Competencia profesional: la construcción de conceptos, estrategias desarrolladas por los servicios de salud y las implicaciones para la enfermería
01 Jun 2013-Texto & Contexto Enfermagem (Revista Texto & Contexto-Enfermagem)-Vol. 22, Iss: 2, pp 552-560
TL;DR: In this article, a revision integradora y estrategia de busqueda se consulta con las bases of datos electronicas MEDLINE, LILACS, and SciELO.
Abstract: Este estudio tuvo como objetivo identificar y analizar la literatura cientifica sobre el tema de la competencia profesional, las estrategias de las instituciones de salud para su desarrollo y sus implicaciones para la enfermeria. Se trata de uma revision integradora y estrategia de busqueda se consulta con las bases de datos electronicas MEDLINE, LILACS y SciELO. La recoleccion de datos se realizo entre octubre y diciembre de 2010 y los articulos seleccionados estan em Portugues e Ingles, con un total de 23 publicaciones. El analisis tematico de los datos permitio la construccion de tres categorias: Los significados del concepto de competencia profesional, Estrategias para desarrollar la competencia profesional y Implicaciones para la enfermeria. Se verifico el predominio del concepto de competencia profesional de sus elementos constitutivos, es decir, conocimientos, habilidades y actitudes, estrategias y programas educativos de formacion para la capacitacion y acciones de gestion y de enfermeria, el desafio de la formacion de profesionales competentes y comprometidos.
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TL;DR: An exploratory study to analyze nurses' competencies with regard to their work in post-operative heart surgery and the strategies implemented to mobilize these competencies, expected to lead future nurses and training centers to evaluate the need for furthur training required to work in cardiac units.
Abstract: OBJECTIVE To analyze nurses' competencies with regard to their work in post-operative heart surgery and the strategies implemented to mobilize these competencies. METHOD This was an exploratory study with a qualitative approach and a methodological design of collective case study. It was carried out in three post-operative heart surgery units, consisting of 18 nurses. Direct observation and semi-structured interviews were employed to collect data. Data were construed through thematic analysis. RESULTS nine competencies were found, as follows: theoretical-practical knowledge; high-complexity nursing care; nursing supervision; leadership in nursing; decision making; conflict management; personnel management; material and financial resources management; and on-job continued education. Organizational and individual strategies were employed to develop and improve competencies such as regular offerings of courses and lectures, in addition to the individual pursuit for knowledge and improvement. CONCLUSION the study is expected to lead future nurses and training centers to evaluate the need for furthur training required to work in cardiac units, and also the need for implementing programs aimed at developing the competencies of these professionals.
15 citations
TL;DR: This mapping provides subsidies for pedagogical planning, seeking to promote the acquisition of managerial competencies during undergraduate course training, including those acquired and gaps in managerial nursing training.
Abstract: Objective: mapping necessary competencies in managerial nursing training. Method: a cross-sectional study conducted between March and June 2013 with 258 students from three Higher Education Institutions of a municipality in the South of Brazil. Results: mapping made it possible to identify necessary competencies for managerial nursing training, including those acquired and gaps. The relative majority of the students considered having the right attitude to act as a nurse in the managerial dimension; however, significant gaps during their training were identified in managerial competencies of supervision, auditing and change processes. Conclusion: this mapping provides subsidies for pedagogical planning, seeking to promote the acquisition of managerial competencies during undergraduate course training.
14 citations
TL;DR: The product of care, as found in both hospitals, was predominantly considered "good" and the tool enabled the identification of critical aspects of the nursing work.
