opening for awareness and appreciation of himself and the other through the exchange of experiences, permeated by the possibility of the teacher become another person, transforming himself. Conclusions: The teacher should seek to know himself as a person to build. Realize how he is build in contact with others through dialogue and interaction; recognizing the himself in different movements of the self internalization.
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Ebisui, Cássia Tiêmi Nagasawa. "A identidade profissional do enfermeiro professor do ensino técnico de enfermagem." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-31052005-163355/.
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O presente estudo teve como objetivo compreender as perspectivas do enfermeiro professor do ensino técnico de enfermagem, em relação ao seu trabalho, bem como a sua identidade profissional, considerando as variáveis sócio-demográficas e enfatizando a multicontextualização dessa prática. Para isso, esta pesquisa de caráter qualitativo baseou-se em um estudo descritivo exploratório. Elegemos como sujeitos da pesquisa todos os enfermeiros professores do Centro Estadual de Educação Tecnológica Paula Souza, dos 40 municípios do Estado de São Paulo, que lecionam para o curso Técnico de Enfermagem. Para melhor operacionalização, a coleta de dados foi dividida em duas partes. Na primeira, visando traçar o perfil do grupo pesquisado, elaboramos uma entrevista semi-estruturada, obtendo resposta de 213 dos sujeitos da pesquisa, ou seja, de 62,8% do total. Na segunda parte do estudo, encaminhamos quatorze questões abertas relacionadas aos aspectos pedagógicos do ensino técnico de enfermagem para 40 enfermeiros professores, sendo um sujeito de cada Unidade Escolar. Deste questionário, recebemos respostas de 28 sujeitos, o que corresponde a 70% dos pesquisados. Concluímos que o enfermeiro professor é seriamente comprometido com o seu papel, esforçando-se em assumir integralmente a sua função de docente, embora transpareçam algumas lacunas em relação ao preparo pedagógico para conseguir dar conta das constantes mudanças e da evolução tecnológica num mundo globalizado. A sua identidade profissional é singular, e construída continuamente, dependendo de sua história de vida pessoal, bagagem cultural e do empenho em buscar o aprimoramento, tanto como profissional quanto como ser humano. Assim, a transformação identitária do enfermeiro professor ocorre de forma constante, na medida em que procura inovar sua prática no contexto da realidade social.<br>The aim of this study was to understand the perspectives of the nursing teacher in the technical teaching, considering work and professional identity, taking into account the social-demographical variables and emphasizing the multi-contextualization of this practice. To this end, this qualitative research was based on a descriptive and exploratory study. We have chosen, as subjects of this research, all the nursing teachers in the Paula Souza State Center of Technical Education, from the 40 cities in the state of São Paulo which offer the Nursing technical course. For better operating, the data collecting was divided in two parts. In the first, we have obtained through semi-structured interview 213 responses from the subjects, or 62,8 percent. In the second part of the study, we sent to 40 teachers, one of each School Unit, fourteen open questions related to the pedagogical aspects of the nursing technical teaching. We received 28 responses, which is 70 percent of the researched subjects. We have concluded that the nursing teacher is seriously compromised to his or her role, making every effort to assume integrally the teaching function, despite some blank spaces in the pedagogical basis that would allow the teacher to deal with the constant changes and the technological evolution in the globalized world. The teachers professional identity is singular and continually built, depending on his or her personal life story, background knowledge and efforts to be always seeking for improvement as a professional and as a human being. Thus, the nursing teachers identity transformation is permanent as he or she tries to innovate in his or her practice in the social reality context.
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Passos, Vanda Cristina dos Santos. "O significado da educação contínua para o professor do ensino profissionalizante de enfermagem." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/7/7131/tde-22062009-142833/.
