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PloS One 2022Affirmative action providing higher education access for socially vulnerable students has been implemented in several countries. However, these policies remain...
Nursing students admitted through the affirmative action system display similar performance in professional and academic trajectories to those from the regular path in a public school in Brazil.
OBJECTIVES
Affirmative action providing higher education access for socially vulnerable students has been implemented in several countries. However, these policies remain controversial. This study compares the performance of students admitted through the regular path and social quota systems, during and after completion of nursing education, in a public nursing school in Brazil.
METHODS
This retrospective cohort study included all students admitted to nursing school at the School of Health Sciences (ESCS), Brazil, between 2009 and 2014, who were followed until May 2020. The first phase involved document analysis from the ESCS academic management system and Brazilian government agencies. In the second phase, a survey was conducted among the alumni. The social quota system criterion was public school attendance across all primary and secondary education levels.
RESULTS
Of the 448 students included in the study, 178 (39.7%) were from the affirmative action and 270 (60.3%) from the regular path systems. Affirmative action students were older at the time of nursing school admission (p < 0.001) and took longer to be admitted to the nursing school (p < 0.001) after completing high school. There were no significant differences in the dropout rates and years to complete nursing school. In the second phase, 108 alumni answered the survey. No significant differences were found in their participation in the undergraduate scientific research program and university extension projects, attending residency programs, getting a master's degree and doctoral degree, monthly income, teaching activity, joining public service through a government job competition process, participation in management activities in the private and public health sector, and degree of job satisfaction.
CONCLUSION
Our results revealed that affirmative action is a policy that contributes to the reduction of inequalities and guarantees the training of nursing professionals with a similar professional qualification received through affirmative action and regular path systems.
Topics: Brazil; Education, Nursing; Humans; Public Policy; Retrospective Studies; Students, Nursing
PubMed: 35235564
DOI: 10.1371/journal.pone.0264506 -
Journal of Holistic Nursing : Official... Sep 2021This article is a philosophical review of school nursing and its constructs framed by Barbara Dossey's holistic nursing theory. The author describes the application of...
This article is a philosophical review of school nursing and its constructs framed by Barbara Dossey's holistic nursing theory. The author describes the application of holistic nursing theory within the school nurse's area of activity. The review suggests that holistic nursing theory can be applied in several areas of school nursing. School nurses have a multifaceted occupation that includes meetings with students, parents, and school staff. Barbara Dossey's holistic nursing theory offers the school nurse tools to deal with people's varied experiences, feelings, and needs.
Topics: Holistic Health; Holistic Nursing; Humans; Nurse's Role; Nursing Theory; School Nursing
PubMed: 33856238
DOI: 10.1177/08980101211006615 -
The Nursing Clinics of North America Sep 2021Disparities in the quality of health care for the black population have been apparent for many decades, evidenced by the high mortality and morbidity rates for the... (Review)
Review
Disparities in the quality of health care for the black population have been apparent for many decades, evidenced by the high mortality and morbidity rates for the black/African American community. Major health care organizations have recognized that a culturally diverse nursing workforce is essential to improve the health of this community. Recruitment of prenursing students from the black population is vital to building a diversified workforce sensitive to the community's needs. In recent years, innovative projects have evolved to increase nurse workforce's diversity by recruiting black/African American students. This article provides background, identifies challenges, recommends solutions, and showcases successful programs.
Topics: Black or African American; Cultural Diversity; Education, Nursing, Baccalaureate; Humans; Minority Groups; Students, Nursing
PubMed: 34366162
DOI: 10.1016/j.cnur.2021.04.007 -
International Journal of Environmental... Jul 2020The population of nurses and nursing educators is facing significant human resource shortages. One of the pathways to combat this shortage is to recruit male...
The population of nurses and nursing educators is facing significant human resource shortages. One of the pathways to combat this shortage is to recruit male individuals. However, due to social bias and social stigma, the social context may prevent male individuals from joining. There are two purposes of this study. First, this study aims to explore how the childhood experiences of these male nursing practitioners and nursing educators influence their educational decision. Second, from the perspectives of male nursing practitioners and nursing educators, the study aims to explore how the participants describe the relationships between their childhood experiences and lived stories. Based on Interpretative Phenomenological Analysis, the researcher collected data from 10 experienced male nursing practitioners and nursing educators in the United States. The general inductive approach was employed to categorize the themes. The results indicated that early life experiences, positive working experiences, and sense of belonging in the field of nursing always allowed the participants to overcome the social bias and stigma regarding the occupational bias of the nursing profession. The outcomes of this study provide clear recommendations to educators, policymakers, school leaders, and human resource planners to encourage gender social justice and improve their current curriculum for potential nursing professionals.
