The concepts of ability, practice ability, and professional practice ability were analyzed using a theoretical research method. Based on the results of the analysis, the concept of clinical practice ability for Master...The concepts of ability, practice ability, and professional practice ability were analyzed using a theoretical research method. Based on the results of the analysis, the concept of clinical practice ability for Master Degree of Nursing（specialty） students was de？ned, and the characteristics were interpreted to provide references for future in-depth studies.展开更多
Objective:This study designs and implements the health prescription of children’s health education specialized nursing clinic based on the physical and mental characteristics of children with Tourette’s syndrome.Met...Objective:This study designs and implements the health prescription of children’s health education specialized nursing clinic based on the physical and mental characteristics of children with Tourette’s syndrome.Methods:Applying the evidence-based nursing model and nursing intervention theory based on the survey research by searching China Knowledge Network,Wanfang Database and Wipro Chinese Science and Technology Journal Database,the study collected the literature on the health prescription intervention research in children’s Tourette’s disorders health education in children’s health education of specialized nursing outpatient clinic for review and combined with the specialty characteristics to formulate“Children’s Tourette’s Disorder Health Education Prescription.”Results:Tourette’s syndrome in children is a common pediatric neurological disorder,mainly manifested as involuntary,rapid and repeated muscle twitching and vocal tics,which brings serious psychological pressure and life disturbance to the affected children.Conclusion:For children with Tourette’s syndrome,healthcare professionals should give enough care and understanding to the children and their parents,provide timely and effective health education to them,help them improve their bad behavioral habits,establish correct cognitive attitudes,enhance self-confidence,improve patient compliance,reduce the frequency of recurrence,reduce the incidence of complications and promote children’s physical and mental health development.展开更多
Introduction: The focus of clinical mentoring in nursing specialists is to develop both generic or transversal skills, as well as specific skills needed to assess their profile and become a graduate student under the ...Introduction: The focus of clinical mentoring in nursing specialists is to develop both generic or transversal skills, as well as specific skills needed to assess their profile and become a graduate student under the guidance of experts. Objective: The objective of this study is to diagnose the transversal competencies of clinical mentors from the Unique Program of Nursery Specialties (UPNS) in student body training. Method: This study utilized a descriptive and phenomenological interpretative approach. Twelve informants from UPNS participated, and the variables were clinical mentoring and transversal competencies from novice and senior mentors. Two focus groups were conducted for data collection, and data analysis was performed according to Strauss and Corbin. All participants provided signed informed consent. Results: Post-analysis of qualitative data revealed three categories with subcategories. Category 1: Strengths of clinical mentors in three dimensions. Sub-categories: 1.1) PD: Academic and personal companionship;1.2) PD: Guidance with humanist focus and feedback from mentor to student in real scenarios;1.3) PD: Guidance in the teaching-learning process;1.4) DD: Integration of theoretical-practical knowledge and development of advanced abilities in nursing for clinical practice;1.5) CD: Responsibility and commitment from student’s characteristics to group’s general statements. Category 2: Competencies that lead the clinical mentor in pedagogy, discipline and generic dimensions, reported 9 subcategories six of them focused on the didactics of clinical mentors, and three on the interpersonal communication between mentors. Category 3: Opportunity areas to develop by the clinical mentor. From a mentor’s perspective, eight subcategories revealed transversal competencies that define a clinical mentor for UPNS. In this state, competencies are oriented toward the pedagogical and interpersonal communication dimensions, but central aspects are recognized between disciplines, namely, precise theoretical-practical knowledge, clinical experience in the field of specialty, certification as a specialist, and updated knowledge. Conclusions: The profile of clinical mentors from UPNS clearly identifies transversal competencies in clinical teaching and interpersonal communication, both of which are important. In terms of professional competencies, there are leaders in nursing specialty, meaning that these competencies are specific in such cases.展开更多
Background: Transversal competences are included in the United Nations Organization 2030 Agenda for the formation of staff professional in higher education, having disciplinary and transversal skills to develop indivi...Background: Transversal competences are included in the United Nations Organization 2030 Agenda for the formation of staff professional in higher education, having disciplinary and transversal skills to develop individual, professional, social, and entrepreneurship at present time, creative individuals being able to solve social problems via collaboration. The aim was to evaluate the transversal competences developed by graduates, specialists in nursing with the accompaniment of clinic tutorship. Methods: Qualitative, phenomenological, and interpretative research. The informants were seven graduates from the Unique Program of Nursing Specialties (UPNS), from the National Autonomous University of Mexico (UNAM), one participant from each knowledge field: Nursing in the Elderly, Public Health, Neurology, Physical and Sports Culture, Oncology, and two participants from Adult in Critical Condition. Information collection was through a focal group, and data analysis according to the principles of Souza Minayo. Signed informed consent was obtained previously. Results: Five categories with 24 sub-categories emerged. Category 1, Student’s perception on clinic tutorship specialty. Category 2, Competences promoted by clinic tutorship according to student’s experience. Category 3, Experiences about clinic tutorship planning. Category 4, Challenges faced by the student in the evaluation of clinic tutorship. Category 5, Opportunity fields in clinic tutorship from students’ experiences. Conclusion: Graduate students from the specialties describe transversal competences related with decision taking, collaborative work, and increase of population welfare, as well as generic disciplinary competences. The analogy of a social hinge between the clinic tutor and the student is highlighted, which allows to identify mobile and fixed components while the bolt that binds mentor with mentee is learning, by means of the accompaniment by an expert. .展开更多
基金supported by planning project of “12th Five-Year” in philosophy and social sciences of Sichuan province(No.SC13B081)
文摘The concepts of ability, practice ability, and professional practice ability were analyzed using a theoretical research method. Based on the results of the analysis, the concept of clinical practice ability for Master Degree of Nursing（specialty） students was de？ned, and the characteristics were interpreted to provide references for future in-depth studies.
