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Journal articles on the topic 'Professor of nursing'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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.

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11

Regina Lins do Prado Tardelli da Silva, Sandra, Alexandre Pazetto Balsanelli, and Vanessa Ribeiro Neves. "Competências Pedagógicas do enfermeiro professor na graduação em enfermagem." Nursing (São Paulo) 22, no. 250 (2019): 2721–27. http://dx.doi.org/10.36489/nursing.2019v22i250p2721-2727.

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Objetivo: Identificar as competências pedagógicas necessárias ao enfermeiro para o exercício da docência nos cursos degraduação em enfermagem. Método: revisão integrativa. Resultados: A amostra foi composta por 10 artigos que destacaram como competências: conhecimento sobre o que ensina; familiaridade com os processos administrativos da escola; criatividade; inovação; curiosidade; empatia; entusiasmo; bom relacionamento; comunicação efetiva e eficaz; habilidades para realizar técnicas, supervisão, registros, avaliações e planejamento. A qualidade metodológica dos estudos foi relevante. Conclusão: Identificou-se diferentes referenciais teóricos para conceituar competências e a ausência de uma matriz que fundamente a formação e avaliação docente. Sugere-se que novos estudos possam ser realizados criando e validando instrumentos com essa proposta.

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Topp, Robert, Patricia E. Hershberger, and Marilyn Bratt. "Answering Wicked Questions: Dealing With Opposing Truths as a Nursing Associate Professor." Western Journal of Nursing Research 39, no. 6 (2017): 733–44. http://dx.doi.org/10.1177/0193945916687544.

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Nursing associate professors frequently are confronted with increasing responsibilities and fewer resources. These challenges commonly contribute to declines in job satisfaction and may result in departing academe. This article addresses these challenges by providing answers to four common “wicked questions” experienced by nursing associate professors: (a) How do I decline a request from a supervisor to take on additional responsibilities while continuing to support the mission of the school and advance my own scholarly productivity? (b) How do I handle the workload of multiple doctoral students with a variety of content areas that are different from my own and maintain my own level of productivity? (c) How do I handle expectations for more service, and leadership for the school, university, and professional organizations, yet the teaching and research responsibilities have not changed or have increased? and (d) What are some additional tips to being a more productive nursing associate professor?

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13

Souza, Daniela Maysa de, Vânia Marli Schubert Backes, Daniele Delacanal Lazzari, and Jussara Gue Martini. "Pedagogical preparation of nursing professors for professional secondary technical education." Revista Brasileira de Enfermagem 71, no. 5 (2018): 2432–39. http://dx.doi.org/10.1590/0034-7167-2017-0289.

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ABSTRACT Objective: To understand how the nursing professor pedagogically prepares for teaching in professional secondary technical education in the light of the Pedagogical Content Knowledge of Lee S. Shulman. Method: This is a qualitative and descriptive study. Two pedagogical workshops were held to collect data, with the participation of six professors from two technical schools. Results: The categories Pedagogical preparation for the teaching exercise and Knowledge Base for Teaching have emerged. The results revealed the difference between the real and the ideal in the perception of the participants, when their preparation for the teaching exercise is situated between the learning with colleagues and the mastery over the Content Knowledge. Final considerations: Professor training is necessary and is an alternative to qualify teaching in professional secondary technical education.

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Oliveira, Saionara Nunes de, Aline Massaroli, Jussara Gue Martini, and Jeferson Rodrigues. "From theory to practice, operating the clinical simulation in Nursing teaching." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1791–98. http://dx.doi.org/10.1590/0034-7167-2017-0180.

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ABSTRACT Objective: To report the experience of the operationalization of clinical simulation as a pedagogical strategy in a subject of an undergraduate course in Nursing. Method: Clinical simulation cycles were carried out following the steps of action research, such as: planning, action, observation and reflection, from March 2014 to July 2015 with 10 professors and 44 students from a Primary Care and Mental Health subject of an undergraduate course in Nursing. Results: Five cycles of clinical simulation were performed, at the end of each cycle modifications were suggested by students and professors and the operation was adjusted to meet the needs of the subject. The main points of change were: professor role, logistics, equipment, debriefing model and preparation of “simulated patients”. Final considerations: The clinical simulation is a possible method to be operationalized in undergraduate course in Nursing, needs pedagogical and logistic planning as well as, sensitization of professors and students.