Abstract: Objetivos: Avaliar o produto do cuidar em enfermagem em unidades de internacao de hospitais especializados identificando os itens que mais contribuiram para o escore total; comparar o produto do cuidar obtido entre os hospitais, unidades de internacao e turnos de trabalho e, verificar a associacao entre variaveis demograficas e profissionais dos avaliadores e o produto do cuidar. Metodo: Este estudo caracteriza-se como descritivo transversal de natureza quantitativa na modalidade de estudo de avaliacao. A investigacao ocorreu no periodo de junho de 2015 a abril de 2016 em unidades especializadas de dois hospitais da regiao noroeste do estado de Sao Paulo – o Hospital de Câncer de Barretos (HA) e o Hospital da Crianca e Maternidade de Sao Jose do Rio Preto – HCM (HB). Para obtencao das informacoes foram utilizados um instrumento validado para avaliacao do produto do cuidar (APROCENF) e dois formularios - um para caracterizacao pessoal e profissional dos avaliadores e outro para o registro dos dados. Resultados: Foram realizadas 138 avaliacoes do produto do cuidar sendo 73 no HA e 65 no HB por 44 enfermeiros clinicos (HA n= 31 HB n= 13) durante os turnos de trabalho. Os escores variaram de 14 (HA) a 29 (HB) com valor medio em torno de 24, com predominio da categoria bom em ambos hospitais. Quando analisada as gradacoes do instrumento nos hospitais encontrou-se diferenca estatistica (p<0,01) pelo Teste Mann-Whitney. Notou-se no HA correlacao de -0,37 entre o escore medio e a idade, e de -0,23 quando relacionado ao tempo na instituicao. Nao se evidenciou diferenca estatistica entre os turnos de trabalho quando os hospitais foram comparados de forma independente; houve significância (p=0,01), apenas, quando analisados conjuntamente e esta foi para o turno da noite (p=0,03). Os itens que mais contribuiram para o escore total foram: Atencao paciente/familia, Atendimento/necessidades, Planejamento da assistencia e Recursos necessarios para prestar assistencia. Destaca-se Interacao e atuacao multidisciplinar como o item com menor contribuicao. Conclusao: O produto do cuidar encontrado em ambos os hospitais foi considerado predominantemente “bom”. A associacao entre o escore total e as variaveis demograficas e profissionais mostrou-se fraca. O instrumento permitiu identificar aspectos criticos do trabalho de enfermagem em diferentes unidades e/ou servicos especializados instrumentalizando os enfermeiros no planejamento estrategico, tomada de decisao e gestao de mudancas.
13 citations
TL;DR: The development of competences in nurses is the basis for the Learning Paths as a possible operationalization of Continuing Education in Health.
Abstract: Objective: To reflect on Continuing Education in Health as an organizational strategy for the development of nurses' competences. Methods: A theoretical-reflective study was performed, combining concepts from Continuing Education in Health, organizational strategy and professional competence, understood as key elements for the work of nurses in health services. Results: To understand how to live together, individuals need to have knowledge about others, their history and traditions. When "learning how to do", they acquire broader competence to deal with unexpected situations and to facilitate team work. With regard to "learning how to be", they are encouraged to acquire autonomy and discernment on behalf of the group. If the focus is on development rather than control, there is shared interest and an integrated and strategic model for nurses' competences to be improved. Conclusion: The development of competences in nurses is the basis for the Learning Paths as a possible operationalization of Continuing Education in Health.
12 citations
14 Sep 2016
TL;DR: In this article, caracterizar as competencias profissionais for enfermeiros in enfermagem, a visao de discentes de graduacao em enferMagem, bem as well as as estrategias mobilizadas for aquisicao dessas competencias.
Abstract: Objetivo: caracterizar as competencias profissionais para os enfermeiros na visao de discentes de graduacao em enfermagem, bem como as estrategias mobilizadas para aquisicao dessas competencias. Metodo: estudo qualitativo que utilizou a entrevista semiestruturada na coleta de dados ocorrida de janeiro a julho de 2015. Para analise dos dados foi utilizado o metodo de analise tematica indutiva. Resultados: participaram da pesquisa 54 discentes, sendo 87% do sexo feminino e 13% do sexo masculino, na faixa etaria entre 21 e 46 anos, 27,77% possuiam formacao tecnica em enfermagem. Quanto a procedencia dos participantes, a maior parte (64,81%) era da regiao de Ribeirao Preto. Conclusao: na visao dos discentes, as competencias profissionais para os enfermeiros foram conhecimento teorico-pratico, lideranca, comunicacao, gerenciamento, relacionamento interpessoal e trabalho em equipe e competencias pedagogicas. As estrategias mobilizadas para aquisicao dessas competencias foram experiencia pratica, aprimoramento profissional, grupos de estudo e apoio dos docentes. Descritores: Competencia Profissional; Enfermagem; Bacharelado em Enfermagem; Educacao Superior.
11 citations
References
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TL;DR: Data analysis methods of qualitative research are proposed as strategies that enhance the rigour of combining diverse methodologies as well as empirical and theoretical sources in an integrative review.
Abstract: Aim. The aim of this paper is to distinguish the integrative review method from other review methods and to propose methodological strategies specific to the integrative review method to enhance the rigour of the process.
