Eloá Otrenti

Enfermeiro instrutor no processo de treinamento admissional do enfermeiro em unidade de terapia intensiva

ABSTRACT Objective: To define and analyze the profile of the nurse-instructor training for nurses on admission to the ICU. Methods: The study wasdeveloped from the perspective of action research, adopting the technique of focus group dialogue and the use of electronic dat a collection.The sample included 29 nurses: 11 in the focus group sessions and 18 in the electronic interchange. Results: Among the responsibilities ofthe instructor, defined by the group, the updated scientific and technical knowledge were highlighted, along with ethics and the ability toteach; the instructor was identified as having a key role in the process of admission training. Conclusions: The research has promotedreflection by the group and the researchers on the issues involved in education and about the identity of the group characterized by thecharitable role and autonomy of action, and the role of the instructor to transmit these values to new nurses. Keywords: Inservice training; Intensive Care Units; Personnel managementObjective: To define and analyze the profile of the nurse-instructor training for nurses on admission to the ICU. Methods: The study was developed from the perspective of action research, adopting the technique of focus group dialogue and the use of electronic data collection. The sample included 29 nurses: 11 in the focus group sessions and 18 in the electronic interchange. Results: Among the responsibilities of the instructor, defined by the group, the updated scientific and technical knowledge were highlighted, along with ethics and the ability to teach; the instructor was identified as having a key role in the process of admission training. Conclusions: The research has promoted reflection by the group and the researchers on the issues involved in education and about the identity of the group characterized by the charitable role and autonomy of action, and the role of the instructor to transmit these values to new nurses.

Nurse instructor in the process of admission training of nurses in the intensive care unit

ABSTRACT Objective: To define and analyze the profile of the nurse-instructor training for nurses on admission to the ICU. Methods: The study wasdeveloped from the perspective of action research, adopting the technique of focus group dialogue and the use of electronic dat a collection.The sample included 29 nurses: 11 in the focus group sessions and 18 in the electronic interchange. Results: Among the responsibilities ofthe instructor, defined by the group, the updated scientific and technical knowledge were highlighted, along with ethics and the ability toteach; the instructor was identified as having a key role in the process of admission training. Conclusions: The research has promotedreflection by the group and the researchers on the issues involved in education and about the identity of the group characterized by thecharitable role and autonomy of action, and the role of the instructor to transmit these values to new nurses. Keywords: Inservice training; Intensive Care Units; Personnel managementObjective: To define and analyze the profile of the nurse-instructor training for nurses on admission to the ICU. Methods: The study was developed from the perspective of action research, adopting the technique of focus group dialogue and the use of electronic data collection. The sample included 29 nurses: 11 in the focus group sessions and 18 in the electronic interchange. Results: Among the responsibilities of the instructor, defined by the group, the updated scientific and technical knowledge were highlighted, along with ethics and the ability to teach; the instructor was identified as having a key role in the process of admission training. Conclusions: The research has promoted reflection by the group and the researchers on the issues involved in education and about the identity of the group characterized by the charitable role and autonomy of action, and the role of the instructor to transmit these values to new nurses.

Clinical and epidemiological teaching of dengue through simulated practice

OBJECTIVE to describe the experience of clinical teaching on dengue and the practice of epidemiological surveillance using problematization methodology. METHOD report of experience on educational activity with undergraduate nursing students, held in March 2016, at a public university in the city of São Paulo, conceived in four stages: dialogic lecture, active search of Aedes aegypti, case study and simulation of nursing consultation to individuals with dengue. RESULTS The activity allowed to retrieve previous knowledge about the disease, respond to exercises that addressed different clinical situations and epidemiological surveillance, including in situ evaluation of possible mosquito outbreaks, and discuss the need to expand prevention and health of the individual and the community, the impact of the media in the dissemination of cases and the coping difficulties experienced in the different levels of attention. CONCLUSION the methodology adopted enabled qualified training of students to cope with dengue.

Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas

Pontifi cia Universidade Católica de São Paulo, Sorocaba, SP, Brazil. Escola de Enfermagem, Universidade de São Paulo, São Paulo, SP, Brazil. Confl icts of interest: there are no confl icts of interest to declare. Abstract Objective: To identify the performance and perception of nursing students on the progression test, and to verify the existence of a relationship between performance and the current series, and between the performance and the degree of diffi culty of the test. Methods: This was a descriptive study with a quantitative approach. An instrument was administered with socio-demographic information, classifi cation of the degree of the test diffi culty, and two questions about the advantages and disadvantages of the progression test. Results: The population consisted of 78 students. The mean age was 24.4 years, with a predominance of females (89.7%). The students, who classifi ed the test as easy, showed higher performance (p = 0.036), the second-year students stood out in relation to the fi rst-one (p = 0.014). The advantage stated was, test content 32.0%, progression and performance 25.7%, multiple choice questions 23.1%, and preparation for competitive entrance examinations 7.7%. The disadvantages were: 39.7% were very extensive, 26.9% lack of knowledge, 15.3% stated inadequate thematic content and structure, and insuffi cient time to complete the test for 6.4%. Conclusion: The progression test evaluates, longitudinally, the student’s performance, identifi es curricular strengths and weaknesses, and evaluates the institution. As one of the assessment instruments in use of active teaching methodologies, its applicability should be encouraged in undergraduate courses.

Enfermero instructor en el proceso de entrenamiento de admisión del enfermero en una unidad de Cuidados Intensivos

ABSTRACT Objective: To define and analyze the profile of the nurse-instructor training for nurses on admission to the ICU. Methods: The study wasdeveloped from the perspective of action research, adopting the technique of focus group dialogue and the use of electronic dat a collection.The sample included 29 nurses: 11 in the focus group sessions and 18 in the electronic interchange. Results: Among the responsibilities ofthe instructor, defined by the group, the updated scientific and technical knowledge were highlighted, along with ethics and the ability toteach; the instructor was identified as having a key role in the process of admission training. Conclusions: The research has promotedreflection by the group and the researchers on the issues involved in education and about the identity of the group characterized by thecharitable role and autonomy of action, and the role of the instructor to transmit these values to new nurses. Keywords: Inservice training; Intensive Care Units; Personnel managementObjective: To define and analyze the profile of the nurse-instructor training for nurses on admission to the ICU. Methods: The study was developed from the perspective of action research, adopting the technique of focus group dialogue and the use of electronic data collection. The sample included 29 nurses: 11 in the focus group sessions and 18 in the electronic interchange. Results: Among the responsibilities of the instructor, defined by the group, the updated scientific and technical knowledge were highlighted, along with ethics and the ability to teach; the instructor was identified as having a key role in the process of admission training. Conclusions: The research has promoted reflection by the group and the researchers on the issues involved in education and about the identity of the group characterized by the charitable role and autonomy of action, and the role of the instructor to transmit these values to new nurses.