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Acad Med ; 95(3): 330, 2020 03.
Artigo em Inglês | MEDLINE | ID: mdl-32097149
Acad Med ; 95(3): 330, 2020 03.
Artigo em Inglês | MEDLINE | ID: mdl-32097150
Med Educ Online ; 25(1): 1710331, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31902346


Background: Curricular transformation can result in bulges in students' clinical placements.Objective: To report on learner outcomes associated with a competency-based opt-out approach for a required 4th-year neurology clerkship.Methods and Study Design: During Oregon Health & Science University's recent undergraduate medical education curricular transformation, a 4-week required neurology clerkship transitioned from the fourth-year to the third-year in academic year 2016-17. Because this would have resulted in the neurology clerkship accommodating double enrollment for an entire academic year, 4th year medical students from the prior curriculum (graduating class of 2017) were offered the option of opting-out of the required neurology clerkship if they demonstrated competency by passing the USA National Board of Medical Examiners (US-NBME) clinical neurology subject examination and completing a neurology faculty-observed history and complete neurological examination.Results: Fifty-seven of 133 fourth-year students (42.9%) chose to complete the required neurology clerkship with 77 (57.9%) choosing to opt-out. All opt-out students passed the neurological exam assessment and scored similarly to the students who took the clerkship (US-NBME Neurology Subject Exam mean raw score in the opt-out group 76.9 vs, 77.6; p = 0.61). Students grades did not differ. Students who opted-out tended to pursue surgical careers (e.g., general surgery -10.8% opted-out vs 0% clerkship, OB/GYN - 6.8% opted-out vs 0% clerkship, orthopedic surgery 5.4% opted-out vs 0% clerkship) where those who took the clerkship tended to choose medical residency training disciplines (family medicine -16.1% clerkship vs 10.8% opting-out; internal medicine - 32.1% clerkship vs 14.9% opting-out; psychiatry 10.7% clerkship vs 2.7% opting-out (p = 0.042)Conclusion: While undertaking the neurology clerkship would have been the desired approach, students appear not to have been harmed by the opt-out approach regarding performance on the US-NBME clinical neurology subject exam. Choices regarding opting-out versus taking the neurology clerkship appear to be associated with career choice.

Estágio Clínico , Currículo , Educação de Graduação em Medicina , Neurologia/educação , Estudantes de Medicina/psicologia , Adulto , Escolha da Profissão , Educação Baseada em Competências , Avaliação Educacional , Feminino , Humanos , Masculino , Oregon
Med Educ Online ; 25(1): 1710327, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31891332


BACKGROUND: Increasing accreditation requirements as well as transformations in medical school curricula necessitate administrative staff who are not only invested in the clerkship coordinator role but also view what they do as a career. To date, there has been a lack of professional development opportunities for clerkship administrators. METHODS: In 2003, the Central Group on Educational Affairs of the Association of American Medical Colleges recognized a need for professional development for clerkship administrators. The Clerkship Administrator Certificate Program emerged from that decision and presented for the first time in 2004 in Omaha, Nebraska. This article provides an overview of the program, how it has been evaluated, and how it continues to evolve. RESULTS: The program had two guiding principles: to offer professional development opportunities for clerkship administrators through interactive workshops and to ensure the program was feasible both in terms of completion and in cost. Over the past 16 years, the Clerkship Administrator Certificate Program workshops have been delivered to over 300 clerkship administrators. Of those, 206 have completed a project in order to receive their certificate. Projects have related to innovations in medical education (n = 41), grading (n = 26), professional development (n = 26), and patient care (n = 20) to name a few. DISCUSSION: In order to meet the demands for presenting the workshops, a train-the-trainer model has been employed to expand the number of individuals presenting the workshops. Additional research needs to be done to determine influence of the program on future professional development endeavors.