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15

Vance, Connie. "Leader Interview: Mentoring: A professional obligation." Creative Nursing 8, no. 3 (2002): 4–9. http://dx.doi.org/10.1891/1078-4535.8.3.4.

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Connie Vance, RN, EdD, FAAN, was an early leader in the nurse-mentoring movement and continues to be a leading proponent of mentoring and the benefits it can bring to the profession. She and coauthor Roberta K. Olson, RN, PhD, wrote the Mentor Connection in Nursing (Springer, 1998), a definitive booh on the topic. Vance is a professor at the College of New Rochelle School of Nursing, in New Rochelle, N.Y. Mae McWeeny, RN, MS, a nurse educator and member of the Creative Nursing Journal editorial board, conducted the interview

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16

Logan, Diane R. "A Blueprint for Becoming a Successful Clinical Nursing Professor, Promoting Health and Wellness in the Clinical Environment to Produce Emerging Nurse Leaders." Creative Nursing 27, no. 2 (2021): 106–11. http://dx.doi.org/10.1891/crnr-d-19-00062.

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Clinical professors are a particularly important determinant of student success in becoming a proficient nurse. The clinical professor is responsible for helping students apply didactic knowledge to clinical skills. This article discusses strategies clinical professors can use to maximize undergraduate nursing students' skills and competencies and to raise awareness of healthy behaviors affecting patient care. Applying effective and fun strategies can help students decrease anxiety, apply critical thinking, develop autonomy, and learn time management. These applied strategies help students develop delegation skills required to be professional, competent nurses, while promoting health and well-being.

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Oliveira, Karime Rodrigues Emilio de, Monica Martins Trovo, Amanda Creste Martins da Costa Ribeiro Risso, and Eliana Mara Braga. "The teaching approach on communicative skills in different teaching methodologies." Revista Brasileira de Enfermagem 71, no. 5 (2018): 2447–53. http://dx.doi.org/10.1590/0034-7167-2017-0728.

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ABSTRACT Objective: to understand, from the perspective of professors, which are the facilities and difficulties in the development of communication skills in nursing undergraduates who experiment different teaching-learning methodologies. Method: qualitative research performed with 30 nursing professors from two public education institutions. The data was collected by semi-structured individual interview with guiding questions. We used Bardin's content analysis for the data processing and analysis. Results: the development of communication skills is influenced by factors such as the experience of practical activities, students' individual characteristics, use of active methodologies, access to the mass media, relationship of proximity between student and professor, and knowledge of theoretical concepts of communication and nursing. Final considerations: there is similarity between the influential factors, however, the use of active methodologies seems to favor the development of communication skills.

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18

Forrester, David Anthony (Tony), Trish O'Keefe, and Sara Torres. "Professor in Residence Program: A Nursing Faculty Practice." Journal of Professional Nursing 24, no. 5 (2008): 275–80. http://dx.doi.org/10.1016/j.profnurs.2007.10.008.

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19

Hyun, Hye Sun, and Yunyoung Kim. "Moderating Effect of Professor-Student Interaction on the Relationship between Career Decision Self-efficacy and Major Satisfaction among Nursing Students." Journal of Korean Academic Society of Nursing Education 24, no. 1 (2018): 29–38. http://dx.doi.org/10.5977/jkasne.2018.24.1.29.

