La storia italiana della formazione infermieristica: la “lunga marcia” dalle scuole regionali ai corsi di laurea magistrale

La formazione infermieristica avveniva nelle Scuole regionali fino al 1995, poi è diventata universitaria e ha consolidato il suo percorso di ricerca  e definizione sia disciplinare che di profilo professionale. Già le scuole regionali rappresentavano un laboratorio di sperimentazione didattica in quanto sensibili a  intercettare  nuove correnti di pensiero pedagogico che ponevano al centro lo studente, esaltavano l’apprendimento per problemi e dall’esperienza basato sulla riflessione e rielaborazione, organizzavano   sessioni di lavoro che coinvolgevano attivamente gli studenti. Sebbene quindi le scuole regionali abbiano costituito il presupposto per l’evoluzione successiva della formazione infermieristica verso l’Università, questa ha sicuramente dato un impulso importante verso una preparazione scientifica e umanistica di base e post base di un professionista autonomo e responsabile. Evidence based nursing e caring sono state due dimensioni considerate core della formazione, l’una non ha escluso l’altra ma sono state costantemente integrate per conservare la mission originale della professione infermieristica. Questa “lunga marcia” è stata guidata da leader della professione ma anche da mentor esterni che appartenevano alla Società Italiana di pedagogia medica, con i quali molti di noi hanno condiviso progetti, idee e iniziative didattiche.In Italy, nursing education was provided by Regional Schools until 1995. Then, it moved to the University and it has consolidated its disciplinary and professional definition. Also the Regional Schools were a context/environment of didactic experimentation; they were sensitive to intercept new student-centered, pedagogic school of thoughts, they valued the problem based and the experience based learning approaches, with an active involvement of the students. Altough the Regional Schools prepared the ground for the following academic evolution of nursing education, the University has surely given an important push to an undergraduate and graduate nursing education aiming at training/developing autonomous and responsible nurses. The concepts of Evidence Based Nursing and Caring have been considered as core dimensions of nursing education, they have constantly been integrated to preserve the original mission of the nursing profession.This “long path” has been guided by professional leaders and by mentors, who belonged to the SIPEM (Italian Society of Medical Pedagogy), and with we them have shared projects, ideas and didactic initiatives

Detecting delirium in patients with acute stroke: a systematic review of test accuracy

Patients with acute stroke are particularly vulnerable to delirium episodes. Although delirium detection is important, no evidence-based recommendations have been established to date on how these patients should be routinely screened for delirium or which tool should be used for this purpose in this population. Therefore, the aim of this study was to identify delirium screening tools for patients with acute stroke and to summarise their accuracy

La relazione di cura con il paziente: come la immaginano gli studenti di Infermieristica, prossimi alla professione? Uno studio esplorativo attraverso l’utilizzo di scenario

Introduction: Our aim was to improve understanding of nursing students’ perceptions about caring for the patient. In particular, we aim to highlight expectations and possible difficulties in providing care in students who are at the end of their studies and are approaching clinical work. Partecipants: We collected data from 72 students of a Nursing Studies University in a north region of Italy. Design: A qualitative method was use to interpret data. Materials: A vignette technique has been used: students had to write a tale inspired by the delivered picture. Results: Nursing students show a high caring orientation towards the patients and seem to be aware that this relationship elicits an emotional involvement. In order to manage with it, theoretical studies and previous practice have been considered the most important resources. On the contrary, relationships with colleagues, lack of time and patients and their families’ anxiety have been perceived as obstacles. Conclusion: Future professional nurses need some resources to enter the professional world properly and to manage the relationship with patients adequately. Our research underlines the importance of implement knowledge about emotional regulation strategies, socialization processes and team work techniques

Il caring nella pratica: una teoria descrittiva

Per parlare del nursing come caring e, nello specifico, per sostenere la tesi secondo la quale un buon nursing \ue8 tutt\u2019uno con il caring, \ue8 necessario sviluppare un processo argomentativo capace di mostrare come il caring sia un\u2019attivit\ue0 complessa, multidimensionale che richiede \u201cpensiero, sentimento e azione competente\u201d. Il caring esprime azioni eticamente significative con le quali gli infermieri si occupano e si preoccupano dei pazienti. Se la scienza del nursing \ue8 la scienza del caring, diventa questione rilevante e significativa per la ricerca approfondire il tema della cura per cogliere l\u2019essenza di una buona pratica di cura infermieristica. Questo testo si propone un percorso sia di ricerca teoretica sia empirica sul caring infermieristico. La domanda di ricerca che ha guidato tutto il processo d\u2019indagine qui documentato \ue8: in che cosa consiste un buon caring infermieristico? Il gruppo di ricerca \ue8 costituito da due ricercatrici accademiche e sei infermiere interessate ad apprendere il lavoro di ricerca nella pratica. La scelta di un gruppo misto \ue8 motivata dal fatto che indagare sulla cultura dei pratici senza la loro mediazione non avvicina all\u2019essenza. La ricerca di matrice fenomenologica ha chiesto ai pratici di dar voce al loro pensiero sull\u2019attivit\ue0 di caring, di interpellare la loro esperienza attraverso la narrazione; sulle loro parole piene di realt\ue0 i ricercatori hanno ricostruito il significato e una concettualizzazione del caring infermieristico

Visible and invisible caring in nursing from the perspectives of patients and nurses in the gerontological context

