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For more than a year, the COVID-19 pandemic has caused unprecedented stress, anxiety, sadness, and fear, but it has also allowed people to reflect, learn, self-improve, and change. In this article, the author demonstrates how reflective practice enabled her to improve in two distinctly different leadership roles.

Nursing technicians represent one of the largest numbers of health professionals and have a wide field of activity. The job market takes into account, in addition to technical skills, interpersonal skills in hiring professionals and training a professional with such a profile is a constant challenge. The objective was to describe the profile of the graduates of the technical course in nursing of the first ten years of existence of the researched institution, as well as the training received and insertion in the job market. This is a descriptive study with a cross-sectional design carried out with graduates of a technical course in nursing of the federal education network from 2010 to 2019. A structured instrument sent by Google Forms® was used. A total of 143 graduates were included, with a predominance of: women (93.7%, n = 134), young people (30.1 ± 8.6 years), entry into the labor market within one to six months after graduation (51 .5%, n = 67), working in hospitals (74.0%, n = 97), in critical sectors (26.7%, n = 37) and with low remuneration (average of R$ 1,702.92). The profile raised reinforces the professional characteristic of the majority of women, with a single employment relationship and low remuneration. The participants achieved rapid insertion in the job market and the education offered had a positive impact on their professional performance and on the achievement of their first job. Los técnicos de enfermería representan uno de los mayores números de profesionales de la salud y tienen un amplio campo de actividad. El mercado de trabajo tiene en cuenta, además de las habilidades técnicas, las habilidades interpersonales en la contratación de profesionales y formar un profesional con ese perfil es un desafío constante. El objetivo fue describir el perfil de los egresados del curso técnico en enfermería de los primeros diez años de existencia de la institución investigada, así como la formación recibida y la inserción en el mercado de trabajo. Se trata de un estudio descriptivo con diseño transversal realizado con egresados de un curso técnico en enfermería de la red federal de educación del 2010 al 2019. Se utilizó un instrumento estructurado enviado por Google Forms®. Se incluyeron un total de 143 egresados, con predominio de: mujeres (93,7%, n = 134), jóvenes (30,1 ± 8,6 años), ingreso al mercado laboral entre uno y seis meses después de egresar (51,5%, n = 67), trabajando en hospitales (74,0%, n = 97), en sectores críticos (26,7%, n = 37) y con baja remuneración (promedio de R$ 1.702,92). El perfil planteado refuerza la característica profesional de la mayoría de las mujeres, con una única relación laboral y baja remuneración. Los participantes lograron una rápida inserción en el mercado laboral y la educación ofrecida tuvo un impacto positivo en su desempeño profesional y en la consecución de su primer empleo. Os técnicos em enfermagem representam um dos maiores quantitativos de profissionais da saúde e têm um amplo campo de atuação. O mercado de trabalho leva em consideração, além de habilidades técnicas, competências interpessoais na contratação dos profissionais e formar um profissional com tal perfil é um constante desafio. Objetivou-se descrever o perfil dos egressos do curso técnico em enfermagem dos primeiros dez anos de existência da instituição pesquisada, bem como a formação recebida e inserção no mercado de trabalho. Trata-se de estudo descritivo com delineamento de corte transversal realizado com egressos de um curso técnico em enfermagem da rede federal de educação dos anos de 2010 a 2019. Utilizou-se instrumento estruturado próprio encaminhado pelo Google Forms®. Foram incluídos 143 egressos, com predomínio de: mulheres (93,7%, n = 134), jovens (30,1 ± 8,6 anos), ingresso no mercado de trabalho no período de um a seis meses após a formação (51,5%, n = 67), atuando em hospitais (74,0%, n = 97), em setores críticos (26,7%, n = 37) e com baixa remuneração (média de R$ 1.702,92). O perfil levantado reforça a característica profissional de maioria feminina, com único vínculo empregatício e baixa remuneração. Os participantes alcançaram rápida inserção no mercado de trabalho e o ensino ofertado impactou positivamente na atuação profissional e na conquista do primeiro emprego.

Associate's Degree in Nursing (ADN) programs rarely offer international service learning experiences. A project involving an ADN program in a southwestern U.S. border city and a care facility in a nearby city in Mexico was initiated to address cultural competence. The purpose of this study was to assess the impact of an international service learning experience on ADN students' cultural competence as measured by pre- and post-scores on the student version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV). Twenty third-semester ADN students participated in a 1-day cross-border international experience. Descriptive statistics provided summaries about the participants and their IAPCC-SV scores. Results indicated a positive effect between participating in an international service learning experience and increased levels of cultural competence. Increasing ADN students' cultural competence through international service learning may help reduce health care disparities among different cultures, promote care that enhances communication between nurses and patients, and build upon therapeutic relationships. International service learning provides ADN students the opportunity to incorporate classroom learning into their care of populations living within diverse communities.