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Purpose: The purpose of this study was to investigate the effect of career decision self-efficacy on major satisfaction among nursing students, and to examine the moderating effect of professor-student interaction on career decision self-efficacy and major satisfaction. Methods: This study analyzed the data of 307 students among fourth-year university nursing students in A and C cities from May 2017 to July 2017 using the SPSS 24.0 statistics program. Results: There were significantly positive relationships between career decision self-efficacy, major satisfaction, and professor-student interaction. The professor-student interaction showed moderating effects in the relationship between career decision self-efficacy and major satisfaction, with 52.7% of explanatory power. Conclusion: This finding suggests the importance of career decision self-efficacy and the moderating effects of professor-student interaction to increase nursing students' satisfaction in their major. Therefore, it is necessary to make diverse efforts in the field of education to improve students' career decision self-efficacy and professor-student interaction.

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Terra, Marlene Gomes, Lucia Hisako Takase Gonçalves, Evanguelia Kotzias Atherino dos Santos, and Alacoque Lorenzini Erdmann. "Sensibility in the Relations and Interactions of Teaching and Learning to Be and Do Nursing." Revista Latino-Americana de Enfermagem 18, no. 2 (2010): 203–9. http://dx.doi.org/10.1590/s0104-11692010000200010.

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This qualitative study focused on proxemic feelings and feelings of detachment and ambiguity among professors-nurses concerning their experiences. This study aimed to reveal the meanings of sensibility held by being-professor-nurse in teaching and learning to be and do nursing. The theoretical-philosophical support is based on Merleau-Ponty's existential phenomenological approach and the hermeneutics phenomenology of Paul Ricoeur was used. Nineteen professors-nurses from a Higher Education institution in the South of Brazil were interviewed between November and December 2006. Sensibility was revealed as the capacity to observe details in order to intervene in a situation the best way possible, and also as a way to break with exclusive models of the cognitive-instrumental rationality of science and technique, since sensibility is the basis for developing other ways of teaching and learning to be and do Nursing.

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McCorkle, Ruth. "The Florence Schorske Wald Professor of Nursing Endowed Chair." Illness, Crisis & Loss 17, no. 4 (2009): 331–42. http://dx.doi.org/10.2190/il.17.4.g.

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Setting the purpose and honor of an endowed chair in context, this article explains the great privilege that encompasses the author's holding of the Florence Schorske Wald Endowed Chair in Nursing. Wald served as a professional inspiration through her foundational work in end-of-life care and hospice institutions, the fruits of which can be seen in Dr. McCorkle's own pursuit of more dignified institutional care for the dying. Throughout Dr. McCorkle's career she has consistently sought to dedicate herself to Wald's vision—a vision that countless other health care clinicians pursue and from which countless patients benefit. Wald's accomplishments make it clear that her giant imprint on the world of nursing will only continue for future caregivers and undoubtedly warrants the high honor of an endowed chair in her name.

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Yaqoob, Adnan. "A vision for nursing in Pakistan: is the change we need possible?" British Journal of Nursing 29, no. 1 (2020): 70–72. http://dx.doi.org/10.12968/bjon.2020.29.1.70.

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23

Scammell, Janet. "The Interim NHS People Plan: implications for nurse education." British Journal of Nursing 28, no. 20 (2019): 1337. http://dx.doi.org/10.12968/bjon.2019.28.20.1337.

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Proposals to tackle nursing recruitment and retention issues centre on addressing workplace culture and improving leadership, as Janet Scammell, Associate Professor (Nursing), Bournemouth University, explains

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Yancey, Nan Russell. "Writing From the Edge." Nursing Science Quarterly 30, no. 1 (2016): 24–31. http://dx.doi.org/10.1177/0894318416680527.

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On the 30th Anniversary of Nursing Science Quarterly, the 17-year journey of conceiving, launching, and guiding the “Teaching-Learning Column” was explored in this dialogue with Dr. Sandra Schmidt Bunkers, adjunct professor of nursing, South Dakota State University Brookings, South Dakota, founding contributing editor of the column, and Dr. Barbara Backer Condon, Professor of Nursing, Briar Cliff University, Sioux City, Iowa, contributing editor, 2012-2016. Reflecting on the shared stories, the challenge is offered to continue the tradition of the column in reading, writing, and thinking from the edge, to bravely consider what might be, daring to go beyond the confinements of mainstream thinking, and to vision as yet unimagined possibilities in teaching-learning in nursing.

