Traducción Transcultural y Validación de la Lasater Clinical Judgment Rubric©

This work was funded by Portuguese national funds provided by Fundação para a Ciência e Tecnologia (FCT) (UI/05704/2020).Objectives: to translate and cross-culturally validate the Lasater Clinical Judgment Rubric© (LCJR©) instrument for nursing students. Methods: the application of LCJR-PT© was preceded by a linguistic translation into Portuguese, based on the translation-back-translation method. This psychometric study involved 32 nursing students from a program in Portugal. Data were collected through observations of two independent observers during the performance of the practices developed by the students, through the scenarios validated by experts of high and of medium-fidelity simulation. Results: of the 64 observations obtained from the practices of nursing students, the value of intra-class correlations in the 4 aspects of the instrument exceeded 0.792. There was a global Cronbach’s alpha of LCJR-PT© of 0.921 and 0.876 in Observers 1 and 2 respectively, with a statistically significant level of agreement. Conclusions: the LCJR-PT© is a valid and reliable instrument, demonstrating a high potential for its use in clinical education and nursing research.info:eu-repo/semantics/publishedVersio

Population health as a 'platform' for nurse education: A qualitative study of nursing leaders

Background: Challenges to the sustainability of global healthcare systems are prompting a shift towards more population-focused models of care. Nurse educators need to develop courses that prepare students for population health practice. However, the educational approaches that can support this shift are poorly understood. Publication of new standards for nurse education by the United Kingdom’s (UK) Nursing and Midwifery Council that place greater emphasis on population health presented an opportunity to seek nursing leaders’ views on population health in nurse education.Objectives: To assess the views of nursing leaders within a Scottish context on the connection between nurse education and population health for all students, evaluate what student nurses need to know to support population health practice, and draw insights from the UK for pre-registration programmes internationally.Design: Qualitative interview studyParticipants: Twenty-four nursing leaders from academic (n=15), practice (n=4) and regulatory (n=5) sectorsMethods: Semi-structured interviews were conducted face-to-face (n=21), by telephone (n=2) or Skype (n=1). Interviews were transcribed and analysed, using interview questions as structural themes, followed by thematic and content analyses.Results: Nursing leaders encouraged rebalancing nurse education towards population health, suggesting that population health concepts should sit at the core of spiral curricula to enable students to (re)view learning through a population health lens. Seven outcomes were identified to equip student nurses for practice in any setting. These formed the mnemonic FULCRUM: Find and interpret evidence; Understand the psychology of behavior and change; Link epidemiology to population health; Consider others and themselves in context; Recognise social determinants of health; Understand the impact of policy and politics on health; Motivate to encourage behaviour change.Conclusions: FULCRUM can guide nurse educators globally to support preparation of graduate nurses for the significant shifts in healthcare delivery and service organization toward improving population outcomes

Zooming out to prioritise population health in nurse education

In this Editorial, we argue that zooming out to prioritise population health in nurse education can: (1) Redefine population health as praxis; (2) Reposition nursing as a significant part of the movement to address global health care challenges; (3) Reinforce the shift from illness care to health care. In doing so we suggest that nurse educators must embrace the potential of population health to radically reshape their educational praxis and awaken students to act justly to serve populations and drive progress towards health equity

Student nurses' attitudes to social justice and poverty: An international Comparison

Background: In both the United Kingdom (UK) and the United States (US), health inequities are proving resistant to improvement. Nurses are ideally placed to advocate for social justice. It is therefore important that nurse education encourages awareness of the social determinants of health and equips students to act to address health inequity. However, little is known about student nurses’ attitudes to social justice and poverty and the impact of pedagogical strategies used to teach the determinants and patterns of health inequities.Objectives: To assess and compare UK and US student nurses’ attitudes toward social justice and poverty before and after learning about social determinants of health and health inequities.Design: Cross-sectional study with embedded before and after design using validated measures.Setting: Two universities: one urban UK university and one US university with urban and rural campuses.Participants: 230 student nurses in the UK (n=143) and US (n=87) enrolled in courses teaching content including health inequities and social determinants of health.Results: Student nurses generally disagreed with stigmatizing statements about people living in poverty and mostly agreed with statements promoting social justice. However, US studentswere significantly more likely to have positive attitudes towards both social justice (p=0.001) and poverty (

Traduction et adaptation d’un modèle du jugement clinique infirmier pour la recherche et la formation infirmière en contexte francophone