Background and PurposeChallenges abound as to the goal of “80% BSN by 2020.” This study reports the use and the psychometric properties of the Barriers to Baccalaureate Nursing Education instrument among associate degree nursing students.MethodsAnalyses included content validity, component analysis with oblique rotation, and hypothesis testing.ResultsFour factors with total variance explained of 61.24% emerged: Dispositional, Situational, and two Institutional barriers. Reliability coefficients ranged .62–.88. Group differences in subscale scores based on educational level, number of dependents, hours worked, and age were found along with correlations.ConclusionsThe instrument demonstrated adequate validity and reliability. A structural framework toward understanding the barriers to baccalaureate education among students and nurses is provided. Future studies should include psychometric testing for further refinement, validity, and reliability.

Objective: to describe the training-professional profile of nursing professors in the vocational course in nursing at the Technical Schools of the Unified Health System. Methods: a quantitative descriptive research, carried out with 61 nurses who are professors of technical courses in nursing at five technical schools in three Brazilian regions. Data were collected through an online questionnaire and submitted to descriptive analysis. Results: only 36% of teaching nurses were licensed and 80% had a specialization in nursing or health. Although 95.1% of participants considered training for teaching necessary, 44.2% did not have qualifications for this job. The average length of work in care was 8 years, focusing on the hospital network. Conclusion: the need for professor training and investment in it is evidenced, as the training of essential workers for nursing care and consolidation of the Unified Health System is on the agenda. RESUMEN Objetivo: describir el perfil formativo-profesional de los profesores de enfermería en el curso técnico en enfermería de las Escuelas Técnicas del Sistema Único de Salud. Métodos: investigación cuantitativa, descriptiva, realizada con 61 enfermeras que son profesoras de cursos técnicos en enfermería en cinco escuelas técnicas en tres regiones brasileñas. Los datos se recopilaron a través de un cuestionario en línea y se sometieron a análisis descriptivo. Resultados: se destaca que solo el 36% de los profesores de enfermería tenía licencia y el 80% tenía especialización en el campo de la enfermería o la salud. Si bien el 95,1% de los participantes consideró necesaria la formación para la docencia, el 44,2% no tenía la calificación para este puesto. El tiempo promedio de experiencia en la atención fue de 8 años, con foco en la red hospitalaria. Conclusión: se evidencia la necesidad de formación e inversión docente en la misma, ya que la formación de los trabajadores esenciales para la atención de enfermería y la consolidación del Sistema Único de Salud está en la agenda. RESUMO Objetivo: descrever o perfil formativo-profissional dos enfermeiros docentes do curso técnico em enfermagem das Escolas Técnicas do Sistema Único de Saúde. Métodos: pesquisa quantitativa, do tipo descritiva, realizada com 61 enfermeiros professores de cursos técnicos em enfermagem de cinco escolas técnicas de três regiões brasileiras. Os dados foram coletados por questionário online e submetidos à análise descritiva. Resultados: destaca-se que apenas 36% dos enfermeiros docentes eram licenciados e 80% tinham especialização na área de enfermagem ou saúde. Apesar de 95,1% dos participantes considerar necessária a formação para o ensino, 44,2% não tinha qualificação para este trabalho. O tempo médio de atuação na assistência foi de 8 anos, concentrando-se na rede hospitalar. Conclusão: evidencia-se a necessidade de formação docente e o investimento nesta, pois está em pauta a formação de trabalhadores essenciais para o cuidado em enfermagem e consolidação do Sistema Único de Saúde.