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Trata-se de um estudo sobre O significado da educação contínua para o professor do ensino profissionalizante do nível médio de enfermagem . O objetivo geral da pesquisa foi compreender o significado da Educação Contínua para o professor do Ensino Profissionalizante de Nível Técnico de Enfermagem e os objetivos específicos foram: identificar a percepção do professor em relação a educação contínua; identificar os fatores facilitadores e as dificuldades que os professores enfrentam para realizar a educação contínua. No estudo, consideramos a educação contínua importante ferramenta para o aprimoramento, aperfeiçoamento do professor no processo de ensino aprendizagem, o qual propicia o seu desenvolvimento de forma ampla para transformar a si mesmo, seu grupo e a sociedade em que o professor atua. Com relação ao delineamento metodológico, é um estudo de natureza exploratória - descritiva, utilizando a abordagem de pesquisa qualitativa. A técnica utilizada para análise dos resultados foi baseada em Bardin. O estudo foi desenvolvido em uma escola de Educação Profissional Técnica de Nível Médio em Enfermagem, instituição particular, situada na zona leste de São Paulo, mantida por uma congregação religiosa. Os sujeitos do estudo foram 10 enfermeiros professores, que compõem o quadro de docentes da escola. Os dados foram coletados utilizando-se da técnica de entrevista, contendo uma questão aberta, gravada e transcrita na íntegra. Dos discursos dos entrevistados emergiram quatro categorias: a importância da educação contínua para o professor do ensino profissionalizante de enfermagem, a educação contínua na percepção do professor, fatores que dificultam e facilitam á educação contínua. Acreditamos que para o professor conseguir realizar a educação continua, é necessário uma construção coletiva, com momentos em que o professor possa conhecer-se e exercitar a reflexão de si e do outro. Sendo assim, possibilitar-se-á uma educação participativa, com qualidade no processo de ensino e aprendizagem, refletindo na sua relação com os discentes, com os outros docentes e com a direção<br>This is a study about The meaning of continuing education for high-school-level professional nursing program teachers. The general objective of the research was to understand the meaning of continuing education for high-school-level professional nursing program teachers, and the specific objectives were: to identify teachers perception of continuing education; to identify facilitating factors and barriers teachers face in pursuing continuing education. In the study, we considered continuing education as an important tool for teachers improvement in the teaching and learning process, which contributes to a broad development and allows him/her to transform him/herself, his/her group and the community where he/she works. With regard to the methodology, this is an exploratory/descriptive study that uses the qualitative research approach. The technique used to analyze the results was based on Bardin. The study was developed at a private High-School-Level Professional Nursing School located on the East side of São Paulo, which is run by a religious entity. The study subjects were 10 nursing teachers who are members of the schools faculty. Data were collected through interview with an open question, which was recorded and transcribed in full. Four categories resulted from respondents answers: the importance of continuing education for professional nursing teachers; teachers perception of continuing education; facilitators to continuing education; and barriers to continuing education. We believe that teachers continuing education is the result of collective action, with moments where the teacher is able to know him/herself and reflect on him/herself and the others. This will enable a participatory education, with quality in the teaching and learning process, which will reflect on his/her relationship with the students, the other teachers and management
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Ordine, Yara Othon Teixeira. "O cotidiano do enfermeiro-professor em um curso técnico em enfermagem: desafios da prática pedagógica." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-06022015-192251/.
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Esta pesquisa tem como objetivo geral analisar o cotidiano do enfermeiro professor em um curso técnico em enfermagem de uma escola técnica estadual paulista. Para tanto buscou-se identificar as dificuldades apontadas na prática pedagógica pelo professor enfermeiro no ensino técnico, analisar os recursos que utilizam diante das dificuldades e analisar as soluções apontadas diante dos desafios encontrados. Trata-se de uma pesquisa qualitativa, com abordagem dialética, com referencial teórico da Abordagem Histórico-Cultural de Vigotski. Foi desenvolvida por meio de grupos focais com onze professores de uma escola técnica pública do interior de São Paulo. Os professores foram divididos em dois grupos, sendo que cada grupo teve três encontros para discussões que foram gravados em áudio, e posteriormente transcritos. Os resultados constituíram cinco unidades temáticas: Formação Pedagógica; Planejamento; Relação Professor-aluno; Fazer x Saber: Construção histórica da Enfermagem e condições de trabalho; e Ressignificando a prática pedagógica. Os resultados apontam para a importância da formação docente de enfermagem no desempenho dos profissionais da enfermagem da área técnica. Foram identificadas situações que dificultam o processo de ensino aprendizado, e no decorrer dos encontros, os participantes também trouxeram propostas de superação dos conflitos, por meio de interações em grupo, evidenciando a criação de um espaço importante de reflexão, discussão e análise do cotidiano dos professores. Os resultados podem contribuir para professores e coordenadores dos cursos técnicos em enfermagem em suas práticas, na medida em que apontam que as melhores possibilidades de transformações envolvem os próprios professores, suas experiências, suas reflexões, aliadas ao estudo e a novas perspectivas. Qualquer transformação almejada na área deve ser pensada envolvendo os profissionais docentes, deve ser feita a partir deles e com eles, agregando-se novos conhecimentos<br>This research has as main objective to analyze the daily life of the nurse teacher in a technical nursing course in a state public technical school. For this purpose, we sought to identify the difficulties in teaching practice pointed by the nurse teacher in technical education, analyze the resources they use in face of difficulties and analyze the solutions presented before the challenges encountered. This is a qualitative research, with dialectical approach, and the theoretical background of cultural-historical approach of Vygotsky. It was developed through focal groups with eleven teachers at a public technical school in the countryside of São Paulo state. Teachers were divided into two groups, each group had three meetings for discussions which were recorded on audio and later transcribed. The results constitute five thematic units: Teacher Training; Planning; Teacher-Student relationship; Do versus Know: Historical Construction of Nursing and working conditions; and Redefining the pedagogical practice. The results point to the importance of teacher education in nursing performance of nursing professionals from the technical area. Situations that hinder the process of teaching learning were identified, and during the meetings, participants also brought proposals to overcome the conflicts through group interaction, highlighting the creation of an important space for reflection, discussion and analysis of the teachers\' everyday lives. The results can help teachers and coordinators of technical courses in nursing in their practices, as far as they show that the best possibilities for transformations involve teachers themselves, their experiences, their reflections, allied to the study and new perspectives. Any desired change in the area must be thought of involving professional teachers, must be taken from them and with them, adding it to new knowledge
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Silva, Silvana Sabino de Oliveira. "A docência universitária na perspectiva do professor enfermeiro." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4714.
