Think-aloud approach combined with case-based learning in nursing teaching round for new nurses in cancer hospital.

BACKGROUND: The transition from nursing students to working as new nurses can be a challenging process. This study aimed to assess the efficacy of a pedagogical approach amalgamating the think-aloud approach and case-based learning in the instructional rounds for new nurses. METHODS: Utilizing convenience sampling, new nurses were selected between 2020 and 2021 in China cancer hospital. A total of 98 participants agreed to participate, with 50 enrolled in 2020 as the control group and 48 in 2021 as the observation group. Across a span of weeks 1, 3, 5, 7, 9, and 11, each clinical department conducted six teaching rounds. The observation group engaged in teaching rounds combining the think-aloud approach with case-based learning, whereas the control group solely utilized case-based learning. Disparities in case analysis scores and critical thinking ability between the two groups were scrutinized, alongside an analysis of learning strategies and the observation group feedback. RESULTS: The observation group exhibited superior case analysis scores (91.92 ± 6.33) and overall critical thinking ability scores (308.39 ± 35.88) in comparison to the control group, which scored (85.27 ± 5.39) and (275.11 ± 31.32) respectively, reflecting statistically significant variances (t = 1.868 ~ 6.361, P < 0.05). Predominant learning strategies employed in the observation group ranged from cognitive to meta-cognitive, followed by psychosocial strategies. During interviews focused on nurses' feedback on the learning process, themes emerged surrounding the enhancement of learning proficiency, invigoration of learning enthusiasm, and bolstering psychological well-being. CONCLUSION: The combination of think-aloud approach and case-based learning in nursing teaching rounds greatly improves the efficiency of training and the critical thinking acuity of new nurses. Concurrently, it facilitated an evaluation of learning strategies, thereby offering valuable insights for the nursing teaching rounds of new nurse.

Perspectives of clinical nurse educators on competency-based nursing teaching in blended learning environments during nursing internship: A descriptive qualitative study.

AIM: To investigate the perspectives of clinical nurse educators regarding the challenges and essential elements of teaching competence in blended learning environments during nursing internships to inform the development of a competency-based teaching model. BACKGROUND: Competency-based teaching and blended learning play important roles in enhancing the learning experience of nursing internship trainees. Internship trainees refer to nursing students undergoing supervised practical training in clinical settings. However, clinical nurse educators frequently encounter challenges in acquiring the necessary competence for successful implementation of blended learning strategies. DESIGN: A descriptive qualitative study. METHODS: This study used semi-structured interviews with 11 certified nurse educators (CNEs) from diverse clinical disciplines in a tertiary hospital in China. Purposive sampling ensured diversity across key characteristics. Ethical approval was obtained and interviews were digitally recorded, transcribed and analyzed thematically. Theoretical saturation guided data collection, with precise measures taken to ensure confidentiality and anonymity. Thematic analysis, employing a constant comparison technique, systematically identified various themes related to blended teaching competence. This approach provided valuable insights into CNEs' perspectives and practices. The analysis involved theoretical sampling, line-by-line coding and comparative evaluation with supporting text materials. RESULTS: The in-depth analysis of teaching competence among clinical nurse educators in blended learning settings during nurse internships revealed five key themes: professionalism, teaching literacy, subject expertise, information literacy and interpersonal communication. CONCLUSION: These themes recognized clinical nurse educators' perspectives towards establishing a competency-based nursing teaching model for a blended learning environment for nurse internships. Moreover, these perspectives are also crucial in enhancing teaching literacy through effective instructional methods, engagement strategies and the promotion of critical thinking skills. Identifying these themes contributes to efforts to improve teaching effectiveness and enhance learning outcomes for internship trainees in a blended learning context.

Practical effect of different teaching modes in teaching gastrointestinal surgery nursing.

BACKGROUND: With the continuous development and progress of medical technology, the position of surgical nursing in the field of clinical medicine is becoming increasingly prominent. As an important branch of the surgical field, the nursing requirements and difficulty of gastrointestinal surgery are also increasing. In order to improve the teaching quality of nursing care in gastrointestinal surgery, many educators and researchers are actively exploring new teaching methods. Among them, the teaching method case-based learning (CBL), scene-simulated learning (SSL), task-based learning (TBL), combining self-evaluation and training mode is considered as an effective method. This method aims to help students to better master knowledge and skills and improve their comprehensive quality by cultivating their self-evaluation ability. AIM: To explore the practical effect of CBL-SSL-TBL combined with training mode and student self-assessment in nursing teaching of gastrointestinal surgery. METHODS: Seventy-one nursing interns in our hospital from December 2020 to December 2021 were selected. According to different teaching modes, they were divided into observation group CBL-SSL-TBL combined with training mode combined with student self-assessment and control group (conventional teaching mode), of which 36 were in observation group and 35 were in control group. The results of operational skills, theoretical knowledge, nursing students' satisfaction, learning effectiveness questionnaire and teaching effect were compared between the two groups. RESULTS: Compared between the two groups, the operational skills and theoretical knowledge scores of the observation group were higher than those of the control group, and the difference was statistically significant (P < 0.05). Compared between the two groups, the total satisfaction ratio of the observation group was higher than that of the control group, the difference was statistically significant (P < 0.05). Compared between the two groups, the observation group was lower than the control group in the questionnaire results of learning efficacy, and the difference was statistically significant (P < 0.05). Compared between the two groups, the proportion of thinking ability, subjective initiative and understanding of theoretical knowledge in the observation group was higher than that in the control group, the difference was statistically significant (P < 0.05). CONCLUSION: The use of CBL-SSL-TBL combined with training mode and student self-assessment in gastrointestinal surgery nursing teaching can improve the operational skills of nursing interns, theoretical knowledge and satisfaction scores of nursing students, improve the results of learning efficiency questionnaire and teaching effect, which can be popularized in clinical teaching.

Effect evaluation of competency-based education (CBE) combined with multi-disciplinary team (MDT) teaching mode in respiratory rehabilitation nursing teaching：A randomized controlled trial.