Certificação/organização & administração , Estágio Clínico/organização & administração , Educação Médica/organização & administração , Docentes de Medicina/educação , Desenvolvimento de Pessoal/organização & administração , Certificação/normas , Estágio Clínico/normas , Educação Médica/normas , Docentes de Medicina/normas , Humanos , Desenvolvimento de Programas
Neurology ; 94(2): 91-95, 2020 01 14.
Artigo em Inglês | MEDLINE | ID: mdl-31932402


OBJECTIVE: Determining the quality of narrative evaluations to assess medical student neurology clerkship performance remains a challenge. This study sought to develop a tool to comprehensively and systematically assess quality of student narrative evaluations. METHODS: The Narrative Evaluation Quality Instrument (NEQI) was created to assess several components within clerkship narrative evaluations: performance domains, specificity, and usefulness to learner. In this retrospective study, 5 investigators scored 123 narrative evaluations using the NEQI. Inter-rater reliability was estimated by calculating interclass correlation coefficients (ICC) across 615 NEQI scores. RESULTS: The average overall NEQI score was 6.4 (SD 2.9), with mean component arm scores of 2.6 for performance domains (SD 0.9), 1.8 for specificity (SD 1.1), and 2.0 for usefulness (SD 1.4). Each component arm exhibited moderate reliability: performance domains ICC 0.65 (95% confidence interval [CI] 0.58-0.72), specificity ICC 0.69 (95% CI 0.61-0.77), and usefulness ICC 0.73 (95% CI 0.66-0.80). Overall NEQI score exhibited good reliability (0.81; 95% CI 0.77-0.86). CONCLUSION: The NEQI is a novel, reliable tool to comprehensively assess the quality of narrative evaluation of neurology clerks and will enhance the study of interventions seeking to improve clerkship evaluation.

Estágio Clínico , Competência Clínica , Avaliação Educacional/métodos , Neurologia/educação , Humanos , Projetos Piloto
Am J Surg ; 219(2): 355-358, 2020 02.
Artigo em Inglês | MEDLINE | ID: mdl-31898943


BACKGROUND: A shortage of general surgeons is predicted in the future, with particular impact on rural surgery. This is an exploratory analysis on a rural-focused longitudinal integrated clerkship to determine if such clerkships can be used to increase interest and recruitment in rural general surgery. METHODS: An institutional database was reviewed to identify students who became general surgeons after completing a rural-focused longitudinal integrated clerkship. Telephone interviews were conducted on a portion of these surgeons. RESULTS: Fifty-seven students (3.6%) completing the rural-focused longitudinal integrated clerkship became general surgeons. Of those participating in phone interviews, most (90%) decided to become surgeons during their experience while all stated that preclinical years did not influence their specialty decision. CONCLUSIONS: A substantial portion of these surgeons went on to practice in rural communities. Pre-existing rural and primary care-focused education could help to address the future projected shortage of rural general surgeons.

Escolha da Profissão , Estágio Clínico/organização & administração , Educação de Graduação em Medicina/organização & administração , Cirurgia Geral/educação , Avaliação de Resultados em Cuidados de Saúde , Bases de Dados Factuais , Feminino , Hospitais Rurais/organização & administração , Humanos , Entrevistas como Assunto , Masculino , Atenção Primária à Saúde/organização & administração , Atenção Primária à Saúde/estatística & dados numéricos , Estudos Retrospectivos , Serviços de Saúde Rural/organização & administração , Estudantes de Medicina/estatística & dados numéricos , Cirurgiões/provisão & distribução , Estados Unidos , Adulto Jovem
Acad Med ; 95(2): 221-225, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31397707


PROBLEM: Medical students typically perform worse on clinical clerkships that take place early in their training compared with those that occur later. Some institutions have developed transition-to-clerkship courses (TTCCs) to improve students' preparedness for the clinical phase of the curriculum. Yet, the impact of TTCCs on students' performance has not been evaluated. APPROACH: The authors developed and implemented a TTCC at Virginia Commonwealth University School of Medicine and measured its impact on students' clerkship performance. During the 2014-2015 academic year, they introduced a 2-week intersession TTCC. The goal was to improve students' readiness for clerkships by fostering the knowledge, skills, and attitudes required to care for patients throughout a hospitalization. The TTCC included panel discussions, skills development sessions, case-based workshops, and a 4-station standardized patient simulation. The authors assessed the feasibility of designing and implementing the TTCC and students' reactions and clerkship performance. OUTCOMES: The total direct costs were $3,500. Students reacted favorably and reported improved comfort on entering clerkships. Summative performance evaluations across clerkships were higher for those students who received the TTCC with simulation compared with those students who received the standard clerkship orientation (P < .001-.04, Cohen's d range = 0.23-0.62). This finding was particularly apparent in those clerkships that occurred earlier in the academic year. NEXT STEPS: Future plans include evaluating the impact of the TTCC on student well-being and incorporating elements of the TTCC into the preclinical curriculum.

