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    How to prepare nursing students to deal with violence? A literature review
    (Maltepe Üniversitesi, 2020) Pinto, Maria Rosario; Sarroeria, Cassilda; Cunha, Fatima
    Introduction: The World Health Organization says that annually more than 1.5 million people worldwide lose their lives due to violence, many more suffer from health problems resulting from acts of interpersonal violence. Although a global approach, it requires health professionals to develop interventions aimed at preventing violence, identifying and developing interventions to support victims. At the same time, health professionals are exposed to physical or psychological aggression in the workplace, so the development of skills to deal with violence should be a priority in the curricula, namely in nursing education and training. Objective: Analyse strategies that promote the development of competences in nursing students to deal with situations of violence. Methods: Database search – PubMed; ProQuest; EBSCOhost: full text; published between 2015 and 2019; Language: English, Portuguese, Spanish; keywords and boolean logic (Violence) and (Students, Nursing); searched in the title/ abstract. Articles selected by two researchers investigators. Results: Identified 78 articles, selected 10, after application of inclusion/exclusion criteria. Educative strategies identified: a) simulation [violence to elderly; intimate partners and in workplace]; b) Study cases [sexual violence, aggression management program]; c)learning [violence prevention]; d) educational program [bullying at workplace, violence against women]; e) training program related with gender violence; f) evaluation of beliefs and attitudes inventory in domestic violence. Conclusion: There is an emphasis on face-to face strategies in the teaching-learning process. The simulation with the inclusion of different scenarios and themes was the most reported strategy, showing the potential to help under and post-graduate students to deal with cases of violence. The identified strategies allowed to improve personal and clinical competencies, for which they have the potential to be incorporated in the nursing curriculum.
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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.