REFLECTIONS AND RECOMMENDATIONS

Reflections and recommendations based on Mammography cases seen during the training



Reflections and recommendations based on Mammography cases seen during the training

Introduction

As the acquired professional experience, clinical knowledge becomes a mixture of practical and theoretical knowledge. In their studies found that the acquisition of skills based on experience is safer and faster when produced from a solid educational foundation and depending on what stage is the professional will create various learning strategies (Ignatavicius & Workman, 2010, p. 71-75). The Dreyfus brothers classify the stages of this hands-on learning in increasing order, this structure is maintained by Benner. Which are: beginner, advanced beginner, competent, efficient and expert (Gøtzsche, Nielsen, 2011, p. 25).

Between 1950 and 1975 in North America, the paradigm of integration has inspired guidance to the individual nurse. The idea of ??interaction between the biological, psychological, sociological, cultural and spiritual give rise to the conception of person as a bio-psycho-socio-cultural-spiritual (Taylor, 2008, p. 95). The nurse uses the principles of helping relationships. Intervening means to act with the person taking into account their perceptions and whole. It initiates a differentiation of the mammography nursing discipline in relation to the medical discipline leading to the development of different conceptions of mammography nursing science and the development of conceptual models. The nurse changed his language and attitude, the patient is expected client called him a partnership in treatment (Ackley & Ladwig, 2010, p. 22). The systematic process (data collection, analysis and interpretation of data, planning, intervention, and evaluation) based on a mammography nursing conceptual model is incorporated into the activity of the nurse in order to define the specific contribution from the mammography nursing discipline (Gøtzsche, Nielsen, 2011, p. 25).

Care is comprehensive, it must promote the capabilities and potential of the individual must be responsible, therefore, care relationships emerge from the feelings and the awareness of caring for others and their families (Mosby, 2009, p. 54). This is how Humanized care of practical knowledge is generated, with the application of the senses to the comprehensive assessment of individuals. From this it can meet the needs of patients using as feedback the nonverbal language to communicate (Olsen, Gøtzsche, et al, 2000, p. 334-335). When the channel achieves practical knowledge humanized care, as Benner higher stage, occurs in the professional motivational feelings focused on training and finding new ideas for their work, thereby generating an evolution in consciousness, it integrates with theoretical knowledge, in this view, training of experts through experience is linked to clinical decision making and ethical, and what the consequences of such decisions (Polit & Beck, 2010, p. 112-115). The question, then, at what levels we are training allowing the student decision-making or strategies used by teachers to teach their students to make decisions.

Establishing levels of skill acquisition, Benner allowed to locate nurses in their own learning environment at every stage know their strengths and weaknesses; also appreciate the professional maturity that is experienced in practice (Lewis, Heitkemper & Dirksen, 2004, ...