AIM: To explore the application effect of competency-based education (CBE) combined with multi-disciplinary team (MDT) teaching mode in respiratory rehabilitation nursing teaching. BACKGROUND: Respiratory rehabilitation, as an important non drug treatment for chronic respiratory disease, started late in China, with low implementation rate in hospitals and insufficient knowledge of nursing staff. Therefore, it is urgent to cultivate high professional level nurses with strong professional ability. DESIGN: A randomized controlled trial. METHODS: We selected nurses from the respiratory and critical care department at a Grade III, Level A hospital in Beijing, who participated in the respiratory rehabilitation training program between March 2020 and August 2022, as our study participants. Participants were grouped using a random number method. Nurses who participated in the study from March 2020 to May 2021 were set as the control group, and the nurses who participated in the study from June 2021 to August 2022 were set as the test group. The control group used traditional teaching methods, and the test group used the CBE combined MDT teaching model. At the end of the test, the theory, operating skills, satisfaction and core competence were assessed. RESULTS: After training, the theoretical examination score of the test group (93.71 ± 1.94) was higher than that of the control group (92.37 ± 1.92), the operational examination score of the test group (93.11 ± 2.12) was higher than that of the control group (91.61 ± 1.93), the overall teaching satisfaction of the test group (4.45 ± 0.50) was higher than that of the control group (4.13 ± 0.57), and the total score of the core competence of the test group (148.73 ± 7.08) was higher than that of the control group (141.02 ± 6.41). The difference between the two groups was statistically significant (P<0.05). CONCLUSION: CBE combined with MDT teaching mode has a good effect in Pulmonary and Critical Care Medicine (PCCM) respiratory rehabilitation nursing teaching.

Profissão e vocação: a enfermagem em questão / Profession and vocation: nursing in question / Profesión y vocación: la enfermería en cuestión

Objetivo: Identificar os motivos pelos quais levaram os estudantes a escolherem a formação universitário em Enfermagem. Metodologia: Estudo exploratório- descritivo, sob abordagem qualitativa, desenvolvido com 276 acadêmicos de Enfermagem de uma universidade pública do Noroeste do estado do Ceará, Brasil. As informações foram coletadas por meio de um questionário eletrônico, aplicado por meio da plataforma Google Forms®. Essas por sua vez, foram analisadas a partir de análise de conteúdo proposto por Minayo, com o suporte do software N VIVO 11®. Resultados: As palavras mais referidas pelos estudantes ao serem questionados acerca dos motivos na escolha do curso de Enfermagem, foram: "Área", "Saúde", "Curso" e "Profissão", as quais suscitam que em algumas situações a escolha do curso aconteceu pela área da Saúde e não pelo curso em específico. Entretanto, outras palavras com maior quantitativo de repetição foram identificadas: "Sempre", "Gosto" e "Enfermagem", que por sua vez, demonstram a identificação com o curso de Enfermagem em específico e com o fazer da profissão. A partir de então, foram definidas seis categorias de análise, a saber "Identificar-se com a profissão", "Determinação Social e Mercado de Trabalho", "Enfermagem como segunda ou única opção", "Influências externas", "Permanência na área da Saúde" e "Vocação e visão solidária-romântica". Considerações finais: A partir dos discursos dos participantes em estudo, evidenciou-se que os motivos pelos quais levaram esses a ingressarem no curso universitário em Enfermagem estão associados ao imaginário da vocação, da concepção da Enfermagem enquanto profissão voltada para o cuidar/cuidado, bem como pelo o interesse de atuação na área da saúde.

Objective: To identify the reasons why students chose a university degree in Nursing. Methodology: Exploratory-descriptive study, under a qualitative approach, developed with 276 Nursing students from a public university in the Northwest of the state of Ceará, Brazil. Information was collected through an electronic questionnaire, applied through the Google Forms® platform. These, in turn, were analyzed based on the content analysis proposed by Minayo, with the support of the N VIVO 11® software. Results: The words most mentioned by students when asked about the reasons for choosing the Nursing course were: "Area", "Health", "Course" and "Profession", which suggest that in some situations the choice of course happened by the Health area and not by the specific course. However, other words with a higher number of repetitions were identified: "Always", "I like" and "Nursing", which, in turn, demonstrate identification with the Nursing course in particular and with the profession. From then on, six categories of analysis were defined, namely "Identifying with the profession", "Social Determination and the Labor Market", "Nursing as a second or only option", "External influences", "Permanence in the area of Health" and "Vocation and solidarity-romantic vision". Final considerations: From the speeches of the participants in the study, it was evident that the reasons why they entered the university course in Nursing are associated with the imaginary of the vocation, of the conception of Nursing as a profession focused on care/care, as well as as well as the interest in acting in the health area.

Objetivo: Identificar las razones por las cuales los estudiantes eligieron la carrera universitaria de Enfermería. Metodología: Estudio exploratorio-descriptivo, con abordaje cualitativo, desarrollado con 276 estudiantes de Enfermería de una universidad pública del Noroeste del estado de Ceará, Brasil. La información se recolectó a través de un cuestionario electrónico, aplicado a través de la plataforma Google Forms®. Estos, a su vez, fueron analizados con base en el análisis de contenido propuesto por Minayo, con el apoyo del software N VIVO 11®. Resultados: Las palabras más mencionadas por los estudiantes cuando se les preguntó acerca de los motivos de la elección de la carrera de Enfermería fueron: "Área", "Salud", "Curso" y "Profesión", lo que sugiere que en algunas situaciones la elección de la carrera pasó por la carrera de Enfermería. área y no por el curso específico. Sin embargo, fueron identificadas otras palabras con mayor número de repeticiones: "Siempre", "Me gusta" y "Enfermería", que, a su vez, demuestran identificación con la carrera de Enfermería en particular y con la profesión. A partir de ahí, se definieron seis categorías de análisis, a saber, "Identificación con la profesión", "Determinación social y mercado de trabajo", "Enfermería como segunda o única opción", "Influencias externas", "Permanencia en el área de la Salud". " y "Vocación y visión solidaria-romántica". Consideraciones finales: A partir de los discursos de los participantes en el estudio, se evidenció que las razones por las cuales ingresaron a la carrera universitaria en Enfermería están asociadas al imaginario de la vocación, de la concepción de la Enfermería como profesión enfocada en el cuidado, así como el interés por actuar en el área de la salud.

A meta-analysis of the impact of the problem-based method of learning combined with mind mapping on nursing instruction.

BACKGROUND: Nowadays, there are a variety of viewpoints on problem-based learning (PBL) and mind mapping teaching outcomes in nursing education, but there are not many thorough assessments that are pertinent. OBJECTIVES: We performed a meta-analysis to evaluate the effect of the PBL method combined with mind mapping on nursing instruction. MATERIAL AND METHODS: A systematic literature search up to July 2022 was performed, and 1765 related studies were evaluated. The chosen studies comprised 1473 nursing teaching participants as the trial's baseline, with 770 of them using the PBL model with mind mapping and 703 enrolled as controls. Odds ratio (OR) and mean difference (MD) with 95% confidence intervals (95% CIs) were calculated to assess the effect of the PBL method combined with mind mapping on nursing instructions using dichotomous and continuous methods with a random or fixed effect model. The study protocol was registered in PROSPERO (registration No. CRD 42022432130). RESULTS: The PBL model with mind mapping reached a significantly higher results of nursing knowledge test (MD: 7.29, 95% CI: 6.88-7.71, p < 0.001) and pediatric practice test (MD: 9.89, 95% CI: 9.04-10.74, p < 0.001), as well as higher students' ability of independent learning (OR: 3.49, 95% CI: 2.11-5.76, p < 0.001) compared to the controls in nursing teaching. CONCLUSION: The PBL model with mind mapping resulted in a significantly higher results of nursing knowledge test, pediatric practice test and students' ability of independent learning compared to controls in nursing teaching.

