Author(s):
Zangão, Otília 
; Mendes, Felismina
Date: 2014
Persistent ID: http://hdl.handle.net/10174/11329
Origin: Repositório Científico da Universidade de Évora
Subject(s): intimacy; preservation; class; nursing
Document details
Preservation of privacy in the caring process of nursing students: Perceptions ...
Description
Preserving the privacy of the user is a dimension of the care that is part of the ethical responsibilities of the profession of nursing process. Intimacy is a right of the user that connects to the design of human dignity, which is transcribed in several national and international official documents, in particular the Lisbon Declaration on the rights of patients, the code of ethics for nurses and the Portuguese constitution. Understand how nursing faculty percecionam preserving the privacy of the user during the acquisition of relational skills of nursing students. Descriptive study, correlational qualitative approach. Non- probabilistic sample of convenience of 19 teachers from two schools (A and B). Data collection was done through a semi- structured interview. All ethical procedures were followed. In the treatment of socio biographical interview data using SPSS version 20 was used. In the analysis of the interviews we used a software developed for textual analysis, Lexicale Analyse d'un couple Context Ensemble Segments of Texte (Alceste) 2010. The Software has established 76 UCE to define each class and promoted the distribution of the set of textual data in 3 different classes by hierarchical descent. The three classes originated covering specific lexical contexts, each being called with: Class 1 - Skills, Class 2 - Relational, Class 3 - Intimacy. According to the content of the classes it appears that , during the process of teaching and learning , faculty respondents attach greater importance to the acquisition of skills ( Class 1 ) , second place to issues related to intimacy ( class 3 ) and finally the relational part ( class 2 ) in the care the user process. Class 3 - Intimacy, there was the absence of certain terms, which seems to be related to the class 1, such as year, ensin + clin + + compet, estud + + avali. For the construction of the class contributed mainly subjects from School A. Intimacy was defined as class 3 of the corpus of interviews with teachers. The Alceste Software grouped in this class words related to the intimacy of the wearer. Defined by Ascending Hierarchical Classification (AHC) two categories (preservation of intimacy and care process) and four subcategories of this class (preservation, empathic relationship, and relational competencies competenciatecnico - scientific), with differences in the amount of meaningful words for each class and subclass. The results point to the need to use reflective methodologies through real examples and experiences in the teaching- learning process of nursing students. We believe that the preservation of privacy and intimacy should be central concepts in nursing education.
Preserving the privacy of the user is a dimension of the care that is part of the ethical responsibilities of the profession of nursing process. Intimacy is a right of the user that connects to the design of human dignity, which is transcribed in several national and international official documents, in particular the Lisbon Declaration on the rights of patients, the code of ethics for nurses and the Portuguese constitution. Understand how nursing faculty percecionam preserving the privacy of the user during the acquisition of relational skills of nursing students. Descriptive study, correlational qualitative approach. Non- probabilistic sample of convenience of 19 teachers from two schools (A and B). Data collection was done through a semi- structured interview. All ethical procedures were followed. In the treatment of socio biographical interview data using SPSS version 20 was used. In the analysis of the interviews we used a software developed for textual analysis, Lexicale Analyse d'un couple Context Ensemble Segments of Texte (Alceste) 2010. The Software has established 76 UCE to define each class and promoted the distribution of the set of textual data in 3 different classes by hierarchical descent. The three classes originated covering specific lexical contexts, each being called with: Class 1 - Skills, Class 2 - Relational, Class 3 - Intimacy. According to the content of the classes it appears that , during the process of teaching and learning , faculty respondents attach greater importance to the acquisition of skills ( Class 1 ) , second place to issues related to intimacy ( class 3 ) and finally the relational part ( class 2 ) in the care the user process. Class 3 - Intimacy, there was the absence of certain terms, which seems to be related to the class 1, such as year, ensin + clin + + compet, estud + + avali. For the construction of the class contributed mainly subjects from School A. Intimacy was defined as class 3 of the corpus of interviews with teachers. The Alceste Software grouped in this class words related to the intimacy of the wearer. Defined by Ascending Hierarchical Classification (AHC) two categories (preservation of intimacy and care process) and four subcategories of this class (preservation, empathic relationship, and relational competencies competenciatecnico - scientific), with differences in the amount of meaningful words for each class and subclass. The results point to the need to use reflective methodologies through real examples and experiences in the teaching- learning process of nursing students. We believe that the preservation of privacy and intimacy should be central concepts in nursing education.
Document Type
Article
Language Portuguese
Editor(s) Costa, António Pedro; Reis, Luis Paulo; Neri de Sousa, Francislê; Luengo, Ricardo
Language Portuguese
Editor(s) Costa, António Pedro; Reis, Luis Paulo; Neri de Sousa, Francislê; Luengo, Ricardo
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