Clinical reasoning in nursing: teaching strategies and assessment tools

Simulated practice in the development of clinical reasoning in nursing students: A systematic review protocol

Simulated clinical practice is a pedagogical technique that replicates real-world scenarios in a controlled environment, enabling nursing students to engage in the teaching-learning process actively. While simulated practice is a growing pedagogical strategy, several studies have examined its strengths and limitations. However, evidence of its effectiveness in developing clinical reasoning skills among nursing students still needs to be improved. This systematic review aims to assess the benefits of simulated practice in enhancing the clinical reasoning skills of undergraduate nursing students. Methods: A systematic review will be conducted using three databases: CINAHL, MEDLINE, and PubMed. The search strategy will include MeSH terms "simulation," "nursing students," "nursing education," and "clinical reasoning." Inclusion criteria: Studies published within the last five years (2017-2022) involving undergraduate nursing students and using simulated practice as an intervention. Two independent reviewers will conduct Data extraction and synthesis, with disagreements resolved by a third reviewer, as follows:•Identify the benefits of simulated practice in clinical reasoning among nursing students.•Analyze studies that utilize simulated practice as an intervention.•Evaluate the effectiveness of simulated practice in developing clinical reasoning skills.

5cardsgame, innovative comprehensive integrative puzzle to enhance clinical reasoning in surgical technologist students: a pre-experimental study

BACKGROUND

Clinical reasoning is essential for healthcare professionals to ensure patient safety. Various teaching and assessment methods, such as comprehensive integrative puzzles (CIP), have been developed to enhance clinical reasoning in medical education. This study implemented a modified CIP titled 5CardsGame to enhance and assess clinical reasoning in surgical technologist students.

METHOD

This pre-experimental study employed an interrupted time-series design. Thirty-six students were recruited using convenience sampling. The intervention, based on gamification principles and script theory, involved playing with color-coded cards related to five surgical procedures over six weeks, with three series of tests conducted biweekly. The mean correct card selection for each scenario and the time taken to complete them in the first test served as baseline criteria. Scores and times recorded in the subsequent two tests were used to compare learning progress and clinical reasoning skill improvement.

RESULTS

The mean score increased from 1.17 in the first test to 2.39 and 3.83 in the second and third tests, respectively. The mean completion time decreased from 14.67 min to 9.19 and 6.42 min. Paired comparisons revealed that the mean time reduction was significant across all three comparisons. Statistical analysis showed strong effect sizes for both score improvements and time reductions.

CONCLUSION

The 5CardsGame significantly improved students' learning and clinical reasoning skills in surgical technology education. The game's ability to enhance both accuracy and speed of decision-making suggests its effectiveness in developing crucial competencies. Integration of this method into educational programs for surgical technologist students could potentially enhance their preparedness for professional practice.

The impact of virtual reality applied in nurse education on students' clinical thinking: A systematic review

OBJECTIVE

To summarise and compare the applications and effectiveness of virtual reality in cultivating clinical thinking among nursing students and to further analyse the active ingredients of virtual reality applications.

DESIGN

Systematic review.

REVIEW METHODS

A systematic and comprehensive search of PubMed, Web of Science, Cochrane, Scopus, Embase, and CINAHL was conducted from the inception until 5th of February 2024. The standardised JBI critical appraisal tools for randomised controlled trials (RCTs) and quasiexperimental studies were used to assess the quality of the selected studies.

RESULTS

After screening, 17 articles were ultimately included, including 5 RCTs and 12 quasiexperimental studies. The findings reveal that different applications of virtual reality have varying impacts on nursing students' clinical thinking. The analysis of active ingredients reveals a number of key factors that enhance learning in virtual reality applications. A hybrid approach benefits development across critical thinking, clinical judgement, and clinical decision-making. Nonimmersive virtual reality appears to be active and effective for critical thinking, whereas immersive virtual reality proves to be effective for problem solving. Shorter simulation running times enhance clinical judgement. Shorter prebriefing sessions, fewer simulation scenarios, and structured debriefing centred on the algorithm of the scenario contribute positively to clinical reasoning. Individual operation of the virtual reality system, immediate scenario-embedded feedback, and instructor-led debriefing support clinical decision-making.

CONCLUSIONS

Nurse educators should consider integrating virtual reality technology with other teaching methods to increase the effectiveness of the development of clinical thinking among students. The prebriefing time and debriefing structure should be tailored to specific contexts and objectives. To maintain students' attention during the simulations, allowing students to operate the system independently and shortening the simulation cycles are advisable while limiting the number of scenarios to reduce the cognitive load. For effective reflection, combining scenario-embedded feedback within the virtual reality system with teacher-led debriefing is essential. Additionally, a sensible design of the level of immersion is necessary due to differences in accessibility, the complexity of the learning environment, and the costs between nonimmersive and immersive virtual reality.

Active methodologies in teaching the nursing process: Scoping review

AIM

To map the use of active methodologies in nursing education for teaching the nursing process.

BACKGROUND

The nursing process is a systematic approach essential for clinical reasoning, guiding nursing diagnoses and care planning, execution and evaluation. Its teaching requires strategies that engage students in active learning to foster evidence-based practice.

DESIGN

Scoping review performed according to the Joanna Briggs Institute Manual for Evidence Synthesis.

METHODS

The review involved seven steps: defining review questions, establishing eligibility criteria, designing search strategies, screening and selecting evidence, extracting data, analyzing results and presenting findings. Searches were conducted in July 2023 and updated in February 2024 on the databases Cumulative Index to Nursing and Allied Health Literature, Latin American and Caribbean Literature on Health Sciences, Excerpta Medica dataBASE, Medical Literature Analysis and Retrieval System Online, Scopus, Web of Science and Google Scholar. The review targeted graduate and undergraduate nursing students (Population), the nursing process (Concept) and active teaching methodologies (Context), guided by the PCC framework.

RESULTS

The 101 included studies present key active strategies such as clinical simulation, case-based learning, web-based learning, problem-based learning, concept mapping, virtual simulation, electronic record systems, clinical practice and laboratory activities. Nursing assessment was the most frequently taught step, followed by diagnosis, interventions, evaluation and outcomes.

CONCLUSION

Active methodologies consistently demonstrated positive impacts on critical competencies, fostering critical thinking, clinical reasoning and judgment. Integrating these strategies with traditional approaches in undergraduate nursing curricula enhances the application of theoretical knowledge in clinical practice.

Optimizing Clinical Reasoning: Unpacking the Impact of Virtual Patient Educational Duration in Cancer Care and Nursing Students' Experiences

Background

Teaching clinical reasoning to nursing students is essential for professionalizing and improving cancer patient care. This study investigates how training duration with Virtual Patients (VPs) impacts clinical reasoning and learners' evaluation of their experiences.

Materials and Methods

The present semi-experimental study was conducted with a pretest-post-test design and a control group. Through the census sampling method, 74 nursing students from Isfahan University of Medical Sciences, Iran, (in their 4th and 5th semester) who had taken the cancer course were selected (2019-2022) and, upon obtaining their consent, were enrolled in the study. The study began with a pretest, followed by engagement in five VP scenarios over 6 weeks, which was followed by the post-test phase. Data were collected via 23-item tests and the Huwendiek Questionnaire. The collected data were analyzed in SPSS software using correlation tests and t-tests.

Results

The outcomes revealed a noteworthy disparity between the mean scores recorded in the pre-test and post-test stages after training, for both the 4th and 5th semester cohorts (p ≤ 0.001). Moreover, a notable discrepancy surfaced between the duration of training with VPs and the average post-test score (p ≤ 0.001). The correlation coefficient, for the 4th semester, stood at 0.65, while for the 5th semester, it was 0.213. Notably, the participants exhibited contentment with the learning experience through VPs.