Topics: Bias; Curriculum; Humans; Male; Middle Aged; Nurses, Male; Social Stigma; Workforce
PubMed: 32660054
DOI: 10.3390/ijerph17144959 -
Nursing Outlook 2023Efforts to integrate tenets of social justice into PhD nursing programs are long-standing but have intensified in the past few years in response to civil unrest, threats... (Review)
Review
Efforts to integrate tenets of social justice into PhD nursing programs are long-standing but have intensified in the past few years in response to civil unrest, threats to human rights, and health inequities exacerbated during the COVID-19 pandemic. In this paper, we present an overview of our School of Nursing's efforts and processes to evaluate and ensure that social justice principles were reflected throughout the PhD program. Components of this initiative included (a) forming a Social Justice Taskforce, (b) conducting listening sessions with alumni and currently enrolled PhD students to understand student experiences, (c) surveying PhD students to aid in prioritization of recommendations for improvement, and (d) convening key stakeholders to connect student priority areas to institutional programs and practices. Lessons learned through these activities highlighted the importance of gaining the perspective of diverse constituents and stakeholders, acknowledging areas for improvement, engaging students in transformative action, and partnering with faculty, staff, and leaders in solution development as we work to eliminate systemic injustices in PhD nursing education.
Topics: Humans; Pandemics; Education, Nursing; Students; Social Justice; Faculty, Nursing; Students, Nursing; Education, Nursing, Graduate
PubMed: 37302258
DOI: 10.1016/j.outlook.2023.101990 -
The Hospital Mar 1919
PubMed: 29828741
DOI: No ID Found -
The Journal of School Nursing : the... Oct 2016Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an... (Review)
Review
Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior.
Topics: Adolescent; Adolescent Behavior; Exercise; Health Behavior; Health Promotion; Humans; Mentoring; Mentors; Pediatric Obesity; Peer Group
PubMed: 27257081
DOI: 10.1177/1059840516644955 -
Healthcare (Basel, Switzerland) Jun 2023The aim is to identify the source of sexuality education used during childhood and adolescence and to analyse whether this education influences their sexual attitudes,...
Type of Sex Education in Childhood and Adolescence: Influence on Young People's Sexual Experimentation, Risk and Satisfaction: The Necessity of Establishing School Nursing as a Pillar.
The aim is to identify the source of sexuality education used during childhood and adolescence and to analyse whether this education influences their sexual attitudes, their ability to cope with unwanted situations they experience and their satisfaction with their sexual lives. This is a non-experimental, quantitative, ex post facto, cross-sectional study. The sample is formed of 675 young people, with 50% of the ages included being between 20 (Quartile 1) and 22 (Quartile 3) years. The data collection was done by means of an online questionnaire, including sociodemographic and Likert questions about their sex life. Fisher "Independence Contrasts"and correlations were used to see and quantify the relationship among the variables. The main source of education was pornography (29.3%) and the internet (12.4%). The source of education has a significant relationship with whether the use of contraceptives is accepted or not ( < 0.001), refusal to use contraceptives ( < 0.001), engaging in risky sexual practices ( < 0.001), facing unwanted sexual situations ( < 0.001) and dissatisfaction with their sex life ( < 0.001). It is necessary that children and adolescents have sex education in safe environments, such as in a home or school setting, and the school nurse plays a vital part in this education. This would reduce the need for adolescents and young people to use the internet and pornography as a source of education. School nurses should be the educational axis to offer children and adolescents a reliable point of information about sex education. A joint work with teachers, nurses, students and parents would contribute positively to reduce the number of risky situations young people are facing, and it would promote and improve healthy attitudes towards sex and interpersonal relationships.
PubMed: 37372786
DOI: 10.3390/healthcare11121668 -
Archives of Disease in Childhood May 2000
Topics: Adolescent; Child; Developmental Disabilities; Humans; School Nursing
PubMed: 10836951
DOI: 10.1136/adc.82.5.428b -
The Journal of School Health Nov 2022Little is known regarding utilization of school-based health centers (SBHCs) during prolonged school closures, such as those that occurred during the COVID-19 pandemic....
BACKGROUND
Little is known regarding utilization of school-based health centers (SBHCs) during prolonged school closures, such as those that occurred during the COVID-19 pandemic. We sought to compare SBHC utilization before and after pandemic-related school closures across a network of SBHCs affiliated with a large Southern Californian urban school district.
METHODS
We conducted a secondary analysis of encounter data extracted from electronic health records from 12 SBHCs that remained open despite school closures, including patient demographics and diagnostic and billing codes. We used the Clinical Classifications Software Refined to group encounters for common primary care conditions. Utilization before and during pandemic-related school closures was compared using logistic regression with cluster-robust standard errors to account for clustering within clinics, after adjusting for month of encounter.
RESULTS
During the pandemic, study SBHCs conducted 52,530 encounters and maintained ∼4040 encounters/month. The frequency of encounters for annual preventative health exams increased for school-aged patients but decreased for other age groups while the frequency of encounters for mental health problems increased for all age groups.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY
Despite pandemic-related school closures, SBHCs appeared play a critical role in providing primary care to vulnerable communities.
CONCLUSIONS
SBHCs may hold value beyond their co-location with academic instruction.
Topics: COVID-19; Child; Humans; Pandemics; School Health Services; School Nursing; Schools
PubMed: 35945893
DOI: 10.1111/josh.13226