Evaluation of career planning group counseling and its effectiveness for intern male nursing students.

OBJECTIVE: To investigate the influence of group counselling on the career planning and career maturity of male nursing students. METHOD: Sixty male nursing students were randomly selected from a specific-level first-class hospital in Hunan Province from July to August 2020 by using the convenience sampling method and were subsequently divided into the control group and the experimental group using the random number table method. The control group received routine pre-job training, including aspects concerning the hospital profile, nurse etiquette, nursing core systems, professional ethics, nursing emergency treatment and career prospects and planning. In the experimental group, career planning group counselling was added after the regular pre-service training (once a week) with each session lasting 2 h for a total of six training sessions. At six weeks and three months after the intervention, the career status evaluation scale and the college students' career maturity scale were used to compare the career planning and career maturity status of the two groups of male nursing students. RESULTS: After six weeks and three months of intervention, all the dimensions and total scores of both the career status evaluation scale and the career maturity scale in the experimental group were superior to those in the control group with statistically significant differences (all P < 0.05). The repeated measures of variance analysis indicated that the differences in the total score for career planning and the four dimensions in terms of intergroup effect, time effect and interaction effect between the two groups were statistically significant (P < 0.05). The intergroup effect, time effect and interaction effect of the total score for vocational maturity, career goal, career confidence, career value, career freedom and career reference of the two groups were statistically significant (P < 0.05), while the time effect of the relative dependency dimension was also statistically significant (P < 0.05). CONCLUSION: Group counselling can significantly improve the career planning and career maturity status of male nursing students and has a certain long-term effect.

Aprendizagem baseada em equipes na educação de enfermeiros: uma revisão integrativa / Team-based learning in nurse education: an integrative review / Aprendizaje en educación de enfermedades basado en equipo: un examen integrativo

Introdução: As mudanças nas estratégias de ensino ao longo dos anos têm proporcionado destaque na procura por metodologias ativas que sejam flexíveis e que garantem um melhor aproveitamento dos conteúdos ministrados em sala de aula, nesse sentindo, a aprendizagem baseada em equipe ou team-based learning é uma metodologia ativa que envolve trabalho em equipe, raciocínio e pensamento lógico para estimular os discentes podendo ser efetiva para o ensino em enfermagem. Objetivo: avaliar a efetividade da aprendizagem baseada em equipes na educação de enfermeiros. Metodologia: Trata-se de um estudo de revisão integrativa, com a seguinte questão de pesquisa: O que as evidências mostram sobre a aprendizagem baseada em equipes na educação de enfermeiros? As buscas foram realizadas em três bases de dados, usando descritores do Decs e Mesh terms. Resultados: Ao todo foram selecionados dez estudos na amostra final, que versavam sobre desempenho acadêmico, desenvolvimento de habilidades emocionais e físicas, competências fundamentais para desenvolvimento de aptidões na prática clínica. O estudo permitiu compreender sobre a aprendizagem baseada em equipes e afirmar sua eficácia para atuar na educação de enfermeiros, onde foi evidenciado que os estudantes obtiveram maior conhecimento individual e coletivo, puderam trocar experiências com colegas e foram estimulados a trabalhar em equipe. Conclusão: Dessa forma, considera-se que novas pesquisas devem ser realizadas nesta linha de investigação, a fim de afirmar a necessidade de mais estudos que apoiem a utilização do método no ensino de enfermagem.

Introduction: The changes in teaching strategies over the years have provided an emphasis in the search for active methodologies that are flexible and that guarantee a better use of the contents taught in the classroom, in this sense, team-based learning is an active methodology that involves teamwork, reasoning and logical thinking to stimulate students and can be effective for nursing education. Objective: To evaluate the effectiveness of team-based learning in nursing education. Methodology: This is an integrative review study, with the following research question: What does the evidence show about team-based learning in nursing education? Searches were conducted on three databases, using Decs descriptors and Mesh terms. Results: All in all, ten studies were selected in the final sample, which dealt with academic performance, emotional and physical skills development, fundamental competencies for the development of skills in clinical practice. The study allowed us to understand about team-based learning and to affirm its effectiveness in nursing education, where it was evidenced that students gained greater individual and collective knowledge, were able to exchange experiences with colleagues and were stimulated to work as a team. Conclusion: Thus, it is considered that new research should be carried out in this line of investigation, in order to affirm the need for more studies that support the use of the method in nursing teaching.

Introducción: Los cambios en las estrategias de enseñanza a lo largo de los años han puesto de relieve la demanda de metodologías activas que sean flexibles y que garanticen un mejor uso del contenido que se enseña en el aula, en este sentido, team- based learning en el equipo o el aprendizaje basado en el equipo es una metodología activa que implica trabajo en equipo, razonamiento y pensamiento lógico para estimular a los alumnos y que puede ser eficaz para la enfermería. Objetivo: evaluar la eficacia del aprendizaje en equipo en la educación de enfermeras. Metodología: Se trata de un estudio de revisión integrador, con la siguiente pregunta de investigación: ¿Qué muestra la evidencia sobre el aprendizaje basado en equipos en la educación de enfermeras? Las búsquedas se realizaron en tres bases de datos utilizando descriptores de términos Decs y Mesh terms. Resultados: En total, se seleccionaron diez estudios en la muestra final, que abarcaron el desempeño académico, el desarrollo de habilidades emocionales y físicas, competencias fundamentales para el desarrollo de aptitudes en la práctica clínica. El estudio permitió comprender el aprendizaje basado en equipos y establecer su efectividad en la educación de enfermeras, donde se evidenció que los estudiantes obtuvieron mayor conocimiento individual y colectivo, fueron capaces de intercambiar experiencias con sus colegas y se les estimuló a trabajar en equipo. Conclusión: De esta manera, se considera que se debe realizar una investigación adicional en esta línea de investigación para confirmar la necesidad de realizar nuevos estudios que apoyen el uso del método en la educación de enfermería.