Conclusions

The survey found that 85.60% of participants prefer using VPs for clinical reasoning education. Our study underscores the link between the duration of VP interaction and improved clinical reasoning skills in nursing students.

Psychometric Evaluation of the Nurse Clinical Reasoning Scale: A Validation Study Among Italian Nurses

Background and Purpose: Clinical reasoning for nurses is considered a valuable component of clinical nursing competencies, but there are few tools to ascertain this. This study tested the Italian Nurses Clinical Reasoning Scale (I-NCRS) psychometric properties based on Levett-Jones' theoretical clinical reasoning model. Methods: Content, face, and construct characteristics were ascertained for their validity. The study had a two-phase design: (a) content and face validity and (b) construct validity. Results: Three factors emerged from the factorial analysis of our reference sample: nursing problems of health, nursing information of health, and nursing assessment of health. Conclusions: The scale represents a valuable tool for the self-assessment of the clinical reasoning skills of nurses. I-NCRS showed evidence of validity and reliability, being also useful for assessing clinical reasoning for educational and research purposes among Italian nurses.

Development and validation of a case study to aid in the diagnostic reasoning of nursing students and nurses

PURPOSE

The aim of this study is to develop and validate a case study to aid in the diagnostic reasoning of nursing students and nurses.

METHODS

It is a validation study using a case study based on Lunney's method including (1) content validation of the case study by nurse experts through the Delphi technique, (2) identification of nursing diagnoses (NDs) in the case, (3) evaluation of diagnostic accuracy, and (4) establishment of a priority diagnosis by nurse experts.

FINDINGS

The case study was developed from the findings of a narrative literature review on the cues of the NDs with a prevalence > 50% in patients with peripheral arterial occlusive disease. Two rounds of expert evaluation were required to validate the case study. The experts identified 18 NDs with different degrees of accuracy. The highly accurate diagnoses most frequently identified by the experts were: Ineffective peripheral tissue perfusion (100%), impaired walking (83%), impaired comfort (50%), and chronic pain (50%). The diagnosis considered a priority by all experts was ineffective peripheral tissue perfusion.

CONCLUSIONS

The case study was developed and had its content validated. High-accuracy diagnoses were identified, and a priority was determined.

IMPLICATIONS FOR NURSING PRACTICE

The validated case study may be used by students and nurses to facilitate the development of diagnostic reasoning and critical thinking in practice, teaching or research.

Teaching Strategies for Developing Clinical Reasoning Skills in Nursing Students: A Systematic Review of Randomised Controlled Trials

BACKGROUND

Clinical reasoning (CR) is a holistic and recursive cognitive process. It allows nursing students to accurately perceive patients' situations and choose the best course of action among the available alternatives. This study aimed to identify the randomised controlled trials studies in the literature that concern clinical reasoning in the context of nursing students.

METHODS

A comprehensive search of PubMed, Scopus, Embase, and the Cochrane Controlled Register of Trials (CENTRAL) was performed to identify relevant studies published up to October 2023. The following inclusion criteria were examined: (a) clinical reasoning, clinical judgment, and critical thinking in nursing students as a primary study aim; (b) articles published for the last eleven years; (c) research conducted between January 2012 and September 2023; (d) articles published only in English and Spanish; and (e) Randomised Clinical Trials. The Critical Appraisal Skills Programme tool was utilised to appraise all included studies.

RESULTS

Fifteen papers were analysed. Based on the teaching strategies used in the articles, two groups have been identified: simulation methods and learning programs. The studies focus on comparing different teaching methodologies.

CONCLUSIONS

This systematic review has detected different approaches to help nursing students improve their reasoning and decision-making skills. The use of mobile apps, digital simulations, and learning games has a positive impact on the clinical reasoning abilities of nursing students and their motivation. Incorporating new technologies into problem-solving-based learning and decision-making can also enhance nursing students' reasoning skills. Nursing schools should evaluate their current methods and consider integrating or modifying new technologies and methodologies that can help enhance students' learning and improve their clinical reasoning and cognitive skills.

"Learning a Way of Thinking"-World Café on Clinical Reasoning in Nursing and Midwifery Education and Practice across Five European Union Countries

Clinical reasoning is a key attribute of nursing and midwifery professionals. As a part of the Erasmus plus project, we designed a study with the aim of exploring the understanding of clinical reasoning as a concept, experiences of teaching clinical reasoning and practices related to using clinical reasoning in nursing and midwifery. A qualitative study was carried out using the World Café method, involving 44 participants from five European countries. The participants represented diverse professional backgrounds, including nurses, midwives and lecturers. Our analytical approach was based on a thematic analysis. We categorized the data into three main categories, namely, "Spiral of thinking", "The learning and teaching of a way of thinking" and "Clinical reasoning in real life", all under an overarching theme, "Learning a way of thinking". This study highlighted areas of learning and teaching which can be improved in current nursing and midwifery education. Furthermore, it identified barriers, facilitators and practices from five European countries which can be used in the further development of nursing and midwifery curricula and courses with the aim of enhancing clinical reasoning competence and ultimately improving patient care.

Midwives' perspectives about using individualized care plans in the provision of immediate postpartum care in Uganda; an exploratory qualitative study

INTRODUCTION

Individualized care planning has been slowly integrated into practice in Uganda with minimal documentation of how the concept is applied in providing care. This study explored the perceptions of midwives about the use of individualized care plans (ICPs) in the provision of immediate postpartum care.

METHODS

An exploratory descriptive qualitative approach was used in this study. We interviewed fifty midwives from 37 health facilities in Uganda's greater Mpigi region. The midwives, who were certificate and diploma holders, were purposively enrolled in the selected facilities. Deductive content analysis was done based on the COM-B model.

RESULTS

Four themes emerged from the data namely; compatibility, motivation, opportunities, and the midwives' suggested strategies and targets for improved individualized care planning. The midwives were aware of individualized care planning and they utilized it in their provision of immediate postpartum care especially when assessing clients for risks, preparing clients for referral, caring for Human Immunodeficiency virus (HIV) exposed babies and their mothers, and educating/ supporting first-time mothers (automatic motivation). Having a good nurse-patient relationship, privacy, and ample time to care for the clients were noted as motivators for individualized care plan use, while poor documentation of care, high patient load, and perceived patients' lack of understanding of the complexities of illness in the immediate postpartum period were the barriers (social opportunity) identified by midwives to the use of individualized care planning.

CONCLUSION

There are still capability, motivation, and opportunity hindrances to the use of individualized care planning. Staff recruitment, training, and harmonization of the documentation forms may improve the use of care plans in the postpartum period.

Reasoning like a doctor or like a nurse? A systematic integrative review

When physicians and nurses are looking at the same patient, they may not see the same picture. If assuming that the clinical reasoning of both professions is alike and ignoring possible differences, aspects essential for care can be overlooked. Understanding the multifaceted concept of clinical reasoning of both professions may provide insight into the nature and purpose of their practices and benefit patient care, education and research. We aimed to identify, compare and contrast the documented features of clinical reasoning of physicians and nurses through the lens of layered analysis and to conduct a simultaneous concept analysis. The protocol of this systematic integrative review was published doi: 10.1136/bmjopen-2021-049862. A comprehensive search was performed in four databases (PubMed, CINAHL, Psychinfo, and Web of Science) from 30th March 2020 to 27th May 2020. A total of 69 Empirical and theoretical journal articles about clinical reasoning of practitioners were included: 27 nursing, 37 medical, and five combining both perspectives. Two reviewers screened the identified papers for eligibility and assessed the quality of the methodologically diverse articles. We used an onion model, based on three layers: Philosophy, Principles, and Techniques to extract and organize the data. Commonalities and differences were identified on professional paradigms, theories, intentions, content, antecedents, attributes, outcomes, and contextual factors. The detected philosophical differences were located on a care-cure and subjective-objective continuum. We observed four principle contrasts: a broad or narrow focus, consideration of the patient as such or of the patient and his relatives, hypotheses to explain or to understand, and argumentation based on causality or association. In the technical layer a difference in the professional concepts of diagnosis and the degree of patient involvement in the reasoning process were perceived. Clinical reasoning can be analysed by breaking it down into layers, and the onion model resulted in detailed features. Subsequently insight was obtained in the differences between nursing and medical reasoning. The origin of these differences is in the philosophical layer (professional paradigms, intentions). This review can be used as a first step toward gaining a better understanding and collaboration in patient care, education and research across the nursing and medical professions.

