Postgraduate Nursing Program Research Articles

DESIGN THINKING: UMA ABORDAGEM PARA A PESQUISA E INOVAÇÃO NA ENFERMAGEM

ABSTRACT Objective: To analyze the application of design thinking to the scientific production of a Postgraduate Nursing Program. Method: This is a documentary, descriptive, retrospective, and qualitative study of the scientific production of the Postgraduate Program in Nursing Care Management - Professional Modality, in Florianópolis, Santa Catarina, Brazil, from 2009 to 2022, based on dissertations published in a public directory. Results: Five academic master’s theses were analyzed that applied all or part of the design thinking approach to the development of proposed products/services. All the studies aimed to solve problems identified in the researchers’ professional contexts. The studies generated information, data, products, processes, and methodologies for nursing care. Conclusion: design thinking is an important reference point for nurses in the field of research and development, as well as contributing to the training of professionals who aim to solve complex problems in the field of health care, management, education, and research.

Effective learning activity to facilitate post-graduate nursing students' utilization of nursing theories - Using the fundamentals of care framework.

To explore how postgraduate nursing students used the Fundamentals of Care framework in a written assignment based on a clinical situation, and describe their learning process in using the framework. A qualitative descriptive study design applying the Fundamentals of Care framework. Postgraduate nursing students' theoretical written assignments (n= 35) based on self-experienced clinical cases were included. The data were collected in 2021 in five specialties in a postgraduate nursing programme in Sweden. The data were analysed using content analysis. Applying the framework to a self-experienced clinical case illuminated the importance of nurse-patient relationships and clarified the meaning of person-centred care. The students assessed the framework as easy-to-use bedside as a guide to providing nursing care. By using the framework, the students were aided in reasoning about the fundamental values of care such as ethics, equality in healthcare and patient rights. When students reflected on their learning process, they stated that the assignment taught them how to use the framework, as well as paving the way for finding and applying other theories of nursing. Learning activities with an opportunity to practice analysing nursing care guided by a theory, combined with a self-evaluating element, are conducive to deepening students' learning and improving their ability to use theories in clinical practice. The framework illuminated the importance of the nurse-patient relationship in nursing care to the students and made them recognize and value the clinical use of theories. It is the responsibility of leaders in nurse education and healthcare to provide the next generation of specialist nurses-future nursing leaders-with regular opportunities to analyse nursing care through theories and frameworks. Nurses call for continuous learning on theories; leaders in nurse education and healthcare must meet these needs.

Status of Palliative Care Course in Undergraduate and Postgraduate Nursing Programs: Practice of Turkey

Status of Palliative Care Course in Undergraduate and Postgraduate Nursing Programs: Practice of Turkey

Entrepreneurship and entrepreneurial education in the context of postgraduate nursing.

To understand entrepreneurship and entrepreneurial education in the context of postgraduate nursing. Qualitative study based on Grounded Theory. The theoretical sample consisted of 15 master's and doctoral students and seven professors from a postgraduate nursing program at a university in southern Brazil. Individual interviews were conducted between August/2018 and February/2019 in a location defined by the participants, in general the University. The data were collected and analyzed simultaneously by initial and focused coding. Three categories and 11 subcategories emerged that, interrelated, represented the phenomenon "Glimpsing entrepreneurship and entrepreneurial education in postgraduate nursing". Entrepreneurship and entrepreneurial education, in the context of postgraduate nursing, were understood as incipient and promising processes. In this sense, it is necessary to intensify studies to demonstrate the entrepreneurial possibilities of the area.

Students’ perception on educational environment of the postgraduate programme in selected nursing colleges of Nepal

Background: Student’s positive perception towards the academic environment determines the quality of education. This study aimed at finding students’ perception on educational environ­ment of the postgraduate nursing programme of Nepal.
 Methods: Descriptive cross-sectional design was conducted among 104 masters level nursing stu­dents from four selected nursing campuses under Institute of Medicine, Tribhuvan University. Enu­merative sampling technique was used to select the sample. Data were collected using validated standard tool Dundee Ready Educational Environment Measure (DREEM) scale and analyzed using descriptive statistics.
 Results: Most of the nursing students (81.7%) had positive level of perception on their educational environment and few had excellent perception. Total DREEM mean score was 134.37± 21 out of 200. Specifically, mean score of learning was 31.93 ± 5.1 out of 48, students’ perception of teachers was 30.02 ± 5.072 out of 44; students’ academic self-perception was 22.32 ± 3.54 out of 32; students’ perception of atmosphere was 32.26±5.1 out of 48 and mean score for students social self-perception was 17.82± 3.3 out of 28. Lower mean score < 2.0 was identified on teaching factual learning, oppor­tunities to memorize learning, supporting during stress, time management of programs, well prepara­tion for classes and student’s self-perception.
 Conclusions: The findings indicate more positive perception on educational environment among post­graduate nursing students. Still some aspects such as teaching factual learning, memorizing learning, supportive students during stress, and social environment need to be emphasized to enhance the students’ educational environment of post-graduate nursing program by the academic institution.