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Previous issue date: 2015-04-10<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This master thesis has as fundamental principle the relationship between Nursing and
Education, two areas of knowledge that substantiates the training of the nursing teacher,
so that this research aims the university teaching of the nursing teacher. Thus, the
guiding questions of this research are: How does the nurse become a teacher? How does
the nurse teacher relates to the university teaching? Based on these questions, this study
has the following objectives: to understand, from the perception of surveyed nurses,
how they became teachers; analyze the nurse's entry into higher education teaching; and
check, from the perception of the surveyed teachers, their teaching practices. For this,
qualitative research was used, which led to a literature study of Nursing and Education,
specifically considering the historical context and the legislation of the two areas. As far
as data collection is concerned, a field research was conducted in two public higher
education institutions, besides the selection of research subjects - ten nursing teachers -
to carry out a semi-structured interview. In the data analysis, were listed four categories,
which were the following: identification with teaching from experience; the relationship
between theory and nursing practice in teaching practice; the pedagogical foundation
and the identity of the nurse teacher, who brings as subcategory the casualization of
teaching. As a result, this research pointed out as important factors in the nursing
process to become a teacher: the experiential knowledge; the theoretical / practical
knowledge in Nursing; the theoretical / practical knowledge in Education and training
of teacher identity in the course of two activities, nurse and teacher. Such factors show
that the nurse teacher turns into university teaching through a gradual and continuous
process, starting in their family and school experiences, and goes forward at the
university, when he directs his actions to research and monitoring. The internship and
residency in hospitals schools, even as a student, appear as motivational experience for
the future nursing teacher. Postgraduate courses contribute as an important source of
knowledge for the development of their teaching activities. However, we find that is in
the development of teaching activities that the nurse teachers see their professional
identity and proceeds to relate to university teaching as a professional committed to the
ideals of education, as well as with the educational process of young nurses.<br>Esta dissertação de mestrado tem como princípio fundamental a relação da Enfermagem
com a Educação, duas áreas do conhecimento que consubstanciam a formação do
professor enfermeiro, de modo que o objeto desta investigação é a docência
universitária do professor enfermeiro. Dessa forma, as perguntas norteadoras deste
trabalho de pesquisa são: Como o enfermeiro se torna docente? Como o professor
enfermeiro se relaciona com a docência universitária? Com base nessas indagações, este
estudo apresenta como objetivos: compreender, a partir da percepção dos enfermeiros
pesquisados, como eles se tornaram docentes; analisar o ingresso do enfermeiro na
docência do ensino superior; e verificar, a partir da percepção dos professores
pesquisados, suas práticas pedagógicas. Para tanto, utilizou-se a abordagem qualitativa
de pesquisa, o que direcionou para um estudo da literatura sobre Enfermagem e
Educação, considerando especificamente o contexto histórico e a legislação das
referidas áreas. No que se refere à coleta de dados, foi realizada pesquisa de campo em
duas instituições de ensino superior públicas, além da seleção dos sujeitos da pesquisa,
dez professores enfermeiros, para realização da entrevista semiestruturada. Na análise
dos dados, foram elencadas quatro categorias, sendo elas as seguintes: identificação
com a docência a partir de experiência vivida; a relação entre teoria e prática do
enfermeiro na prática docente; o embasamento pedagógico do professor enfermeiro e a
identidade do professor enfermeiro, que traz como subcategoria a precarização do
trabalho docente. Como resultado, esta investigação apontou como sendo fatores
preponderantes no processo do enfermeiro tornar-se professor: os saberes experienciais;
o conhecimento teórico/prático em Enfermagem; o conhecimento teórico/prático em
Educação e a formação da identidade docente no exercício das duas atividades,
enfermeiro e professor. Tais fatores demonstraram que o professor enfermeiro
transforma-se em docente universitário por meio de um processo gradativo e contínuo,
que tem início nas suas experiências familiares e escolares, e avança na universidade,
quando ele direciona suas ações para a pesquisa e a monitoria. O estágio e a residência
em hospitais escolas, ainda como aluno, aparecem como experiências motivacionais
para o futuro professor enfermeiro. Os cursos de pós-graduação contribuem como
importante fonte de conhecimento para o desenvolvimento de suas atividades docentes.