Estágio Clínico/organização & administração , Faculdades de Medicina/organização & administração , Estágio Clínico/economia , Competência Clínica/normas , Estudos de Viabilidade , Feminino , Humanos , Masculino , Treinamento por Simulação , Virginia
Am J Clin Pathol ; 153(1): 66-73, 2020 01 01.
Artigo em Inglês | MEDLINE | ID: mdl-31836880


OBJECTIVES: Promotion of high-quality care at a lower cost requires educational initiatives across the continuum of medical education. A needs assessment was performed to inform the design of an educational tool with the goal of teaching laboratory stewardship to medical students. METHODS: The needs assessment consisted of semistructured interviews with core clerkship directors and residency program directors at our institution, a national survey to the Undergraduate Medical Educators Section (UMEDS) of the Association of Pathology Chairs, and a review of existing online resources that teach high-value care. RESULTS: Two major themes emerged regarding opportunities to enhance laboratory stewardship education: appropriate ordering (knowledge of test indications, pretest/posttest probability, appropriateness criteria, recognition of unnecessary testing) and correct interpretation (understanding test specifications, factors that affect the test result, recognizing inaccurate results). CONCLUSIONS: The online educational tool will focus on the curricular needs identified, using a multidisciplinary approach for development and implementation.

Estágio Clínico , Currículo , Educação a Distância , Educação de Graduação em Medicina , Laboratórios , Humanos , Internato e Residência , Diretores Médicos , Estudantes de Medicina
BMC Med Educ ; 19(1): 473, 2019 Dec 27.
Artigo em Inglês | MEDLINE | ID: mdl-31881997


BACKGROUND: Resilience refers to the ability to be flexible and adaptive in response to challenges. Medical students in clerkship who are transitioning from medical studies to clinical practice face a variety of workplace demands that can lead to negative learning experiences and poor quality of life. This study explored whether medical students' resilience plays a protective role against the stresses incurred during workplace training and on their professional quality of life during clerkships. METHODS: This was a 1-year prospective web-based questionnaire study comprising one cohort of medical students in their fifth year who were working as clerks as part of their 6-year medical education programme at one medical school in Taiwan between September 2017 and July 2018. Web-based, validated, structured, self-administered questionnaires were used to measure the students' resilience at the beginning of the clerkship and their perceived training stress (i.e. physical and psychological demands) and professional quality of life (i.e. burnout and compassion satisfaction) at each specialty rotation. Ninety-three medical students who responded to our specialty rotation surveys at least three times in the clerkship were included and hierarchical regressions were performed. RESULTS: This study verified the negative effects of medical students' perceived training stress on burnout and compassion satisfaction. However, although the buffering (protective) effects of resilience were observed for physical demands (one key risk factor related to medical students' professional quality of life), this was not the case for psychological demands (another key risk factor). In addition, through the changes in R square (∆R2) values of the hierarchical regression building, our study found that medical students' perceived training stresses played a critical role on explaining their burnout but their resilience on their compassion satisfaction. CONCLUSIONS: Medical students' resilience demonstrated a buffering effect on the negative relationship between physical demands and professional quality of life during clerkships. Moreover, different mechanisms (predictive paths) leading to medical students' professional quality of life such as burnout and compassion satisfaction warrant additional studies.