RESUMO Objetivo Caracterizar os pontos e contrapontos no desenvolvimento da interdisciplinaridade na formação técnica em Enfermagem. Método Estudo exploratório-descritivo com abordagem qualitativa realizada por meio de entrevistas com 30 docentes e coordenadores de cursos técnicos em Enfermagem de 12 diferentes regiões do estado de São Paulo. A análise dos dados foi de conteúdo temática. Resultados No que se refere à temática de direcionamento institucional, constatou-se que, embora existam iniciativas para promover a interdisciplinaridade, uma vez que há capacitação docente e definição de metas para articulação com outros cursos e para o trabalho em conjunto entre os docentes das disciplinas, estas ainda são vagas e pouco efetivas. Na temática, implementação da interdisciplinaridade pelos docentes, verifica-se que eles buscam diferentes formas de integração, mas esbarram na estrutura curricular, na forma de contratação docente e na resistência às mudanças. Sobre a compreensão conceitual, há o reconhecimento de aspectos relevantes do seu significado; porém, admitem a existência de limites. Conclusão A instituição define uma trajetória visando à interdisciplinaridade, os docentes buscam percorrer o caminho de sua implementação, porém encontram entraves estruturais, pouca compreensão conceitual e resistência a mudanças. Depreende-se que são necessários esforços para avançar na implementação curricular na lógica interdisciplinar. RESUMEN Objetivo Caracterizar los puntos y contrapuntos en el desarrollo de la interdisciplinaridad en la formación técnica en Enfermería. Método Estudio exploratorio-descriptivo con abordaje cualitativa realizada por medio de entrevistas con 30 docentes y coordinadores de cursos técnicos en Enfermería de 12 diferentes regiones de la provincia de São Paulo. El análisis de los datos fue de contenido temático. Resultados En lo que concierne al tema de direccionamiento institucional, se verificó que, aunque existan iniciativas para promover la interdisciplinariedad, una vez que hay capacitación a los docentes y definición de metas para articulación con otros cursos y para el trabajo en equipo entre los docentes de las disciplinas, todavía son imprecisas y poco efectivas. En el tema implementación de la interdisciplinariedad por los docentes se verificó que buscan diferentes formas de integración, pero encuentran obstáculos en la estructura curricular, en la manera de contratar a los docentes y en la resistencia a cambios. Acerca de la comprensión conceptual, existe el reconocimiento de aspectos relevantes de su significado, pero se admite la existencia de límites. Conclusión La institución define una trayectoria que tiene como objetivo la interdisciplinariedad, los docentes buscan su implementación, pero encuentran barreras estructurales, poca comprensión conceptual y resistencia a cambios. Se concluye que esfuerzos son necesarios para avanzar en la implementación curricular en la lógica interdisciplinar. ABSTRACT Objective To characterize the points and counterpoints in the development of interdisciplinarity in the nursing technical training. Method This is an exploratory-descriptive study with a qualitative approach conducted through interviews with 30 teachers and coordinators of nursing technical courses from 12 different regions of the state of São Paulo. Data analysis was performed through theme-based content analysis. Results Regarding the theme of institutional orientation, it was found that, although there are initiatives to promote interdisciplinarity, since there is teacher training and definition of goals for articulation with other courses and for the joint work among the teachers of the disciplines, these are still vague and ineffective. As for the theme, the implementation of interdisciplinarity by the teachers, it is observed that they seek different forms of integration, but they come across the curricular structure, the form of teacher hiring, and the resistance to changes. With respect to the comprehension of the concept, relevant aspects of its meaning are recognized; however, they admit the existence of limits. Conclusion The institution defines a trajectory aiming at interdisciplinarity, the teachers try to follow the path for its implementation; however, they find structural obstacles, little comprehension of the concept, and resistance to changes. It appears that efforts are needed to advance the curricular implementation with the logics of interdisciplinarity.

Incentivizing nursing students in associate degree programs (ADN) and facilitating transition into RN-to-BSN studies has been a goal of the nursing profession. One partnership has established an "early decision" model for students who want to declare their intent to seek a BSN while earning the ADN. This article discusses how the model creates a relationship between the college, the university, and the student to support the student's transition to the university and academic success.

Background Dedicated education unit (DEU) clinical education models are an innovative, evidence-based approach to create effective learning environments for students. These models have been implemented primarily in acute care settings. Problem The gap between nursing education and clinical practice in rural health care settings is a growing concern, compounded by a nursing faculty shortage and decreased availability of clinical sites. Approach A descriptive study design was used to assess the outcomes of a DEU model of clinical practice with associate degree nursing students in a rural primary care clinic, using registered nurses (RNs) who were prepared as clinical nurse teachers. Outcomes Associate degree nursing students experienced the RN role in primary care, worked with nurses who wanted to teach them, and improved their nursing skills. Conclusions The DEU model is a positive clinical teaching pedagogy for students and staff nurses.

Assessment of students' learning and achievement requires active involvement of participating students, preceptors and lecturers. The lecturers have overall responsibility for both the content of the assessment and students' learning. The aim of the present study was to investigate lecturers' reflections on the mid-course discussion and final assessment that are part of nursing students' clinical practice education. The design was descriptive and had a qualitative approach. Repeated group discussions were undertaken with 14 lecturers at two university campuses in Norway. Five categories were identified: preparing for the three-part discussion, creating a collaborative atmosphere, facilitating student learning, verifying student learning, using the assessment tool to create the assessment discussion; one theme emerged: ‘being able to see and justify students’ learning processes'. Lecturers' reflections on both assessment discussions and students' learning proceeded from a clear pedagogical viewpoint.

Background Nurses need to take a lead in reducing medical errors. Formal education of systems thinking (ST) can be a catalyst for error prevention. Problem Integration of ST in RN-BSN education has not been studied. Approach A descriptive, cross-sectional design using survey methods was used. Outcomes Deans of accredited RN-BSN programs across the Midwest reported on ST integration across their RN-BSN programs. Gaps in ST integration were identified as (1) a lack of evaluation tools to determine mastery of systems theory, thinking and awareness, and the application of quality and safety competencies for systems-level synthesis and (2) program outcomes emphasizing autonomy of systems-level decisions. Conclusions Systems thinking was integrated across curricula among most accredited RN-BSN programs in the Midwest. Recommendations are to integrate systems theory into program outcomes and to develop evaluation tools that validate ST mastery.