Background. Recent evidence-based practice initiatives have increased the need for and the production of all types of reviews of the literature (integrative reviews, systematic reviews, meta-analyses, and qualitative reviews). The integrative review method is the only approach that allows for the combination of diverse methodologies (for example, experimental and non-experimental research), and has the potential to play a greater role in evidence-based practice for nursing. With respect to the integrative review method, strategies to enhance data collection and extraction have been developed; however, methods of analysis, synthesis, and conclusion drawing remain poorly formulated.
Discussion. A modified framework for research reviews is presented to address issues specific to the integrative review method. Issues related to specifying the review purpose, searching the literature, evaluating data from primary sources, analysing data, and presenting the results are discussed. Data analysis methods of qualitative research are proposed as strategies that enhance the rigour of combining diverse methodologies as well as empirical and theoretical sources in an integrative review.
Conclusion. An updated integrative review method has the potential to allow for diverse primary research methods to become a greater part of evidence-based practice initiatives.
6,131 citations
TL;DR: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability, but what assumptions is the success of the movement based?
Abstract: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability. Intelligence and aptitude tests are used nearly everywhere by schools, colleges, and employers. It is a sign of backwardness not to have test scores in the school records of children. The Educational Testing Service alone employs about 2,000 people, annually administers Scholastic Aptitude Tests to thousands of aspirants to college, and makes enough money to support a large basic research operation. Its tests have tremendous power over the lives of young people by stamping some of them "qualified" and others "less qualified" for college work. Until recent "exceptions" were made (over the protest of some), the tests have served as a very efficient device for screening out black, Spanish-speaking, and other minority applicants to colleges. Admissions officers have protested that they take other qualities besides test achievements into account in granting admission, but careful studies by Wing and Wallach (1971) and others have shown that this is true only to a very limited degree. Why should intelligence or aptitude tests have all this power? What justifies the use of such tests in selecting applicants for college entrance or jobs? On what assumptions is the success of the movement based? They deserve careful examination before we go on rather blindly promoting the use of tests as instruments of power over the lives of many Americans.
3,404 citations
Book•
22 Jan 1982
TL;DR: In this paper, the authors present an integrated competency model at the sector and managerial level, with three clusters: Goal and Action Management Cluster, Human Resource Management Cluster and Directing Subordinates Cluster.
Abstract: Competence and Job Performance. The Research Design and Methods. The Goal and Action Management Cluster. The Leadership Cluster. The Human Resource Management Cluster. The Directing Subordinates Cluster. The Focus on Others Cluster. Specialized Knowledge. An Integrated Competency Model. Interpretation by Sector and Managerial Level. Summary and Implications. Appendixes. Index. Figures.
3,131 citations
TL;DR: An inclusive definition of competence is generated: the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and the community being served.
Abstract: ContextCurrent assessment formats for physicians and trainees reliably test
core knowledge and basic skills. However, they may underemphasize some important
domains of professional medical practice, including interpersonal skills,
lifelong learning, professionalism, and integration of core knowledge into
clinical practice.ObjectivesTo propose a definition of professional competence, to review current
means for assessing it, and to suggest new approaches to assessment.Data SourcesWe searched the MEDLINE database from 1966 to 2001 and reference lists
of relevant articles for English-language studies of reliability or validity
of measures of competence of physicians, medical students, and residents.Study SelectionWe excluded articles of a purely descriptive nature, duplicate reports,
reviews, and opinions and position statements, which yielded 195 relevant
citations.Data ExtractionData were abstracted by 1 of us (R.M.E.). Quality criteria for inclusion
were broad, given the heterogeneity of interventions, complexity of outcome
measures, and paucity of randomized or longitudinal study designs.Data SynthesisWe generated an inclusive definition of competence: the habitual and
judicious use of communication, knowledge, technical skills, clinical reasoning,
emotions, values, and reflection in daily practice for the benefit of the
individual and the community being served. Aside from protecting the public
and limiting access to advanced training, assessments should foster habits
of learning and self-reflection and drive institutional change. Subjective,
multiple-choice, and standardized patient assessments, although reliable,
underemphasize important domains of professional competence: integration of
knowledge and skills, context of care, information management, teamwork, health
systems, and patient-physician relationships. Few assessments observe trainees
in real-life situations, incorporate the perspectives of peers and patients,
or use measures that predict clinical outcomes.ConclusionsIn addition to assessments of basic skills, new formats that assess
clinical reasoning, expert judgment, management of ambiguity, professionalism,
time management, learning strategies, and teamwork promise a multidimensional
assessment while maintaining adequate reliability and validity. Institutional
support, reflection, and mentoring must accompany the development of assessment
programs.
2,681 citations
01 Jan 2001
449 citations