Prática Clínica Do Enfermeiro: Diferenças Entre Brasil E Estados Unidos Da América

O objetivo deste trabalho foi descrever as diferenças na prática clínica da enfermagem entre Brasil e Estados Unidos da América. A pesquisa é uma revisão bibliográfica de abordagem descritiva e qualitativa. Foi realizada nos bancos de dados do Google Acadêmico, BVS (biblioteca virtual em saúde) e SciELO (Scientific Electronic Library Online), com a seguinte pergunta de pesquisa: Qual a diferença da prática clínica do enfermeiro nos EUA em relação a prática brasileira? Foram incluídos artigos acadêmicos publicados entre 2013 à 2020, nos idiomas inglês e português, disponíveis de forma gratuita. Foram excluídos os artigos inferiores a 2013, resumos, periódicos que não contemplavam nenhum dos objetivos, que não respondessem à pergunta de pesquisa e artigos repetidos encontrados nas bases de dados citadas acima, no qual resultou em uma amostra final de 19 artigos. A prática da enfermagem nos EUA é bem diferente daquilo que é praticado no Brasil e isso começa pela forma que a pessoa se insere no mercado, já que nos EUA para que o indivíduo obtenha a licença profissional, é necessário que se realize um exame intelectual, o NCLEX-RN (National Council Licensure Examination for Registered Nurse), o qual o habilitará a exercer a sua função como enfermeiro. Observou-se que o enfermeiro americano apresenta uma maior autonomia na tomada de decisão clínica e pode realizar as práticas avançadas que não existem no Brasil, por outro lado é notado que o enfermeiro brasileiro possui uma carga maior de estudo que o enfermeiro americano, mas no Brasil ainda temos muitos paradigmas a serem quebrados na enfermagem para conseguir atingir a tão sonhada autonomia profissional.

Reskilling Internationally Educated Nurses

In light of a projected shortage of registered nurses, nurses trained overseas may present a viable solution. However, these nurses will likely need to surmount many obstacles in order to integrate into the profession in the United States. This chapter reviews the barriers faced by internationally trained nurses to entering the nursing profession. Secondly, it argues for the importance of addressing and facilitating personal and professional transitions in helping deskilled nurses as they pursue nursing licensure. In doing so, it will reflect on the researcher's research with internationally educated nurses and their experiences in a National Council Licensure Examination (NCLEX) preparation program. Finally, implications for adult education practitioners who help internationally educated nurses, as well as other deprofessionalized immigrants rebuild their careers in the United States are discussed.

“Spinning Their Wheels … ”—Influences That Shape How Nurse Educators Teach Social Justice

Despite institutional claims that social justice is a core professional nursing value, efforts to fulfill this claim remain uneven. The purpose of this study was to examine the circumstances that shape nursing educators' approaches to social justice. In-depth semi-structured interviews with 28 educators teaching theory courses in baccalaureate nursing programs shed light upon the influences that shape how educators integrate social justice. These include formative experiences, institutional factors, and curricular opportunities. Formative experiences include upbringing, educational background, and preparation to teach. Institutional factors consist of the type of institution, geographic location, and the specter of retention, promotion, and tenure. Finally, curricular opportunities and fit include the positioning of Community Health Nursing, fragmentation and tension between “content and context,” and the “driving force” of the National Council Licensure Examination for Registered Nurses (NCLEX). Findings indicate that the capacity to uphold the value of social justice is shaped by experiences across the lifespan, institutional policies, and practices related to faculty hiring, development, career advancement, as well as curricular vision. This study calls for a concerted effort to enact social justice nursing education.

Identifying Indicators of National Council Licensure Examination for Registered Nurses (NCLEX-RN) Success in Nursing Graduates in Newfoundland & Labrador

In Canada in 2015, the pass rates on the National Council Licensure Examination (NCLEX-RN) were considerably lower than pass rates on the Canadian Registered Nurse Examination (CRNE) causing nurse educators to express concern regarding the NCLEX-RN. The purpose of this study was to examine the relationship between candidate variables (e. g. academic performance, demographics) on their NCLEX-RN outcome (pass/fail). A cross-sectional data linkage design was employed using multiple sources of data on nursing graduates who wrote the NCLEX-RN in 2015, 2016 and 2017 (n = 259). Results showed that fewer questions answered on the NCLEX-RN and higher grades in various nursing courses (e. g. Introduction to Nursing, Statistics) predicted higher odds of passing the NCLEX-RN. To improve pass rates, nurse educators must integrate diverse methods of testing into existing curricula that mimic the NCLEX-RN exam, specifically computer adaptive exams. Further research is needed to determine other possible challenges for countries considering adopting the NCLEX-RN.

The Work of Preparing Canadian Nurses for A Licensure Exam Originating from the USA: A Nurse Educator’s Journey into the Institutional Organization of the NCLEX-RN

The licensing exam for registered nurses in Canada has recently been changed from a Canadian developed, owned and delivered exam to the National Council Licensure Examination for Registered Nurses (NCLEX-RN) which originates from the United States. Rationale for this exam change focused on transitioning to a computer-based exam that has increased writing dates, with increased security, validated psychometrics, increased exam result delivery, and an anticipated decrease in expense to students. Concerns have arisen around the acceptance, implementation and delivery of this exam to Canadian nursing students that reflects the broad Canadian landscape of education and nursing practice. The experience of a Canadian nurse educator in working to facilitate students’ transition to this exam is addressed using an institutional ethnographic lens. Finally, we come to conclusions about the importance of countries utilizing licensing exams that reflect their nursing education and practice

Predictors and students’ perceptions of NCLEX-RN success in a BS program

Background: First time National Council Licensure Examination-Registered Nurses (NCLEX-RN) pass rates and successful student progression in a program are considered key indicators of quality of nursing programs. The purpose of this study was to investigate the predictors of first-attempt NCLEX-RN success among multiple factors, and to explore the students’ perception for NCLEX-RN.Methods: A retrospective descriptive design was used including a total of 671 students who were admitted as a junior to the program between spring 2012 and fall 2015. Descriptive statistics and multiple logistic regression models were conducted to find significant predictors of first time NCLEX-RN success.Results: Course grades for adult health, family health, critical care health, and the repeated course history, and HESI scores for adult health, family health, and the EXIT exam were significant predictors of NCLEX-RN success. Students perceived that the review course and practice test were helpful in passing NCLEX-RN.Conclusions: Findings of this study would be beneficial for nursing programs to strategize effectively for students who are at risk of failing and support them in their NCLEX-RN preparation.