No entanto, constatamos que é no desenvolvimento das atividades docentes que o
professor enfermeiro compreende a sua identidade docente e passa a se relacionar com a
docência universitária como um profissional comprometido com os ideais da educação,
bem como, com o processo formativo de jovens enfermeiros.
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Carlin, Daniele Soares. "Relação interpessoal professor aluno no ensino profissional técnico em enfermagem: repercussões na aprendizagem atitudinal." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-02032012-123644/.
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As relações interpessoais são essenciais em todos os segmentos da vida humana. Nas escolas de enfermagem estas relações posicionam-se como elementos fundamentais para o desenvolvimento dos alunos e para sua formação profissional na área da saúde. Este estudo de natureza qualitativa teve por objetivo analisar a percepção dos professores acerca da relação interpessoal professor-aluno no ensino profissional técnico em enfermagem. O cenário constituiu-se de uma Escola de ensino profissional técnico em enfermagem localizada no município de São Paulo. A coleta de dados realizou-se com grupo focal e empregou-se a análise de conteúdo. Os achados apontaram quatro categorias: Relacionamento interpessoal Professor-Aluno, Atitudes de Professores e Alunos, Perfis de Professores e Alunos e Compromisso com Aprendizagem. Os resultados mostraram que os professores vivenciam a relação interpessoal professor-aluno, com atenção voltada para um aprofundamento na própria prática pedagógica, contudo nem sempre como um processo educativo pautado em princípios e valores. Também referem que são escassos os espaços para diálogos e reflexões acerca de questões relativas à qualidade da relação interpessoal entre professores e alunos. Os professores apontaram que muitas vezes o perfil do aluno não condiz como aquele que busca ser um profissional da saúde e reconheceram o impacto que o relacionamento interpessoal e suas atitudes têm na formação dos alunos do ensino técnico profissional em enfermagem. Conclui-se que a atitude do professor e sua influência no aprendizado atitudinal do aluno foi evidenciada nos achados repercutindo no futuro profissional, bem como os professores reconhecem que sua percepção na relação professor-aluno é pautada em posturas individuais e essencialmente subjetivas e de difícil reconhecimento no desenvolvimento do processo educativo<br>Interpersonal relationships are essential to all segments of any human life. At nursing vocational schools these relationships are positioned as necessary factors to the students development and to their professional growth in the healthcare area. This qualitative study aimed to analyze the perceptions of teachers about the interpersonal relationship between teacher-student in nursing vocational education. The scenario consisted of a nursing vocational school at the city of São Paulo. The data collection was conducted with a focal group and the technique of content analysis was used to analyze it. The present findings indicate four categories: Interpersonal relationship between teacher and student; Teachers and Studentss Attitudes; Teachers and students profiles; and Students and their commitment to learning. The results showed that teachers experience the interpersonal relationship between teacher-student, with their attention toward deepening in their own teaching practice, though not always as an educational process guided by principles and values. They also noted that there are few spaces for dialogue and reflection about issues concerning the quality of interpersonal relationships between teachers and students. Teachers pointed out that often the student\'s profile is not consistent as the one who seeks to be a health professional and recognized the impact that their interpersonal relationships and attitudes in the formation of students in nursing vocational education. Its conclude is that the teacherss attitudes and their influence on students attitudinal learning was evidenced in the findings, impacting the future professional, and the teachers recognize that their perception in the teacher-student relationship is grounded at individual attitudes that are essentially subjectives and difficult to recognize in the development of the educational process
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Pitthan, Luiza de Oliveira. "EXPOSIÇAO DO PROFESSOR SUBSTITUTO DA SAÚDE AO ESTRESSE NO TRABALHO." Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/7337.
