Other Titles
A Transformative Vision for Health: Promoting Nursing Colleges [Symposium]
Abstract
The transformative process of a nursing college institution in a health promoting higher education institution, by applying a model bottom-up, participatory health research PEER-IESS (Brito & Mendes,2009), promotes socio-environmental performance, cultural, political, ethical and deontological, scientific and continuous quality improvement, and requires the involvement of the academic community, helping students to acquire personal skills for the exercise of the future profession. Based on these assumptions we formulated the following research question:
How the involvement of a "seed group" in a participatory health research process mobilizes a community of higher nursing education to implement a health promoting context and increases the skills for the profession?
To answer the research question, we defined the following objective: To evaluate the process and the results of the transformative process using the PEER-IESS model from the perspective of representatives of school management boards, the degree course coordinator, student leader and local community leader.
Sigma Membership
Unknown
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Assessment Strategies, Health Promotion, Standards of Practice
Recommended Citation
Novais, Sonia, "Evidence of Transformation Process" (2017). INRC (Congress). 4.
https://www.sigmarepository.org/inrc/2017/presentations_2017/4
Conference Name
28th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Dublin, Ireland
Conference Year
2017
Rights Holder
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Acquisition
Proxy-submission
Evidence of Transformation Process
Dublin, Ireland
The transformative process of a nursing college institution in a health promoting higher education institution, by applying a model bottom-up, participatory health research PEER-IESS (Brito & Mendes,2009), promotes socio-environmental performance, cultural, political, ethical and deontological, scientific and continuous quality improvement, and requires the involvement of the academic community, helping students to acquire personal skills for the exercise of the future profession. Based on these assumptions we formulated the following research question:
How the involvement of a "seed group" in a participatory health research process mobilizes a community of higher nursing education to implement a health promoting context and increases the skills for the profession?
To answer the research question, we defined the following objective: To evaluate the process and the results of the transformative process using the PEER-IESS model from the perspective of representatives of school management boards, the degree course coordinator, student leader and local community leader.