Team Diversity Newsletter, Vol 2, no. 1, March/April 1997

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 2, no. 2, May/June 1997

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 2, no.3, July/August 1997

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 2, no.4, September/October 1997

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 2, no.5, November/December 1997

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 2, no.6, January/February 1998

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 3, no.1, March/April 1998

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 4, no.1, October, 1999

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 3, no.2, May/June 1998

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 3, no.3, July/August 1998

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 3, no.4, September/October 1998

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 3, no.5, November/December 1998

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Team Diversity Newsletter, Vol 5, no.1, May, 2000

Newsletter produced by Iowa Civil Right Commission for the community about the community.

Professional knowledge in primary health care of the person/family in mental distress: Le Boterf perspective

Aim of this study was to identify knowing-doing actions constituted the practice of Family Health (FH), in view of nurses in relation to the person and family care in mental distress in terms of professional knowledge of Le Boterf. Method: Descriptive exploratory qualitative study, to deepen contruction of nurse in FH. The survey was conducted in 3 Units FH. Result: Doing a thematic analysis, came to the following categories: “Knowing how to act and react with relevance”; “Knowing how to combine resources and mobilize them in a professional context”; “Knowing how to interact with multiple knowledges”; “Knowing how to transpose”; “Knowing how to learn and knowing how to learn to learn”; “Knowing how to engage”. Final considerations: the greatest difficulty was "be able to transpose," and that the daily demand of the FH teams requires a lot of this knowledge. Little transposition of knowing-doing in real situations has been verified.

COMPETENCY-BASED TRAINING IN NURSING: LIMITS AND POSSIBILITIES

Objective To analyze the possibilities and limits of competency-based training in nursing. Method An integrative review of the literature on the subject was carried out, and an analysis was made of the results of a survey evaluating a nursing course based on areas of competency. A dialog was then established between the review and the results of the research. Results On the question of which theoretical type of competency the articles from the literature relate to, there is a predominance of the constructivist perspective, followed by the functionalist approach and the dialog-based approach. In the dialog between the literature and the research, limits and possibilities were observed in the development of a training by areas of competency. Conclusion The dialog-based approach to competency is the proposition that most approximates to the profile defined by the National Curriculum Guidelines for training in nursing, and this was also identified in the evaluation survey that was studied. However, it is found that there are aspects on better work is needed, such as: partnership between school and the workplace, the role of the teacher, the role of the student, and the process of evaluation.