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Donato, Emily, Lindsay Green, Ivy Serwah, and Reilly Sousa. "A Faith Community Nursing Initiative." Diversity of Research in Health Journal 2 (August 8, 2018): 88–101. http://dx.doi.org/10.28984/drhj.v2i0.218.

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Faith community nursing is introduced to students in third year of the BScN curriculum as one of the roles that nurses may have in community health. The plan to develop a faith community nursing placement was initiated when a local parish contacted the nursing professor to have student nurses assist with blood pressure screening and the organization of a health fair. This request created a unique opportunity to have three students placed with a nursing professor to address the health needs of the parish members. Partnerships with educational institutions have been found to enhance faith community health care, and provide learners such as nursing students with an opportunity to practice in a faith-based learning environment (Maitlen, Bockstahler, & Belcher, 2012; Otterness, Gehrke, & Sener, 2007). The main objectives of this initiative were to review the literature on faith community nursing, identify a model to guide the assessment and work that would occur within the setting, and to complete a needs assessment of the faith community. The assessment of the faith community was guided by the socio-ecological model (Campbell et al., 2007) which further informed the planning and delivery of the most appropriate health promotion activities within this setting.

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Holmes, Dave, and Cary Federman. "Response to Professor Sandelowski: Capital crimes." Nursing Inquiry 10, no. 2 (2003): 140–41. http://dx.doi.org/10.1046/j.1440-1800.2003.00171.x.

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Franco, João José de Sousa. "Clinical education of nursing: a supervision model." Revista de Enfermagem UFPE on line 2, no. 1 (2008): 102. http://dx.doi.org/10.5205/reuol.411-11240-1-le.0201200813.

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ABSTRACTTransformations in the nursing teaching had implied permanence time reduction of the professor in nursing clinical education. This has the duration of half of the course and being an activity of education and learning, it demands the study and reflection of orientation models taking care that the old ones are exceeded. Descriptive study, from quantitative nature, aiming at identify a students’ orientation model in nursing clinical education based on professors and nurses opinions. It was applied a questionnaire from 39 professors and 39 nurses, where they would have to choose the type of orientation that they preferred of between five definite types. The inclusion criterion was to guide students in nursing clinical education. The results indicated that in the global type 3 has been chosen more, having the professors preferred type 1 and the 3 and nurses types 3 and 4. It was identified significant statistic difference between the professors and nurses in the type 4 and between the nurses and nurses specialists in types 1, 3 and 4. It was not possible to identify an only type of education that leads to the construction of a model. It was proposed a model based on this results and author’s reflection, composed from four aspects: environment, scene, context and personages. Descriptor: education; nursing; teaching; methods.RESUMOAs transformações no ensino de Enfermagem implicaram a redução do tempo de permanência do professor em ensino clínico de Enfermagem. Este ocupa metade da duração do Curso e sendo uma actividade de ensino e aprendizagem, exige o estudo e reflexão de modelos de orientação atendendo a que os antigos estão ultrapassados. Estudo descritivo, de natureza quantitativa, com o objectivo geral de identificar um modelo de orientação de estudantes em ensino clínico de Enfermagem a partir das opiniões de docentes e enfermeiros. Aplicou-se um questionário a 39 docentes e 39 enfermeiros, em que deveriam escolher o tipo de orientação que preferiam dentre cinco tipos definidos. O critério de inclusão foi orientar alunos em ensino clínico. Os resultados indicaram que, no global, o ensino tipo 3 foi o mais escolhido, tendo os professores preferido os tipos 1 e 3 e, os enfermeiros, os tipos 3 e 4. Foi identificada diferença estatisticamente significativa entre os docentes e enfermeiros no tipo 4 e entre os enfermeiros e os enfermeiros especialistas nos tipos 1, 3 e 4. Não foi possível identificar um único tipo de ensino que conduza à construção de um modelo. Propõe-se um modelo de orientação, com base nos resultados e na reflexão do autor, composto por quatro aspectos: o ambiente, o cenário, o contexto e as personagens. Descritores: educação em enfermagem; ensino; métodos.RESUMENLas transformaciones en la educación de enfermería habían implicó la reducción de la permanencia del profesor en la enseñanza clínica de enfermería. Este ocupa la mitad de la duración del Curso y de ser una actividad de enseñanza y aprendizaje, exige el estudio y la reflexión de modelos de orientación considerando que los antiguos perdieron utilidad. Estudio descriptivo, de naturaleza cuantitativa, con el objectivo general de identificar un modelo de orientación de estudiantes en la educación clínica de enfermería a partir de las opiniones de los profesores y de las enfermeras. Se aplicó un cuestionario a 39 profesores y 39 enfermeras, donde debían elegir el tipo de orientación que prefirieron entre cinco tipos definidos. El criterio de inclusión fue dirigir estudiantes en la educación clínica. Los resultados indicaron en término global, que la enseñanza tipo 3 fue la más elegida, los profesores prefirieron los tipos 1 y 3 y las enfermeras los tipos 3 y 4. Fue identificado diferencia estadísticamente significativa entre los profesores y las enfermeras en el tipo 4 y entre las enfermeras y enfermeras especialistas en los tipos 1, 3 y 4. No fue posible identificar un único tipo de enseñanza que conduzca a la construcción de un modelo. Se propone un modelo de orientación, con base en los resultados y em la reflexión del autor, integrada por cuatro aspectos: el ambiente, el escenario, el contexto y los personages. Descriptores: educación en enfermería; enseñanza; métodos.