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This is a cross-sectional study with quantitative approach. Aims to investigate the occupational stress of university teachers in temporary positions at the Center for Health Sciences, Federal University of Santa Maria, from the demand-control model proposed by Karasek (1979). Data collection was made by filling, by the teacher of a
research protocol, divided into two parts: the first contained the elements for the characterization of the population, and the second was the short version of the Job
Stress Scale. The population consisted of 25 substitute teachers divided into 12 departments of the Center for Health Sciences was observed predominantly female
(56%), mean age 27 years, unmarried (60%) and without children (56 %). Most have post-graduate course (60%), occupies the position of seven months to one year
(60%), has two or more jobs (56%) and meets weekly workload of 60 hours (52%). As for demand and control variables, 56% of teachers had scores compatible with
high demand and 60% with low control over their work. Regarding the social support variable, 68% had scores of low social support, being 40% of teachers referred low
social support and low job control.There was relationship between being male, having low social support and low job control. It was observed that 36% of teachers are in situations of high wear. Given the above, the results of this study confirm the first hypothesis of Karasek's model, which can set in the teachers' greater exposure
to stress.<br>Trata-se de um estudo transversal, com abordagem quantitativa. Tem como objetivo investigar o estresse ocupacional dos professores universitários em cargos
temporários no Centro de Ciências da Saúde, da Universidade Federal de Santa Maria, a partir do modelo demanda-controle proposto por Karasek (1979). A coleta dos dados se deu pelo preenchimento, por parte do professor, de um protocolo de
pesquisa, dividido em duas partes: a primeira continha os elementos para a caracterização da população, e a segunda consistia na versão resumida da Job Stress Scale. A população constituiu-se de 25 professores substitutos alocados em 12 departamentos do Centro de Ciências da Saúde. Observou-se predomínio do sexo feminino (56%), com idade média de 27 anos, sem companheiro (60%) e sem
filhos (56%). A maioria possui curso de pós-graduação (60%), ocupa o cargo de sete meses a um ano (60%), possui dois ou mais empregos (56%) e cumpre carga horária semanal total de 60 horas (52%). Quanto às variáveis demanda e controle,
56% dos professores obtiveram escores compatíveis com alta demanda e 60% com baixo controle sobre o seu trabalho. No que se refere a variável apoio social, 68% obteve escores de baixo apoio social, sendo que, 40% dos professores refere baixo apoio social e baixo controle sobre o trabalho. Verificou-se relação entre ser homem, ter baixo apoio social e baixo controle sobre o trabalho. Observou-se que 36% dos
professores encontram-se na situação de alto desgaste. Diante do exposto, os resultados deste estudo confirmam a primeira hipótese do modelo de Karasek, o que pode configurar em maior exposição dos professores ao estresse.
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Moraes, Carlos Alberto Martinez de. "Enfermeiro educador, enfermeiro professor : forma??o e pr?ticas educativas." Pontif?cia Universidade Cat?lica de Campinas, 2004. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/668.
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Previous issue date: 2004-06-28<br>This assignment acts was raisen from the present uneasiness about the nursing background in Universitary degree concerning the educative role. The target of this assignment is to check the real values attached by the nurses as educators or professional nursing professors. The research of quantitative approach was carried out in Tecsoma College of Health, Paracatu, Minas Gerais, in 2003. Five nursing professors were interviewed and answered some opened questions. Two ranks were taken in account in order to analyse the datas: a) motivation that leads the nurse to work as professor; b) the relation: nursing/education/health. The assignment showed up the gap in nursing background concerned about education, consequently the nursing professor usually doesn t know how proficient he is to face educative role in teaching in schools or out of. Schools. Such problems must be faced and na important way is pointed: the background that the nurses-educators-professors get from the Nursing Universitary degree or even from updating courses must be checked and must focus education and health in social context.<br>Este trabalho nasceu da inquieta??o acerca da forma??o do enfermeiro para o trabalho educativo. Objetivou verificar os valores atribu?dos pelos Enfermeiros ? fun??o de educador e docente do profissional de enfermagem. A pesquisa, de abordagem qualitativa, foi realizada no ano de 2003 na Faculdade de Sa?de Tecsoma, em Paracatu, Minas Gerais. Participaram da pesquisa, como sujeitos, cinco docentes e usou-se como procedimento de coleta de dados entrevista semi-estruturada. Trabalhou-se a an?lise do conte?do das entrevistas transcritas, a partir de duas categorias: a) motiva??es para a atividade profissional; b) a rela??o enfermagem/educa??o/sa?de. Constatou-se a aus?ncia de prepara??o desses profissionais para lidar com as quest?es de ensino decorrente da insuficiente forma??o nos cursos de gradua??o; a d?vida e indefini??o do Enfermeiro quando se torna um professor universit?rio sobre as compet?ncias que deve ser detentor para praticar o papel educativo nos espa?os formais e n?o formais. Tais problemas necessitam ser enfrentados e podemos apontar um encaminhamento importante: a forma??o de enfermeiros-educadores-professores quer seja inicial, quer seja continuada, deve ser reflexiva para ser significativa do ponto de vista da constru??o de conhecimentos voltados ? vis?o de educa??o e sa?de como pr?ticas sociais.