Estratégias de ensino voltadas à assistência de enfermagem no acidente vascular cerebral: revisão integrativa* / Estrategias de enseñanza de la asistencia de enfermería en el ictus: una revisión integradora / Teaching strategies for nursing care in stroke: an integrative review

Objetivo: identificar as estratégias pedagógicas utilizadas no ensino da assistência de enfermagem às vítimas de acidente vascular cerebral. Método: revisão integrativa, realizada entre setembro de 2022 e março de 2023 em sete fontes de informações. Utilizou-se o aplicativo Rayyan para a seleção e a análise temática dos 485 manuscritos, destes, sete compuseram a amostra. Resultados: evidenciou-se como estratégias pedagógicas a simulação clínica, instrução interativa assistida por computador, videotape conduzido por instrutor, vinhetas, ferramenta multimídia de e-learning e o workshop. Conclusão: identificaram-se seis estratégias, com destaque para a simulação clínica por ter sido o método mais abordado pelos estudos como a única capaz de desenvolver, em conjunto, as habilidades cognitivas, psicomotoras e afetivas nos estudantes de enfermagem.

Objective: to identify the pedagogical strategies used in teaching nursing care to stroke victims. Method: integrative review, carried out between September 2022 and March 2023 in seven sources of information. The Rayyan application was used for the selection and thematic analysis of the 485 manuscripts, of which seven constituted the sample. Results: Clinical simulation, interactive computer-assisted instruction, instructor-led videotape, vignettes, multimedia e-learning tool and workshop were identified as pedagogical strategies. Conclusion: Six strategies were identified, with clinical simulation standing out as the method most often mentioned in studies as the only one capable of developing cognitive, psychomotor, and affective skills in nursing students.

Objetivo: identificar las estrategias pedagógicas utilizadas en la enseñanza de los cuidados de enfermería a las víctimas de accidentes cerebrovasculares. Método: revisión integradora, realizada entre septiembre de 2022 y marzo de 2023 sobre siete fuentes de información. Se utilizó la aplicación Rayyan para seleccionar y analizar temáticamente los 485 manuscritos, de los cuales siete constituyeron la muestra. Resultados: la simulación clínica, la enseñanza interactiva asistida por ordenador, los vídeos dirigidos por un instructor, las viñetas, las herramientas multimedia de aprendizaje electrónico y los talleres fueron las principales estrategias de enseñanza. Conclusión: Se identificaron seis estrategias, destacando la simulación clínica como el método más mencionado en los estudios como el único capaz de desarrollar habilidades cognitivas, psicomotoras y afectivas en los estudiantes de enfermería.

Ensino da história da Enfermagem: reflexões e contribuições / Teaching of nursing history: reflections and contributions / Enseñanza de la historia de la Enfermería: reflexiones y contribuciones

Objetivo: refletir acerca do ensino da história de enfermagem mediante suas contribuições para a formação profissional. Conteúdo: trata-se de ensaio teórico-reflexivo, cujos dados foram organizados de acordo com os conteúdos relacionados à problemática e discutidos apoiados nos objetos referentes à história da enfermagem, com ênfase no período pós-Florence Nightingale. Delinearam-se duas seções teóricas: ensino da história da enfermagem e contribuições para a formação profissional. Considerações Finais: constatou-se que o ensino da história da enfermagem vem enfrentando desafios crescentes. Espera-se fomentar novas reflexões com o intuito de colaborar com o ensino da história da enfermagem de maneira crítica, reflexiva e emancipatória, reverberando na consolidação e fortalecimento da profissão na sociedade.

Objective: to think about teaching of the history of nursing history through its contributions to professional training. Content: in this theoretical-reflexive study, data was organized by content relating to the subject and discussed on the basis of the objects relating to nursing history, with emphasis on the period post-Florence Nightingale. Two theoretical sections were outlined: teaching of nursing history and contributions to professional training. Final remarks: teaching of nursing history was found to be facing mounting challenges. It is hoped to encourage new thinking with a view to contributing towards the critical, thoughtful and emancipatory teaching of nursing history, reflected in a consolidation and strengthening of the profession in society.

Objetivo: reflexionar acerca de la enseñanza de la historia de la enfermería mediante sus contribuciones para la formación profesional. Contenido: se trata de un ensayo teórico-reflexivo, cuyos datos fueron organizados según los contenidos relacionados a la problemática y discutidos con base en los objetos referentes a la historia de la enfermaría, con énfasis al periodo post-Florence Nightingale. Se delinearon dos secciones teóricas: enseñanza de la historia de la enfermería y contribuciones para la formación profesional. Consideraciones Finales: se constató que la enseñanza de la historia de la enfermería ha enfrentado crecientes desafíos. Se espera fomentar nuevas reflexiones con el intuito de colaborar con la enseñanza de la historia de la enfermería de manera crítica, reflexiva y emancipatoria, reverberando en la consolidación y fortalecimiento de la profesión en la sociedad.

Ensino técnico de enfermagem e as metodologias ativas de ensino- aprendizagem: uma revisão integrativa / Technical nursing education and active teaching-learning methodologies: an integrative review / La enseñanza técnica de la enfermería y las metodologías activas de enseñanza-aprendizaje: una revisión integradora

Técnicos de enfermagem compreendem a maior força de trabalho na área da saúde, contudo, existem poucas publicações sobre a formação deste profissional. Este estudo objetivou identificar na literatura as metodologias ativas de ensino-aprendizagem utilizadas no processo formativo dos cursos técnicos em enfermagem. O método utilizado foi uma revisão integrativa de literatura que incluiu estudos indexados nas bases de dados Biblioteca Virtual em Saúde (BVS), SciELO, MEDLINE, CINAHL, Web of Science e SCOPUS, publicados entre 2011 e 2021. Esta revisão foi estruturada em cinco passos metodológicos e os dados foram analisados qualitativamente. Identificou-se 988 registros, dos quais foram selecionados 6 artigos, totalizando 151 sujeitos e 24 instituições de ensino públicas e privadas. As intervenções identificadas foram: storytelling, mentoring, feedback, problematização e prática simulada. Docentes e discentes reconheceram a influência positiva das metodologias ativas no processo formativo de técnicos em enfermagem. Apesar de qualificados, os docentes manifestaram insegurança para uso deste método, sendo necessário um investimento e apoio institucional e a valorização do corpo docente para fomentar essa prática. Destaca-se ainda uma escassez de estudos com qualidade metodológica acerca da educação técnica em enfermagem, evidenciando um interesse científico incipiente nesta área.

