Quality of higher nursing education: a concept analysis from the perspective of educational transformation
DOI:
https://doi.org/10.4025/ciencuidsaude.v23i0.72615Keywords:
Education Nursing, Nursing Education Research, Education, HigherAbstract
Objective: to grasp the concept of Quality of Higher Nursing Education by analyzing literature and the perceptions of those involved in this context, focusing on educational transformation. Method: We conducted an exploratory qualitative study grounded in Concept Theory and the Concept Analysis Method, encompassing three phases: theoretical, empirical, and analytical. Results: The concept incorporates antecedents and attributes related to cultural competence and globalization, with outcomes aligned with societal needs, focusing on the formal structures of regulatory institutions and the classical model of quality in structure, process, and outcome. Conclusion: The analyzed concept captures the social, political, and economic dimensions inherent in the organization and management of the educational process, linked to institutional, cultural, economic, and social aspects involving academic activities and programs, the commitment of those involved, and the development and technological innovation for education and care.
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References
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29. Fernandes JD, Teixeira GAS, Silva MG, Florêncio RMS, Silva RMO, Oliveira DSR. Expansion of higher education in Brazil: increase in the number of Undergraduate Nursing courses. Rev. Lat. Am. Enfermagem. 2013;21(3):670-678. DOI: 10.1590/S0104-11692013000300004
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32. Reis ACE, Machineski GG, Barhart JBL, Tonini NS, Rodrigues RM, Contern SFR. Teaching-learning evaluation in nursing education. Saberes Plurais: Educ. Saude. 2021;5(2):95-114. DOI: doi.org/10.54909/sp.v5i2.113325
2. Ministério da Educação (BR). Resolução CNE/CES n. 3, de 7 de novembro de 2001. Institui Diretrizes Curriculares Nacionais do Curso de Graduação em Enfermagem [internet]. 2001 [acesso em 10 mai. 2022]. Disponível em: http://portal.mec.gov.br/cne/arquivos/pdf/CES03.pdf
3. Begui JC, Guariente MHDM, Garanhani ML, Carvalho BG, Ferrari RAP, Galdino MJQ. Research as a scientific and educational principle in nursing training. Cienc Cuid Saude. 2020;19:e48380.DOI: https://doi.org/10.4025/ciencuidsaude.v19i0.48380
4. Fernandes JD. Expansion of courses/places for Nursing Graduation and the quality of nurse’s education process. Rev Bras Enferm. 2012; 65(3):395-6. https://doi.org/10.1590/S0080-623420130000500028
5. Backes DS, Hedi CZ, Siqueira CH, Backes MTS, Souza FGMS, Lomba MLLF. Quality nursing education: a complex and multidimensional phenomenon. Texto Contexto-Enferm. 2018; 27(3):e4580016. DOI: 10.1590/0104-070720180004580016
6. Dahlberg I. Teoria do conceito. Tradução de Astério Tavares Campos. Ciência da Informação. 1978, 7(2): 101-107. DOI: 10.18225/ci.inf..v7i2.115
7. Schwartz-Barcot D, Kim HS. A hybrid model for concept development. In: Cinn PL. Nursing research methodology. Rockville: Aspen, 1986, cap.8, p.91-101.
8. Valiga TMT. Nursing Education Trends: future implications and predictions. Nurs. Clin. North Am. 2012;47(4):423-434. DOI: 10.1016/j.cnur.2012.07.007
9. Shin H, Sok S, Hyun KS, Kim MJ. Competency and an active learning program in undergraduate nursing education. J. Adv. Nurs. 2015;71(3):591-598. DOI: 10.1111/jan.12564
10. Gao LL, Chan SWC, Cheng BS. The past, present and future of nursing education inthe People’s Republic of China: a discussion paper. J. Adv. Nurs. 2012;68(6):1429-1438. DOI: 10.1111/j.1365-2648.2011.05828.x
11. Wong FKY, Zhao Y. Nursing education in China: past, present and future. J. Nurs. Manag. 2012;20(1):38-44. DOI: 10.1111/j.1365-2834.2011.01335.x
12. Bednarz H, Schim S, Doorenbos A. Cultural Diversity in Nursing Education: Perils, Pitfalls, and Pearls. J. Nurs. Educ. 2010;49(5):253-260. DOI: 10.3928/01484834-20100115-02
13. Dariel OPD. Nursing education: in pursuit of cosmopolitanism. Nurse Education Today. 2009;29(5):566-569. DOI: 10.1016/j.nedt.2009.03.015
