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Abstract(s)
A formação contínua do enfermeiro constitui não só uma forma de desenvolvimento pessoal e profissional com vista à melhoria da qualidade dos cuidados, mas também um dever para com a profissão. No entanto, a formação contínua não se expressa numa norma específica, sendo o enfermeiro autónomo na gestão do seu percurso de formação após o término do curso de Licenciatura em Enfermagem. O objectivo deste estudo consiste em adaptar e validar a Escala de Jefferson, de aprendizagem ao longo da vida, para o contexto formativo dos enfermeiros. A versão original da Escala de Jefferson (EJ) é constituída por uma subescala de 19 itens, e foi criada para o contexto dos médicos (1). A escala foi adaptada para uma amostra de 262 enfermeiros, de uma Instituição Hospitalar e de uma entidade académica, em contexto de frequência do Curso de Mestrado em Enfermagem. Participaram 216 enfermeiros com idades compreendidas entre os 22 e os 55 anos. Após a adaptação, foi feita a validação da nova versão utilizando a mesma metodologia do autor da escala original, tendo -se obtido bons resultados de consistência interna (a= 0,811) e estrutura factorial, idênticos aos da versão original. Considera -se, assim, que esta escala tem boas características psicométricas para avaliar a aprendizagem ao longo da vida dos enfermeiros, constituindo um instrumento útil para a investigação na área da educação e gestão dos Serviços de Enfermagem.
The training of nurses is not only a form of personal and professional development to improve the quality of care, but also a duty to the profession. However, training is not expressed in a specific standard, the nurse being autonomous in managing their educational path after the Degree’s Course of Nursing. The aim of this study is to adapt and validate the Jefferson Scale of lifelong learning, the context for training of nurses. The original version of the Jefferson Scale is a subscale consists of 19 items, and was created for the physicians’ context (1). The scale was adapted for a sample of 262 nurses, a hospital and a School of Nursing, in the context of coursework masters of different specialization areas. Participants were 216 nurses, aged between 22 and 55. After adjustment was made to validate the new version using the same methodology as the author of the original scale, and had good results of internal consistency (a= 0.811) and factor structure identical to the original version. It is considered therefore that this scale has good psychometric properties to assess the lifelong learning of nurses, providing a useful tool for research in education and management in nursing.
The training of nurses is not only a form of personal and professional development to improve the quality of care, but also a duty to the profession. However, training is not expressed in a specific standard, the nurse being autonomous in managing their educational path after the Degree’s Course of Nursing. The aim of this study is to adapt and validate the Jefferson Scale of lifelong learning, the context for training of nurses. The original version of the Jefferson Scale is a subscale consists of 19 items, and was created for the physicians’ context (1). The scale was adapted for a sample of 262 nurses, a hospital and a School of Nursing, in the context of coursework masters of different specialization areas. Participants were 216 nurses, aged between 22 and 55. After adjustment was made to validate the new version using the same methodology as the author of the original scale, and had good results of internal consistency (a= 0.811) and factor structure identical to the original version. It is considered therefore that this scale has good psychometric properties to assess the lifelong learning of nurses, providing a useful tool for research in education and management in nursing.
Description
Keywords
Formação em enfermagem Formação de adultos Aprendizagem ao longo da vida Escala de Jefferson Education Continuing Learning Continuing nursing education Jefferson Scale