Background: To improve the quality of patient care, the Institute of Medicine has called for eliminating barriers to academic progression for nurses. Despite this call, nurses who matriculate from institutions that lack national nursing-specific accreditation are denied admission to advanced degree programs. Method: Within an online RN-to-baccalaureate nursing (BSN) program, the performance of students who matriculated from institutions lacking discipline-specific accreditation was compared with student performance representative of programs holding discipline-specific accreditation. The bases for comparison were grade point average (GPA), on-time completion rate, and academic withdrawal. Results: Students admitted from institutions lacking national nursing accreditation had a higher on-time completion rate and a lower GPA than comparison groups. Differences in GPA were statistically insignificant ( p > .05). Evidence regarding withdrawals was insufficient for adequate comparisons. Conclusion: Admission policies that deny education opportunities to candidates from institutions lacking national nursing accreditation may create unwarranted barriers to educational advancement. [ J Contin Educ Nurs. 2019;50(1):15–19.]

Objective: To identify possibilities for developing teaching community of practice as a permanent training strategy for teaching in vocational nursing education. Method: This is a qualitative action research, carried out with vocational training professors and pedagogical coordination of a Unified Health System Vocational School of Ceará. Data were collected by focus groups and submitted to Bardin’s content analysis, supported by the Qualitative Data Analysis Software. Results: Possibilities for the development of teaching community of practice were identified by the perception of the need for teacher training, difficulty in reconciling work and study, and the feasibility of promoting this training in a group. Conclusion: Teaching community of practice, in addition to being a viable strategy for nursing professor education, is urgent, as the training of secondary-level workers is crucial for quality of care and consolidation of the Unified Health System. RESUMEN Objetivo: Identificar posibilidades para el desarrollo de una comunidad de práctica docente como estrategia de formación permanente para la docencia en educación técnica en enfermería. Método: Investigación cualitativa del tipo investigación-acción, realizada con profesores del curso técnico en enfermería y coordinación pedagógica de una Escuela Técnica del Sistema Único de Salud de Ceará. Los datos fueron recopilados por grupos focales y enviados al análisis de contenido de Bardin, con el apoyo del software de análisis de datos cualitativos. Resultados: Se identificaron posibilidades para el desarrollo de una comunidad de práctica docente a través de la percepción de la necesidad de formación docente, la dificultad para conciliar trabajo y estudio, y la viabilidad de promover esta formación en grupos. Conclusión: La comunidad de práctica docente, además de ser una estrategia viable para la formación del profesorado de enfermería, es urgente, pues la formación de los trabajadores del nivel secundario es fundamental para la calidad de la atención y la consolidación del Sistema Único de Salud. RESUMO Objetivo: Identificar possibilidades para o desenvolvimento de Comunidade de Prática docente como estratégia de formação permanente para a docência na educação técnica em enfermagem. Método: Pesquisa qualitativa do tipo pesquisa-ação, realizada com professores do curso técnico em enfermagem e coordenação pedagógica de uma Escola Técnica do Sistema Único de Saúde do Ceará. Os dados foram coletados por grupos focais e submetidos à análise de conteúdo de Bardin, com suporte do Qualitative Data Analysis Software. Resultados: Possibilidades para o desenvolvimento de comunidade de prática docente foram identificadas mediante a percepção da necessidade de formação docente, dificuldade de conciliar trabalho e estudo e viabilidade de promover esta formação em grupo. Conclusão: A comunidade de prática docente, além de ser uma estratégia viável para a formação docente em enfermagem, é premente, pois a formação de trabalhadores de nível médio é determinante para a qualidade do cuidado e consolidação do Sistema Único de Saúde.

