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Figure e metodi della tutorship nella formazione dell’infermiere
No full textThe contribution presented is the result of a workshop with the participation of nurses, educationalists and course directors involved in the education of student nurses. The different educational experiences and organizational styles adopted in nursing schools were compared and some reflections on the role and expected competences of the nurse tutor, responsible of the theoretical and practical training of student nurses are formulated. The consensus document analyzes the implications related to the different definitions of the role of the nurse-tutor and each different role is discussed according to the theoretical model it derives from. Different educational strategies are discussed and eventually proposals on the education and educational requirements of the nurse-tutor are made
Riflessioni pedagogiche sul tutoring a partire dal vertice delle professioni della cura
Full text linkThis paper is aimed at proposing some models and methodological approaches eveloped within undergraduate nursing education, in order to contribute to the pedagogical debate on traineeship. Learning in the field has always been considered crucial by nurses, and, since the Forties, they have investigated how to effectively supervise clinical training. Literature points out different roles, involved in students’ supervision, as the clinical preceptor/advisor, and the clinical teacher. Even if they operate in simulated and/or real contexts, all of those roles should be able to set up a ‘tutorial setting’, that is a student-centered ‘set’, characterized by a reduced relational asymmetry, closeness, and by a welcoming and facilitating environment, where the student can feel free to learn also from his/her errors. Although some techniques aimed at supporting students in their traineeship are explored (i.e. role modeling, questioning, thinking aloud, briefing/debriefing) and promising instruments are analyzed (learning contracts, portfolios), we conclude, in line with socio-material approaches, that setting up a caring ‘dispositif’ is the core competence of supervisors
Il dolore e la cura
No full textLa filosofia della cura porta a guardare al nursing in una nuova prospettiva in cui il senso del proprio esserci diventa elemento esseziale di ogni relazione e gesto di cura.
Nel saggio l'autrice sviluppa e argomenta i modi di essere della relazione di cura nella pratica infermieristica
Per una teoria del buon caring
No full textQual è l'essenza di una buona pratica di cura infermieristica? In questo saggio l'autrice partendo da una prospettiva fenomenologica identifica l'essenza della buona cura. Essenza che si ritrova nei modi di essere con l'altro: prestare attenzione, sentirsi responsabile, comprendere l'altro, sentire empaticamente l'altro, agire con delicatezza, aver fermezza, indignarsi di fronte all'incuria, coltivare una pensosità riflessiva
La voce dei pratici: indagine empirica sul caring
No full textIl saggio riporta il percorso di ricerca svolto al fine di dar voce alle infermiere che si occuopano di cura. La ricerca, a partire da una filosofia fenomenologoca, si focalizza sulla raccolta e analisi qualitativa di narrazioni offerte da infermiere che quotidianamente svolgono il lavoro di cura
Raccontare l’esperienza degli infermieri
No full textRaccontare l’esperienza degli infermieri nelle residenze sanitarie per anziani, con riguardo alla loro esperienza con la contenzion
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
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