The effectiveness of high-fidelity simulation on undergraduate nursing students' clinical reasoning-related skills: A systematic review

BACKGROUND

High-fidelity simulation is used widely in the education of healthcare professionals; however, its effectiveness in teaching undergraduate nursing students clinical reasoning skills is not known. The objective of this systematic review is to synthesise findings from current literature about the effectiveness of high-fidelity simulation on the development of clinical reasoning-related skills in undergraduate nurses.

METHODS

A systematic review of the effectiveness of high-fidelity simulation was conducted, guided by the Joanna Briggs Institute methodology. Studies included were experimental and quasi-experimental study designs published in English between 2014 and 2020 that investigated clinical reasoning-related skills for undergraduate nursing students. Databases searched included Medline, CINAHL, Embase and the Joanna Briggs Institute of Evidence-based Practice database.

RESULT

A total of 1980 studies were identified and 15 studies met the inclusion criteria. Seven studies were randomised controlled trials, and eight studies were quasi-experimental. The 15 included studies reported 19 outcomes, as studies examined one or more outcomes of clinical reasoning-related skills. Statistically significant results favouring the simulation groups were reported in the following outcomes: clinical reasoning skills (three studies of three studies), critical thinking skills (four out of eight studies), problem-solving (two of four studies), decision-making skills (one of two studies), and clinical judgment skills (two of two studies).

CONCLUSION

High-fidelity simulation was reported to be effective alone and in combination with traditional teaching or other simulation types in improving undergraduate nursing students' clinical reasoning-related skills acquisition. Limitations included cost and availability of high-fidelity simulation to large numbers of students, which have implications for practice. Further research is needed to determine the actual effect of high-fidelity simulation compared to other simulation types on undergraduate nursing students' clinical reasoning-related skills.

Nurse Educators' Pedagogical Approaches Addressing Student Nurses' Mental Health Care Competence: A Qualitative Study

Nurses' mental health care competence is vital for addressing the current mental health care crisis' demand for quality in mental health care and services. These challenges also involve educational institutions. In the mental health course of the bachelor's nursing curriculum, nurse educators face multiple tasks and challenges concerning preparing students for their clinical placement. This study aimed to explore and describe nurse educators' pedagogical approaches across three universities. The study applied a qualitative and descriptive design, and data were collected from individual qualitative interviews with 13 experienced nurse educators. A content analysis approach in lines with Graneheim and Lundman was used to analyse the data. The content analysis resulted in one theme and three categories, and each category was characterised by three subcategories. The theme intentionally preparing student nurses for mental health care competence served as an overarching theme describing the educators' overall reflections and descriptions. The three categories were: activating students for the mental health context; caring for students on a personal level; and supporting students in grasping the scope of nursing within the mental health context. These categories described the varieties and complexity of nurse educators' pedagogical approaches addressing student nurses' mental health care competence.

An application of the caritative caring approach – nursing students’ experiences of practising caring and uncaring encounters by simulation at a clinical training centre

Purpose

Nurses’ lack of competence to be caring affects patients’ health and patients describe a desire for more individual and compassionate care. Nursing education tends, however, to focus less on the caring approach in nursing practice and more on developing knowledge in psychomotor skills. The aim of this study was to describe nursing students’ experiences of simulating caring and uncaring encounters founded on the caritative perspective at a Clinical Training Centre (CTC).

Method

A qualitative, inductive approach using a qualitative latent content analysis. Written reflections of 49 students were analysed.

Findings

By intertwining reflection with acting and observation, the students experienced that they achieved an open mind and gained an understanding of how important it was to treat the patient based on a caring approach. To act, first uncaring and thereafter caring, gave them an awakening. The students were touched and an overwhelming feeling of suddenly understanding human uniqueness and vulnerability appeared.

Conclusions

To simulate caritative caring and uncaring encounters at the CTC enhanced students’ knowledge and understanding about caring and strengthened their prerequisites to acquire a caritative ontological basic view and attitude which in the long run may lead to an increased feeling of patient well-being in the encounter.

VALIDAÇÃO DO CONTEÚDO DE UM INSTRUMENTO PARA CONSULTA DE ENFERMAGEM À PESSOA COM ÚLCERA VENOSA

Objective: To validate the content of an instrument for nursing consultation with people with venous ulcers. Methodology: Methodological study of internal validation of content based on the judgment of enterostomal therapist judges, whose identification occurred through a search on the Lattes Platform. The process occurred in the months of January and February 2019 and 24 experts participated. Data regarding the evaluation of the query were compiled in Microsoft Office Excel spreadsheet and considered according to total and global agreement index, totaling 209 items and 2,400 variables of the query, dichotomous responses being adopted. Results: Regarding the characterization of the judges, a mean age of 36.6 years was obtained. Most were female and located in the state of Ceará. The main qualification observed was Master’s degree (62.5%) and the judges worked in assistance and coordination of enterostomal therapy services. Two thirds had experience with validation of instruments (66.7%). Regarding the validation of the consultation, an overall agreement index of 92% and an alpha of 0.91 were obtained. Conclusion: The consultation has an adequate appearance to be used, is easy to apply, has a logical sequence, and enables a systematic nursing care.

VALIDATION OF THE CONTENT OF AN INSTRUMENT FOR NURSING CONSULTATION FOR PEOPLE WITH VENOUS ULCER

Objective: To validate the content of an instrument for nursing consultation with people with venous ulcers. Methodology: Methodological study of internal validation of content based on the judgment of enterostomal therapist judges, whose identification occurred through a search on the Lattes Platform. The process occurred in the months of January and February 2019 and 24 experts participated. Data regarding the evaluation of the query were compiled in Microsoft Office Excel spreadsheet and considered according to total and global agreement index, totaling 209 items and 2,400 variables of the query, dichotomous responses being adopted. Results: Regarding the characterization of the judges, a mean age of 36.6 years was obtained. Most were female and located in the state of Ceará. The main qualification observed was Master’s degree (62.5%) and the judges worked in assistance and coordination of enterostomal therapy services. Two thirds had experience with validation of instruments (66.7%). Regarding the validation of the consultation, an overall agreement index of 92% and an alpha of 0.91 were obtained. Conclusion: The consultation has an adequate appearance to be used, is easy to apply, has a logical sequence, and enables a systematic nursing care.

Nursing student learning of biosciences through movies and concept maps: A mixed study

BACKGROUND

acquisition of bioscience knowledge is challenging for nursing students. This calls for teaching methodologies that allow them to acquire this knowledge and add value in the nursing context.

OBJECTIVE

to evaluate a teaching experience using a movie clip and the collaborative use of C-Maps in first-year bioscience learning in nursing students.

DESIGN

embedded mixed methods study.

PARTICIPANTS

143 students.

