Los nuevos profesionales de la Enfermería para el siglo xxi
- Alina María de Almeida Souza
- Lletget Aguilar, Rafael
- González Jurado, Máximo A.
ISSN: 1138-7262
Argitalpen urtea: 2015
Alea: 18
Zenbakia: 5
Mota: Artikulua
Beste argitalpen batzuk: Metas de enfermería
Laburpena
This article is a position document stating the opinion of its authors, and it addresses some of the main challenges found by Nursing Educators when they need to consider how to face changes in the healthcare system, as well as new demands by society targeted to obtaining the highest levels of health and wellbeing. Critical thought may be considered an essential concept in order to translate knowledge into practice, and to improve the clinical thought abilities within the nursing practice. Grade study plans cannot leave out the need to work upon the new nursing functions associated with an increase in complexity in the healthcare system. The intention of this article is to invite readers to reflect upon how to prepare new nursing professionals, so that they may play a proactive and synergic role within healthcare teams, as well as to renew their commitment with an improvement in healthcare quality and safety.
Erreferentzia bibliografikoak
- 1. Institute of Medicine. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, D.C.: The National Academies Press; 2001.
- 2. Orlando IJ. Nursing in the 21st century: Alternate paths. Journal of Advanced Nursing 1987; 12(4):405-12.
- 3. Mechner F, Fredrick M, Jenkins T. How Can One Specify and Teach Thinking skills. European Journal of Behavior Analysis 2013; (14):285-93.
- 4. Heisserer G. Thoughts on Thinking: The Challenge of Critical Thinking. [Editorial] Critical Thinking 2006; (1):6-9.
- 5. Halpern DF. Teaching for Critical Thinking: Helping College Students Develop the Skills and Dispositions of a Critical Thinker. New Directions for Teaching and Learning 1999; (80);69-74.
- 6. Bailin S, Case R, Coombs RJ, Daniels BL. Conceptualizing critical thinking. Journal of Curriculum Studies 1999; 31(3):285-302.
- 7. Paul R, Elder L. La mini-guía para el Pensamiento crítico. Conceptos y herramientas. Foundation for Critical Thinking 2014. [citado 6 may 15] Disponible en: https://www.criticalthinking.org/resources/PDF/SP-ConceptsandTools.pdf
- 8. Halpern FD. Teaching critical thinking for transfer across domains: Disposition, skills, structure training and metacognitive monitoring. Ame- rican Psychologist 1998; 53(4):449-55.
- 9. Facione PA. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. The Delphi Report. Millbrae, CA: The California Academic Press; 1990.
- 10. Paul R, Elder L. Estándares de Competencia para el Pensamiento Crítico. Estándares, principios, desempeño, indicadores y resultados con una rúbrica maestra en el pensamiento crítico. Fundación para el Pensamiento Crítico 2005. [citado 6 may 15]. Disponible en: https://www. criticalthinking.org/resources/PDF/SP-Comp_Standards.pdf
- 11. Ab-Kadir MA. Critical thinking: A family resemblance in conceptions. Journal of Education and Human Development 2007; 1(2):1-11.
- 12. Simpson E, Courtney M. Critical thinking in nursing education: Literature review. International Journal of Nursing Practice 2002; 8:89-98.
- 13. Scheffer BK, Rubenfeld MG. A consensus statement on critical thinking in nursing, Journal of Nursing Education 2000; 39(8):352-9.
- 14. Martin C. The Theory of Critical Thinking of Nursing. Nursing Education Perspectives 2002; 23(5):243-7.
- 15. Benner P, Hughes RG, Sutphen M. Clinical Reasoning, Decisionmaking, and Action: Thinking Critically and Clinically. En: Hughes RG (ed). Pa- tient Safety and Quality. An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare; 2008.
- 16. Henderson V. The concept of nursing. Journal of Advanced Nursing 2006; 53(1):21-34.
- 17. Smith M, Higgs J, Ellis E. Factors influencing decision making. En: Higgs J, Jones MA, Loftus S, Christensen N (ed) Clinical reasoning in the health professions; 2008. [citado 6 may 15]. Disponible en: http://www.elsevierhealth.com/media/us/samplechapters/9780750688857/ 9780750688857.pdf
- 18. Thompson C, Cullum N, McCaughan D, Sheldon T, Raynor P. Nurses, information use, and clinical decision making. The real world potential for evidence based decisions in nursing. Evidence Based Nursing 2004; (7):68-72.