Afin de guider le développement de la science et de la pratique de la formation infirmière, la diffusion de connaissances en français sur ce que signifie apprendre à penser comme une infirmière ou un infirmier et la manière de faciliter cet apprentissage demeure un enjeu important. Cet article présente la traduction, l’adaptation et la validation d’une version française du modèle du jugement clinique infirmier de Tanner (2006). Une démarche de traduction, rétrotraduction et validation en quatre étapes a été réalisée selon les recommandations de Sousa et Rojjanasrirat (2011). La version française du modèle a été validée par 10 expertes en formation infirmière et par son autrice originale. Le jugement clinique y est défini comme une compréhension, un constat ou une conclusion relative aux besoins, aux préoccupations ou aux problèmes de santé d’une personne. Le modèle décrit quatre aspects interreliés qui s’appliquent dans les situations de soins qui peuvent évoluer rapidement et dont les paramètres sont ambigus ou mal définis : remarquer, interpréter, répondre et réfléchir. En plus de décrire le jugement clinique d’infirmières et d’infirmiers de différents niveaux d’expertise, ce modèle est un outil important pour guider la recherche en formation infirmière et la création d’expériences d’apprentissage des soins infirmiers. Il s’agit aussi d’un outil pertinent en contexte d’évaluation et de mentorat.To pursue the development of the science and practice of nursing education, the dissemination of knowledge in French about learning to think like a nurse and how to facilitate this learning remains an important issue. This article presents the French translation, adaptation, and validation of Tanner's (2006) Model of Clinical Judgment in nursing. A four-step process of translation, back-translation, and validation was conducted according to the recommendations of Sousa and Rojjanasrirat (2011). The French version of the model was validated by 10 nursing education experts and by its original author. The model defines clinical judgment as an understanding, interpretation, or conclusion about a person's health needs, concerns, or problems. It describes four interrelated aspects of clinical judgment that can apply to rapidly changing care situations with ambiguous or ill-defined parameters: noticing, interpreting, responding, and reflecting. In addition to describing the clinical judgment of nurses with different levels of expertise, this model is an important tool to guide nursing education research and design educational experiences for nurses and nursing students. It is also a relevant tool for assessment and mentoring

Competencies and standards in nurse education: The irresolvable tensions

This paper explores the inherent contradiction between the purpose of nurse education – to produce critical thinking, autonomous and accountable future nurses – and the prescription of standards and competencies to realize this goal. Drawing on examples from the United Kingdom's Nursing and Midwifery Council's (NMC) ‘Future Nurse’ standards, we argue that standards and competencies offer little more than a veneer of protection to the public and that, fundamentally, educational approaches based on ‘dot point’ formulations are antithetical to conditions in which genuinely critical-thinking, autonomous and accountable practitioners can develop. The purpose of this paper is to raise debate about the hegemony of competencies and standards. For the sake of academic health and the future of the nursing profession, the ubiquity of competency-based education must be critiqued and challenged

Population health and nurse education – time to step-up

Highlights•Contemporary trends in population health threaten the sustainability of current approaches to care delivery.•Health care professionals inevitably confront social injustices in their day-to-day work.•Nurses are ideally placed to make a critical impact on the health of populations.•Nurse educators need to create curricula which meaningfully integrate population health.•We outline three exemplars of innovative pedagogical approaches to spark the thinking of educators as to how they can enable nurses to make connections between practice and population health

Developing Students' Clinical Reasoning Skills: A Faculty Guide

Background:Safe patient care relies on the ability of nurses to make timely, sound clinical judgments, yet new nurse graduates are underprepared. Nurse educators must take action with teaching to develop students' clinical reasoning skills and ultimately their clinical judgment. One first step is to consider strategies that integrate clinical judgment and clinical reasoning skills into nursing curriculum.Method:The literature was reviewed to uncover what is known about teaching strategies that intentionally teach clinical reasoning skills and are focused on the development of students' clinical judgment.Results:Although not exhaustive, this guide for faculty discusses first steps when considering integrating clinical reasoning and judgment into nursing curriculum, presents teaching strategies, and provides ideas for implementation within nursing curriculum.Conclusion:Teaching clinical reasoning skills, using a framework, and incorporating teaching strategies such as concept-learning, high-order questioning, and reflection focused on developing clinical reasoning skills may prove useful in developing students' clinical judgment