文摘Objective:This study designs and implements the health prescription of children’s health education specialized nursing clinic based on the physical and mental characteristics of children with Tourette’s syndrome.Methods:Applying the evidence-based nursing model and nursing intervention theory based on the survey research by searching China Knowledge Network,Wanfang Database and Wipro Chinese Science and Technology Journal Database,the study collected the literature on the health prescription intervention research in children’s Tourette’s disorders health education in children’s health education of specialized nursing outpatient clinic for review and combined with the specialty characteristics to formulate“Children’s Tourette’s Disorder Health Education Prescription.”Results:Tourette’s syndrome in children is a common pediatric neurological disorder,mainly manifested as involuntary,rapid and repeated muscle twitching and vocal tics,which brings serious psychological pressure and life disturbance to the affected children.Conclusion:For children with Tourette’s syndrome,healthcare professionals should give enough care and understanding to the children and their parents,provide timely and effective health education to them,help them improve their bad behavioral habits,establish correct cognitive attitudes,enhance self-confidence,improve patient compliance,reduce the frequency of recurrence,reduce the incidence of complications and promote children’s physical and mental health development.
文摘Introduction: The focus of clinical mentoring in nursing specialists is to develop both generic or transversal skills, as well as specific skills needed to assess their profile and become a graduate student under the guidance of experts. Objective: The objective of this study is to diagnose the transversal competencies of clinical mentors from the Unique Program of Nursery Specialties (UPNS) in student body training. Method: This study utilized a descriptive and phenomenological interpretative approach. Twelve informants from UPNS participated, and the variables were clinical mentoring and transversal competencies from novice and senior mentors. Two focus groups were conducted for data collection, and data analysis was performed according to Strauss and Corbin. All participants provided signed informed consent. Results: Post-analysis of qualitative data revealed three categories with subcategories. Category 1: Strengths of clinical mentors in three dimensions. Sub-categories: 1.1) PD: Academic and personal companionship;1.2) PD: Guidance with humanist focus and feedback from mentor to student in real scenarios;1.3) PD: Guidance in the teaching-learning process;1.4) DD: Integration of theoretical-practical knowledge and development of advanced abilities in nursing for clinical practice;1.5) CD: Responsibility and commitment from student’s characteristics to group’s general statements. Category 2: Competencies that lead the clinical mentor in pedagogy, discipline and generic dimensions, reported 9 subcategories six of them focused on the didactics of clinical mentors, and three on the interpersonal communication between mentors. Category 3: Opportunity areas to develop by the clinical mentor. From a mentor’s perspective, eight subcategories revealed transversal competencies that define a clinical mentor for UPNS. In this state, competencies are oriented toward the pedagogical and interpersonal communication dimensions, but central aspects are recognized between disciplines, namely, precise theoretical-practical knowledge, clinical experience in the field of specialty, certification as a specialist, and updated knowledge. Conclusions: The profile of clinical mentors from UPNS clearly identifies transversal competencies in clinical teaching and interpersonal communication, both of which are important. In terms of professional competencies, there are leaders in nursing specialty, meaning that these competencies are specific in such cases.
文摘Background: Transversal competences are included in the United Nations Organization 2030 Agenda for the formation of staff professional in higher education, having disciplinary and transversal skills to develop individual, professional, social, and entrepreneurship at present time, creative individuals being able to solve social problems via collaboration. The aim was to evaluate the transversal competences developed by graduates, specialists in nursing with the accompaniment of clinic tutorship. Methods: Qualitative, phenomenological, and interpretative research. The informants were seven graduates from the Unique Program of Nursing Specialties (UPNS), from the National Autonomous University of Mexico (UNAM), one participant from each knowledge field: Nursing in the Elderly, Public Health, Neurology, Physical and Sports Culture, Oncology, and two participants from Adult in Critical Condition. Information collection was through a focal group, and data analysis according to the principles of Souza Minayo. Signed informed consent was obtained previously. Results: Five categories with 24 sub-categories emerged. Category 1, Student’s perception on clinic tutorship specialty. Category 2, Competences promoted by clinic tutorship according to student’s experience. Category 3, Experiences about clinic tutorship planning. Category 4, Challenges faced by the student in the evaluation of clinic tutorship. Category 5, Opportunity fields in clinic tutorship from students’ experiences. Conclusion: Graduate students from the specialties describe transversal competences related with decision taking, collaborative work, and increase of population welfare, as well as generic disciplinary competences. The analogy of a social hinge between the clinic tutor and the student is highlighted, which allows to identify mobile and fixed components while the bolt that binds mentor with mentee is learning, by means of the accompaniment by an expert. .
