FIRST CONTACT OF NURSING STUDENTS WITH THE SICK PERSON: ANALYSIS STAGE ASSESSMENT.
PRIMER CONTACTO DE ESTUDIANTES DE ENFERMERÍA CON LA PERSONA ENFERMA: ANÁLISIS DE LA ETAPA DE VALORACIÓN.
O PRIMEIRO CONTATO DOS ESTUDANTES DE ENFERMAGEM COM A PESSOA DOENTE: ANÁLISE DA AVALIAÇÃO DO PACIENTE.
| 2016 | |
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Enfermagem Educação em Enfermagem Estudantes de Enfermagem. Enfermería Educación en Enfermería Estudiantes de Enfermería. Nursing Education Nursing Nursing students. |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/enfermeriacuidadoshumanizados/article/view/781
https://hdl.handle.net/10895/3624 |
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| Acceso abierto |
| Sumario: | In the first instance the process of teaching and learning is that the student is placed on the understanding of scientific methodology and develop intellectual skills to identify and resolve situations of care , from a methodologicalfoundation based on data analyzed , compared and organized to enable establish a working hypothesis. Objective: To identify the articulation of theoretical andpractical knowledge of nursing students in the first contact with sick people.Methods: Through a descriptive study documenting Nursing Pocesses targeted at the stage of assessment , conducted by students in secondary care during August to November 2012 were analyzed. Retrospective analysis of 93 documents , extracting and evaluating variables population was performed by Functional Patterns. Two categories were established: A comprehensive assessment comprising (reason for admission, background, age, sex, and Barthel index Norton, altered patterns, presence of guardrails and passenger), B when no one of the above elements. Results: In a total of 93 ratings, 11 were included in category A, and 82 were included in category B. The aspects which were detected were major difficulties in observing the presence of railings and front passenger, followed by application of scales and Barthel Norton. Conclusions: The difficulty of articulating knowledge seamlessly neglects important aspects of patient safety . This would involve the review of teaching- learning, student-centered, where the teacher and tutele accompany the process. |
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