METHODS

data were collected in two phases: first, collecting quantitative data through a questionnaire on utility, satisfaction and perceived competency development, and collecting qualitative data on learning, teaching materials and developed competencies through an open-question instrument. The second phase consisted of a focus group to explore in greater depth learning experience.

RESULTS

six themes emerged from the qualitative analysis: using C-Maps as a learning process; developing group competencies; knowledge integration and transfer; teacher-student relationship; art as a didactic support; and difficulties encountered and proposals for improvement. Regarding utility, the students highlighted learning and relating concepts. Elements of satisfaction were working in small groups and having the teacher as a guide. Finally, the competencies most developed were teamwork and learning ability.

CONCLUSION

the combination of a movie clip and a C-Map is an innovative strategy motivating and valuable for learning biosciences.

The importance of logical thinking for clinical nursing care

OBJECTIVE

To present a reflection on the importance of logical thinking for clinical nursing care.

METHOD

Reflection paper.

REFLECTION

The exercise of an effective clinical care brings with it the need for logical thinking and adequate reasoning for safe and effective nursing practices. Therefore, training based on philosophical principles that encourage the increase of logical and critical thinking is considered unquestionable, ensuring professionals the systematization of assistance with the application of the nursing process based on scientific understanding and strong arguments supported by the path of truthfulness, morality, ethics and critical self-reflection in order to value clinical practices.

FINAL CONSIDERATIONS

The importance of logical thinking for nursing care is ratified here, supporting nursing care systematization and the nursing process stages. Thus, nurses can use clinical reasoning skills to deliver a humane, ethical, and effective professional performance.

A phenomenological exploration of nurse educators' roles in Saudi Arabia's Vision 2030

AIM

The purpose of this study is to examine the roles of nurse educators through the eyes of undergraduate and graduate students at selected Saudi Arabian universities in the context of Vision 2030, an initiative to transform the socio-economic reform plan that is opening Saudi Arabia worldwide based on the following three pillars: a vital society, a thriving economy and an ambitious nation.

BACKGROUND

Nursing education in Saudi Arabia has faced numerous obstacles due to cultural, educational, organizational and work-related factors, discouraging registered nurses and students enrolled in undergraduate and graduate programmes from pursuing career paths in nursing education.

METHODS

Descriptive phenomenology was used as the method. Twenty-two nursing students from selected government and private universities in Saudi Arabia's Eastern Region were recruited through purposive sampling and semi-structured in-depth interviews. The COREQ criteria list was adapted to report the study's findings.

RESULTS

Four themes emerged regarding how nursing students perceived nurse educators' roles, including philanthropists of learning, advocates for patient safety and quality service, proponents of individual transformation and beacons of hope for nursing's future.

CONCLUSION

Despite rapidly changing images, ideologies and perceptions of modernization and worldwide freedom of expression and speech, students continue to have positive perspectives on nurse educators' roles.

IMPLICATIONS FOR NURSING MANAGEMENT

The study's findings will provide an initiative for nurse managers and leaders to revisit the roles of nurse educators in moulding future generations of registered nurses and realign these roles towards the goals and objectives of Saudi Vision 2030.

Effect of a guide for clinical reasoning on Nursing students' diagnostic accuracy: A clinical trial

Objective

to evaluate the effect of the Self-Instructional Guide for Clinical Reasoning on the diagnostic accuracy of undergraduate Nursing students.

Method

a randomized, parallel and double-blind (researchers and outcome evaluators) clinical trial, carried out with undergraduate Nursing students. Validated case studies were applied in two phases to identify the patient’s Nursing diagnosis/problem, etiology and clues, using the Guide with the intervention group in the second phase. The outcomes - diagnostic and etiological accuracy and number of clues - were evaluated using validated rubrics. Descriptive statistics were used to analyze demographic data; Fisher’s exact test for similarities in prior education and confidence; Mann-Whitney’s test for age; and non-parametric ANOVA test in the evaluation of the hypothesis of differences in performance.

Results

final sample composed of 24 students in the control group and 27 in the intervention group; no difference as to gender, age and schooling. There was a difference in diagnostic (p=0.041) and etiological (p=0.0351) accuracy in the intervention group, showing a negative effect of using the Guide.

Conclusion

the one-time self-instruction was not effective in impacting the diagnostic accuracy of students solving case studies. Repeated application of the Guide as a teaching tool can be effective in improving such outcome. REBEC: RBR-4bhr78.

IMPACT OF HIGH-FIDELITY SIMULATION IN PEDIATRIC NURSING TEACHING: AN EXPERIMENTAL STUDY

ABSTRACT Objective: to assess the impact of high-fidelity clinical simulation on undergraduate teaching, specifically in the Pediatric Nursing area. Method: a quasi-experimental study of the pre- and post-test type, developed at three public Higher Educations Institutions (HEIs) in Brazil. The participants were 93 undergraduate Nursing students, enrolled in the Pediatric Nursing academic disciplines, and randomly allocated to the control or experimental groups. The data were collected in the first half of 2017, through a structured knowledge test and the Satisfaction with Simulated Clinical Experiences Scale. The experimental group received the usual intervention (participation in the theoretical and theoretical-practical activities offered in the disciplines) and the study intervention (high-fidelity clinical simulation); the control group only received the usual intervention. The data were analyzed by means of descriptive and analytical statistics. An explanatory model was prepared by means of multiple linear regression to assess the impact of simulation on teaching. Results: the mean difference between the knowledge pre- and post-tests was 4.04 points (p=0.0004) higher among the experimental group participants, indicating a greater increase in knowledge with the simulation. The participants from University A, who performed the simulation after the theoretical activities and before the theoretical-practical activities, obtained a higher mean difference between the knowledge pre- and post-tests (by 3.89 points, p=0.0075) than that of obtained by the participants from the other institutions. In relation to the satisfaction scale, high scores were achieved (mean=9.11±0.67). Conclusion: high-fidelity clinical simulation in Pediatrics contributed to increasing the Nursing students’ knowledge and satisfaction levels.

DESENVOLVIMENTO DE APLICATIVO PARA APOIAR O RACIOCÍNIO DIAGNÓSTICO DO ENFERMEIRO NO CUIDADO AO PACIENTE CIRÚRGICO

RESUMO Objetivo: desenvolver um aplicativo móvel para apoiar o raciocínio diagnóstico do enfermeiro no cuidado ao paciente cirúrgico Método: trata-se de uma pesquisa aplicada com produção tecnológica realizada num hospital da região metropolitana do Espírito Santo no período de setembro de 2018 a dezembro de 2019. O estudo foi dividido em quatro etapas: elaboração de conteúdo teórico através da realização de revisão integrativa de literatura dos principais sinais e sintomas observados em pacientes no pós-operatório de cirurgias gastrointestinais, torácicas, de cabeça e pescoço, e mapeamento cruzado entre os sinais e sintomas encontrados na revisão de literatura e os diagnósticos de enfermagem da NANDA Internacional; desenvolvimento de 10 estudos de caso que simulam situações clínico-cirúrgicas elaborados de acordo com os diagnósticos de enfermagem mapeados conforme referencial de Lunney; avaliação dos estudos de caso por especialistas utilizando índice de validade de conteúdo; e construção do aplicativo em parceria com especialista em design gráfico pelo método do Design Centrado no Usuário. Resultados: o aplicativo “CuidarTech® Cirúrgico”, apresenta quatro opções de navegação: 1) “Processo de Enfermagem” 0 exibe conteúdos teóricos; 2) “Diagnósticos e ações de enfermagem” - com diagnósticos e intervenções de enfermagem para assistência a pacientes em período pós-operatório de cirurgias gastrointestinais, torácicas, de cabeça e pescoço; 3) “Estudos de caso” - traz 10 estudos validados para treinamento do raciocínio clínico; e 4) “Créditos” - equipe executora. Conclusão: o aplicativo é uma tecnologia inédita e constitui um suporte interativo na assistência e ensino do processo de enfermagem e do raciocínio clínico do enfermeiro.

