Browsing by Author "Amaral, Guida"
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- Articulação entre os estabelecimentos de Ensino Superior de Enfermagem e as instituições de Saúde em Portugal: fatores que dificultam e medidas a implementarPublication . Amaral, Guida; Deodato, SérgioAs parcerias entre os Estabelecimentos de Ensino Superior de Enfermagem (EESE) e as Instituições de Saúde (IS), ainda que pouco consistentes, são imprescindíveis para o ensino de enfermagem, pois facilitam a aquisição de competências em contexto de Ensino Clínico. Vários estudos realizados referem que a constituição efetiva de parcerias não tem sido tarefa fácil, existindo fatores que interferem com esta articulação. O presente artigo tem como objetivo identificar os fatores que dificultam a articulação entre os EESE e as IS em Portugal e descrever as medidas a implementar para melhorar esta articulação. As dificuldades relatadas pelos intervenientes que dificultam a articulação entre os EESE e as IS e as medidas sugeridas pelos mesmos para melhorar essa articulação foram agrupadas em 6 categorias: Institucionais, Organizacionais, Supervisivos, Formativos, Comunicacionais e Profissionais. Cabe aos EESE e às IS, onde decorrem os EC, criar as condições e estratégias de comunicação e colaboração eficazes, para o desenvolvimento de parcerias efetivas, que diminuam os constrangimentos que dificultam a implementação prática das mesmas. A implementação de novas estratégias implica haver motivação e compromisso dos intervenientes, o desenvolvimento conjunto de políticas, modelos, protocolos e diretrizes de SC e uma rigorosa avaliação desta parceria, com vista a satisfação das necessidades e interesses de ambas as partes.
- Developing preceptors’ skills: experts’ viewPublication . Amaral, Guida; Figueiredo, Amélia SimõesBackground: In Portugal, the legal framework of the Undergraduate Degree in Nursing and the Regulation of Nursing Practice point to the nurse’s contribution to nursing students’ education. Objective: To characterize the process of developing clinical preceptors’ skills. Methodology: Qualitative study, using the Grounded Theory methodology. Semi-structured interviews were conducted with 7 expert nurses. Theoretical sampling was used based on the needs identified in the coding process. Data analysis and treatment followed the methodology adopted. Results: The following aspects characterize the development of clinical preceptors’ skills: primary and secondary socialization at the educational level, and experience, knowledge, analytical skills, and professional initiative at the professional level. Conclusion: Throughout the development of their skills, the experts highlighted the educational and academic experiences that promote critical reflection and a proactive attitude, and professional aspects such as expertise, analytical skills, and motivation.
- Estudo de caso: teses de doutoramento em PortugalPublication . Amaral, Guida; Araújo, Beatriz
- How to choose a preceptor: aspects to consider based on a grounded theory studyPublication . Amaral, Guida; Figueiredo, Amélia SimõesBackground: Nurses in clinical practice settings share responsibility with academy teachers in the education of nursing students in clinical teaching. This dynamic is essential for the students’ learning and their skill development. During preceptorship, the nurse has to mobilize the available resources to act competently and effectively. The purpose of this article is to identify the aspects that should be considered when selecting a nurse preceptor. Methods: A qualitative study was carried out based on Grounded Theory using Strauss and Corbin’s version. The study took place in a medicine ward and a surgery ward of a hospital in the Lisbon metropolitan area. The authors conducted fourteen semi-structured interviews with nurses who were at different stages of Benner’s Professional Development Model and with different outlooks on nursing preceptorship. The initial script was reorganized after the pilot test. It was also adjusted after the first exploratory interviews and after the in-depth interviews in order to reflect the interviewees’ work experience and outlooks on preceptorship. The interviews had an average duration of 45 min and were audio recorded. Theoretical sampling was conducted considering the needs identified in data coding until we reached theoretical saturation. Data analysis began after the first interview, first by open coding, followed by axial and selective coding, always in a logic of constant comparison with theory. Ethical principles, scientific integrity and methodological rigour were ensured throughout the study. Results: Two categories emerged that were supported by all nurses: skills and individual characteristics. The former includes communication skills, relational skills, reflective skills, technical-scientific skills, and emotional skills, while the latter includes perceptiveness, responsibility, motivation, and professional initiative. Conclusion: Nurses value both the individual characteristics they possess and the skills they have developed throughout their career. The recognition of the aspects found in this study for the selection of nurse preceptors allows for an informed and reasoned decision making, with a view to the success of the preceptorship and to the improvement of the quality of nursing education.
- Skills of the guiding nurses: a systematic literature reviewPublication . Amaral, Guida; Simões-Figueiredo, AméliaThe aim of this article is to identify the competences of nursing student’s preceptors in the clinical teaching. The clinical teaching is one of the components of the nursing degree course, that ensure the acquisition of knowledge, skills and attitudes necessary for autonomous and interdependent interventions of professional practice. The legal framework points to the contribution of the nurse as a preceptor of students, assuming the role of preceptor, sharing responsibility for the teaching-learning process with the teacher. The capacities, characteristics, responsibilities and even the desirable skills of preceptors, in the clinical teaching, are described in the literature in a dispersed way. We performed a systematic review, using the PICo method, applied to the CINAHL, MEDLINE, and SCIELO electronic databases. We analyzed 9 articles that were published between 2008 and 2018. We identified 6 categories of competence of the preceptor: relational, analysis, reflective, pedagogical, learning and professional. The evidence points to relational skills as predictors of pedagogical competencies. These, in turn, are anchored in a harmonious way to the analytical and reflexive competences that are mediators of the acquisition of effective learning skills and of support for the professional competences in the performance of the preceptor.