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Baker, Mark. "Finding a safe way: a grounded theory of male nurse practice in inpatient rehabilitation." Journal of the Australasian Rehabilitation Nurses' Association 22, no. 1 (2019): 28. http://dx.doi.org/10.33235/jarna.22.1.28.

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This research was conducted for the award of Doctor of Philosophy at the Susan Wakil School of Nursing and Midwifery, University of Sydney, under the supervision of Clinical Associate Professor Julie Pryor and Associate Professor Murray Fisher.

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Glasper, Alan, and Debbie Fallon. "Have the NMC educational standards become overly adult-centric?" British Journal of Nursing 30, no. 11 (2021): 684–85. http://dx.doi.org/10.12968/bjon.2021.30.11.684.

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Emeritus Professor Alan Glasper, from the University of Southampton, and Debbie Fallon, Chair of the Children's and Young People's Nursing Academics of the United Kingdom group, explore concerns raised by academic nurses regarding the Nursing and Midwifery Council standards for pre-registration nursing education

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Ferreira, Elaine Maria, and Maria Romana Friedländer. "Nursing educator professional’s satisfaction: a review of the literature." Revista de Enfermagem UFPE on line 1, no. 1 (2010): 72. http://dx.doi.org/10.5205/reuol.14-8775-1-le.0101200709.

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RESUMOAtravés desta revisão de literatura, reunimos conhecimentos existentes acerca da satisfação profissional e identificamos uma ampla diversidade teórica e conceitual, bem como a escassez de estudos que contemplem a satisfação profissional do enfermeiro educador. Esta revisão permitiu a percepção clara da necessidade da realização de pesquisas que identifiquem o estado de satisfação profissional, variáveis envolvidas e suas relações com a influência da trajetória da formação e do estágio de desenvolvimento profissional do enfermeiro professor de Enfermagem. Palavras-chave: Enfermagem; Satisfação no Emprego; Docente de Enfermagem.ABSTRACTBy means of a review in the literature we gathered the existing knowledge about professional satisfaction and we identified a vast theoretical and conceptual variety as well as lack of studies, which could look at the nurse educator’s satisfaction. This review allowed a clear perception of the need to carry out researches, which could identify the professional’s satisfaction status, the involved variables and their relationships with the influence of the formation trajectory and the stage of professional development of the nursing professor nurse. Keywords: Nursing; Job satisfaction; Nursing Professor.RESUMENAtraves de la revisión de la literatura, reunimos conocimientos existentes acerca de la satisfacción profesional e identificamos una amplia diversidad teórica y conceptual, bien como la escasez de estudios que contemplen la satisfacción profesional del enfermero educador. Esta revisión permitió la percepción clara de la necesidad de la realización de pesquisas que identifiquen el estado de satisfacción profesional, variables envueltas y sus relaciones con la influencia de la trayectoria de la formación y de prácticas de desarrollo profesional del enfermero profesor de Enfermería. Palabras clave: Enfermería; Satisfacción en el Empleo; Docente en Enfermería.