Nursing technicians comprise the largest workforce in the health area, however, there are few publications on the training of this professional. This study aimed to identify in the literature the active teaching-learning methodologies used in the formative process of technical courses in nursing. The method used was an integrative literature review that included studies indexed in the databases Virtual Health Library (VHL), SciELO, MEDLINE, CINAHL, Web of Science, and SCOPUS, published between 2011 and 2021. This review was structured into five methodological steps and the data were analyzed qualitatively. It identified 988 records, from which 6 articles were selected, totaling 151 subjects and 24 public and private educational institutions. The interventions identified were: storytelling, mentoring, feedback, problematization, and simulated practice. Teachers and students recognized the positive influence of active methodologies in the formative process of nursing technicians. Despite being qualified, the teachers expressed insecurity about using this method, and institutional investment and support is needed, as well as an appreciation of the teaching staff in order to promote this practice. A scarcity of studies with methodological quality about technical education in nursing is also noteworthy, showing an incipient scientific interest in this area.

Los técnicos de enfermería constituyen la mayor fuerza de trabajo en el área de la salud, sin embargo, existen pocas publicaciones sobre la formación de este profesional. Este estudio tuvo como objetivo identificar en la literatura las metodologías activas de enseñanza-aprendizaje utilizadas en el proceso formativo de los cursos técnicos de enfermería. El método utilizado fue una revisión bibliográfica integradora que incluyó estudios indexados en las bases de datos Virtual Health Library (BVS), SciELO, MEDLINE, CINAHL, Web of Science y SCOPUS, publicados entre 2011 y 2021. Esta revisión se estructuró en cinco pasos metodológicos y los datos se analizaron cualitativamente. Se identificaron 988 registros, de los que se seleccionaron 6 artículos, con un total de 151 sujetos y 24 instituciones educativas públicas y privadas. Las intervenciones identificadas fueron: narración de historias, tutoría, retroalimentación, problematización y práctica simulada. Docentes y estudiantes reconocieron la influencia positiva de las metodologías activas en el proceso de formación de los técnicos de enfermería. Además de estar cualificados, los profesores manifiestan inseguridad en el uso de este método, por lo que es necesaria una inversión y apoyo institucional y la valoración del cuerpo docente para fomentar esta práctica. También destaca la escasez de estudios con calidad metodológica sobre la formación técnica en enfermería, lo que demuestra un incipiente interés científico en esta área.

Vivências de estudantes de enfermagem na preceptoria em saúde / Experiences of nursing students on preceptorship in health / Experiencias de estudiantes de enfermería sobre la preceptoría en salud

Objetivo:conhecer as vivências de estudantes de enfermagem na preceptoria em saúde. Método: estudo exploratório e com abordagem qualitativa, realizado entre o primeiro semestre de 2019 e o último de 2020, junto a 24 alunos do último semestre do curso de enfermagem, em uma universidade pública de Mato Grosso, Brasil. A coleta de dados foi realizada de forma remota. Para a análise dos dados, utilizou-se a análise temática. Resultados: o processo de transição do formato tradicional do estágio supervisionado de enfermagem para uma nova modalidade de ensino-aprendizagem e acompanhamento em campo prático, foi concebido pelos estudantes com certa apreensão, pelo desconhecimento da estratégia, mas remetendo a ideia de maior liberdade e autonomia. Consideram que um preceptor deve ser comprometido com a ética e a formação de qualidade. Quanto a coordenação do estágio, veem como importante interlocução entre alunos e preceptores, estreitando laços e oportunizando momentos de trocas, com direcionamentos e apoio para o melhor aproveitamento. Conclusão: as vivências dos estudantes de enfermagem na preceptoria foram positivas, o que pode impactar na atuação profissional futura.

Objective:to know the experiences of nursing students in health preceptorship. Method:exploratory study with a qualitative approach, carried out between the first semester of 2019 and the last semester of 2020, with 24 students from the last semester of the nursing course, at a public university in Mato Grosso, Brazil. Data collection was performed remotely. For data analysis, thematic analysis was used. Results:the transition process from the traditional format of the supervised nursing internship to a new modality of teaching-learning and monitoring in the practical field, was conceived by the students with some apprehension, due to the lack of knowledge of the strategy, but referring to the idea of greater freedom and autonomy. They consider that a preceptor must be committed to ethics and quality training. As for the coordination of the internship, they see it as an important dialogue between students and preceptors, strengthening ties and providing opportunities for exchanges, with directions and support for the best use. Conclusion:the experiences of nursing students in the preceptorship were positive, which can impact their future professional performance.

Objetivo:conocer las experiencias de los estudiantes de enfermería en la preceptoría en salud. Método:estudio exploratorio con enfoque cualitativo, realizado entre el primer semestre de 2019 y último semestre de 2020, con 24 estudiantes del último semestre de enfermería, en una universidad pública de Mato Grosso, Brasil. La recolección de datos se realizó de forma remota. Para el análisis de los datos se utilizó el análisis temático. Resultados:el proceso de transición del formato tradicional de pasantía de enfermería supervisada a una nueva modalidad de enseñanza-aprendizaje y acompañamiento en el campo práctico, fue concebido por los estudiantes con cierta aprensión, debido al desconocimiento de la estrategia, pero refiriéndose a la ideade mayor libertad y autonomía. Consideran que un preceptor debe estar comprometido con la ética y la formación de calidad. En cuanto a la coordinación de la pasantía, la ven como un importante diálogo entre alumnos y preceptores, estrechando lazos y brindando oportunidades de intercambio, con orientaciones y apoyos para el mejor aprovechamiento. Conclusión:las experiencias de los estudiantes de enfermería en la preceptoría fueron positivas, lo que puede impactar en su futuro desempeño profesional.

Educação permanente em lesões crônicas de pele: relato de experiência / Educación permanente en lesiones crónicas de la piel: relato de experiencia / Permanent education in chronic skin injuries: experience report

RESUMO Objetivo: relatar a experiência de Educação Permanente em Saúde, realizada por meio de ações de extensão por profissionais, docentes e estudantes de Enfermagem, sobre lesões crônicas de pele, de 2017 a 2020, com profissionais de Enfermagem em uma parceria entre a Escola de Enfermagem da Universidade Federal do Rio Grande do Sul e a Secretaria Municipal de Saúde de Porto Alegre, Rio Grande do Sul, Brasil. Método: relato de experiência que descreve quatro ações extensionistas. Os resultados foram correlacionados à política pública de Educação Permanente em Saúde. Resultados: ações desenvolvidas por meio de extensão universitária proveram a elaboração e a edição de cartilha de autocuidado das pessoas com úlceras de perna e de orientações sobre lesões de pele aos profissionais de Enfermagem. As cartilhas foram impressas e divulgadas em oficinas educativas, constituindo-se em forma de Educação Permanente em Saúde na Atenção Primária à Saúde, contemplando 64 trabalhadores, em 2018, e 171, em 2019. Em 2020, em função da pandemia, o curso foi ofertado de forma virtual, na plataforma Moodle, por meio de webconferências e postagem de trabalhos, abrangendo 135 profissionais de Enfermagem. Considerações Finais: as experiências relatadas e a lacuna de desenvolvimento informada como necessária à qualificação dos profissionais de Enfermagem destacaram a necessidade de Educação Permanente em Saúde para potencializar a autonomia dos profissionais de Enfermagem no cuidado de pessoas com lesões crônicas de pele na medida em que eles se constituem protagonistas do cuidado.