Objectives: to analyze quality of sleep among students of technical courses in nursing according to the exercise of work activity. Methods: a cross-sectional and analytical research, with 213 students from Paraná. Characterization data and the Pittsburg Sleep Quality Index were collected between March and June 2020 and analyzed descriptively and inferentially. Results: quality of poor sleep was 76.5% among those who work and 75.3% among those who do not work. Difficulty in reconciling personal and academic life (p=0.016;adjOR:3.450) and indicating anxiety due to school activities (p=0.017;adjOR:3.236) increased the chances of poor sleep quality among working students. Satisfaction with health reduced the chances of poor sleep quality, regardless of exercising work activity (p=0.002;adjOR:0.210) or not (p=0.008;adjOR:0.215). Conclusions: students who performed work activities have worse sleep quality due to anxiety and the multiple activities to be reconciled with the study. RESUMEN Objetivos: analizar la calidad del sueño en estudiantes de cursos técnicos en enfermería según el ejercicio de la actividad laboral. Métodos: investigación transversal y analítica, con 213 estudiantes de Paraná. Los datos de caracterización y el Índice de Calidad del Sueño de Pittsburg se recopilaron entre marzo y junio de 2020 y se analizaron de forma descriptiva e inferencial. Resultados: la calidad del mal sueño fue del 76,5% entre los que trabajan y del 75,3% entre los que no trabajan. La dificultad para conciliar la vida personal y académica (p=0,016;ORaj:3,450) y la indicación de ansiedad por las actividades escolares (p=0,017;ORaj:3,236) aumentaron las posibilidades de mala calidad del sueño entre los estudiantes trabajadores. La satisfacción con la salud redujo las posibilidades de mala calidad del sueño, independientemente de la actividad laboral (p=0,002;ORaj:0,210) o no (p=0,008;ORaj:0,215). Conclusiones: los estudiantes que realizaban actividades laborales presentaron peor calidad de sueño debido a la ansiedad y las múltiples actividades a conciliar con el estudio. RESUMO Objetivos: analisar a qualidade do sono entre estudantes de cursos técnicos em enfermagem segundo o exercício de atividade laboral. Métodos: pesquisa transversal e analítica, com 213 alunos paranaenses. Dados de caracterização e o Índice da Qualidade do Sono de Pittsburg foram coletados entre março e junho de 2020 e analisados descritiva e inferencialmente. Resultados: a qualidade do sono ruim foi de 76,5% entre os que trabalham e de 75,3% entre os que não trabalham. Dificuldade de conciliar vida pessoal e acadêmica (p=0,016;ORaj:3,450) e indicar ansiedade devido às atividades escolares (p=0,017;ORaj:3,236) aumentaram as chances de qualidade do sono ruim entre os alunos que trabalham. A satisfação com a saúde reduziu as chances de qualidade do sono ruim, independente de exercer atividade laboral (p=0,002;ORaj:0,210) ou não (p=0,008;ORaj:0,215). Conclusões: os estudantes que exerciam atividades laborais apresentam pior qualidade do sono devido à ansiedade e as múltiplas atividades a serem conciliadas com o estudo.

The nursing associate is a new role in England, creating a bridge between unqualified health care assistants and registered nurses. Health Education England (HEE) and the Nursing and Midwifery Council (NMC) were instrumental in designing a national curriculum for this new qualification (HEE, 2017). Pilot schemes were quickly set up, including the launch of the University of Gloucestershire's 2-year Foundation Degree Nursing Associate programme in April 2017. My work supporting Trainee Nursing Associates (TNAs) to meet the new NMC requirements has led to reflection upon issues of educational consistency and, in particular, an exploration of the evidence base for 100% applied numeracy standards. This paper sets out discussion points around consistency and validity that are broadly applicable to nurse education across the U.K.

BACKGROUND Medication errors, now thought to be 4 times greater than previous estimates, harm patients, families, health care institutions, and nurses themselves, who are second victims of their mistakes. PROBLEM Current nursing education may lack coherent medication safety frameworks other than the classic Five Rights construct. APPROACH This project piloted an educational intervention with senior associate degree nursing students based on high-reliability organization (HRO) safety principles. OUTCOMES Subjects evaluated the HRO safety concepts learning experience positively and improved pretest to posttest scores by 74%. CONCLUSIONS This study demonstrates subjects' ready acceptance and comprehension of HRO safety theory as applied to medication safety, an alternative to the Five Rights construct.

Nursing technicians make up the largest portion of professionals in the health sector, and as such, their training and performance deserve attention. Teaching-service integration works as a strategy for simultaneous reorganization, both in the world of professional training and in the world of work. This study aimed to understand teaching-service integration in technical nursing education using a qualitative, exploratory-descriptive method. To gather information, collective interviews were conducted with 34 participants, including managers, teachers, students and professionals. Content analysis was used for the treatment of information. It was found that teaching-service integration can benefit training and professional performance, although there are challenges to be overcome to consolidate its proposal. It is concluded that, there is no institutionalized structure that guides practices, causing institutions to create partnerships with one another, in a dialogical and constructive stance, with bilateral agreement of objectives, creating opportunities for healthcare qualification. Descriptors: Education, Nursing, Associate; Teaching Care Integration Services; Education Nursing. Os técnicos de Enfermagem compõem a maior parcela de profissionais no setor saúde, logo sua formação e atuação merecem atenção. A integração ensino-serviço funciona como estratégia para reorganização simultânea, tanto do mundo da formação profissional quanto do mundo do trabalho. Esta pesquisa objetivou compreender a integração ensino-serviço na formação técnica em Enfermagem e utilizou-se de método qualitativo, exploratório-descritivo. Para estudo das informações, foram realizadas entrevistas coletivas com 34 participantes, sendo gestores, professores, estudantes e profissionais. Para tratamento das informações, utilizou-se análise de conteúdo. Verificou-se que a integração ensino-serviço, pode beneficiar a formação e a atuação profissional, entretanto há desafios a serem superados para consolidação de sua proposta. Conclui-se que, não há uma estrutura institucionalizada que norteie as práticas, tornando as instituições parceiras entre si, em uma postura dialógica e construtiva, com pactuação bilateral de objetivos, abrindo oportunidades para qualificação da assistência em saúde. Descritores: Educação Técnica em Enfermagem; Serviços de Integração Docente-Assistencial; Educação em Enfermagem.

