Percorrer por autor "Poeira, Ana"
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- Carga horária e laboral aumenta o arrependimento com a escolha da pro"ssão de EnfermagemPublication . Poeira, Ana; Mamede, Ricardo Paes; Martins, MM; Rodrigues, Renato
- Predictors for changing to a non-Nursing professionPublication . Poeira, Ana; Mamede, Ricardo; Martins, MMBackground: Nurses’ predisposition to change their profession lies within the scope of nurse turnover. Understanding the reasons why nurses want to switch to another organization or even leave the profession is important because this movement has a negative impact on the workgroup and the organization. Objective: To determine the propensity to leave the nursing profession. Methodology: Descriptive, correlational, cross-sectional, and quantitative study. The non-probability sample of 463 nurses was recruited through the snowball method. Results: The nurses who were under the age of 40 and worked in the public sector were more willing to leave the nursing profession. The greater the satisfaction with the profession and the greater the professional autonomy and recognition, the lower the nurses’ probability to change to another profession. Conclusions: Health organizations should concentrate on retaining their nurses by adopting human resource strategies that value them and organizational models focused on motivation and satisfaction.
- Teaching and learning clinical reasoning in nursing education: A student training coursePublication . Leal, Paula; Poeira, Ana; Mendes, Diana Arvelos; Batalha, Nara; Franco, Hugo; Nunes, Lucília; Marques, Fernanda; Paden, Ljubisa; Stefaniak, Malgorzata; Pérez-Perdomo, Ana; Bangels,Lore; Lemmens, Kathleen; Amaral, GuidaClinical reasoning is an essential component of nursing. It has emerged as a concept that integrates the core competencies of quality and safety education for nurses. In cooperation with five European partners, Instituto Politécnico de Setúbal (IPS) realized the “Clinical Reasoning in Nursing and Midwifery Education and Practice” project as part of the Erasmus+ project. As a partner, our team designed a multiplier event—the student training course. The aim of this report is to describe the construction and development of this clinical reasoning training course for nursing students. We outline the pedagogical approach of an undergraduate training course on clinical reasoning in 2023, which we separated into four stages: (i) welcoming, (ii) knowledge exploration, (iii) pedagogical learning, and (iv) sharing experience. This paper presents the learning outcomes of the collaborative reflection on and integration of the clinical reasoning concept among nursing students. This educational experience fostered reflection and discussion within the teaching team of the nursing department regarding the concept, models, and teaching/learning methods for clinical reasoning, with the explicit inclusion of clinical reasoning content in the nursing curriculum. We highlight the importance of implementing long-term pedagogical strategies in nursing education.