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Welyczko, Nikki. "A brief overview of recently published nursing and health articles." Gastrointestinal Nursing 18, no. 5 (2020): 10–11. http://dx.doi.org/10.12968/gasn.2020.18.5.10.

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Aranha, Ana Lúcia Batista, Leny Magalhaes Mrech, Adriana Pereira Gonçalves Zacharias, Luana Prado Figueredo, Catarina Terumi Abe Mendonça, and Maria de Fátima Prado Fernandes. "Formação do eu professor na abordagem Walloniana*." Revista da Escola de Enfermagem da USP 49, spe2 (2015): 75–82. http://dx.doi.org/10.1590/s0080-623420150000800011.

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RESUMO Objetivos Analisar como o professor percebe a construção de seu Eu Professor na perspectiva de Wallon e conhecer como vivencia seu cotidiano na escola na condição de ser o si mesmo e o outro. Método Estudo qualitativo que contou com 13 participantes atuantes no Curso Bacharelado em Enfermagem. A coleta de dados foi realizada em 2013, por meio de entrevistas submetidas à análise temática. Resultados Emergiram três categorias: Construção do Eu Professor; Viver o cotidiano apoiado em si mesmo e no outro; e Componentes da construção do Eu Professor, com destaque para a conscientização e valorização de si mesmo e do outro, edificando a construção do Eu Professor. Conclusão Os professores percorreram uma trajetória na qual permitiu reconhecer o si mesmo em diferentes movimentos da internalização do Eu.

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Welyczko, Nikki. "A brief overview of recently published nursing and health articles." Gastrointestinal Nursing 18, no. 1 (2020): 12–16. http://dx.doi.org/10.12968/gasn.2020.18.1.12.

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Welyczko, Nikki. "A brief overview of recently published nursing and health articles." Gastrointestinal Nursing 18, no. 3 (2020): 10–13. http://dx.doi.org/10.12968/gasn.2020.18.3.10.

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Welyczko, Nikki. "A brief overview of recently published nursing and health articles." Gastrointestinal Nursing 18, no. 6 (2020): 12–15. http://dx.doi.org/10.12968/gasn.2020.18.6.12.

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Heslop, Angela. "Emeritus professor Abe Guz was a great friend to nursing." Nursing Standard 28, no. 39 (2014): 35. http://dx.doi.org/10.7748/ns.28.39.35.s41.

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Fabricius, Julia. "Has nursing sold its soul? A response to Professor Banks." Nurse Education Today 16, no. 1 (1996): 75–77. http://dx.doi.org/10.1016/s0260-6917(96)80097-9.

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Li, Venice, Hilary Kwok, and Joey Chan. "Pioneer of nursing reforms: an interview with Professor Frances Wong." Hong Kong Medical Journal 25, no. 4 (2019): 339–40. http://dx.doi.org/10.12809/hkmj1908hc.

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Glasper, Alan. "Strategies to boost the mental health and learning disability nursing workforce." British Journal of Nursing 30, no. 3 (2021): 194–95. http://dx.doi.org/10.12968/bjon.2021.30.3.194.

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Haussler, Susan C., Eija Paavilainen, and Päivi Åstedt-Kurki. "Finnish students' perceptions of a visiting professor." Journal of Professional Nursing 19, no. 2 (2003): 99–105. http://dx.doi.org/10.1053/jpnu.2003.13.