RESUMEN Objetivo: relatar la experiencia de Educación Permanente en Salud, realizada por medio de acciones de extensión por profesionales, docentes y estudiantes de Enfermería, sobre lesiones crónicas de la piel, de 2017 a 2020, con profesionales de Enfermería en una asociación entre la Escuela de Enfermería de la Universidad Federal de Rio Grande do Sul y la Secretaría Municipal de Salud de Porto Alegre, Rio Grande do Sul, Brasil. Método: relato de experiencia que describe cuatro acciones extensionistas. Los resultados fueron correlacionados a la política pública de Educación Permanente en Salud. Resultados: acciones desarrolladas por medio de extensión universitaria proporcionaron la elaboración y la edición de cartilla de autocuidado de las personas con úlceras de pierna y de orientaciones sobre lesiones de piel a los profesionales de Enfermería. Las cartillas fueron impresas y divulgadas en talleres educativos, constituyéndose en forma de Educación Permanente en Salud en la Atención Primaria a la Salud, contemplando 64 trabajadores, en 2018, y 171, en 2019. En 2020, por cuenta de la pandemia, el curso fue ofrecido de forma virtual, en la plataforma Moodle, por medio de webconferencias y publicación de trabajos, abarcando 135 profesionales de Enfermería. Consideraciones Finales: las experiencias relatadas y la laguna de desarrollo informada como necesaria para la cualificación de los profesionales de Enfermería destacaron la necesidad de Educación Permanente en Salud para potenciar la autonomía de los profesionales de Enfermería en el cuidado de personas con lesiones crónicas de la piel en la medida en que se constituyen protagonistas del cuidado.

ABSTRACT Objective: to report the experience of Continuing Education in Health carried out through extension actions by nursing professionals, professors, and students, on chronic skin lesions, from 2017 to 2020, with nursing professionals in a partnership between the School of Nursing of the Federal University of Rio Grande do Sul and Porto Alegre Municipal Health Department, Rio Grande do Sul, Brazil. Method: experience report that describes four extension actions. The results were correlated to the public policy of Permanent Education in Health Results: actions developed through university extension provided the elaboration and edition of a self-care booklet for people with leg ulcers and guidance on skin lesions for nursing professionals. The booklets were printed and disseminated in educational workshops, constituting the form of Permanent Health Education in Primary Health Care, covering 64 workers in 2018 and 171 in 2019. In 2020, due to the pandemic, the course was offered from virtual form, on the Moodle platform, through web conferences and posting of works, covering 135 nursing professionals. Final Considerations: the experiences reported, and the development gap reported as necessary for the qualification of nursing professionals highlighted the need for Permanent Education in Health to enhance the autonomy of nursing professionals in the care of people with chronic skin lesions, as they become protagonists of care.

Ensino remoto na pandemia de covid-19: um olhar sob a perspectiva de paulo freire / Remote teaching during the covid-19 pandemic: a viewpoint according to paulo freire's approach / Educación a distancia en la pandemia del covid-19: una mirada desde la perspectiva de paulo freire

RESUMO Objetivo relatar as experiências dos autores durante o ensino remoto na pós-graduação em Enfermagem e Saúde, frente à pandemia de Coronavírus, sob a perspectiva de Paulo Freire. Método relato de experiência a partir da observação direta e da participação nas atividades do componente curricular, entre março e junho de 2021, em uma universidade pública no Estado da Bahia (Brasil). Os dados foram registrados em um diário de campo, organizados por aproximação temática e analisados a partir do processo de ação-reflexão-ação. Resultados identificaram-se três dimensões que descortinaram os horizontes vivenciados no ensino remoto emergencial na perspectiva de buscar a qualificação da educação superior em saúde. Conclusão observou-se que os diálogos realizados nas aulas remotas perpassaram por desafios e inovações no planejamento e na prática de aula e ressignificaram o processo de caracterização da prática docente. Evidenciou-se uma perspectiva de proporcionar o curso com qualidade, estimulando o processo de ação-reflexão-ação no ensino-aprendizagem.

ABSTRACT Objective: to report the authors' experiences during remote teaching in the postgraduate course in Nursing and Health, in the face of the Coronavirus pandemic, from Paulo Freire's approach. Method experience report based on direct observation and student participation in curricular activities, between March and June 2021, at a public university in the State of Bahia, Brazil. Data were recorded in a field diary, organized by thematic approach and analyzed through the action-reflection-action process. Results Three dimensions were identified that revealed the scenery experienced in emergency remote teaching, aimed to ensure the qualification of higher education in health. Conclusion The conversations during the remote classes pervaded challenges and innovations in planning and in class practice and re-signified the process of characterization of teaching practice. The prospect of offering a high quality course, stimulating the action-reflection-action process in teaching-learning became clear.

RESUMEN Objetivo: relatar las experiencias de los autores durante la enseñanza a distancia en el posgrado en Enfermería y Salud, frente a la pandemia del Coronavirus, en la perspectiva de Paulo Freire. Método relato de experiencia basado en la observación directa y participación en las actividades del componente curricular, entre marzo y junio de 2021, en una universidad pública del Estado de Bahía (Brasil). Los datos fueron registrados en diario de campo, organizados por abordaje temático y analizados a partir del proceso acción-reflexión-acción. Resultados se identificaron tres dimensiones que revelaron los horizontes vividos en la enseñanza a distancia de emergencia en la perspectiva de buscar la calificación de educación superior en salud. Conclusión se observó que los diálogos realizados en las clases a distancia pasaron por desafíos e innovaciones en la planificación y en la práctica de clase y dieron un nuevo significado al proceso de caracterización de la práctica docente. Se evidenció una perspectiva de dotar al curso de calidad, estimulando el proceso de acción-reflexión-acción en la enseñanza-aprendizaje.