Orientador: Eliete Maria Silva Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Enfermagem Resumo: INTRODUÇÃO: o objeto de investigação desta pesquisa é a formação técnica de enfermagem e sua relação com os princípios do Sistema Único de Saúde. A educação é concebida, neste estudo, como processo de trabalho desenvolvido pelo homem, sendo influenciado e determinado por fatores sociais e políticos, por isso, foi realizada retrospectiva histórica sobre a formação técnica de enfermagem, bem como do surgimento do SUS. OBJETIVOS: analisar o processo ensino-aprendizagem na formação do técnico de enfermagem em relação aos princípios do SUS em uma instituição pública de ensino da região metropolitana de Campinas; identificar como as professoras e a coordenadora da instituição percebem a formação técnica em enfermagem para os princípios do SUS; investigar como egressos do curso técnico de enfermagem percebem a formação para os princípios do SUS; e avaliar a aderência do planejamento e do projeto político-pedagógico (PPP) da instituição em relação aos requerimentos do ensino técnico de enfermagem na perspectiva do SUS. REFERENCIAL TEÓRICO-METODOLÓGICO: trata-se de um estudo de natureza qualitativa e histórico-social. Foi empregada a análise documental. Os dados obtidos foram interpretados segundo a Teoria da Análise de Conteúdo, modalidade temática para analisar os relatos obtidos através de entrevistas semiestruturadas com 12 egressos do curso técnico de enfermagem e 11 docentes. RESULTADOS: os dados analisados revelaram as contradições e as semelhanças dos depoimentos de docentes e egressos, que permitiram a construção de uma trajetória dividida em duas categorias: prática pedagógica e processo educativo, com suas respectivas unidades de registro, permitindo compreender, pela fala dos entrevistados, o delineamento dessas categorias na formação do técnico de enfermagem. CONCLUSÃO: os grupos e a instituição analisados permitiram identificar como se dá a percepção sobre a formação técnica de enfermagem e os princípios do SUS, permitindo alcançar os objetivos deste estudo. Com a análise do PPP da instituição e do plano de curso técnico de enfermagem, pode-se concluir que há baixa aderência ao que é preconizado como formação técnica na perspectiva do SUS. Pela relevância do tema, o estudo contribui para o fortalecimento do SUS e para o aperfeiçoamento da formação técnica de enfermagem segundo os princípios desse sistema Abstract: INTRODUCTION: the object of investigation of this research is the technical formation of nursing and its relationship with the principles of the Unified Health System. Education is conceived in this study as a work process developed by man, being influenced by social and political factors, so a historical retrospective was conducted on the technical formation of nursing, as well as the emergence of the SUS. OBJECTIVES: To analyze the teaching-learning process in the training of nursing technicians in relation to the principles of the Unified Health System in the school in question; Identify how the teachers and coordinator of this institution perceive the technical training in nursing for the principles of the Unified Health System; Investigating how graduates of the nursing technical course perceive the training for the principles of the SUS and Evaluate the adherence of the planning and pedagogical political project of the institution in relation to the requirements of technical nursing education from the perspective of the Unified Health System. THEORETICAL-METHODOLOGICAL FRAMEWORK: This is a descriptive study, qualitative and historical-social. Documental analysis and the data obtained were interpreted according to the theory of Content Analysis, a thematic modality to analyze the reports obtained through semi-structured interviews for 12 graduates of the nursing technical course and 11 professors. The dialectical reference was used. RESULTS: In this research, with the objective of analyzing training, through the teaching-learning process, involving teachers and graduates, the analyzed data were distributed into two categories: pedagogical practice and educational process, with their respective registration units. CONCLUSION: The groups and institution analyzed allowed identifying how the perception about technical nursing education and the principles of the Unified Health System occurs. With the analysis of the PPP of the institution and the nursing technical course plan, a low adherence to what is recommended as technical training from the perspective of the Unified Health System can be concluded. Due to the relevance of the theme, further studies are suggested Mestrado Cuidado e Inovação Tecnológica em Saúde e Enfermagem Mestra em Ciências da Saúde CAPES 001

Aim This project developed a comprehensive set of bachelor of science in nursing (BSN) completion messaging materials that associate degree in nursing (ADN) faculty can use to advise and encourage students to complete the BSN. Background The Future of Nursing report calls for increasing the proportion of baccalaureate-prepared nurses to 80 percent by 2020. Faculty who teach in ADN programs have opportunities to advise students in advancing their nursing education yet often lack information to guide these conversations. Method After development of BSN completion messaging materials, the products were evaluated by faculty from two Kansas ADN programs. Results ADN faculty positively evaluated the format and content of the messaging materials. They appreciated having a variety of customizable resources to share with students in group and individual sessions. Conclusion Next steps include disseminating the messaging materials to ADN programs and practice-based nursing leaders to guide education conversations about academic progression of ADN-prepared nurses.