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Orosco, Simone Shirasaki. "A percepção dos docentes de ensino médio de enfermagem sobre a construção do ser professor." Universidade do Oeste Paulista, 2010. http://bdtd.unoeste.br:8080/tede/handle/tede/35.
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Previous issue date: 2010-06-29<br>This study was carried out to broach the development undergone by the nursing teacher and his/her pedagogical activities in times of changes brought about in the field of education within the context of modern society. Many teachers, as they begin their educational activities in the field of health, do not attend courses to achieve pedagogical qualification or relevant undergraduate courses in education. In one s professional development he/she becomes a teacher when he/she identifies himself/herself with a discipline he/she became fond of while attending an undergraduate course and so he/she ends by performing the function of a teacher based on the traditional teaching-learning process. In spite of the growing number of schools and high level technical professionals in the field of nursing in Brazil, it seems that people are not concerned with the quality of their teaching, since few researches have been carried out concerning those professionals and their background development. In face of that issue, this study was carried out to raise the representation of senior high school nursing teachers about their development process. The research at issue was based on the theory of Social Representations, characterized as a descriptive exploratory quantitative-qualitative based approach. The subjects studied in the research comprised 12 (twelve) nursing teachers at senior high school level working in a private school located in Presidente Prudente. A questionnaire was applied presenting open and closed questions, after asking for their authorization, an explanation about its social and academic contributions, and the signing of the Term of Free and Conscious Consent. The information about the characterization of the participants was presented as a quantitative-based research. The qualitative data collected were interpreted in the light of content analysis. The outcomes show that the real development process undergone by the nursing teacher was represented by his/her experience in realizing himself/herself as such. Most of the teachers believe that proficiency in teaching involves putting in motion skills such as knowledge, attitudes, and ingenuity. Concerning the teaching practice, they try to pass on proficiency to their students, resources such as the capacity to articulate one s wisdom; they use group dynamics, reading and research as teaching procedures, and they carry out a formative and global assessment. From such outcomes, some possibilities stand out, items such as teaching qualification for those who are in need of it, the school seriously engaged in furthering its teachers qualification, and activities which favor the association between scientific knowledge, ingenuity, and attitude centered in the student s reality.<br>O presente estudo tem como tema o processo de construção do ser professor em Enfermagem e suas atividades pedagógicas em tempos de mudanças na educação e na sociedade moderna. Muitos docentes, ao iniciarem suas atividades educacionais na área da saúde, não realizam cursos de capacitação pedagógica ou pós-graduação no ensino. Em sua trajetória profissional vira professor ao identificar-se com uma disciplina que gostou enquanto era graduando e acaba exercendo a docência baseado no processo de ensino-aprendizagem tradicional. Apesar do crescente número de escolas e profissionais de nível técnico em Enfermagem no Brasil, parece não ocorrer muita preocupação com a qualidade de seu ensino, pois poucas pesquisas foram encontradas sobre esses profissionais e sua formação. Diante disso, este estudo tem como objetivo verificar a representação dos docentes de ensino médio de Enfermagem sobre a construção do ser professor. A pesquisa teve como referencial a Teoria das Representações Sociais, sendo caracterizada como descritiva e exploratória, de abordagem quanti-qualitativa. Os sujeitos pesquisados foram doze (12) docentes enfermeiros do ensino médio de Enfermagem de uma instituição particular da cidade de Presidente Prudente. Foi aplicado um questionário, contendo questões abertas e fechadas, após a solicitação de autorização à instituição, explicação sobre as contribuições sociais e acadêmicas da pesquisa e assinatura do Termo de Consentimento Livre e Esclarecido. As informações sobre a caracterização dos participantes foram apresentadas sob a forma quantitativa. Os dados qualitativos coletados foram trabalhados à luz da análise de conteúdo. Os resultados revelaram que a construção real do ser professor em enfermagem foi representada por sua experiência de estar professor. A maioria dos professores acredita que as competências para ensinar envolvem a mobilização dos saberes como conhecimento, atitude e habilidade. Em relação à prática docente, eles buscam desenvolver competências nos alunos, como a capacidade de articulação dos saberes; utilizam a dinâmica em grupo, a leitura e a pesquisa como procedimentos de ensino; e realizam a avaliação formativa e global. A partir desses resultados, destacam-se algumas possibilidades, como a capacitação docente para os que ainda não a possuem, a instituição comprometida com a formação docente e o incentivo às atividades que fortaleçam ainda mais a associação entre conhecimento científico, habilidade e atitude adequada à realidade do aluno.