Competências docentes no ensino técnico de enfermagem: um olhar dos professores do curso / Teaching competences in nursing technical education: the view of the course teachers / Competencia docente en la educación técnica de enfermería: la mirada de los maestros del curso

Objetivo: compreender a percepção dos professores de um curso técnico em enfermagem sobre as competências para o exercício da docência nesse nível de ensino. Método: estudo de natureza exploratória e descritiva, de corte transversal e abordagem qualitativa. Participaram 14 enfermeiros-docentes que lecionam as disciplinas teóricas no curso técnico de enfermagem da instituição. Para obtenção dos dados, utilizou-se questionário contendo 13 perguntas fechadas e um roteiro para realização de entrevista semiestruturada. Resultados: os resultados mostram que os enfermeiros-docentes do curso Técnico de Enfermagem, são predominantemente do gênero feminino, todos são bacharéis em enfermagem e, o tempo de docência no ensino técnico, variou entre 12 a 24 meses. A análise qualitativa mostrou que quanto às competências docentes: da percepção àquelas necessárias ao exercício da docência, foram delimitadas as seguintes categorias - Atributos; Dominar Conteúdo Teórico e Prático; Buscar Aperfeiçoamento; Saberes Pedagógicos. Conclusão: Este estudo permitiu apreender, na percepção dos professores, o que são competências, e quais na percepção deles participantes, são necessárias para exercer a docência no ensino técnico de enfermagem. Espera-se ainda, que estudo contribua com reflexões sobre a necessidade de capacitação dos professores para que essas competências sejam aprimoradas ou desenvolvidas. (AU)

Objective: To understand the perception of teachers of a technical course in nursing about the skills for teaching at this level of education. Methods: Exploratory and descriptive study, cross sectional and qualitative approach. 14 nurses-teachers who teach the theoretical subjects in the institution's technical nursing course participated. To obtain the data, a questionnaire containing 13 closed questions and a script for conducting semi-structured interviews was used. Results: The results show that the nurse-professors of the Nursing Technician course, are predominantly female, all have bachelor's degrees in nursing and, the teaching time in technical education, varied between 12 to 24 months. The qualitative analysis showed that regarding the teaching competences: from the perception to those necessary for the exercise of teaching, the following categories were defined - Attributes; Master Theoretical and Practical Content; Search for improvement; Pedagogical knowledge. Conclusion: This study allowed to apprehend, in the perception of teachers, what are competencies, and which in their perception, are necessary to exercise teaching in technical nursing education. It is also expected that a study will contribute to reflections on the need for teacher training so that these skills can be improved or developed. (AU)

Objetivo: Comprender la percepción de los docentes de un curso técnico en enfermería sobre las habilidades para la docencia en este nivel educativo. Métodos: Estudio exploratorio y descriptivo, abordaje transversal y cualitativo. Participaron 14 enfermeras docentes que imparten las asignaturas teóricas del curso técnico de enfermería de la institución. Para la obtención de los datos se utilizó un cuestionario que contenía 13 preguntas cerradas y un guión para la realización de entrevistas semiestructuradas. Resultados: Los resultados muestran que las enfermeras profesoras del curso de Técnico en Enfermería, son predominantemente mujeres, todas tienen licenciaturas en enfermería y, el tiempo de docencia en educación técnica, varió entre 12 a 24 meses. El análisis cualitativo mostró que en cuanto a las competencias docentes: desde la percepción hasta las necesarias para el ejercicio de la docencia, se definieron las siguientes categorías - Atributos; Maestría en contenido teórico y práctico; Búsqueda de mejoras; Conocimientos pedagógicos. Conclusión: Este estudio permitió aprehender, en la percepción de los docentes, qué son las competencias, y cuáles en su percepción, son necesarias para ejercer la docencia en la formación técnica en enfermería. También se espera que un estudio contribuya a reflexionar sobre la necesidad de la formación del profesorado para que estas habilidades puedan mejorarse o desarrollarse. (AU)

Valoración estudiantil de la Disciplina Informática en la Carrera de Enfermería, Universidad Estatal de Bolívar, 2021 / Student Assessment of the Informatics Discipline in the Nursing Career, Bolívar State University, 2021

Introducción: El desarrollo tecnológico actual incide de manera especial en el sector de la salud originando cambios en la actuación de sus profesionales, en particular la actividad de enfermería es un espacio donde la disponibilidad de recursos tecnológicos aporta precisión, dinamismo e inmediatez, que facilitan análisis asertivos y toma de decisiones para con el paciente, a favor de la mejora en su calidad de vida. El profesional de enfermería requiere de conocimientos y habilidades durante su formación que le faciliten su inserción en el espacio laboral en correspondencia con la realidad actual. Objetivo: Describir la apreciación de los estudiantes de Enfermería del Programa de Rediseño de la Universidad Estatal de Bolívar con respecto al beneficio que les proporciona el estudio de la disciplina Informática. Método: Estudio transversal con carácter exploratorio y descriptivo, se aplica encuesta estructurada. Resultados: Se identifica como muy beneficioso el estudio de las materias informáticas como parte de su formación profesional, así como por su aplicación en la atención primaria de salud. Conclusiones: Los estudiantes tienen la percepción de que las materias informáticas estudiadas son de relevancia como parte de su formación, y de que estas influyen en su desempeño profesional futuro(AU)

Introduction: The current technological development has a special impact on the health sector, causing changes in the performance of its professionals; the nursing activity is in particular a space where the availability of technological resources provides precision, dynamism, and immediacy that facilitate analysis assertiveness and decision-making with the patient, in favor of improving their quality of life. The nursing professional requires knowledge and skills during their training that facilitate their insertion into the workplace in accordance with the current reality. Objective: To describe the appreciation of nursing students of the Bolívar State University Redesign Program regarding the benefit provided by the study of the Informatics discipline. Method: Cross-sectional study with an exploratory and descriptive nature, a structured survey is applied. Results: The study of computer science subjects as part of their professional training is identified as very beneficial, as well as for their application in primary health care. Conclusions: Students have the perception that the computer science subjects studied are relevant as part of their training, and that they influence their future professional performance(AU)

Experiências de enfermeiros de unidades pediátricas de um hospital universitário em relação às visitas multiprofissionais / Multidisciplinary visits in the experience of nurses in pediatric units of a university hospital / Experiencias de enfermeros en unidades pediátricas de un hospital universitario en relación con las visitas multiprofesionales

Objetivo: descrever a experiência dos enfermeiros atuantes nas unidades pediátricas frente às visitas multidisciplinares, compreender a percepção dos enfermeiros a respeito da participação da família nas visitas multidisciplinares e descrever as percepções dos enfermeiros residentes sobre o impacto das visitas multidisciplinares em sua formação profissional e no cuidado ao paciente e à família. Método: estudo qualitativo, realizado com 18 enfermeiros de unidades pediátricas de um hospital universitário, a partir de entrevistas semi-estuturadas, com uso da análise de conteúdo. Resultados: a experiência foi compreendida pelas categorias: Formato da visita multidisciplinar; Participação do enfermeiro na visita multidisciplinar; Participação da família na visita multidisciplinar; Benefícios da visita para o enfermeiro, residente e família; e Recomendações para os enfermeiros, família e desenho das visitas. Conclusão: a experiência dos enfermeiros é representada essencialmente pelas relações humanas estabelecidas, com benefícios ou prejuízos à sua participação e participação da família. A visita multidisciplinar constitui uma prática benéfica e com potencial formativo.