STUDENTS’ PERCEPTION ON EDUCATIONAL ENVIRONMENT OF THE POSTGRADUATE PROGRAMME IN SELECTED NURSING COLLEGES OF NEPAL

Background: Student’s positive perception towards the academic environment determines the quality of education. This study aimed at finding students’ perception on educational environment of the postgraduate nursing programme of Nepal. Methods: Descriptive cross-sectional design was conducted among 104 masters level nursing students from four selected nursing campuses under Institute of Medicine, Tribhuvan University. Enumerative sampling technique was used to select the sample. Data were collected using validated standard tool Dundee Ready Educational Environment Measure (DREEM) scale and analyzed using descriptive statistics. Results: Most of the nursing students (81.7%) had positive level of perception on their educational environment and few had excellent perception. Total DREEM mean score was 134.37± 21 out of 200. Specifically, mean score of learning was 31.93 ± 5.1 out of 48, students’ perception of teachers was 30.02 ± 5.072 out of 44; students’ academic self-perception was 22.32 ± 3.54 out of 32; students’ perception of atmosphere was 32.26±5.1 out of 48 and mean score for students social self-perception was 17.82± 3.3 out of 28. Lower mean score < 2.0 was identified on teaching factual learning, opportunities to memorize learning, supporting during stress, time management of programs, well preparation for classes and student’s self-perception. Conclusions: The findings indicate more positive perception on educational environment among postgraduate nursing students. Still some aspects such as teaching factual learning, memorizing learning, supportive students during stress, and social environment need to be emphasized to enhance the students’ educational environment of post-graduate nursing program by the academic institution.

Prazer e sofrimento na formação de doutores em enfermagem: estudo descritivo

Objetivo: desvelar as situações de prazer e de sofrimento no processo de formação de doutores em enfermagem. Método: estudo descritivo, de abordagem qualitativa, cujos dados foram coletados com 16 doutorandos de Programas de Pós-Graduação em Enfermagem de universidades públicas do Sul do Brasil. Utilizou-se a análise de conteúdo para organização dos dados e a Psicodinâmica do Trabalho como referencial teórico. Resultados: o prazer foi relacionado ao aprimoramento científico, ao doutorado-sanduíche e aos relacionamentos interpessoais, sobretudo com o orientador. O sofrimento ocorreu devido à produtividade acadêmica, ao relacionamento frustrante com o orientador, a sobrecarga oriunda de conciliar doutorado, trabalho e vida pessoal, e as despesas relativas ao curso. Conclusão: o processo de formação de doutores foi permeado pela dialética de sentimentos de prazer e sofrimento.

A guide to the NMC emergency standards for nurse education during the current deployment of student nurses.

The Nursing and Midwifery Council (NMC) recognises the important contribution that nursing students are making to the national response to the COVID-19 pandemic. This article reports on the Greater Manchester Supervision and Delegation Framework, providing practical guidance for students and practice staff (practice supervisor/practice assessor and registered nurse) on how to support student nurses who have opted into a paid (deployed) healthcare role. The framework operationalises NMC emergency standards for Nursing and Midwifery education, enabling students to complete their pre-registration undergraduate or postgraduate nursing programme while also supporting the healthcare workforce (NMC, 2020).

