Quality of podcasts recorded by nursing lecturers as pre-class learning material for students: An observational study.

Aim: To evaluate the quality of podcasts produced by lecturers as pre-class learning material; to verify lecturers' buy-in, after a specific workshop, regarding the practice of producing and using podcasts.

Background: The teaching-learning process has undergone significant changes in recent years with the proposal of the flipped classroom strategy, which places the student at the center of the learning process and uses technology that requires adaptation of lecturers, both inside and outside the classroom. Pre-class learning material is one of the features of the flipped classroom model.

Brazilian undergraduate nursing students' critical thinking need to be increased: a cross-sectional study.

Objectives: to map Brazilian undergraduate nursing students' critical thinking level and investigate the correlation between selected sociodemographic data and critical thinking domains.

Methods: in this descriptive cross-sectional study, participants' (N=89) critical thinking was assessed using the Health Science Reasoning Test. Correlation between critical thinking domains and sociodemographic data was assessed using the Pearson correlation coefficient.

Authentic leadership, nurse satisfaction at work and hospital accreditation: study in a private hospital network.

Objectives: to identify the dominant dimensions of the authentic leadership of nurses in a private hospital network and to verify the association with job satisfaction and accreditation.

Methods: cross-sectional, analytical study carried out in 11 hospitals with 282 nurses, of which 94 were leaders and 188 were led. Participants answered the Authentic Leardership Questionnaire and the Job Satisfaction Survey.

Evaluation of student perception of the Team-based Learning method (APA-TBL): Instrument construction and validation.

Team-based learning (TBL) is an educational strategy based on learning teams. Despite the advantages identified in the TBL literature, student perceptions must be better investigated using valid, reliable instruments. This study constructed and validated an instrument to evaluate student perceptions of the TBL method.