Assessment of knowledge of the Nursing Assistive Process. Undergraduate Nursing students. “Lidia Doce” Faculty. 2013
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Abstract
The establishment, in 1995, of the Nursing Assistive Process (NAP) as a systematic method of intervention for the implementation of professional care generated an important impact both nationally and internationally.
Objective: To assess the knowledge of the nursing assistive process among students who are finishing their academic training.
Method: A descriptive, transversal study using self-administered anonymous interviews with students from the “Lidia Doce” Nursing Faculty in their 5 th year during April 2013. The interview was distributed to 33 of a total of 38 students at the same time during several shifts, and who signed the corresponding Informed Consent form. Cognitive variables (assessment, intervention, evaluation) were analyzed, and problems were identified by stages – the results were either approved or not approved.
Results: The intervention stage produced a higher number of non-approvals. There were errors in the three studied stages.
Discussion: The observations confirm other evidence related to the difficulty of knowledge of the Nursing Assistive Process, particularly at the intervention stage.
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