Hassanat Elbashir
Faculty of Nursing,UM Al Qura University,Makkah-Saudi Arabia.
Title: Why Nurses Competency was Low during Emergency Management of Patients with Acute Myocardial Infarction
Submitted Date: JUNE 08,2017
Biography
Hassanat E. Mustafa ,RN PhD, Faculty of Nursing, Elneelain University ,Khartoum, Sudan and Department of Nursing Practice, Faculty of Nursing, Um Al Qura University, Makah
Abstract
Objective: An acute myocardial infarction (AMI) is an emergency situation requiring immediate intervention; so nursing competence has become a controversial issue in health care. The aim of this article was to detect the factors that lead to decline of nurses’ competence during an emergency management of patients with acute myocardial infarction.rnrnMethodology: A descriptive study was used. The study conducted in critical care units and emergency departments at five public hospitals in Khartoum state in 2013. The standardized administered questionnaire was used for data collection. The sample size covered all nurses whom were fulfilling the selection criteria which amounted to 139 nurses from both gender. The data processed and analyzed using the statistical package software (SPSS); version 19, One-Sample T test and A- Nova were used, P-value of <0.05 considered statistically significant.rnrnResult: The result reveal that the studied subjects had low knowledge, attitude and skill during emergency care of patient with AMI. Also it showed that most of the studied subjects had Bachelor degree (70%), had low nursing experience less than one year in CCU and emergency department (37%), only trained nurses were 15% while absent of protocols and guidelines at work field.rnrnIn the previous studies revealed that nurses’ competence leads to improved quality of care and satisfaction of patients. The standards requirements must be needed for nurses to be qualified. Continuous training, uses protocol at the field of the work as well as nurses must keep their knowledge and skills up to date.rnrnConclusion: Lack of training, absent of protocol or guidelines and low nursing experience at CCU and ED were the main reason of low competency among the studied subjects.
Maria Clara S Maroja
Federal University of Rio Grande do Norte, Brazil
Title: Pedagogic Problematization on the Teaching-Learning methods of Health: An Experience in the critic-liberator thinking in Mental Health
Submitted Date: July 26,2017
Biography
Maria Clara S Maroja is a Doctorate degree student from the Federal University of Rio Grande do Norte. She graduated in Nutrition from the Federal University of ParaÃba, expertise at Clinical Nutrition from the Gama Filho University, Rio de Janeiro, and Master\'s degree at Nutritional Sciences from the Federal University of ParaÃba. She works at the Federal Institute of Education, Science and Technology, where she exerts publishing activities related to the Principia Journal and book publications. She is also a Reviewer of scientific journal articles. She was a Nutritionist at the City Hall of São Bentinho, ParaÃba, and at the State Health Department, where she participated in the planning, implementation and evaluation of food and nutrition public policies. She has experience in health professionals training and in nutrition, with emphasis on nutrition and public health, maternal and child health (specially the promotion of breastfeeding) and evaluation of health public policies.
Abstract
Statement of the problem: By rethinking the biologist attention, Brazil has been resuming the Paulo Freire’s pedagogic practices on the health professionals formation. However, health education curriculums based on this pedagogy are still scarce and its assumptions need to be better investigated in practice. This study analyzed the contributions of Paulo Freire\'s Pedagogic Problematization in the development of working processes on health.rnrnMethodology & Theoretical Orientation: Evaluative, participative and qualitative research, case study type, conducted in 2017. The study took place at the Multiprofessional Residency Course on Mental Health, from the Federal University of ParaÃba, Brazil, whose plan course predicts the Freire\'s Pedagogic Problematization. Semistructured interviews with the tutors (7) were applied alongside a meeting of focus group with 20 residents. The Theoretical-methodological conceptions were based on Paulo Freire\'s pedagogical assumptions to investigate and develop the Teaching-Learning process. rnrnFindings: The guiding problematization of the Teaching-Learning process happens from the problem-situations and reporting of the residents experiences on Mental Health public services, where they act interdisciplinarity during 80% of the full academic course load. It was noticed that this feedback process action-reflection-action, allied to the interdisciplinarity, made it possible for the residents to see the bearers of mental illness not only under the various biological knowledges, but understand them in the complexity of their reality and empower them to overcome their own limits. It was also attributed to the pedagogic problematization, benefits to the functioning of health services and the community, such as improvements in physical structures, solidarity economy and popular participation on public mental health policies.rnrnConclusion & Significance: The commitment of health education to the sociocultural, economic and political characteristics of each reality has been configured in a positive educational experience with significant advances at the working processes that extend to changes in the realities experienced by the students.rn