Perfil dos enfermeiros docentes atuantes em programas de pós-graduação “<i>stricto sensu</i>" de instituições públicas

Objetivo: identificar o perfil sociodemográfico e laboral dos enfermeiros docentes atuantes em programas de pós-graduação stricto sensu em Enfermagem de instituições públicas do Rio Grande do Sul. Método: estudo quantitativo, descritivo e exploratório, desenvolvido com enfermeiros docentes de três universidades federais. A coleta deu-se de novembro de 2015 à outubro de 2016, por meio de um questionário sociodemográfico e laboral.Os resultados foram analisados pelo software Statistical Analysis System. Resultados: houve predomínio do sexo feminino, idade média de 53,92 e casados/união estável. Ingressaram na pós-graduação entre 2009 e 2014, possuem alunos à nível de mestrado e doutorado, não possuem outro emprego, não estiveram afastados do trabalho por mais de três dias, bem como nos últimos seis meses. Conclusão: os resultados apresentam importantes características sobre o perfil dos enfermeiros docentes, o que pode auxiliar na compreensão acerca dos riscos de adoecimento deste grupo, assim como do seu processo de trabalho.

Juggling to survive: Master of Science postgraduate nursing students' experiences of studying far from home.

Globally, government and higher education institutions are expected to increase international student numbers. Programme development, marketing international collaboration and management has been the focus of strategy roll out. This study aimed to explore international student experiences while undertaking Master of Science postgraduate education far from home. A qualitative descriptive design was used. Following ethical approval, 11 students studying on a Master of Science Nursing postgraduate programme in one health education institute in Ireland volunteered to participate. Students were of Asian origin and mixed gender and the average age was 27. Data were collected using face-to-face semi-structured interviews and data analysis followed Burnard's thematic framework. The data provide evidence of the complexities and challenges experienced when studying on a Master of Science postgraduate nursing programme. Students described a process of juggling to survive and succeed. Three overarching categories emerged: differing realities, working through, and learning new ways. This study adds to international debate regarding structures and processes supporting international nurse education. In meeting ethnic and culturally-diverse student learning needs, consideration of learning and teaching approaches is warranted. For globalisation in nurse education to prosper, investment needs to move from focusing on recruitment towards structures and processes to nurture intercultural learning.

Examining the implementation of teaching and learning interactions of transition cultural competence through a qualitative study of Taiwan mentors untaking the postgraduate nursing program

BackgroundCultural competency has been identified as an essential curricular element in undergraduate and graduate nursing programmes. Supporting successful transition to practice is essential for retaining graduate nurses in the workforce and meeting the demand for cultural diversity in health care services. ObjectivesThis study aimed to explore the teaching and learning interactions of transition cultural competence from the perspective of mentors of newly graduated nurses in a Taiwanese postgraduate nursing programme. DesignA qualitative design that utilised focus group interviews was adopted for this study. A framework approach—a content and thematic analysis strategy—was used to analyse the interviews. SettingThe study setting consisted of two hospitals in northern Taiwan. ParticipantsThe study participants consisted of 24 new graduate nurse mentors. MethodsThree focus group sessions were conducted (two at a medical centre and one at a district hospital), where the participants were interviewed. ResultsFour themes were derived from the data—transition process, teaching strategies according to the transition stage, learning after overcoming clinical stress, and awareness of cultural diversity among new graduate nurses. The clinical routine and physical stress of caring for patients did not allow the newly graduated nurses to appropriately demonstrate cultural competence in the first three months. Mentors were only able to provide resources for new graduate nurses when they first started to care for patients in cultural groups. The point of catalysis was when learners finally gained awareness of cultural differences, and, consequently, they could encounter the teaching and learning process. ConclusionThe different learning stages and teaching strategies illustrated the interactive process between new nurses and educators. Facilitating the cultural awareness of learners is a challenge for teachers who provide cultural competence training. This model could serve as a reference for curriculum and clinical training programmes.

Characterization of didactic and pedagogical training in Brazilian stricto sensu Postgraduate Programs in Nursing.

To characterize the didactic and pedagogical training offered in Brazilian stricto sensu Postgraduate Programs in Nursing. Descriptive, documentary research, based on data from 30 postgraduate programs that offer an academic master's degree and a PhD degree. We collected the course projects and teaching plans of the disciplines related to didactic and pedagogical training, accessed through the Sucupira Platform or the institutional website. The variables were analyzed by descriptive statistics, through calculations of relative and absolute frequency. Regarding the lines of research of the programs, it was evidenced that 17.4% (n=20) were related to didactic and pedagogical training, 9.4% (n=3) followed this approach and, regarding compulsory didactic and pedagogical disciplines, it was observed that they were expressed differently in the curricula of masters and PhD courses, since part of the masters courses (56.6%, n=17) and of the PhD courses (76.6%, n=23) did not have this requirement. There should be a Brazilian guideline to promote the didactic and pedagogical training of university professors.