Esgotamento Profissional/psicologia , Estágio Clínico , Resiliência Psicológica , Estudantes de Medicina/psicologia , Adulto , Feminino , Humanos , Masculino , Estudos Prospectivos , Qualidade de Vida , Inquéritos e Questionários
An. pediatr. (2003. Ed. impr.) ; 91(6): 414.e1-414.e6, dic. 2019. tab
Artigo em Espanhol | IBECS | ID: ibc-186792


La Asociación Española de Pediatría (AEP) tiene entre sus objetivos desarrollar actividades encaminadas a la formación de sus socios. Así, en 2013 puso en marcha su proyecto formativo más ambicioso, la plataforma de formación virtual «Continuum». Se presenta ahora una nueva sección dirigida a los médicos internos residentes (MIR) en Pediatría y a sus tutores: «Preparo Mi Rotación Por» (PMRP), que tiene como propósitos disminuir la variabilidad en la formación de los MIR, asistir a los tutores en su función docente, facilitar el aprendizaje colaborativo y basado en competencias, el entrenamiento reflexivo y la resolución de problemas propios del perfil profesional de cada especialidad pediátrica. PMRP se distribuye en tres secciones principales: «De dónde partimos» (con las subsecciones: cuestionario de autoevaluación y contrato de aprendizaje), «Situaciones a resolver» (donde se desglosan los escenarios clínicos que han sido escogidos en el contrato de aprendizaje) y «A dónde llegamos» (que vuelve a incluir las subsecciones del comienzo de la rotación, para comprobar si los objetivos previstos han sido alcanzados, y el informe de evaluación). Además, cuenta con otros recursos: conocimientos previos, porfolio y foro de debate. Cabe destacar cinco aspectos del modelo formativo propuesto en esta nueva sección: el escenario clínico como punto de partida; el aprendizaje basado en competencias (fundamentado en el Global Pediatric Educational Consortium); la evaluación como estímulo de formación; el poder del aprendizaje colaborativo, y la participación de las diferentes sociedades de especialidad de la AEP en el desarrollo de sus contenidos

The Spanish Paediatric Association (AEP) has, among its objectives, to develop activities aimed at the training of its members. Thus, in 2013, it began its most ambitious training project, the virtual platform, «Continuum». Now it presents a new section aimed at Internal Medicine Residents (MIR) in Paediatrics and their tutors: «I Prepare My Rotation By» (PMRP), which has as objectives to reduce the variation in MIR training, to help the tutors in their teaching function, to facilitate collaborative and skill-based learning, reflective training, and the resolving of the particular problems of the professional profile of each paediatric speciality. PMRP is split into three main sections: «From where do we start» (with the sub-sections: self-assessment questionnaire and learning agreement), «Situations to resolve» (where the clinical scenarios that have been selected in the learning agreement are broken down), and «To where have we got» (which includes again the sub-sections at the beginning of the rotation in order to check if the expected objectives have been reached, and the assessment report). It also has other resources: prior knowledge, portfolio, and discussion forum. Five features of the proposed training model should be highlighted: the clinical scenario as a starting point; skill-based learning (based on the Global Paediatric Educational Consortium); the assessment as a training stimulus; the power of collaborative learning, and the participation of the different specialist societies of the AEP in the development of its contents

Humanos , Estágio Clínico/normas , Internato e Residência/organização & administração , Educação Médica Continuada , Pediatras/educação , Sociedades Médicas/normas , Educação Baseada em Competências , Educação a Distância
Rev. esp. patol. torac ; 31(4): 224-231, dic. 2019. graf, tab
Artigo em Espanhol | IBECS | ID: ibc-187182


Introducción y objetivo: la publicación de las nuevas recomendaciones GOLD y GesEPOC 2017 han supuesto un cambio a la hora de clasificar a los pacientes con EPOC. El objetivo de este trabajo es valorar si en la práctica clínica real se han adoptado estos cambios y valorar si existe una correlación en la clasificación de los pacientes entre ambas ediciones. Material y método: se ha realizado un estudio observacional ambispectivo de no intervención. Se recogieron pacientes atendidos en distintos hospitales en consultas o planta de hospitalización de neumología de los centros pertenecientes al grupo GRITA-EPOC. Resultados: se ha valorado la historia clínica de 160 pacientes de los cuales el 51,3% no estaban clasificados según GOLD en 2016 y sólo el 21,3% en 2017. Existe una correlación positiva del 47,5% siendo el grupo B el que más crece. En cuanto a GesEPOC, el 47,5% no estaban clasificados según GesEPOC en 2016 y sólo el 29,4% en 2017. Existe una correlación positiva del 73,1% siendo el grupo de no agudizadores el que más cambio sufre. Conclusiones: la publicación de la actualización de GOLD y GesEPOC en 2017 ha supuesto un mayor grado de uso para clasificar a los pacientes. La retirada de la función respiratoria en la clasificación de los pacientes EPOC con GOLD 2017 puede afectar a la distribución de los mismos. El fenotipo no agudizador es el grupo que más disminuye, probablemente porque estos pacientes pasen a ser clasificados como pacientes de bajo riesgo

