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    Can reflective practice prevent the violence of disproportionate treatments to the end-of-life person?
    (Maltepe Üniversitesi, 2020) Caseiro, Helena; Pinto, Mario Rosario
    Learning is central to the development of the person throughout his or her life cycle, enabling the student to acquire skills that enable him / her to take appropriate interventions, meeting the needs of the end-of-life person, meaning that as teachers we have a dual responsibility as actors in the teaching-learning process of the nursing student at the 1st cycle level. The use of disproportionate treatments and intervention that are not appropriate for end-of-life people can be understood as a form of violence against them (Serrão, 2015). This is how we can learn how to use the reflective process on student practices, help them understand their real needs, and tailor their interventions to provide appropriate care. Reflecting on the practices, based on the evidence of the Nursing Discipline, in its academic and professional aspects, transports us to a transformative dimension of the way we position ourselves as facilitating agents, intervening in the process of training nursing students. In the same sense, by valuing reflective practice as a pedagogical strategy, we highlight the teaching-learning process of students in the development of competences, mediated by the facilitating role of the teacher and nurses in the context of clinical practice in nursing. We drew our work from the critical reflections made by students in the course “Evaluation and control of symptoms in palliative care II” about a situation of caring for the end-of-life person with uncontrolled symptoms, in which we analyzed the reflective process in the light of the Reflective Process Model proposed by Atkins and Murphy (1993, 2003). In continuity, from the students’ reflections on situations experienced in clinical teaching, as “important space of knowledge and skills, promoter of reflective practice” (Madeira, p. 48, 2015) we seek to understand how the use of the reflective process by students, can be transformative of their practice. The analysis of the students’ reflections revealed that a reflexive practice actively contributes to the provision of nursing care centred on people’s real needs, avoiding the implementation of disproportionate treatments and care to the end-of-life person.
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    Respect for human dignity and preventing violence in health and nursing - contribution of nursing diagnosis analysis
    (Maltepe Üniversitesi, 2020) Duarte, Christiano; Magalhaes, Regina; Caseiro, Helena
    Respect for human dignity plays a key role in the quality of nursing care, is defined as one of the objectives of the World Health Organization. The International Council of Nurses has also defined, as one of the ethical objectives of nursing care, the maintenance of the dignity of the person. By studying the nursing diagnosis of the NANDA - I classification, “Risk of Impaired Human Dignity” in people who already needed healthcare, in order to raise their level of evidence, we sought to identify which risk factors are present. That is, what can influence the vulnerability of the individual to perceive the way they are more or less susceptible to the perception of loss of respect on the part of others, which can constitute violence against them. Of the risk factors identified for this nursing diagnosis, those that appear in the literature review we performed, as most frequent are: • Insufficient understanding of health information; • cultural incongruity; • Invasion of privacy; • Disclosure of confidential information, and Invasion of privacy. The importance of this study reveals that if nurses are aware of what is perceived by patients as potentially compromising their dignity and eventually a form of violence, they can implement actions to reduce or eliminate risk while preparing better. and in a more appropriate and scientifically structured way, the nursing students who advise on internships and clinical teaching. At the same time, they contribute to a reduction in situations that can be perceived by patients as compromising their dignity and preventing violence in health.
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    Values and knowledge articulated discussion ın education for practice of nurses: an academic approach towards the respect for the difference(s)
    (Maltepe Üniversitesi, 2020) Pinto, Maria Rosario; Caseiro, Helena
    Nursing education has the complex global aim to prepare students to assure autonomous and interdependent interventions in multidisciplinary contexts, caring for people with their own individuality, singularities and different forms of reacting to healthcare, to healthcare professionals or all conditions that may be present in this interaction. And, according to the OSHA guidelines 2, those reactions can be violent or agitated behaviours when the patients are experiencing pain, devastating prognoses, unfamiliar surroundings or disease progression, namely most of the situation’s patients encounter within a healthcare facility. For this, Educators have a responsibility to prepare future nurses with the necessary competencies to face these situations. For so, the constructivist didactical tool VaKE was implemented to develop a reflexive approach integrated into a Nursing Theoretical Unit that prepares students for their first clinical care internship. By permitting a combinate discussion of knowledge and values (life, trust, respect, loving, forgiveness, human dignity, i.e.) using proposed cases in a safe environment. This strategy allows students to focus on discussions where classmates emerge as persons, not mates, with values and beliefs; or impersonate a relative who has closely lived a situation very similar to the one described in the case, and manage to put themselves in the position of the aggressor, explaining their feelings when they felt like attacking the professionals who were caring for their family member. Students’ assess the process as promoter of the development of interpersonal skills, mainly in increasing the ability to accept the perspective of the “other” in situations that identify as moments of reflection in the search for the diversity of possible interventions that promote interpersonal and empathic relationship, prevent conflicts and contribute to improve quality of care.