Books on the topic "Professor of nursing"
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Bader, Donna M. Garbacz. Forensic nursing: A concise manual. Taylor & Francis, 2010.
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Jacinthe, Pepin, ed. Être infirmière: Un modèle conceptuel. 3rd ed. Études vivantes, 1991.
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Poisson, Michel. Origines républicaines d'un modèle infirmier, (1870-1900): Histoire de la profession infirmière en France. Editions hospitalières, 1998.
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Glazebrook, Peter. Happiness and fulfilment in dentistry. Quintessence Pub. Co., 1985.
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T, Hedlund Carel, ed. Home care fraud and abuse: Critical questions, essential answers. Aspen Publishers, 1999.
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E, Gfeller Kate, and Thaut Michael H, eds. An introduction to music therapy: Theory and practice. Wm. C. Brown Publishers, 1992.
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E, Gfeller Kate, and Thaut Michael H, eds. An introduction to music therapy: Theory and practice. 2nd ed. McGraw-Hill, 1999.
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Re-reading Altschul: A festschrift in honour of the late Professor Emeritus Annie Altschul. Hypatia Trust, 2004.
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Kreitzer, Mary Jo, Mary Koithan, and Andrew Weil, eds. Integrative Nursing. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.001.0001.
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Fully updated and revised, the second edition of Integrative Nursing is a complete roadmap to holistic patient care, providing a step-by-step guide to assess and clinically treat conditions through a variety of combined methodologies including traditional and alternative therapies with all aspects of lifestyle. This text identifies both the skills and theoretical frameworks for interprofessional systems leaders to consider and implement integrative healthcare strategies within institutions, including several case studies involving practical nursing-led initiatives. This volume covers the foundations of the field; the most effective ways to optimize wellbeing; principles of symptom management for many common disorders like sleep, anxiety, pain, and cognitive impairment; the application of integrative nursing techniques in a variety of clinical settings and among a diverse patient population; and integrative practices around the world and how they impact planetary health. The academic rigor of the text is balanced by practical and relevant content that can be readily implemented into practice for both established professionals as well as students enrolled in undergraduate or graduate nursing programs. Integrative health and medicine is defined as healing-oriented care that takes account of the whole person (body, mind, and spirit) as well as all aspects of lifestyle; it emphasizes the therapeutic relationship and makes use of appropriate therapies, both conventional and alternative. Series editor Andrew Weil, MD, is Professor and Director of the Arizona Center for Integrative Medicine at the University of Arizona. Dr. Weil’s program was the first such academic program in the U.S., and its stated goal is “to combine the best ideas and practices of conventional and alternative medicine into cost effective treatments without embracing alternative practices uncritically.”
Book chapters on the topic "Professor of nursing"
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Smith, Milly. "Practice nursing: profession or occupation?" In Nursing in General Practice. Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3089-7_8.
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Sassen, Barbara. "Prevention Within the Nursing Profession." In Nursing: Health Education and Improving Patient Self-Management. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51769-8_3.
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Johnson, Susan L. "Workplace Bullying in the Nursing Profession." In Special Topics and Particular Occupations, Professions and Sectors. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-10-5308-5_14.
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Johnson, Susan L. "Workplace Bullying in the Nursing Profession." In Special topics and particular occupations, professions and sectors. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5154-8_14-1.
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HallettHallett, Christine E. "Nursing, 1830–1920: Forging a Profession." In Nursing and Midwifery in Britain since 1700. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-02421-3_3.
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Edmunds, Linda. "Computer Application Development — User, Vendor or Profession?" In Nursing Informatics ′91. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-46746-2_14.