O IMPACTO DA SIMULAÇÃO CLÍNICA DE ALTA FIDELIDADE NO ENSINO DE ENFERMAGEM PEDIÁTRICA: ESTUDO EXPERIMENTAL

RESUMO Objetivo: avaliar o impacto da simulação clínica de alta fidelidade no ensino de graduação, na área de enfermagem pediátrica. Método: estudo quase experimental, do tipo pré e pós-teste, desenvolvido em três instituições de ensino superior públicas, no Brasil. Participaram 93 graduandos em enfermagem, matriculados nas disciplinas de Enfermagem Pediátrica, alocados aleatoriamente no grupo controle ou experimental. Os dados foram coletados no primeiro semestre de 2017, por meio de teste de conhecimento estruturado e da Escala de Satisfação com as Experiências Clínicas Simuladas. O grupo experimental recebeu a intervenção habitual (participação nas atividades teóricas e teórico-práticas oferecidas nas disciplinas) e a intervenção do estudo (simulação clínica de alta fidelidade); o grupo controle recebeu apenas a intervenção habitual. Os dados foram analisados mediante estatística descritiva e analítica. Para avaliar o impacto da simulação no ensino, foi elaborado um modelo explicativo, por meio da regressão linear múltipla. Resultados: a diferença média entre o pré e pós-teste de conhecimento foi 4,04 pontos (p=0,0004) maior entre os participantes do grupo experimental, indicando maior incremento no conhecimento com a simulação. Os participantes da instituição A - que realizaram a simulação após as atividades teóricas e antes das atividades teórico-práticas - obtiveram uma diferença média entre o pré e pós-teste de conhecimento superior (em 3,89 pontos, p=0,0075) àquela obtida pelos participantes das demais instituições. Em relação à escala de satisfação, as pontuações atingiram um alto nível (média=9,11±0,67). Conclusão: a simulação clínica de alta fidelidade em pediatria contribuiu para o incremento do conhecimento e satisfação de acadêmicos de enfermagem.

A importância do pensamento lógico para o cuidado clínico de enfermagem

RESUMO Objetivo Apresentar uma reflexão sobre a importância do pensamento lógico para o cuidado clínico de enfermagem. Método Estudo de reflexão. Reflexão Pensar em exercer o cuidado clínico eficaz remete à necessidade de um pensamento lógico e raciocínio adequado para a realização de práticas de enfermagem seguras e eficazes. Para tanto, considera-se inquestionável a formação baseada nos princípios filosóficos que estimulem o incremento do pensamento lógico e crítico, assegurando aos profissionais a sistematização da assistência com aplicação do processo de enfermagem a partir do entendimento científico e argumentos sólidos abalizados pelo caminho da verdade, moral, ética e autocrítica, de forma a favorecer a valorização das práticas clínicas. Considerações finais Ratifica-se a importância do pensamento lógico para o cuidado de enfermagem fundamentando a Sistematização da Assistência de Enfermagem e as etapas do Processo de Enfermagem. Desta forma, o enfermeiro pode fazer uso do raciocínio clínico propiciando uma atuação profissional humana, ética e eficaz.

Content analysis of the nursing diagnosis “Excess fluid volume (00026)” in renal patients

ABSTRACT Objective: To analyze the content of the conceptual and operational definitions of the related factors, associated condition and defining characteristics of the nursing diagnosis “Excess fluid volume (00026)” in hemodialysis renal patients. Methods: Methodological study, of the content analysis type, with 49 specialists who reached a score equal to or greater than 5, according to Fehring’s criteria. Thirty elements were evaluated for relevance, clarity, and precision. The experts’ profile was analyzed using descriptive statistics, and the binomial test analyzed the agreement between them in relation to the terms. Results: The main validated indicators were “Oliguria”, “Anasarca”, “Paroxysmal nocturnal dyspnea”, “Dyspnea”, “Change in blood pressure”, “Edema”, “Ingestion greater than elimination” and “Increased central venous pressure”. This shows that this phenomenon is present in this population. Conclusion: 29 elements were validated for relevance, clarity, and precision. This result clarifies the terms that make up the phenomenon, providing a better understanding of the concept; and assists in the accurate diagnostic proposition.

APPLICATION DEVELOPMENT TO SUPPORT THE DIAGNOSIS OF NURSES IN THE CARE OF SURGICAL PATIENTS

ABSTRACT Objective: to develop a mobile application to support nurses’ diagnostic reasoning in the care of surgical patients Method: this is applied research with technological production, carried out in a hospital in the metropolitan region of Espírito Santo, from September 2018 to December 2019. The study was divided into four stages: theoretical content elaboration through an integrative literature review of the main signs and symptoms observed in patients in the postoperative period of gastrointestinal, thoracic, head and neck surgeries, and cross-mapping between the signs and symptoms found in the literature review and NANDA International nursing diagnoses; development of 10 case studies that foster clinical and surgical situations elaborated according to nursing diagnoses mapped according to Lunney’s framework; assessment of case studies by experts using content validity index; and application construction in partnership with a graphic design expert by the User-Centered Design method. Results: the application CuidarTech®Cirúrgico presents four navigation options: 1) “Nursing Process” - displays theoretical contents; 2) “Nursing diagnoses and actions” - with nursing diagnoses and interventions to assist patients in the postoperative period of gastrointestinal, thoracic, head and neck surgeries; 3) “Case studies” - brings 10 validated studies to training clinical reasoning; and 4) “Credits” - executing team. Conclusion: the application is an unprecedented technology and constitutes an interactive support in the care and teaching of nurses’ Nursing Process and clinical reasoning.

Clinical reasoning in nursing students: A concept analysis

AIM

The aim of this analysis is to clarify the concept of clinical reasoning in nursing students.

BACKGROUND

Sound clinical reasoning is the most important skill required in professional nursing and understanding of this concept is emphasized as a basis for clinical reasoning development in nursing education curricula.

DESIGN

Rodgers' concept analysis method was used to achieve a clear and understandable definition.

DATA SOURCE

Resources published from 2000 to 2020 were identified via electronic databases.

REVIEW METHODS

A review of the literature was completed, and the data were analyzed to identify the Surrogate and related terms, attributes, antecedents and consequences of the concept.

RESULTS

This concept is a holistic and recursive cognitive process that has a dynamic and flexible nature to perceive the patient's condition, select the best practice to respond to the situation, and learn from the situation. Clinical reasoning in nursing students emerges despite professional standards; discipline-specific knowledge, cognitive perception, critical thinking, learning experiences, and intuitive ability, and the requirements of the professional system affect its establishment in the nursing discipline. Clinical reasoning is the cognitive process underlying clinical judgment, appropriate decision making, improvement of nursing quality, metacognitive awareness, and professional competence in nursing, whose achievement, generally, paves the way for nursing professionalization and development that are important steps toward independence in the nursing profession.

CONCLUSIONS

The present concept analysis clarifies the concept of clinical reasoning as a complex thinking process that should be considered as a fundamental thinking skill in nursing program.

Clinical judgment performance of undergraduate Nursing students

Objective:

to evaluate the reported performance regarding clinical judgment by undergraduate Nursing students.

Method:

a cross-sectional study with the application of the Lasater Clinical Judgment Rubric-Brazilian Version in 166 undergraduate Nursing students from a Brazilian public university. The data were analyzed descriptively and analytically (by comparing the level of clinical judgment among students from the initial, intermediate, and concluding groups). The following tests were applied: Chi-square, Fisher’s Exact and Kruskal-Wallis, and a p-value of 0.05 was adopted. The reliability of the global instrument (Cronbach’s alpha) was 0.786.

