1,720,958 research outputs found
Teaching evidence-based practice: Developing a curriculum model to foster evidence-based practice in undergraduate student nurses.
No full textFor the nature of the Evidence-Based Practice (EBP) and its relevance to nursing, the skills that it requires should be a component in the basic Nursing degree courses. For this reason, the EBP process should be introduced early on in nursing education to develop students' independence and ability to self-learning.
AIM: the aim of this study is to describe the perception that newly graduated nurses have relative to the benefits of the skills learned during the laboratory's three-year EBP in consideration of the construction of the thesis, the research of evidence and usefulness of the EBP process for the development of their professional career.
METHODS: A descriptive study with a sample of 300 newly graduated nurses from the Degree Course in Nursing of the University of Modena and Reggio Emilia, venue of Reggio Emilia. The data collection instrument was an anonymous questionnaire. It was possible to answer through a 10 Likert scale.
RESULTS: The sample considers effective the research of evidence carried out (mean 6, SD 2), related to the problems of patients (mean 7, SD 2); the sample considered the skills acquired during the laboratory's three-year EBP to be useful for career development (mean 7, SD 2).
CONCLUSIONS: the decision to include the laboratory's three-year EBP in the curriculum of the Nursing degree promotes the development of skills relating to the use of the EBP process, competence that in the literature is indicated as one of the core competencies that all health professionals should develop and maintain throughout their professional career
Computer laboratory: The key to access the electronic databases in learning evidence-based practice
No full textThe Evidence-Based Practice can be defined as the integration of the best available research evidence with information related to patient preferences, the level of competence of clinicians, and the resources available to make decisions related to patient care. Skills in using computers and interrogating electronic resources are among one the most important barriers to using the Evidence-Based Practice process. The Nursing Degree Course of the University of Modena and Reggio Emilia, seat of Reggio Emilia, included in the study plan a three-year Evidence-Based Practice laboratory for to develop skills related to the ability to use electronic health resources available on the web. This study describe the nursing students’ perception relative to their skills about the use of computer lab for research of scientific evidence in electronic databases learned during the laboratory’s three-year Evidence-Based Practice. The sample is composed of 164 students attending the third year of the Nursing Degree Course in Reggio Emilia. The data collection tool was used is the Italian version of Evidence Based Practice Competence Questionnaire. A high percentage of students believe they are able to formulate structured clinical questions using the PICO methodology and more than half of the sample feels they are able to perform research on scientific evidence in a structured and systematic way on the main databases. The nursing students’ perception relative to their skills about the use of the computer lab for the research of scientific evidence in electronic databases learned during the laboratory’s three-year EBP, are positive
Studio qualitativo sulla consapevolezza di sé e del futuro ruolo professionale: il Laboratorio Esperienziale proposto dal Corso di laurea in Infermieristica di Reggio Emilia.
No full textL’azione di cura non è il risultato di un apprendimento di sequenze lineari, non avviene in astratto, ma ha a che fare con una conoscenza situata, in rapporto ad un sentire concreto, in una “conversazione” continua con se stessi, dove la coscienza costruttiva sul proprio pensiero e sulle proprie azioni va molto al di là dell’expertise tecnico. E’ univocamente riconosciuto in letteratura il valore della competenza emotiva per l’efficacia della relazione di cura e per una più profonda comprensione della propria identità professionale, tuttavia è considerata, ad oggi, una competenza trascurata nei curricula formativi, soprattutto nell’ambito della formazione di base. Imparare a stare presso di sé è condizione necessaria per essere in grado di stare presso l’altro, richiede una competenza emotiva che non si improvvisa, ma si guadagna attraverso una presenza pensosa sull’esperienza. Si tratta di uno studio osservazionale qualitativo.Il campione è rappresentato da tutti gli studenti del primo anno, che hanno partecipato al laboratorio “Esperienziale”, che consentono allo studente di esperire le emozioni connesse a gesti di care, vivendosi e pensandosi sia dalla posizione di paziente che di infermiere.I risultati ai quali la ricerca è pervenuta sono coerenti con quanto riportato in letteratura, relativamente ai contenuti connessi con la consapevolezza di sé. La ricerca, attraverso il percepito degli studenti, mette in luce le potenzialità e le difficoltà insite ai gesti di cura, supportando la necessità di un progressivo affinamento della competenza emotiva a partire proprio dai percorsi formativi di base. In particolare la formazione potrebbe essere orientata allo sviluppo della consapevolezza di sé, quale presupposto emotivo dal quale partire per lo sviluppo delle altre caratteristiche della competenza emotiva.Per lo sviluppo della competenza emotiva la ricerca conferma e sostanzia l’importanza dell’utilizzo di laboratori nei quali lo studente abbia la possibilità di fare esperienza di sé e di riflettere sulla propria e altrui dimensione emotiva che tali esperienze evocano
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
La pratica infermieristica basata sui modelli teorici: uno studio qualitativo sulla percezione degli Infermieri
Full text linkMolti studiosi sostengono che teoria e teorizzazione sono strettamente correlate alla pratica clinica e che il sapere
disciplinare non procede solo dall’applicazione dei principi generali di grandi teorie ai casi particolari, ma si sviluppa,
in maniera più pertinente, a partire dallo specifico contesto assistenziale nel quale si realizza. Ogni infermiere,
infatti, possiede un modello mentale del quale può o meno essere consapevole, che motiva e sostanzia ogni azione e
scelta professionale.
Il presente studio descrive il modello teorico infermieristico che orienta l’agire professionale, il modello mentale e
le conoscenze tacite ad esso sottese. Identifica nel modello teorico esplicito del gruppo professionale che gli infermieri
partecipanti rappresentano, aspetti di continuità con il modello teorico proposto da questo Corso di Laurea
in Infermieristica,
Sono stati realizzati 4 focus group ai quali hanno partecipato complessivamente 22 Infermieri, rappresentanti di
quasi tutte le unità operativa dell’Arcispedale Santa Maria Nuova di Reggio Emilia.
E’ possibile sostenere che il modello teorico infermieristico di ciascun gruppo professionale è il risultato di conoscenze
tacite, che contribuiscono a definire il modello mentale di ciascun professionista e di un modello teorico
esplicito cui sono sottesi contenuti teorici appresi applicati consapevolmente e riadattati alla/dalla pratica assistenziale.
Ragionare sull’uso della teoria nella pratica ha permesso di dare visibilità a un modello teorico esplicito autenticamente
infermieristico orientato ai bisogni della persona, nella sua complessità in specifici contesti
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