- 19. Tanner C. Thinking like a nurse: A Research-based model of clinical judgment in nursing. Journal of Nursing Education 2006; 45(6):204-11.
- 20. Levett-Jones T, Sundin D, Bagnall M, Hague K, Schumann W, Taylor C, et al. Learning to think like a nurse. HNE Handover for Nurses and Midwives 2010; 3(1):15-20.
- 21. Lorenz JM. Critical Thinking at the Bedside: Nurses use research and evidenced-based data to improve patient care. Advance for Nurses 2014; 2(3):8-12.
- 22. Orlando IJ. The discipline and teaching of nursing process: An evaluative study. New York: G. P. Putman’s Sons; 1972.
- 23. Faust C. Orlando’s deliberative nursing process theory: A practice application in an extended care facility. Journal of Gerontological Nursing 2002; 28(7):14-8.
- 24. Christensen PJ, Kenney JW. Nursing Process: application of conceptual model. Philadelphia (PA): Mosby; 1995.
- 25. Carper BA. Fundamental patterns of knowledge in nursing. Advances in Nursing Science 1978; 1(1):13-24.
- 26. Orlando IA. The dynamic nurse-patient relationship: Function, process and principles. New York: National League for Nursing; 1990.
- 27. Hagos F, Alemseged F, Balcha F, Berhe S, Aregay A. Application of Nursing Process and Its Affecting Factors among Nurses Working in Mekelle Sone Hospitals, Northern Ethiopia. Nursing Research and Practice 2014; article ID 675212, 8 p.
- 28. Doody O, Doody CN. Transformational leadership in nursing practice. British Journal of Nursing 2012; 21(20):1212-8.
- 29. Potter P, Boxerman S, Wolf L, Marshall J, Grayson D, Sledge J, et al. Mapping the Nursing Process. Journal of Nursing Administration 2004; 34(2):101-9.
- 30. WHO Group on Nursing. The future: Nursing Beyond the Year 2000. En: Anderson TE, McFarlane MJ (ed.) Community as partner: Theory and practice in Nursing. Philadelphia, PA: Lippincott-Raven Publishers; 1995.
- 31. Pizurki H, Mejia A, Butler I, Ewart L. Woman as provider of health care. Geneva: WHO; 1987.
- 32. Morin E. Los siete saberes necesarios para la educación del futuro. Madrid: Paidós; 2011.
- 33. Gubrud PM, Schoessler M. OCNE Clinical Education Model. En: Ard N, Valliga TM (ed.) Clinical Nursing Education: Current Reflections. New York, N.Y.: National League for Nursing; 2009. p. 39-58.
- 34. Oregon Consortium for Nursing Education (OCNE). Curriculum Basics. [citado 6 may 15]. Disponible en: http://www.ocne.org/students/Curri- culum.html
- 35. Tanner C. Transforming prelicensure nursing education: preparing the new nurse to meet emerging health care needs. Nurs Educ Perspect 2010 Nov-Dec; 31(6):347-53.
- 36. Institute of Medicine. The Future of Nursing: Leading Change. Advancing Health. Washington, D.C.: The National Academic Press; 2011.
- 37. Gubrud-Howe P, Schoessler M. From Random Access Opportunity to a Clinical Education Curriculum. Journal of Nursing Education 2008; 47(1):3-4.
- 38. Organización Mundial de la Salud. Alianza Mundial de la Seguridad del Paciente. Geneva: WHO; 2014.
- 39. Marshall A, Bassett K, Zeitz K. What are the core elements of patient-centered care? A narrative review and synthesis of the literature from health policy, medicine and nursing. Journal of Advanced Nursing 2013; 69:4-15.
- 40. Niederhauser V, Gubrud-Howe PM, Codier E. Creating Innovative Models of Clinical Nursing Education. Journal of Nursing Education 2012; 51(10):1-6.
- 41. Nielsen AE, Noone J, Voss H, Mathews LR. Preparing nursing students for the future: An innovative approach to clinical education. Nurse Education in Practice 2013; 13(4):301-9.