Home students' experiences of intercultural learning: A qualitative descriptive design

BackgroundHigher education institutes are witnessing an increase in the cultural and ethnic diversity of their student population. While this adds to the learning experience, there is a dearth of evidence examining how students on nursing programmes, from different cultural and ethnic backgrounds learn with and from each other. There is need for a greater understanding of the factors that both facilitate and inhibit intercultural learning within the classroom. ObjectivesThis study explored the perceptions and experiences of home students on a postgraduate nursing programme, of intercultural learning within the classroom. DesignA qualitative descriptive design was used. SettingsHome students enrolled on a suite of postgraduate nursing programmes in one region of Ireland who were registered for co-scheduled modules with international students, were recruited to participate on a voluntary basis. ParticipantsFourteen home students (13 females and 1 male) were purposively sampled. MethodsData were collected using digitally recorded one to one semi-structured interviews (ten ‘face to face’ and four telephone). Data were thematically analysed using a modified version of Braun and Clarke's (2006) framework. ResultsThis study describes the value of intercultural learning in the classroom and draws attention to some of the challenges experienced by home students. Furthermore, it highlights the importance of exploring similarities, whilst respecting differences in prior educational experiences, learning styles and cultural backgrounds. The overarching theme, Navigating intercultural learning describes home students' experiences of developing awareness, connecting and sharing cultural knowledge. ConclusionsIntercultural learning takes time and requires commitment, emphasising the need for careful consideration of facilitation techniques, preparation, support and planning pedagogies that encourage effective intercultural learning. The findings make a valuable contribution to existing knowledge on internationalising nurse education, specifically with regards to intercultural relations and the perceptions and experiences of teaching and learning in intercultural classrooms.

Pleasure and suffering of professors in the post-graduation in nursing

Objective: to understand the pleasure-suffering relationship in the work of professor of the Post-Graduation in nursing. Methods: this is a qualitative research, carried out in two post-graduate programs in nursing. Data were collected through interviews, guided by semi-structured script and documentary analysis. Twenty-one professors participated in the study. The data were analyzed through thematic content analysis. R esults: the analysis revealed the interface of work organization and interpersonal relationships in the experiences of teacher pleasure and suffering. Two categories emerged: The professor suffering in the Post-Graduation course: reality is not everything we dream about and experiences of pleasure in the teaching work: I want to die doing it. Conclusion: the pleasure-suffering relationship of professors is influenced by external and internal conditions of the programs. Also, the experiences of pleasure and suffering come from interdependent experiences and coexist in the teaching work.

THE CONTRIBUTION OF IMRE LAKATOS FOR EPISTEMOLOGICAL ANALYSIS OF THE BRASÍLIAN NURSING POSTGRADUATE PROGRAM

ABSTRACT Objective: to present the theoretical perspective of Imre Lakatos, from its Methodology of Scientific Research Programs, and its epistemological evaluation of the Brazilian Postgraduate Nursing Program. Method: It is a reflexive analysis, organized into three sections, with the following question: Can the theoretical-philosophical proposition by Imre Lakatos contribute to assess to the Brazilian Postgraduate Nursing Program? Discussion: It is assumed that nursing care as a theoretical hypothesis; it presents the basic elements of lakatosian program: the hard core, the protective belt, negative and positive heuristics and its application for evaluation of Brazilian Postgraduate Nursing Program. Program researchers must define and establish the lakatosian basic elements. After 43 years of the creation of the stricto sensu postgraduate programs in Brazil, a critical analysis of its epistemological foundation is necessary. Conclusion: the amplification of the evaluation process from the link between quantitative and philosophical in order to judge the Nursing Science is recommended.