Results:

of the 166 students, 65.7% evaluated themselves as proficient in relation to the reported performance on clinical judgment. Of the rubric’s 11 dimensions (focused observation, recognizing deviations from expected patterns, information seeking, prioritizing data, making sense of data, calm and confident manner, clear communication, well-planned intervention/flexibility, being skillful, evaluation/self-analysis, and commitment to improvement), only four groups did not present significant differences among them (p<0.05): focused observation, information seeking, prioritizing data, and calm and confident manner.

Conclusion:

the performance on clinical judgment reported as proficient was pointed out by 65.7% of the students and a significant statistical difference was verified in seven dimensions, among beginners, intermediate, and concluding students, compatible with the evolution of learning.

Virtual clinical simulation in nursing education: a concept analysis

OBJECTIVES

To analyze the concept of virtual clinical simulation in nursing education.

METHODS

The Walker and Avant concept analysis model guided the study process and the data collection followed the integrative literature review method. Databases searched were: CINAHL, PubMed, Education Resources Information Center, and Scopus. Search terms and Boolean operators were: e-simulation OR virtual clinical simulation OR computer-simulation OR computer simulation OR virtual gaming OR virtual reality AND nursing education OR nursing. The sample comprised 45 studies.

RESULTS

Virtual clinical simulation in nursing education was defined as the innovative teaching and learning technological strategy that provides immersive self-regulated training of nursing practice, reproducing real-life experiences and feedback in a virtual environment that is safe, interactive, dynamic and enjoyable.

CONCLUSIONS

Clarification of this concept contributes to the development of a standardized terminology to include in the nursing nomenclature system and its dissemination for the construction of nursing science.

Cultural adaptation and validation of an instrument about nursing critical thinking skills

OBJECTIVES

to validate the Nursing Critical Thinking in Clinical Practice Questionnaire regarding cultural aspects and metric properties.

METHODS

a methodological research carried out through cross-cultural adaptation, face and content validity, dimensional construct and known groups validity, test-retest reliability and internal consistency. 511 nurses from four hospitals participated in the study, of which 54 participated in retest.

RESULTS

the instrument validation for Brazilian Portuguese maintained equivalences, according to the original version. The dimensional validity demonstrated adjustment to the tetrafactorial structure of the original version (GFI=0.69). There were statistically significant differences in critical thinking skills between nurses with graduate degrees and who undertook training, reading articles, developing research and working in an institution with a longer time implementation of the Nursing Process. The instrument showed temporal stability (ICC 073-0.84; p<0.001) and adequate internal consistency (α=0.97).

CONCLUSIONS

the instrument proved to be valid and reliable for the studied population.

Classification tree for the inference of the nursing diagnosis Fluid Volume Excess (00026)

OBJECTIVE

To generate a Classification Tree for the correct inference of the Nursing Diagnosis Fluid Volume Excess (00026) in chronic renal patients on hemodialysis.

METHOD

Methodological, cross-sectional study with patients undergoing renal treatment. The data were collected through interviews and physical evaluation, using an instrument with socio-demographic variables, related factors, associated conditions and defining characteristics of the studied diagnosis. The classification trees were generated by the Chi-Square Automation Interaction Detection method, which was based on the Chi-square test.

RESULTS

A total of 127 patients participated, of which 79.5% (101) presented the diagnosis studied. The trees included the elements "Excessive sodium intake" and "Input exceeds output", which were significant for the occurrence of the event, as the probability of occurrence of the diagnosis in the presence of these was 0.87 and 0.94, respectively. The prediction accuracy of the trees was 63% and 74%, respectively.

CONCLUSION

The construction of the trees allowed to quantify the probability of the occurrence of Fluid Volume Excess (00026) in the studied population and the elements "Excessive sodium intake" and "Input exceeds output" were considered predictors of this diagnosis in the sample.

Evaluation of the Accuracy of Nursing Diagnoses Determined by Users of a Clinical Decision Support System

PURPOSE

To analyze the accuracy of nursing diagnoses determined by users of a clinical decision support system (CDSS) and to identify the predictive factors of high/moderate diagnostic accuracy.

METHODS

This is an exploratory-descriptive study carried out from September 2017 to January 2018. Participants were nurses, resident nurses, and senior year undergraduates. Two written case studies provided the participants with the clinical data to fill out the assessment forms in the CDSS. The accuracy of the selected diagnostic labels was determined by a panel of experts using the Diagnostic Accuracy Scale, Version 2. Descriptive statistics were used to describe the level of accuracy according to each group of participants. Analysis of variance was used to compare the mean percentages of accuracy categories across groups. A linear regression model was used to identify the predictors of diagnostic accuracy. The significance level was 5%. The study was approved by the Ethics Committee.

RESULTS

Fifteen undergraduates, 10 residents, and 22 nurses were enrolled in the study. Although resident nurses and students had selected predominantly highly accurate diagnoses (51.8 ± 19.1 and 48.9 ± 27.4, respectively), and nurses had selected mostly diagnoses of moderate accuracy (54.7 ± 14.7), there were no differences in the accuracy level of selected diagnoses across groups. According to the linear regression model, each diagnosis added by the participants decreased the diagnostic accuracy by 2.09% (p = .030), and no experience or a low level of experience using the system decreased such diagnostic accuracy by 5.41% (p = .022).

CONCLUSIONS

The CDSS contributes to decision making about diagnoses of less experienced people. Adding diagnoses not indicated by the CDSS and experience with the system are predictors of diagnostic accuracy.

CLINICAL RELEVANCE

In-service education regarding the use of CDSSs seems to be crucial to improve users' clinical judgment and decision making.

Script Concordance and the Think-Aloud Approach Through the Lens of Cognitive Apprenticeship Theory

BACKGROUND

Script concordance (SC) and the think-aloud (TA) approach informed by cognitive apprenticeship theory can promote clinical reasoning.

PURPOSE

The purpose of this study was to determine whether SC with the TA approach based on the tenets of cognitive apprenticeship theory facilitated clinical reasoning in senior-level prelicensure nursing students in a baccalaureate program.

METHODS

This study was executed in a didactic pediatric nursing course using a quantitative, nonexperimental design. Creation of the SC/TA learning activity was grounded in cognitive apprenticeship theory and based on the SC testing/TA testing method.

RESULTS

Repeated-measures analysis of variance revealed a difference (P = .001 and .003) between earlier and later SC scores for the fall 2018 cohort.

CONCLUSION

The SC/TA teaching/learning activity informed by cognitive apprenticeship theory offers a leveled approach to foster clinical reasoning in prelicensure nursing education.

PICCPED® MOBILE APPLICATION: PREVENTION OF ADVERSE EVENTS IN A PERIPHERALLY INSERTED CENTRAL CATHETER IN PEDIATRICS

ABSTRACT Objective: to construct a mobile application in the mobile-learning format that favors learning, offering support to the nurse's clinical reasoning and decision-making in the prevention of adverse events related to the peripherally inserted central catheter in pediatrics. Method: the construction of the mobile-learning technological production took place between 2016 and 2020, following seven steps that included the Contextualized Instructional Designer. The content of the application was based on current scientific evidence, with the inclusion of guidelines, international and national directives; and was elaborated grounded on Problem-Based Learning. The project team involved the participation of two content experts, a programmer, and two graphic designers. Results: the application consists of a pediatric clinical case, which gives rise to six other cases, exploring six catheter maintenance procedure. When presenting the cases, the user is encouraged to perform a clinical evaluation and make a decision about the problem raised. So, when the user correctly chooses the clinical issue, there is a message of congratulations and they are encouraged to continue their learning. In opposition, when the user answers incorrectly, the software shows the adverse event that can affect the patient and a new evaluation and decision-making are encouraged. At the end of each procedure, there is an animation of the correct technique for better assimilation of the constructed knowledge. Conclusion: this type of mobile-learning application allows for knowledge dissemination and assists safe care to children using the peripherally inserted central catheters.