Scand J Caring Sci. 2013 Dec 4. doi: 10.1111/scs.12105. [Epub ahead of print] Visible and invisible caring in nursing from the perspectives of patients and nurses in the gerontological context. Canzan F1, Heilemann MV, Saiani L, Mortari L, Ambrosi E. Author information Abstract AIM: Just as in many countries all over the world, the number of older people in Italy has increased rapidly. Consequently, an increasing number of nurses are engaged in the care of older patients. However, due to a lack of understanding of how nurses and patients perceive caring, nursing care may be compromised. The aim of this study is to explore, describe and compare the perceptions of gerontological nurses and patients related to the dimensions of caring in nursing in an Italian hospital setting. METHODS: In this qualitative descriptive study, a variety of analytic techniques were used to analyse semi-structured interview data from a purposeful sample of 20 nurses and 20 patients from geriatric units in two different Italian hospitals. FINDINGS: Although both nurses and patients gave rich descriptions of caring experiences, patients described features of caring in nursing that were visible (including nurses' caring gestures, giving attention and being competent) while nurses predominantly emphasised aspects of caring that were relatively invisible (such as reflecting on the patient's past needs, evaluating the nursing care rendered, planning for more appropriate future nursing care, taking multiple complex contextual factors into account to protect the patient and being competent). CONCLUSION: Our data revealed more nuanced insight into the meaning of invisible and visible caring in nursing within the gerontological context than has been previously reported in the literature. This has implications for nursing education and practice because it may help nurses meet the actual needs of older patients in hospital settings

The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction

Emotions are a core component of the learning process, which impact not only academic performance, but also the way we perceive our training, including the full remote training. The present study aims to investigate the mediating role played by positive and negative emotions in the relationship between the cognitive and the social presence of the e-learning environment and satisfaction with e-learning. Based on the Community of Inquiry (CoI) framework and on a cross-sectional study, our theoretical model was assessed (by using structural equation modelling) in a sample of 353 undergraduate nursing students at an Italian university. The results showed that the students’ e-learning experience is related to both positive and negative emotions in different ways, which in turn impacts the satisfaction with e-learning. Thus, findings highlight the interplay between e-learning perceptions, affective correlates and satisfaction with remote training. Theoretical and practical implications related to the development of educational interventions are further discussed

Nursing students' involvement in shift-to-shift handovers: Findings from a national study

Background Effective performance of clinical handovers should be one of the priorities of nursing education to promote efficient communication skills and ensure patient safety. However, to date, no studies have explored to what extent nursing students are involved in handovers. Objective To explore nursing students' handover involvement during their clinical rotations and associated factors. Method This was a secondary analysis of a large national cross-sectional study that involved 9607 undergraduate nursing students in 27 universities across 95 three-year Italian baccalaureate nursing programs. The involvement in the clinical handovers was the end point (from 0, never, to 3, always). A path analysis was performed to identify variables directly and indirectly affecting students' handover involvement. Results Handover involvement was reported as \u2018only a little\u2019, \u2018to some extent\u2019, and \u2018always\u2019 by 1739 (18.1%), 2939 (30.6%), and 4180 (43.5%) students, respectively; only 749 (7.8%) of students reported never being involved. At the path analysis explaining the 19.1% of variance of nursing students' involvement, some variables emerged that directly increased the likelihood of being involved in handovers. These were being female (\u3b2\u202f=\u202f0.115, p\u202f<\u202f0.001); having children (\u3b2\u202f=\u202f0.107, p\u202f=\u202f0.011); being a 3rd-year student (\u3b2\u202f=\u202f0.142, p\u202f<\u202f0.001) and being a 2nd-year student as compared to a 1st-year student (\u3b2\u202f=\u202f0.050, p\u202f=\u202f0.036); and having a longer clinical rotation (\u3b2\u202f=\u202f0.015, p\u202f<\u202f0.001) in units with high \u2018quality of the learning environment\u2019 (\u3b2\u202f=\u202f0.279, p\u202f<\u202f0.001). Moreover, students who were supervised by the nurse teacher (\u3b2\u202f=\u202f 120.279, p\u202f<\u202f0.001), or by a nurse on a daily basis (\u3b2\u202f=\u202f 120.253, p\u202f=\u202f0.004), or by the staff (\u3b2\u202f=\u202f 120.190, p\u202f<\u202f0.001) reported being less involved in handovers as compared to those students supervised by a clinical nurse. Variables with indirect effects also emerged (model of student's supervision adopted at the unit level, and number of previous clinical rotations attended by students). Moreover, handover involvement explained 11.5% of students self-reported degree of competences learned during the clinical experience. Conclusions Limiting students' opportunity to be involved in handover can prevent the development of communication skills and the professional socialization processes. Strategies at different levels are needed to promote handover among undergraduate nursing students

Nursing students' interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

To explore nursing students' interprofessional educational (IPE) experiences during their most recent clinical rotation and to explore the factors supporting IPE experiences

Nursing students' interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study

To explore nursing students' interprofessional educational (IPE) experiences during their most recent clinical rotation and to explore the factors supporting IPE experiences

Clinical assessment instruments validated for nursing practice in the Italian context: a systematic review of the literature

Aims. With the aim to identify the instruments validated for Italian nursing practice, a systematic review of the literature was undertaken.Results. A total of 101 instruments emerged. The majority (89; 88.1%) were developed in other countries; the remaining (14; 13.9%) were developed and validated in the Ital-ian context. The instruments were developed to measure patient’s problems (63/101; 62.4%), outcomes (27/101; 26.7%), risks (4/101; 4%) and others issues (7/101; 6.9%). The majority of participants involved in the validation processes were younger adults (49; 48.5%), older adults (40; 39.5%), children (4; 4%), adolescents (3; 3%), and children/adolescents (1; 1%). The instruments were structured primarily in the form of questionnaires (61; 60.4%), as a grid for direct observation (27; 26.7%) or in other forms (12; 11.9%). Among the 101 instruments emerged, there were 1 to 7 validation measures documented with on average 3.2 (95% CI 2.86-3.54) for each instrument.Conclusions. Developing validation studies giving priority to those instruments widely adopted in the clinical nursing practice is recommended.