Introduction and objective: The publication of the new GOLD and GesEPOC 2017 recommendations have led to changes when classifying patients with COPD. The objective of this study is to evaluate whether real clinical practice has adopted these changes and evaluate whether there is a correlation in patient classification between both recommendations. Material and methods: An ambispective observational study with no intervention was conducted. Patients treated at different hospitals in pulmonology clinics or hospital wards at centers belonging to the GRITA-EPOC group were collected. Results: The medical histories of 160 patients were evaluated, of which 51.3% were not classified according to GOLD in 2016 which reduced to only 21.3% in 2017. There is a positive correlation of 47.5%, with group B growing the most. With regard to GesEPOC, 47.5% were not classified according to GesEPOC in 2016 and only 29.4% in 2017. There is a positive correlation of 73.1%, with the non-exacerbated group showing the most change. Conclusions: The publication of updates to GOLD and GesEPOC in 2017 has led to greater use in classifying patients. Removing lung function from the classification for patients with COPD using GOLD 2017 may affect the distribution of these patients. The non-exacerbated phenotype is the group that has decreased most, likely because these patients are now classified as low-risk patients

Humanos , Masculino , Pessoa de Meia-Idade , Idoso , Estágio Clínico/normas , Pacientes/classificação , Registros Médicos/normas , Hospitalização/estatística & dados numéricos , Guias de Prática Clínica como Assunto/normas , Doença Pulmonar Obstrutiva Crônica/epidemiologia
Nursing (Säo Paulo) ; 22(258): 3280-3285, nov.2019.
Artigo em Português | LILACS, BDENF - Enfermagem | ID: biblio-1051579


Objetivo: Investigar as dificuldades e contribuições do estágio supervisionado sob a ótica dos estudantes de enfermagem de uma instituição privada do município de Belém-Pa. Método: Estudo de caráter exploratório, de campo com abordagem qualitativa. A coleta de dados, por meio de entrevista semiestruturada ocorreu no mês de maio de 2019. A análise de dados foi de conteúdo segundo Bardin. Resultados: Evidenciaram-se uma divergência equilibrada entre os participantes, sobre o estágio como lugar de aprendizagem, visto que ao pensar sobre esse aspecto os estudantes associam a aprendizagem, ao relacionar teoria com a prática clínica e a realização de procedimentos técnicos específicos das atividades de enfermagem. Os estudantes identificam as dificuldades e as suas consequências para seu aprendizado e a contribuição do estágio para sua formação profissional. Conclusão: O estágio supervisionado é o momento de se desenvolverem competências e habilidades de ser enfermeiro tanto no aspecto assistencial, quanto gerencial.(AU)

Objective: To investigate the difficulties and contributions of the supervised internship from the perspective of the nursing students of a private institution in the city of Belém-Pa. Method: Exploratory, field study with qualitative approach. Data collection through semi-structured interviews occurred in May 2019. Data analysis was based on Bardin's content. Results: A Balanced divergence was evidenced among the participants about the internship as A place of learning, since when thinking about this aspect, students associate learning, by linking theory with clinical practice and the realization of Specific Technical procedures of nursing activities. Students identify the difficulties and their consequences for their learning and the contribution of the internship to their professional training. Conclusion: The supervised internship is the moment to develop competencies and skills to be a nurse in both the care and managerial aspects.(AU)