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Hussey, Pamela, and Kathryn J. Hannah. "Nursing Informatics: A Core Competency for the Profession." In Health Informatics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58740-6_3.
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Ayala, Ricardo A. "Nursing as a Profession: Old Tensions, New Insights." In Towards a Sociology of Nursing. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8887-3_2.
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Standish, Paul. "Profession and practice: The higher education of nursing." In The Philosophy of Nurse Education. Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-22942-6_7.
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Ball, Marion J. "Nursing Informatics: How It Evolved and Its Current Status." In Dental Informatics: Strategic Issues for the Dental Profession. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-45674-9_4.
Full textConference papers on the topic "Professor of nursing"
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Feng, Tiantian, and Shrikanth Narayanan. "Modeling Human Movement Behavior Among Nursing Profession." In 2020 42nd Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC) in conjunction with the 43rd Annual Conference of the Canadian Medical and Biological Engineering Society. IEEE, 2020. http://dx.doi.org/10.1109/embc44109.2020.9176318.
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Etowa, Josephine. "Spirituality and Self-Reclamation A Response to Nursing on the Margins of the Profession." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.91.
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Danismaya, Irawan, and Ria Andriani. "Effectivity of ACTIVE Model in Practice Learning of Nursing Education Profession Phase at Nursing College Sukabumi." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.110.
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Barnard, Alan. "The Nursing Profession: Implications for AI and Natural Language Processing." In 2007 International Conference on Natural Language Processing and Knowledge Engineering. IEEE, 2007. http://dx.doi.org/10.1109/nlpke.2007.4368077.
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Torres, Ana, Sérgio Soares, and Maribel Carvalhais. "Nursing Relational Laboratory: Educational, dialogical and critical projet." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8170.
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Nursing is a relational profession and communication is the basic instrument in its practice. The Nursing Relational Laboratory aims to collaborate in the development of communication skills of students of the Nursing, using Portuguese sign language, dramatization and emotional facial expression. 73 students participated (Experimental group; EG; n=38; Control group; CG; n=35). General self-efficacy scale(GSES), the Patient Health Questionnaire-9 Depression Module(PHQ-9), assertiveness questionnaire(ASS), Emotional Thermometer(ET), Inventory of Barrett-Lennard interpersonal relations(OS-M-40), and autoscopies, are used. The main results were as follows: a) better outcomes of EG on final autoscopy; b) significant reduction of the levels of assertiveness and revolt from the beginning to the end in EG; c) lower levels of emotional distress and need for help of EG, compared with CG at the beginning; d) lower levels of emotional distress, anxiety, need for help, empathy and congruence, and higher levels of revolt and unconditionality in EG, at the end; e) teachers recognize the high potential of the LRE. The LRE allowed the development of communicational skills of GE students through sign language, drama and emotion analysis. It is incentivized the development of projects in the area and reinforces the importance of this skills training in health professionals.
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Nguyen, Phuong Van, Lien Thi Xuan Nguyen, and Nhu Huu Thien Nguyen. "IMPROVEMENT STRATEGIES OF JOB PERFORMANCE: A PERSPECTIVE ON NURSING PROFESSION IN VIETNAM." In International Conference on Public Health. The International Institute of Knowledge Management (TIIKM), 2018. http://dx.doi.org/10.17501/24246735.2018.4107.
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Zhao, Wenbing, William Matcham, Conor Mclennan, Selma Koc, Reed Chen, and Dylan Siegler. "Minimizing Errors in the Nursing Profession with Technology-Enhanced Education and Training." In 2019 IEEE SmartWorld, Ubiquitous Intelligence & Computing, Advanced & Trusted Computing, Scalable Computing & Communications, Cloud & Big Data Computing, Internet of People and Smart City Innovation (SmartWorld/SCALCOM/UIC/ATC/CBDCom/IOP/SCI). IEEE, 2019. http://dx.doi.org/10.1109/smartworld-uic-atc-scalcom-iop-sci.2019.00076.
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Vévodová, Šárka, Jiří Vévoda, and Bronislava Grygová. "THE ROLE OF LIFELONG LEARNING IN NURSING PROFESSION IN THE CZECH REPUBLIC." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0260.
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Charney, W. "84. Lifting Team, a Method to Reduce Back Injury in Nursing, a 10-hospital Study." In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765592.
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Achimore, L., and M. Brophy. "310. The Cost of Not Preventing Back Injuries in Nursing Personnel in Long-Term Care Facilities." In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765447.
Full textReports on the topic "Professor of nursing"
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Dilling Rambousek, Mary. Nursing: a Profession in Process. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1693.
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