14. Figueroa AA. La innovación en la educación superior en enfermería y los aportes del diseño de instrucción. Rev. Lat. Am. Enfermagem. 1999;7(2):5-13. DOI: 10.1590/S0104-11691999000200002
15. Silva KL, Sena RR. O processo de mudança na educação de enfermagem nos cenários: potencialidades e desafios. Rev. Bras. Enferm. 2003;56(4):412-416. DOI: 10.1590/S0034-71672003000400022
16. Raholm MB, Hedegaard BL, Löfmark A, Slettebo A. Nursing education in Denmark, Finland, Norway and Sweden - from Bachelor’s Degree to PhD. J. Adv. Nurs. 2010;66(9):2126-2137. DOI: 10.1111/j.1365-2648.2010.05331.x
17. MaC, Fouly H, Li J, D’Antonio P. The education of nurses in China and Egypt. Nurs. Outlook. 2012;60(3):127-133. DOI: 10.1016/j.outlook.2011.08.002
18. Holloway K, Polaschek N, Pool L. DIFE: a new model in undergraduate nursing education. J. Nurs. Educ. 2010;49(9):512-516. DOI: 10.3928/01484834-20100524-03
19. Plager KA, Razaonandrianina JO. Madagascar nursing needs assessment: education and development of the profession. Int. Nurs. Rev. 2009;56(1):58-64. DOI: 10.1111/j.1466-7657.2008.00696.x
20. Palese A, Zabalegui A, Sigurdardottir AK, Bergin M, Dobrowolska B, Gasser C, et al. Bologna Process, more or less: nursing education in the european economic area: a discussion paper. Int. J. Nurs. Educ. Scholarsh. 2014;11:63-73. DOI: 10.1515/ijnes-2013-0022
21. Mill J, Astle BJ, Ogilvie L, Gastaldo D. Linking global citizenship, undergraduate nursing education, and professional nursing. Adv. Nurs. Sci. 2010;33(3):1-11. DOI: 10.1097/ANS.0b013e3181eb416f
22. Kohlbry PW. The Impact of International Service-Learning on Nursing Students’ Cultural Competency. J. Nurs. Scholarsh. 2016;48(3):303-311. DOI: 10.1111/jnu.12209
23.Rahimi M, Shahraki SK, Fatehi F, Farokhzadian J. A virtual training program for improving cultural competence among academic nurse educators. BMC Med Educ. 2023;23(445):1-12. DOI: https://doi.org/10.1186/s12909-023-04414-x
24. Maculan BCMS, Lima GABO. Buscando uma definição para o conceito de “conceito”. Seeking a definition for the concept of “concept”. Perspect. ciênc. inf. 2017;22(02):54-87. DOI: https://doi.org/10.1590/1981-5344/2963
25. Amaral NC. A educação superior brasileira: dilemas, desafios e comparações com os países da OCDE e do BRICS. Rev. Bras. Educ. 2016;21(66):717-736. DOI: https://doi.org/10.1590/S1413-24782016216637
26. Freitas RG, Coelho HR. Anticipated future in Education: OCDE and Global Knowledge Control Global. Roteiro. 2019;44(3):1-24. DOI: https://doi.org/10.18593/r.v44i3.21401
27. Fernandes JD, Silva RMO, Cordeiro ALAO, Teixeira GAS. Estágio Curricular Supervisionado em tempos de pandemia da COVID-19. Esc Anna Nery. 2021;25(spe):e20210061. DOI: 10.1590/2177-9465-EAN-2021-0061
28. Chirelli MQ, Sordi MRL. Pensamento crítico na formação do enfermeiro: a avaliação na área de competência Educação na Saúde. Rev. Bras. Enferm. 2021;74(suppl 5):e20200979. DOI: https://doi.org/10.1590/0034-7167-2020-0979
29. Fernandes JD, Teixeira GAS, Silva MG, Florêncio RMS, Silva RMO, Oliveira DSR. Expansion of higher education in Brazil: increase in the number of Undergraduate Nursing courses. Rev. Lat. Am. Enfermagem. 2013;21(3):670-678. DOI: 10.1590/S0104-11692013000300004
30. Gualdezi LF, Scussiato LA, Peres AM, Rosa TF, Lowen IMV, Torres DG. Competence assessment in nursing education during field practices. Rev. Enferm. UFSM. 2020;10(e61):1-18. DOI: 10.5902/2179769239939
31. Ministério da Educação (BR). Lei n. 10.861 de 14 de abril de 2004. Institui o Sistema Nacional de Avaliação da Educação Superior (SINAES). Diário Oficial da República Federativa do Brasil [internet]. 2004 [acesso em 10 mai. 2023]. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/10861.htm
32. Reis ACE, Machineski GG, Barhart JBL, Tonini NS, Rodrigues RM, Contern SFR. Teaching-learning evaluation in nursing education. Saberes Plurais: Educ. Saude. 2021;5(2):95-114. DOI: doi.org/10.54909/sp.v5i2.113325
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2024-09-26
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Quality of higher nursing education: a concept analysis from the perspective of educational transformation. (2024). Ciência, Cuidado E Saúde, 23. https://doi.org/10.4025/ciencuidsaude.v23i0.72615
