2.50
Hdl Handle:
http://hdl.handle.net/10755/150449
Type:
Presentation
Title:
From students to teachers: effects on Peer Educators
Abstract:
From students to teachers: effects on Peer Educators
Conference Sponsor:Sigma Theta Tau International
Conference Year:2011
Author:Santos, Marcia NP, RN
P.I. Institution Name:Health Sciences Research Unit: Nursing Domain
Title:Nurse
[22nd International Nursing Research Congress - Research Symposium Presentation] The ability to adapt to new environments, progressively more complex and ever-changing, demands of healthcare professionals increase the ability to act and even innovate. Peer education is a process by which individuals well-formed, trained and motivated, develop formal or informal activities, with the aim of developing knowledge, attitudes, beliefs and skills in their peers. Youth Peer-Education aims to enable them to protect not only their health but also community health in which they are fit. Nursing students, by participating voluntarily in these activities through planning, implementation and evaluation of Peer-Education interventions acquire and develop skills as future nurses.
Purpose: To identify professional skills developed by nursing students through Peer-Education activities
Methods:  Single case study by phenomenologic methodology. Data collection by semi-structured interviews to 20 nursing students who participate in activities of Peer-Education. The information obtained was subjected to criteria of qualitative analysis and interpretation (hermeneutic-interpretive), using the program NVivo QSR 8.
Results: From interviews emerged some categories related to: description of the activities of peer education; development of professional skills; and transversality and transferability of skills. The interpretation of the interviews and the crossing of the results with existing theoretical frameworks, allows us to describe the professional skills developed by nursing students through participation in activities of peer education: i) cognitive, ii) ethical and moral, iii) relational or interpersonal, iv) technical and functional, v) Identity, and vi) personal development. We emphasize the incidence of references to cognitive, ethical, moral, and relational/interpersonal skills.
Conclusion: Data showed that nursing students? voluntary participation in peer-education activities, accompanied by experienced professionals (teachers/supervisors), allows them to develop both personal and professionally, upgrading themselves not only to self-learning and autonomy, but also to gradually assume the nurse's social role as an intervenient in communitarian issues. Well-structured training is core strategy in skills development.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleFrom students to teachers: effects on Peer Educatorsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150449-
dc.description.abstract<table><tr><td colspan="2" class="item-title">From students to teachers: effects on Peer Educators</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2011</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Santos, Marcia NP, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Health Sciences Research Unit: Nursing Domain</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Nurse</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">irmabrito@esenfc.pt</td></tr><tr><td colspan="2" class="item-abstract">[22nd International Nursing Research Congress - Research Symposium Presentation] The ability to adapt to new environments, progressively more complex and ever-changing, demands of healthcare professionals increase the ability to act and even innovate. Peer education is a process by which individuals well-formed, trained and motivated, develop formal or informal activities, with the aim of developing knowledge, attitudes, beliefs and skills in their peers. Youth Peer-Education aims to enable them to protect not only their health but also community health in which they are fit. Nursing students, by participating voluntarily in these activities through planning, implementation and evaluation of Peer-Education interventions acquire and develop skills as future nurses. <br/>Purpose: To identify professional skills developed by nursing students through Peer-Education activities <br/>Methods:&nbsp;&nbsp;Single case study by phenomenologic methodology. Data collection by semi-structured interviews to 20 nursing students who participate in activities of Peer-Education. The information obtained was subjected to criteria of qualitative analysis and interpretation (hermeneutic-interpretive), using the program NVivo QSR 8. <br/>Results:&nbsp;From interviews emerged some categories related to: description of the activities of peer education; development of professional skills; and transversality and transferability of skills. The interpretation of the interviews and the crossing of the results with existing theoretical frameworks, allows us to describe the professional skills developed by nursing students through participation in activities of peer education: i) cognitive, ii) ethical and moral, iii) relational or interpersonal, iv) technical and functional, v) Identity, and vi) personal development. We emphasize the incidence of references to cognitive, ethical, moral, and relational/interpersonal skills. <br/>Conclusion:&nbsp;Data showed that nursing students? voluntary participation in peer-education activities, accompanied by experienced professionals (teachers/supervisors), allows them to develop both personal and professionally, upgrading themselves not only to self-learning and autonomy, but also to gradually assume the nurse's social role as an intervenient in communitarian issues. Well-structured training is core strategy in skills development.</td></tr></table>en_GB
dc.date.available2011-10-26T10:33:12Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:33:12Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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