Objetivo: Investigar las dificultades y aportaciones de la pasantía supervisada desde la perspectiva de los estudiantes de enfermería de una institución privada en la ciudad de Belém-Pa. Método: Exploratorio, estudio de campo con enfoque cualitativo. La recopilación de datos a través de entrevistas semiestructuradas se produjo en mayo de 2019. El análisis de datos se basó en el contenido de Bardin. Resultados: Se evidenizó una divergencia equilibrada entre los participantes sobre la pasantía como lugar de aprendizaje, ya que al pensar en este aspecto, los estudiantes asocian el aprendizaje, vinculando la teoría con la práctica clínica y la realización de Procedimientos técnicos específicos de las actividades de enfermería. Los estudiantes identifican las dificultades y sus consecuencias para su aprendizaje y la contribución de las prácticas a su formación profesional. Conclusión: La pasantía supervisada es el momento de desarrollar competencias y habilidades para ser enfermera tanto en el aspecto asistencial como en el de gestión.(AU)

Estudantes de Enfermagem , Estágio Clínico , Capacitação Profissional , Educação em Enfermagem , Metacognição
South Med J ; 112(10): 526-530, 2019 10.
Artigo em Inglês | MEDLINE | ID: mdl-31583412


OBJECTIVES: The University of Alabama School of Medicine Tuscaloosa Regional Campus conducted a 2-month block in rural family practice, but committed to expanding to an 8-month longitudinal rural curriculum. We wanted to explore how rural physicians feel about teaching students in a prolonged rural preceptorship. METHODS: We brainstormed with colleagues, reviewed the literature, and conducted two focus groups supplemented by five interviews with rural physicians. The focus groups explored satisfaction and dissatisfaction in teaching, medical school and community support, evaluation of preceptors, and the sharing of information between students and preceptors. The analysis sought common themes among study participants and colleagues. RESULTS: Twenty-one study participants included 19 family physicians, 15 in private practice. Eleven had taught medical students. Our key finding, combining four themes, was that a satisfactory context within which to teach medical students long term in rural sites depends on the optimization of the roles of preceptors, students, communities, and educational institutions. There were comments addressing each of these roles. This finding cannot be generalized beyond the study group because of the qualitative methodology using a convenience sample. CONCLUSIONS: These physicians' concerns foment hypotheses about engaging rural physicians in their own unique local networks involving preceptors, students, community, and educational institutions to conduct satisfactory long-term medical education in rural sites. We recommend investigations to substantiate a prevalence among rural physicians of concern about the four roles and to describe various contexts in which these roles produce satisfactory long-term preceptorships, perhaps as best practices in different settings.

Atitude , Estágio Clínico/métodos , Educação Médica/métodos , Medicina de Família e Comunidade/educação , Médicos de Família/psicologia , Preceptoria , Estudantes de Medicina/psicologia , Currículo , Humanos
Enferm. clín. (Ed. impr.) ; 29(5): 264-270, sept.-oct. 2019. tab
Artigo em Espanhol | IBECS | ID: ibc-184150


Objetivo: Explorar la percepción de los estudiantes de cuarto curso del Grado en Enfermería sobre el entorno asistencial donde tiene lugar su proceso formativo en prácticas clínicas. Método: Estudio cualitativo fenomenológico basado en la filosofía hermenéutica de Gádamer que contó con el desarrollo de grupos focales y entrevistas semiestructuradas en estudiantes de cuarto curso del Grado de Enfermería de la Universidad de Almería. El periodo de recogida fue en febrero de 2016. La información obtenida se transcribió y analizó mediante estrategias inductivas en busca de categorías emergentes. Resultados: El análisis reveló dos categorías principales: (1) influencia del entorno clínico en el desempeño asistencial y docente de las enfermeras y en el aprendizaje de los estudiantes y (2) formación y perspectivas laborales para los futuros profesionales. Cada una de ellas mostró dos subcategorías con sus correspondientes códigos. La información recogida reflejó las experiencias y percepciones de los estudiantes de Enfermería sobre el entorno asistencial donde tiene lugar su proceso formativo en prácticas clínicas. Conclusiones: Este estudio permitió conocer la percepción de los estudiantes de cuarto curso del Grado de Enfermería sobre el entorno donde tiene lugar su proceso formativo en prácticas clínicas. Conocer dicho fenómeno ayuda a identificar déficits en el aprendizaje clínico de los estudiantes y a adaptar los planes de estudios de las universidades a sus necesidades formativas a fin de garantizar su éxito como profesionales ante las futuras demandas del contexto clínico-laboral