BACKGROUND This study investigated the effect of a patient education video followed by retelling the process of bowel preparation on colonoscopy bowel preparation quality. MATERIAL AND METHODS This was a prospective, randomized, controlled clinical trial of outpatients undergoing colonoscopy. Patients were randomized (1: 1) to the video + retelling group or the control group. The primary endpoint was to assess the bowel preparation quality using the Ottawa Bowel Preparation Quality scale (Ottawa score). Risk factors associated with poor bowel preparation were also evaluated. RESULTS The video + retelling group had a higher percentage of patients with adequate colonoscopy bowel preparation (Ottawa score

Background: Associate Degree in Nursing (ADN)-to-Bachelor of Science in Nursing (BSN) programs are designed to advance the ADN-prepared RNs' clinical reasoning and analytical skills. However, little is known about exactly how their BSN education may improve their clinical practice, specifically in the area of patient safety. Method: During semi-structured one-to-one interviews, ADN-to-BSN graduates were asked about their educational process and the perceived affect their education made on their ability to keep patients safe. Content analysis were used to identify emerging themes and categories. Results: Three themes emerged from the data: (a) an unaltered approach to keeping patients safe, (b) experience as an ADN matters, and (c) BSN degree as a stepping stone. Conclusion: The call to increase the number of BSN-prepared nurses at the bedside is supported in the evidence and noteworthy of pursuit. However, as ADN-to-BSN programs increase in numbers to meet this demand, the outcomes of graduates need to be considered. [ J Nurs Educ. 2018;57(5):300–303.]

The purpose of this study is to identify the most supportive and restrictive factors contributing to students' ability to persist through nursing program course completion as perceived by 59 nontraditional students enrolled in a nursing associate degree program. The Student Perception Appraisal-Revised tool was used. Results include that encouragement by friends within school is the top supportive factor, while financial status was found to be the most restrictive factor. Students' perceptions of why they are not successful in staying in school may help nurse educators to plan and implement changes for improvement based on changing student needs.

Exam wrapper, a structured self-regulated learning strategy, assists students to review study habits and performance on an exam with the goal of improving future study habits. Little is known about the use of this strategy in nursing students, particularly associate degree students.To describe and compare demographic characteristics, study habits, reasons for getting content wrong on an exam and future study plans between associate degree and baccalaureate nursing students.A cross sectional, descriptive comparative study of exam wrapper use in associate degree and baccalaureate nursing students.A medium-sized public university and small private college in the northeastern United States.A convenience sample 102 prelicensure baccalaureate (n = 63) and associate degree (n = 39) nursing students. Mean age of 21.9 ± 5.6, GPA of 3.46 ± 0.38, 7% male, 57% commuter students, 75% employed an average of 14 ± 11.4 h per week.Data were collected by course faculty during an in-class exam review following a multiple-choice examination. Students completed a demographic form and exam wrapper that assessed pre-exam study habits, reasons for getting items wrong on an exam and future study habits.Associate degree students had lower GPAs (3.19 vs 3.57, p = .000), were older (27 vs 19.2, p = .000), more often commuted (100% vs 31%, p = .000), were employed (95% vs 65%, p .001), were more likely to study at home (39.5% vs 13.1%, p = .000) and spent significantly longer on each study activity (p = .000) than baccalaureate students. When comparing reasons for getting a question wrong and intended study habits, baccalaureate and associate degree students did not differ.Use of the exam wrapper strategy allows nursing students at all levels of prelicensure education to actively reflect upon their learning with the goal of improving future learning.

Background: The nursing profession has made several unsuccessful attempts to differentiate practice between nurses with associate degrees and baccalaureate degrees entering the workforce. Writing competency has been identified as one potential area of differentiation. Method: A descriptive, qualitative research design was used to explore Associate Degree in Nursing-to-Baccalaureate Degree in Nursing (ADN-to-BSN) graduates' perceptions of scholarly writing development in their baccalaureate studies. Nine recent graduates from a public college of nursing participated in semistructured interviews. Results: Findings from content analysis revealed three phases of awareness in development of a scholarly writer: being a scholarly writer, assessing writing abilities, and connecting to practice. Conclusion: The study findings provide insight into competencies that could differentiate practice between ADN and BSN nurses entering the workforce. Although this study aimed to find out how ADN-to-BSN students are shaped as writers, findings suggest that the experience of learning to write may also be shaping students as professional nurses. [ J Nurs Educ. 2017;56(3):182–185.]

