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Les pràctiques clíniques estan presents des de l'inici del grau d'infermeria, i constitueix el lloc on es produeix la transferència de coneixements teòrics i metodològics dels estudis d'infermeria. S'ha dut a terme un estudi analític quasiexperimental pre i post intervenció longitudinal amb estudiants de grau d'infermeria de la URV durant els cursos 2012-2013 i 2013-2014. En el disseny de la investigació s'ha escollit utilitzar metodologia mixta, d'una banda metodologia quantitativa, amb l'ús de qüestionaris. I per altra banda, s'ha seguit la tècnica de grup focal com a tècnica de recollida d'informació. Entre els resultats més destacats de la investigació estan: La primera fase anomenada "diagnòstica", mostra que en els tres campus estudiats CTE, SBP i CC el valor més elevat d'estrès s'obté en el factor 1 "falta de competència" i el segon més elevat en els tres campus és el factor 4 "impotència i incertesa", sent el CTE el que presenta els valors més elevats. La segona fase "intervenció i efectivitat" ha estat centrada en la implementació i efectivitat del programa d'intervenció en els estudiants del CTE com a prova pilot. Per valorar l'efectivitat de la intervenció implementada es va comparar l'estrès previ i posterior a la intervenció i també es va comparar la disminució d'estrès del curs amb i sense dur a terme la intervenció dissenyada; els resultats mostren una disminució superior de l'estrès després de realitzar la intervenció.
El objetivo de la investigación fue identificar las principales fuente generadoras de estés durante las prácticas clínicas según percepción de los estudiantes de la Escuela Profesional de Enfermería de la Universidad Peruana Unión, Lima – Perú 2014. El diseño metodológico fue la de una investigación de diseño no experimental, de enfoque cuantitativo, de alcance descriptivo y de corte trasversal. El muestreo fue no probabilístico, por conveniencia, considerándose como muestra 150 estudiantes de enfermería. El instrumento de recolección de datos fue el cuestionario Kezkak que ha sido modificado por las investigadoras, fue sometido a juicio de expertos y tiene una confiabilidad de Alfa de Cronbach 0,89. Como conclusión están que las principales fuentes generadores de estrés son la “sobrecarga”, “la falta de competencia” “implicación emocional” y “el paciente busca una relación íntima”.
Because principles of nursing process are the building blocks for all care models, the nursing process is the first model nurses need to learn to “think like a nurse.” This trusted resource provides the practical guidance needed to understand and apply each phase of the nursing process, with an increased emphasis on developing both critical thinking and clinical reasoning skills. With an easy-to-follow and engaging writing style, the author provides strategies, tools, and abundant examples to help nurses develop the skills they need to thrive in today’s complex health care setting.
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Emphasising the multi-disciplinary nature of palliative care the fourth edition of this text also looks at the individual professional roles that contribute to the best-quality palliative care.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
Written and edited by world-renowned authorities, this three-volume work is, to quote a reviewer, "the definitive textbook about seizures and epilepsy". This Second Edition is thoroughly updated and gives you a complete print and multimedia package: the three-volume set plus access to an integrated content Website. More than 300 chapters cover the spectrum of biology, physiology, and clinical information, from molecular biology to public health concerns in developing countries. Included are detailed discussions of seizure types and epilepsy syndromes; relationships between physiology and clinical events; psychiatric and medical comorbidity; conditions that could be mistaken for epilepsy; and an increasing range of pharmacologic, surgical, and alternative therapies, including vagus nerve stimulation and deep brain stimulation. This edition describes many new antiepileptic drugs, major advances in surgical treatment, and state-of-the-art neuroimaging, EEG, and other technologies for diagnosis and seizure prediction. A companion Website offers instant access to the complete, fully searchable text, plus an image bank of additional figures, video footage, and annual updates to selected chapters.
Organizational Behavior is designed to help students, professionals, and managers develop the competencies and skills that are needed to effectively contribute to an organization. This proven text's strengths lie in its classic research, coverage of contemporary and emerging OB topics, and excellent case selection. Throughout the text, seven core competencies-Managing Self, Managing Diversity, Managing Ethics, Managing Across Cultures, Managing Teams, Managing Communications, and Managing Change-are emphasized and illustrated for the student.