Biovigilância no processo de doação de órgãos e tecidos durante a pandemia: desafios para o enfermeiro

Resumo Objetivo identificar as estratégias desenvolvidas pelo enfermeiro capazes de manter a biovigilância no processo de doação de órgãos e tecidos a fim de minimizar o risco de transmissão da COVID-19 entre doadores, receptores e equipes de saúde. Método pesquisa exploratória, com abordagem qualitativa, apoiada no referencial teórico sobre a biovigilância da Agência Nacional de Vigilância Sanitária. Realizou-se a coleta de dados por meio de formulário on-line composto por questões abertas. Participaram 52 enfermeiros atuantes nas estruturas do Sistema Nacional de Transplantes. Os dados foram analisados pela Análise de Conteúdo. Resultados identificou-se que o monitoramento e o controle no processo de doação, embasados na investigação clínica do potencial doador e na investigação familiar e comunitária, bem como a modificação da cultura de segurança na instituição, por meio da elaboração de protocolos e diretrizes para o cuidado do potencial doador, foram estratégias elaboradas pelo enfermeiro durante a pandemia com o objetivo de manter a segurança do paciente. Conclusão e implicações para a prática as estratégias desenvolvidas pelos enfermeiros foram o monitoramento e o controle dos possíveis riscos relacionados com a contaminação do potencial doador pelo vírus SARS-CoV-2 e a modificação da cultura de segurança a partir da elaboração e implantação de protocolos, de modo a assegurar a continuidade da doação e o transplante de órgãos e tecidos, garantindo a segurança e a qualidade nesse processo.

Effects of team-based learning about postpartum haemorrhage on learning outcomes and experience of midwifery students in Indonesia: A pilot study

Aim

This pilot study aimed to evaluate the effects of team-based learning about postpartum haemorrhage on the learning outcomes and experience of midwifery students in Indonesia.

Design

One-group pre-test-post-test study.

Methods

This study enrolled 64 midwifery students as participants from an Indonesian health polytechnic school. This group attended two team-based learning class sessions (90 min weekly for 2 weeks) on postpartum haemorrhage. Student learning outcomes and experience were assessed quantitatively.

Results

The mean knowledge score (0-100) was significantly higher at post-test (mean = 85.9, SD 9.8) than at pre-test (mean = 61.4, SD 12.9) (p < .001). There was a significant difference in the mean clinical reasoning score (12-60) between post-test (mean = 35.4, SD 5.8) and pre-test (mean = 21.3, SD 7.9) (p < .001). Most students (98.4%) engaged in classroom activities.

Effect of Clinical Reasoning Seminars on Medical-Surgical Specialty HESI Examination Scores

BACKGROUND

Clinical reasoning and clinical judgment have been identified as essential skills for the delivery of quality patient care.

PURPOSE

The purpose of this study was to determine the impact of clinical reasoning seminars (CRSs) on medical-surgical specialty HESI examination scores of high-risk students.

METHODS

A retrospective correlational design was used for this study, which involved a review of medical-surgical HESI scores for 115 junior-level baccalaureate nursing students who were identified as academically high-risk and who participated in a series of CRSs.

RESULTS

The participation in CRSs by high-risk students did not have a statistically significant impact on the medical-surgical HESI scores. Students who attended CRSs, however, had a higher mean medical-surgical HESI score than students who did not attend any CRSs.

CONCLUSION

Although statistical differences were not found, it appears that high-risk students may have benefitted from participation in CRSs.

Nursing process implantation in mental health: a convergent-care research

OBJECTIVE

to understand the perception of nurses and their needs regarding Nursing Process implantation in a long-term psychiatric hospitalization unit.

METHOD

a convergent care research, carried out in a psychiatric institute in Rio de Janeiro, with 13 nurses. Data were produced between May/2016 and August/2017, with observation in a field diary, semi-structured interviews and groups. Data were analyzed regarding content, theme and by the software NVivo.

RESULTS

three thematic categories were developed: Knowledge and practices of participants on Systematization of Nursing Care, Nursing Process and classification system; Convergence points: Nursing Process in practice and research; Challenges of Nursing Process implantation in mental health. Final considerations: implantation was perceived by nurses as a way to be constructed: in the stages of Nursing Process, in handling classifications, but mainly in articulation with the Brazilian National Mental Health Policy.

Prevention of infections associated with peripheral catheters: construction and validation of clinical scenario

OBJECTIVES

to describe the process of construction and content validation of a clinical setting for teaching and learning the recommended practices for preventing bloodstream infection, associated with peripheral venous catheters, for nursing professionals.

METHODS

methodological study of the construction of the scenario based on the National League Nursing Jeffries Simulation Theory, International Nursing Association for Clinical Simulation and Learning, and the Brazilian Health Regulatory Agency. Twelve experts performed content validation. We used to assess the degree of agreement between them, the Content Validity Index, and a descriptive analysis of the suggestions presented.

RESULTS

all the requirements of the simulated clinical scenario reached an agreement between judges of more than 80% in terms of clarity and relevance.

CONCLUSIONS

the steps adopted in the construction and validation of the clinical scenario proved to be adequate and relevant, and the scenario is suitable for training professionals.

Nursing assessment: the elaboration and development of a massive open online course

OBJECTIVE

Describing the stages of elaboration and development of a massive open online course on "Nursing Assessment".

METHOD

Experience report of the construction of a free course, developed between 2015 and 2016 with the partnership of the School of Nursing and the Nucleus of Support to Distance Learning. The course was hosted on the Lúmina platform.

RESULTS

The construction of the course began in 2015 and the first edition was made available in September 2016, with 693 participants. The aim of the choice and elaboration of the material was to design an attractive and quality course for the community. The stages observed in its elaboration were choice of theme, course production, preliminary assessment and launching the first edition.

CONCLUSIONS

The course has been shown to be a support for in-class teaching, as well as for the continuing education of health professionals.

Validation of nursing outcome indicators of the nursing outcomes classification: dry eye severity

ABSTRACT Objective: To validate the content of the indicators of the nursing outcome Dry eye severity, of the Nursing Outcomes Classification, in adult patients admitted to the intensive care unit. Methods: Methodological study of content validity, developed in two stages: the first, consisting of 23 specialists; and the second, of a consensus group formed by ten nurses. For analyzing the data in the first stage, we used the content validity index and binomial test for each indicator; in the second stage, the discussions of each meeting were transcripted, and the indicators that achieved 100% consensus were validated. Results: Of the 14 indicators evaluated by the specialists, 7 presented a cut-off point below 0.80, but did not show statistical significance in the binomial test. In the consensus group’s validation, six indicators were reformulated. Conclusion: This study considered the 14 indicators valid for evaluating patients admitted to the intensive care unit.

Nurses defending the autonomy of the elderly at the end of life

ABSTRACT Objective: to understand how nurses deal with the elderly’s autonomy at the end of life. Method: qualitative, exploratory study, guided by the Grounded Theory. Ten nurses, eight doctors and 15 nursing technicians were interviewed between November 2016 and May 2017 at a university hospital in Rio de Janeiro/Brazil. Results: nurses deal with the elderly’s autonomy in compliance with the code of ethics and exercise leadership in actions and interactions to defend this right, evaluating, guiding and listening to the preferences of the elderly; interacting with the family; and sharing information with the health team. Final considerations: the elderly’s autonomy must be ensured in care planning, based on patient-centered communication and developed in the interaction among agents involved in care. The discussion on “Living Wills” Health Care Directives and principles of palliative care must be encouraged.