Background: High attrition in associate degree nursing (ADN) programs contributes to the nursing shortage and causes hardship for students, families, faculty, colleges, and taxpayers. The purpose of this integrative literature review is to identify admission criteria related to ADN program success to inform evidence-based admission policies and reduce attrition. Method: Integrative review methodology, suggested by Whittemore and Knafl, was used. A systematic search of existing professional literature was conducted using five databases and key word searches. The final sample included 26 documents that were analyzed and synthesized with the matrix method. Results: Five categories of admission criteria and factors related to success in ADN programs were revealed from the analysis of findings: academic aptitude, demographic factors, psychological hardiness, specialty skills and experience, and socioeconomic support. Conclusion: ADN programs with a goal of decreasing attrition may want to implement admission selection guidelines that consider applicant criteria and attributes across all five dimensions. [ J Nurs Educ. 2017;56(2):85–93.]

Adjunct nurse educators have become a primary facilitator of students' clinical learning in nursing education. However, studies are lacking as to variables that correlate with their intent to stay teaching. This study examined demographic variables that had an impact on adjunct clinical educators' decisions about whether to leave a teaching position in an associate degree nursing program. Full-time employment in addition to teaching as an adjunct faculty member predicted intent to leave the role. Measures to improve adjunct nurse faculty intent to stay are included.

In the United States, nearly 55% of the RN workforce has a BSN degree or higher. In addition, a greater more of nurses are graduating.1 Nevertheless, the country faces a shortage of more than 260 000 RNs by 2025.2 The demand for baccalaureate-prepared nurses has increased the need to identify gaps i

Background Although improvements have been made in articulation agreements, credit transfers, and concurrent enrollments, meeting the 80% BSN by 2020 goal falls short. Problem Nursing students at key transitional points (such as first- and last-semester students) are faced with numerous academic and career path challenges and opportunities simultaneously, often leaving them overwhelmed and in need of additional support and resources. Approach Guided by Jeffreys' Nursing Universal Retention and Success model, a proactive, holistic approach for facilitating articulation, academic progression, and transition is presented. Outcomes Implementation with fourth/last-semester associate degree nursing students and newly admitted RN-BSN students yielded positive student feedback and survey data. Conclusions Nurse educators can make a positive difference in students' transitional experiences, career path planning, and educational mobility via a coordinated, connected, proactive, holistic approach guided by an evidence-based theoretical framework.

An adequate number of high-quality nurses are a key factor for superior patient outcomes. However, in 2015, Cambodia reported only 52 nurses with bachelor's degrees, three with master's degrees, and one with a doctorate. The fast track to getting a highly educated nursing workforce requires providing a bridging program for associate's degree nurses to achieve baccalaureate degrees.To assess improvement in the competency of nursing students and faculty members through a program that prepares associate's degree nurses to obtain bachelor's degrees in Cambodia.Mixed methods.Educational institutes in Phnom Penh, Cambodia.A total of 45 Cambodian nursing students participated in the Cambodian nurse-bridging program and 12 Cambodian faculty members served as co-teachers.We conducted three surveys to compare the competence of nursing students and faculty members before, during, and after the bridging program. We conducted focus-group interviews to support the qualitative results and explored changes in student and faculty competencies after the program.Quantitative analysis revealed significant improvements in students' nursing competency (p .001), critical thinking (p .001), and research competency (p .001) and faculty members' teaching competency (p .001) and research competency (p .001) after the program. Through qualitative analysis, students showed improvement in physical assessment, patient communication, critical thinking, evidence-based nursing, and research competency. Faculty members indicated they had experienced new teaching strategies and subjects, gained increased confidence in teaching, and even though research competency had been improved, more training was required.This study provides evidence to support the effectiveness of higher nurse education in developing countries, and illustrates an opportunity to produce high-quality human resources in nursing.

BACKGROUND The projected shortfall in the number of RNs supports the need to identify variables impacting nursing student program completion. Studies are lacking as to variables that affect attrition and program completion of readmitted nursing students. PURPOSE This study examined academic and nonacademic variables that impact attrition and program completion of readmitted associate degree nursing students. METHODS Survey and record review yielded student characteristics, support for learners, student effort, and student outcome measures that predicted attrition and program completion. RESULTS Findings suggest that students earning a final grade of B+ or higher in the nursing fundamentals course complete the program. In addition, readmitted nursing students who were 33 years or older had decreased odds of completing the program by 1.44% for each year of age. The study also pointed to nonacademic variables that impacted attrition. CONCLUSIONS Measures to improve program completion of readmitted nursing students are included.