Aim: To explore the perception of fourth-year nursing students of the healthcare environment where their training process in clinical practices takes place. Methods: Phenomenological qualitative study based on the hermeneutical philosophy of Gádamer that included the development of focus groups and semi-structured interviews in a sample of fourth-year nursing students from the University of Almería. The collection period was in February 2016. The information obtained was transcribed and analyzed by inductive strategies in search of emerging categories. Results: The analysis revealed two main categories: (1) influence of the clinical environment on the healthcare and teaching performance of nurses and on student learning and (2) training and job prospects for the future professionals. Each of them showed two subcategories with their corresponding codes. The information collected showed the experiences and perceptions of Nursing students regarding the healthcare environment where their training process in clinical practices takes place. Conclusions: This study enabled us to discover the perception of fourth-year nursing students of the environment where their training process in clinical practices takes place. Knowledge of this phenomenon helps to identify deficits in students' clinical learning and to adapt university curricula to their training needs in order to guarantee their success as professionals facing future clinical-labour demands

Humanos , Percepção , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Estágio Clínico/métodos , Estágio Clínico/normas , Enfermagem Prática , 25783 , Educação em Enfermagem , Aprendizagem
Enferm. clín. (Ed. impr.) ; 29(5): 271-279, sept.-oct. 2019. tab
Artigo em Espanhol | IBECS | ID: ibc-184151


Objetivo: Conocer las opiniones de los tutores y de los estudiantes del Grado en Enfermería sobre las prácticas clínicas e identificar estrategias y propuestas de mejora para el desempeño de la labor docente. Método: Estudio cualitativo con perspectiva fenomenológica mediante grupos focales con enfermeros tutores de prácticas clínicas y estudiantes de Enfermería. Los participantes se segmentaron en 3 grupos: estudiantes, tutores del área médica y tutores del área quirúrgica. El número de grupos lo determinó la saturación de la información. Se transcribieron los discursos y se realizó un análisis manual sintáctico y semántico de los discursos para extraer las variables de análisis. Se obtuvieron los permisos del Comité de Ética de la Investigación Provincial y del centro correspondiente. Resultados: Tanto los tutores como los estudiantes destacan la necesidad de capacitar a los tutores en las habilidades formativas y proporcionarles herramientas que faciliten su labor, así como el reconocimiento formal de su función docente. En sus discursos, ambos colectivos proponen un cambio de visión y, sobre todo, de actitudes en el desarrollo de la enseñanza-aprendizaje. Y, por último, se manifiesta la necesidad de un cambio en el modelo de relaciones entre la Universidad y los servicios sanitarios. Conclusiones: Con base en lo anteriormente expuesto, se identifica la necesidad de incentivar y formar a los profesionales clínicos para la función tutorial y de plantear un cambio de modelo que propicie un acercamiento entre la Universidad y el sistema sanitario

Objective: To discover the opinions of the tutors and students of the Degree in Nursing on clinical practices and identify strategies and improvement proposals for teacher performance. Method: A qualitative study with a phenomenological perspective through focus groups with clinical nurse tutors and nursing students. The participants were divided into 3 groups: students, tutors from the medical area and tutors from the surgical area. The number of groups was determined by saturation of the information. The discourse was transcribed and a syntactic and semantic manual analysis of the discourse was made to extract the analysis variables. Permission was obtained from the Provincial Research Ethics Committee and the corresponding centre. Results: Both the tutors and the students emphasized the need to train tutors in teaching skills and provide them with tools that facilitate their work, as well as the need for formal recognition of their teaching function. In their discourse, both groups proposed a change of vision, and above all of attitudes, in the development of teaching-learning. Finally, there is a need for a change in the model of relations between the University and health services. Conclusions: Based on the above, the need to encourage and train clinical professionals as tutors is identified and a change of model proposed to bring the University and the health system closer together

Humanos , Estágio Clínico/organização & administração , Padrões de Prática em Enfermagem/organização & administração , Padrões de Prática em Enfermagem/normas , Melhoria de Qualidade , Mentores , 25783 , Estudantes de Enfermagem/estatística & dados numéricos , Educação em Enfermagem/organização & administração