Objective: to describe how nurses working in pediatric units experienced multidisciplinary visits, to understand their perceptions of the families' participation in such visits, and the residents' perceptions of the visits' impact on training and on care for patients and families. Method: this qualitative, descriptive study involving 18 male nurses from pediatric units of a university hospital, was conducted through semi-structured interviews, using content analysis. Results: the nurses' experience was understood by categories: the design of multidisciplinary visits; nurses' participation in multidisciplinary visits; families' participation in multidisciplinary visits; benefits from visits for nurses, residents and families; and recommendations for nurses and families, and for visit design. Conclusion: the nurses' experience was essentially represented by the human relationships established, and the related benefits or detriments to participation by themselves and the families. The visit was found to be a beneficial practice with training potential.

Objetivo: describir la experiencia de enfermeros que laboran en unidades de pediatría antes las visitas multidisciplinarias, comprender la percepción de los enfermeros sobre la participación familiar en las visitas multidisciplinarias y describir las percepciones de los enfermeros residentes sobre el impacto de las visitas multidisciplinarias en su formación profesional y en la atención al paciente y la familia. Método: estudio cualitativo, junto a 18 enfermeros de unidades de pediatría de un hospital universitario, realizado a partir de entrevistas semiestructuradas, mediante análisis de contenido. Resultados: la experiencia fue entendida por las categorías: Formato de la visita multidisciplinaria; Participación del enfermero en la visita multidisciplinaria; Participación de la familia en la visita multidisciplinaria; Beneficios de la visita para el enfermero, el residente y la familia; y Recomendaciones para enfermeros, familia y diseño de las visitas. Conclusión: la experiencia de los enfermeros está esencialmente representada por las relaciones humanas establecidas, con beneficios o perjuicios a su participación y la participación familiar. La visita multidisciplinaria es una práctica beneficiosa con potencial formativo.

Effectiveness of applying clinical simulation scenarios and integrating information technology in medical-surgical nursing and critical nursing courses.

BACKGROUND: To determine the impact of combining clinical simulation scenario training and Information Technology Integrated Instruction (ITII) on the teaching of nursing skills. METHODS: 120 4th-year students in a nursing program who were enrolled in medical and surgical nursing courses. 61 received innovative instruction (experimental group) and 59 received conventional instruction (control group). The ADDIE model, systematic method of course development that includes analysis, design, development, implementation, and evaluation,was used to build simulation teaching and clinical scenarios and to create and modify objective structure clinical examination (OSCE) scenario checklists for acute myocardial infarction (AMI) care, basic life support and operation of automated external defibrillator (BLS), and subdural hemorrhage (SDH) care. The modified OSCE checklists were assessed for reliability, consistency, and validity. The innovative training included flipped classrooms, clinical simulation scenarios, ITII and blended learning formats. RESULTS: The reliability and validity of the OSCE checklists developed in this study were acceptable and comparable or higher than checklists in past studies and could be utilized as an OSCE performance tool. Students in innovative instruction obtained significantly better OSCE performance, lab scores and improvements from the previous year's grades. Significant differences were found in situational awareness (SA). No strong correlations were found between OSCE scores and clinical internship scores, and no significant differences were found between the groups in overall clinical internship performance. CONCLUSIONS: Innovative instruction showed better performance than conventional methods in summative evaluation of knowledge components, OSCE formative evaluation and clinical nursing internship scores, as well as improved situational awareness in nursing students.

Atributos explorados en tutores clínicos, para conducir el aprendizaje práctico del estudiante de enfermería / Attributes Explored in Clinical Advisors, in View of Conducting Practice Learning of Nursing Students

Introducción: La mentoría en formación de estudiantes de enfermería en ambientes clínicos es reconocida en países como Canadá, Reino Unido (Nursing Midwifery Council) España e Italia, donde es identificada como problemática de la profesión, por debilitarse el tutelaje de estudiantes en escenarios de formación práctica. Objetivo: Describir atributos que perciben tutores clínicos de enfermería para conducir el aprendizaje formativo en prácticas clínicas. Métodos: Estudio descriptivo, exploratorio. Las unidades de análisis fueron tutores de dos unidades académicas de universidades chilenas, temporalidad del estudio: marzo 2018 a noviembre 2019. Para seleccionar los participantes se optó por muestreo homogéneo; activo hasta obtener saturación muestral y suficiencia de información. Se incluyeron al estudio enfermeras asistenciales, contratadas por universidades, con más de tres años como tutores; se excluyeron, académicos supervisores de prácticas, que son parte del cuerpo de escuelas de enfermería de ambas universidades. El trabajo de campo se inició con vagabundeo; se crearon mapas sociales y temporales para primeros acercamientos a los participantes. Para recoger la información, se usó técnica de grupos focales. Se respetaron exigencias y principios éticos de estudios con seres humanos. Resultados: Los tutores percibieron que una buena práctica se inicia con proyección y proximidad de universidad con hospital, destacan necesidad de formación para su acción de mentoría con estudiantes, influenciada por condiciones favorecedoras del clima de aprendizaje del entorno clínico. Conclusiones: Cinco subcategorías configuran atributos de tutores para conducir prácticas clínicas: desarrollo del plan de estudio, planificación de tutoría, entorno de aprendizaje clínico, supervisión de práctica y pensamiento científico-reflexivo(AU)

Introduction: Advisorship in the training of Nursing students in clinical settings is recognized in countries such as Canada, the United Kingdom (Nursing Midwifery Council), Spain and Italy, where it is identified as a problem in the profession, due to the weakening of student tutelage in settings for practice training. Objective: To describe attributes perceived by clinical Nursing advisors concerning the conduction of formative learning in clinical practices. Methods: Descriptive and exploratory study. The analysis units were advisors from two academic units of Chilean universities. The study period was defined from March 2018 to November 2019. To select the participants, homogeneous sampling was chosen, active until sample saturation and information sufficiency were obtained. The study included practicing nurses hired by universities, with more than three years as advisors. The study excluded academic practice advisors who belong to the Nursing school faculties of both universities. Field work began with mind-wandering; social and temporal maps were created for first approaches to the participants. To collect the information, the focus group technique was used. Demands and ethical principles of studies with human beings were respected. Results: The advisors perceived that a good practice begins with a projection and proximity between university and hospital. They highlight their need for training in the work as students' advisors, influenced by conditions that favor the learning environment of the clinical setting. Conclusions: Five subcategories make up the attributes of advisors to conduct clinical practices: development of the study plan, planning of advisorship, clinical learning environment, supervision of practice, and scientific-reflective thinking(AU)