Avaliação da espiritualidade e do bem-estar espiritual em estudantes da graduação de enfermagem

Objetivo: avaliar a espiritualidade e o bem-estar espiritual em estudantes de graduação em enfermagem. Método: estudo quantitativo e observacional com estudantes de enfermagem do primeiro e último ano no primeiro semestre de 2020, de quatro universidades em uma cidade no norte do Estado do Paraná. Foram aplicados e analisados Escala de avaliação da espiritualidade, e Escala de Bem-Estar Espiritual, e apresentados por meio de análise descritiva dos dados. Resultados: 87,8% (n=58) dos participantes têm pensamentos espirituais e 83,4% (n=55) com influência da religiosidade, com alto score de espiritualidade com 22,2 pontos, 54,5% (n=36) apresentaram alto score de bem-estar espiritual classificados como positivo, enquanto 45,5% (n=30) apresentaram score negativo. Conclusão: a maioria dos estudantes se esforçam em viver de acordo com sua crença religiosa, bem como sua vida está baseada na espiritualidade que possui. Na escala de bem-estar espiritual, observou-se pouca diferença entre os índices positivo e negativo no grupo

Communication skills for the anaesthetist

Anaesthetists have traditionally focused on technological and pharmacological advances when considering the provision of anaesthetic care. Anaesthetists are expected to be able to communicate effectively with peers, patients, their families and others in the medical community; however, few details are provided regarding how this might be achieved. Recent evidence suggests that communication practices should include a consideration of conscious and subconscious processes and responses. This model has potential relevance when learning and teaching how to communicate effectively in the stressful environment of anaesthetic clinical practice, and includes: reflective listening; observing; acceptance; utilisation; and suggestion. Understanding these processes could allow the development of a learnable framework for effective communication when the usual strategies are not working. This concept could also be used to facilitate communicating with surgeons and other colleagues, with potential benefits to patients.A.M. Cyna, M.I. Andrew and S.G.M. Ta

How to attain expertise in clinical communication?

<p>Several factors complicate the attainment of expertise in clinical communication. Medical curricula and postgraduate training insufficiently provide the required learning conditions of deliberate practice to overcome these obstacles. In this paper we provide recommendations for learning objectives and teaching methods for the attainment of professional expertise in patient education.</p><p>Firstly, we propose to use functional learning objectives derived from the goals and strategies of clinical communication. Secondly, we recommend using teaching and assessment methods which: (1) contain stimulating learning tasks with opportunities for immediate feedback, reflection and corrections, and (2) give ample opportunity for repetition, gradual refinements and practice in challenging situations. Video-on-the-job fits these requirements and can be used to improve the competency in patient education of residents and medical staff in clinical practice. However, video-on-the-job can only be successful if the working environment supports the teaching and learning of communication and if medical staff which supervises the residents, is motivated to improve their own communication and didactic skills. (C) 2013 Elsevier Ltd. All rights reserved.</p>