Evaluation of nursing students' learning using realistic scenarios with and without debriefing

Objective:

to compare the clinical performance of nursing students in learning scenarios with and without debriefing in a simulation center.

Method:

a longitudinal, prospective, interventional, crossover randomized study, with a quantitative approach and before-and-after type, with a population composed of 120 nursing students distributed randomly between experimental and control group. The study phases included theoretical and demonstrative practice on child immunization; first Clinical Performance Test, which served as baseline measurement; randomization; scenarios with debriefing for the experimental group and without debriefing for the control group, according to clinical performance/intervention examination; exchange of groups or crossover; third Clinical Performance Test.

Results:

debriefing was proven to be effective in improving the performance of the students in the clinical exams, because improvement in the performance of the experimental group both in relation to the baseline measurement examination and in comparison with the control group in the post-intervention performance examination and in the third examination, after crossover (p<0.001).

Conclusion:

the use of scenarios with debriefing constitutes a strategy facilitating the teaching-learning process in the undergraduate nursing course.

Clinical simulation in nursing education in intensive therapy: an integrative review

OBJECTIVE

to analyze the publications on clinical simulation practices for education in Nursing in Intensive Care.

METHOD

an integrative review carried out through LILACS, PubMed, Cochrane Library, CINAHL and SciELO databases, of articles published from 2008 to 2017.

RESULTS

29 articles were selected, of which 76% discuss the use of simulation in continuing education of nursing professionals, while the others describe their use for student education. There is a higher prevalence of studies with a level of evidence 6 (17), with 28 international publications. There was an increase in scientific production, with 16 articles published in the last three years.

CONCLUSION

variables after simulation use, such as confidence, communication skills, efficiency in the identification of clinical worsening of patients, development of technical skills, teamwork and clinical decision-making, presented a significant improvement, demonstrating that this tool is effective in qualifying care for critical patients.

T-NDX Diagram: Educational Technology Used to Teach Diagnostic Reasoning Based on Nursing Theories

PURPOSE

To describe an educational technology to be applied to the teaching and learning of diagnostic judgment based on nursing theories.

METHODS

A methodological study with 10 stages for the development of educational technology.

FINDINGS

An innovative educational technology is proposed to incorporate theoretical and methodological domains in a V-shaped diagram for the diagnosis judgment.

CONCLUSIONS

The technology is innovative in integrating theory and method in a more comprehensive and original way, considering the philosophies and world views of students throughout the reasoning process.

IMPLICATIONS FOR NURSING PRACTICE

T-NDx Diagram may be useful in enhancing the integration of philosophical and theoretical knowledge and diagnostic judgment, especially for nursing undergraduate students.

Efeito do programa educativo na qualidade do registro do Processo de Enfermagem

Resumo Objetivo Verificar o efeito de um programa educativo na qualidade dos registros do processo de enfermagem. Métodos Estudo quase-experimental, que comparou a qualidade de registros nos prontuários considerando a versão adaptada para uso no Brasil do Quality of Nursing Diagnoses, Interventions and Outcomes antes e após quatro encontros educativos realizados com enfermeiros de unidades de clínica médica de um hospital de grande porte, entre 2015 e 2016. A intervenção teve como base o uso de um instrumento com sistemas de linguagens padronizadas de diagnósticos, intervenções e resultados, discutido a partir de situações clínicas reais. Os dados foram organizados e analisados com auxílio do software Statistical Package for Social Science (SPSS), versão 20.0, considerando significativo p< 0,05. Resultados A média do escore total da qualidade dos registros de enfermagem melhorou significativamente (p=0,003), e as dimensões Diagnóstico de Enfermagem como Processo”, “Diagnóstico de Enfermagem como Produto” e “Resultados de Enfermagem de Enfermagem, melhoraram suas médias, apesar de permanecerem baixas. Conclusão A intervenção foi efetiva na melhora da qualidade dos registros de enfermeiros, comprovando a necessidade de programas educativos para implementação de sistemas de linguagens padronizadas na prática hospitalar, que direcionem o raciocínio diagnóstico e a tomada de decisões por enfermeiros.

Nursing consultation for people with diabetes mellitus: experience with an active methodology

ABSTRACT Objective: to describe our experience with a methodology for teaching nursing consultation in support of people with diabetes mellitus at a Family Health Unit. Method: experience report with four moments—submission of the proposal to the team; theorizing; nursing care for people with diabetes mellitus at home and at the health unit, and evaluation of learning. Results: the pedagogical process favored the integration between service and users, contributed to implement and apply the nursing process and strengthened professional training, based on the epidemiological profile of chronic diseases and its implications for nursing in primary care. Final considerations: the active methodology discussed here allowed for a resignification of knowledge and a qualification of nursing care, demonstrating to be an important instrument for integrating clinical practice and epidemiology in accordance to experienced reality.

"Call for the Use of Axial Terms": Toward Completeness of NANDA-I Nursing Diagnoses Labels

PURPOSE

This article explores the current structure of NANDA-I nursing diagnoses (ND) labels.

METHODS

Critical analysis of the ND labels, as categorized in the NANDA-I terminology.

FINDINGS

Most of the 244 ND labels are composed of terms from the focus and judgment axes.

CONCLUSIONS

The specificity of the human responses toward health and life transitions may not be totally represented in the two most common axes, as categorized within taxonomy II.

IMPLICATIONS FOR NURSING PRACTICE

Improvements in NANDA-I diagnosis labels would contribute to an advanced terminology and to increased specificity and accuracy of the diagnostic process that is needed in clinical practice. Completeness of the ND labels would reflect clinical reasoning preciseness and help students and nurses in delivering more personalized, safe, and effective patient-centered care.

OBJETIVO

Este artigo explora os títulos dos diagnósticos de enfermagem da NANDA-I. MÉTODOS: Análise crítica dos títulos dos diagnósticos de enfermagem da NANDA-I.

RESULTADOS

A maioria dos 244 diagnósticos de enfermagem classificados são compostos essencialmente por termos referentes ao foco e ao julgamento. CONCLUSÕES: A especificidade das respostas às transições de saúde e vida pode não estar totalmente representada nos dois eixos mais comuns, como apresentado na taxonomia II. IMPLICAÇÕES PARA A PRÁTICA: Melhorias nos diagnósticos da NANDA-I em relação ao seu aspeto multiaxial contribuiriam no desenvolvimento da sua terminologia e poderiam melhorar a especificidade e acurácia do processo diagnóstico que é necessário à prática clínica. Complementar os títulos dos diagnósticos de enfermagem poderia refletir a acurácia do raciocínio clínico e ajudar os estudantes e enfermeiros em prestarem cuidados centrados no paciente mais personalizados, seguros e eficazes.

Cross-mapping of results and Nursing Interventions: contribution to the practice

OBJECTIVE

To evaluate, through cross-mapping, the correspondence of the expected results and prescriptions written by nurses among those contained in the Interventions Classifications and Nursing Results, for the diagnosis "Ineffective peripheral tissue perfusion".

METHOD

Descriptive study, using the case study and the mapping. The content of the case study was validated, with a rate of 93.75%. In the mapping of the statements of the nursing phenomena, written by the participants with the standardized language systems, a concordance index of 100% and 90% was obtained.

RESULTS

Three statements of expected results and 19 prescribed care were analyzed. Of these, four presented correspondences with the classification of results and the same number with the classification of the interventions.

CONCLUSION

The mapping allowed the correspondence of the terms adopted by the nurses with the standardized language systems and showed a didactic material to verify the pertinence of the decision making.