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Rambur, Betty. "Aesthetic Expression." International Journal of Human Caring 8, no. 2 (2004): 61. http://dx.doi.org/10.20467/1091-5710.8.2.61.

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Glasper, Alan, and Diane Carpenter. "Celebrating 100 years of nurse regulation." British Journal of Nursing 28, no. 22 (2019): 1490–91. http://dx.doi.org/10.12968/bjon.2019.28.22.1490.

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Emeritus Professor Alan Glasper, from the University of Southampton, and Mental Health Lecturer and Nurse Historian Diane Carpenter, from the University of Plymouth, discuss the centenary of nurse regulation and consider polices and historical debates that shaped today's nursing regulator, the Nursing and Midwifery Council

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Glasper, Alan. "Healthcare regulators' responses to the COVID-19 pandemic." British Journal of Nursing 29, no. 8 (2020): 484–85. http://dx.doi.org/10.12968/bjon.2020.29.8.484.

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Glasper, Alan. "The legacy of Florence Nightingale's educational reforms for nursing." British Journal of Nursing 29, no. 16 (2020): 980–81. http://dx.doi.org/10.12968/bjon.2020.29.16.980.

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In recognition of the International Year of the Nurse and Midwife, Emeritus Professor Alan Glasper of the University of Southampton explains how Nightingale's reforms were disseminated at home and abroad

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Glasper, Alan. "Simulation and student learning: will NMC policy lead to lasting change?" British Journal of Nursing 30, no. 8 (2021): 498–99. http://dx.doi.org/10.12968/bjon.2021.30.8.498.

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Emeritus Professor Alan Glasper, from the University of Southampton, discusses a new initiative from the Nursing and Midwifery Council to increase clinical learning through simulation during the COVID-19 pandemic

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Glasper, Alan. "Should the RCN re-join the International Council of Nurses?" British Journal of Nursing 29, no. 20 (2020): 1218–19. http://dx.doi.org/10.12968/bjon.2020.29.20.1218.

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Scammell, Janet. "Pressure to place patients at the centre of care has humanised health research." British Journal of Nursing 29, no. 5 (2020): 321. http://dx.doi.org/10.12968/bjon.2020.29.5.321.

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The tone of research has changed, says Janet Scammell, Associate Professor (Nursing), Bournemouth University, and it is important that nurses consider the extent of user involvement when undertaking or citing research

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Wilkinson, John. "Comment." Nursing Ethics 5, no. 2 (1998): 167–72. http://dx.doi.org/10.1177/096973309800500208.

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A recent article published in Nursing Ethics, written by Professor Bridgit Dimond, highlighted the topic of noncompliance by patients and attention was drawn to a number of issues relevant to health care professionals. In this response, some specific challenges facing nurses are considered in the light of Professor Dimond’s arguments. In doing so, the notion of compliance as an appropriate concept in modern nursing practice is questioned. The recommendations to emerge include strategies to consider patient response to treatment regimens in the form of adherence to health care advice through negotiated therapy. The claimed benefits of health care recommendations are considered and caution about iatrogenesis is advised.

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Hegge, Margaret J. "Humanbecoming and Practice." Nursing Science Quarterly 25, no. 2 (2012): 141–43. http://dx.doi.org/10.1177/0894318412437951.

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In this column a synthetic definition of fairness-unfairness is followed by a situation study involving an exchange between two undergraduate nursing students and their professor. A series of situations unfolds in which the students encounter a refugee and her family as they enter the American healthcare system. Students share their impressions of fairness-unfairness in this family’s experiences. The professor interacts with the students to demonstrate the humanbecoming way of being with persons while bearing witness to the choices made in living out their values.

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Glasper, Alan. "How Nightingale's concept for a school of nursing changed global nurse education." British Journal of Nursing 29, no. 15 (2020): 904–5. http://dx.doi.org/10.12968/bjon.2020.29.15.904.

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In recognition of the International Year of the Nurse and Midwife Emeritus Professor Alan Glasper of the University of Southampton discusses how Nightingale led the way for schools of nursing across the world

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