PubMed · 15540044
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Kathryn Blair. 2005. Does faculty practice validate the NP educator role?. https://doi.org/10.1097/00006205-200500001-00004
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This study aimed to analyze academic activity reports about the structure and mental abilities developed by graduate students of two nursing curriculum proposals at a Brazilian university. The study was based on 83 students: 39 from the Transition Curriculum (group I) and 44 from the Integrated Curriculum (group II). Data were collected through a registration card with topics from the December 2002 report by group I and the December 2003 report by group II. The results, presented as frequency percentages, showed that group II elaborated the academic activity report with a better structure than group I. This group also developed a more complex reasoning, especially in the "development" topic. Interventions with group II present a better development in this teaching strategy.
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The SCI person is at high risk for pressure ulcers; thus, pressure ulcer prevention is a critical component of care. Guidelines exist to promote evidenced-based practice for the prevention and treatment of pressure ulcers in the SCI. There is a discrepancy between what persons with SCI know about pressure ulcer prevention and what they are doing to reduce their risk of developing this serious complication. Objective data demonstrate that adherence to a skin care regimen contributes to the prevention of pressure ulcers. Knowledge about pressure ulcer prevention and treatment must be appropriately focused for the patient, family, and the health care team and must be reinforced over time.