Formação de nível médio em enfermagem: perspectivas na visão de estudantes de pós-graduação

Aim: To know the perspective of master students of a postgraduate nursing program in nursing of southern Brazil about technical training in nursing. Methods: Qualitative study with exploratory-descriptive approach conducted through questionnaires and focus group, the data were collected in June 2011 and analyzed by the operative proposal of Minayo. Results: Emerged the categories: paths of secondary courses in nursing, profile and teacher training of secondary level courses and technical perspectives for professional training of middle level. We highlighted advances in the education of mid-level, attachment to the Unified Health System, as well as a need to revisit teacher training. Final Remarks: Despite significant advances recognized by the participants, it is still necessary to expand and promote the debate on the secondary level training in nursing to overcome the technical and social division, stimulate teacher education and develop curriculum guidelines

Cycles of reflection and challenge: Using sequential blended learning strategies to enhance student understanding of, and transition to, the Nurse Practitioner role in Australia

Summary Aim This paper describes and discusses the development and implementation of sequential blended learning strategies in one Australian post-graduate nursing program designed to support student transition to the Nurse Practitioner (NP) role. Background Despite the availability of NP practice standards and role descriptions, the diversity and complexity of NP practice can make it difficult for students commencing post-graduate NP programs to comprehend what ways they need to develop to meet professional expectations. Scholarly critique This paper examines this contemporary post-graduate education issue. Blended learning strategies provided an opportunity to address the requirements, diversity and complexity of NP practice early in the NP program. Students were confronted with the gap between their current level of competence and NP competence, and supported to plan and travel the transitional and developmental pathway to achieve competence. Conclusion Working with students from early on in their degree enables them to progressively and more clearly envision the gap between their current level of competence and that required of the Australian NP role. Adopting a sequential blended learning approach is one way to engage students in preparing for their future role. Consideration of design elements integral to blended learning approaches is important, including a need for authenticity and support. Preparing NPs who fully comprehend the nature and scope of their practice is both vital for safety and of strategic importance to the nursing profession. Examples of how to facilitate student understanding of the NP role are needed to inform educational practice.

Introducing Transcultural Nursing Education: Implementation of Transcultural Nursing in the Postgraduate Nursing Curriculum

Abstract Patients are entitled to culturally competent care. Nurses must be prepared to recognize patients’ needs that derive from their culture and to develop skills that will facilitate their achievement. Nursing curricula therefore need to include a cultural content and student nurses need to be culturally competent. The aim is to use cultural knowledge to deliver culturally sensitive and congruent care. Transcultural nursing education does not exist as a course in undergraduate or postgraduate nursing programs in Slovenia. In an effort to advance the diversity of elective courses in the postgraduate nursing program at the Faculty of Health Sciences of the University of Primorska, we tried to develop and introduce transcultural nursing into the existing curriculum. The aim of the paper is to outline the development of transcultural nursing content as it was set in the course curriculum and planned teaching and learning approaches.

Doctoral Theses from Nursing Postgraduate Programs in Brazil and their Association with the Millennium Development Goals.

OBJECTIVES: The Millennium Development Goals are centered around combatting poverty and other social evils all over the world. Thus, this study seeks to identify the Millennium Development Goals as an object of study in theses from Postgraduate Nursing Programs in Brazil scoring 5 (national excellence) and 6 or 7 (international excellence), and evaluate the association between the score for the program and achieving the Millennium Development Goals. METHOD: Exploratory descriptive document research. Data were collected from the Notes on Indicators/Coordination for Higher Education Personnel Improvement for the 15 Postgraduate Nursing Courses scoring between 5 and 7 in the three-year-period of 2010/2012. RESULTS: of the 8 Millennium Development Objectives, 6 were dealt with in the theses. There was an association (Fisher's exact test p-value=0.0059) between the distribution of the theses and the program scores in relation to the Millennium Development Objectives (p-valor=0.0347) CONCLUSION: the doctoral theses were slightly related to the Millennium Development Objectives, covering the population's economic development, health conditions and quality of life. It is recommended that Postgraduate Programs in Nursing pay closer attention to the Millennium Development Objectives..

Educational hypermedia for the teaching of sexually transmitted diseases: a quasi-experimental study

Introduction: The virtual environment has emerged as a new form of contemporary education which adds meaning to the content, encouraging active participation in the learning process. This is an interinstitutional PhD research project of the Postgraduate Nursing Program, Federal University of Ceará and the Federal University of Pernambuco. Aim: To evaluate the effects of an educational intervention on nursing students' learning about Sexually Transmitted Diseases involving the use of a virtual learning environment compared to the traditional teaching approach. Methods: This is a quasi-experimental study, structured in three stages: hypermedia construction, hypermedia validation and learning assessment. Data will be analyzed using the Statistical Package for the Social Sciences version 17.0, considering statistically significant values p <0.05. The results of this study contribute to the construction of an educational resource for the improvement of nursing education in the area of sexual and reproductive health.