Experiencias de la práctica clínica de los estudiantes de enfermería: un estudio cualitativo / Nursing Students' Experiences of Clinical Education: A Qualitative Study

Objective. To comprehend the experiences of nursing students in clinical education. Methods. A qualitative study using conventional content analysis was conducted. Data were collected using focus group interview with 16 nursing students from two public nursing schools of Shiraz and Fasa, Iran. The participants were selected by purposeful sampling. Data analysis accomplished according to conventional content analysis. Results. From this study five categories were emerged: Theory and practice disruption (The inability to use the lessons learned in practice, Routine-oriented work, The difference between theoretical knowledge and clinical training), Shaky communications (Inappropriate behavior, Inadequate support of nurses, instructors and other caregivers), Inadequate planning (Wasting time for students in clinical training, Inadequate preparation of instructors and students), Perceived tension (Stress, Anxiety and Fear), Personal and professional development (Learning more steadily, Paying attention to the spiritual dimension of care, Increasing interest in the profession, More knowledge, greater Self Confidence). Conclusion. The results of this study showed that nursing students have desirable and undesirable experiences in clinical education in the process of training, which must be addressed with proper planning for reduce the students' problems in the clinical education of future nurses.(AU)

Objetivo. Comprender las experiencias de los estudiantes de enfermería en la educación clínica. Métodos. Se realizó un estudio cualitativo en el cual se utilizó el análisis de contenido. Los datos se recolectaron mediante entrevistas en grupos focales con 16 estudiantes de pregrado de dos escuelas de enfermería de carácter público de las ciudades de Shiraz y Fasa (Irán). Los participantes se seleccionaron por muestreo intencional. El análisis de datos se realizó de acuerdo con la técnica de análisis de contenido. Resultados. De este estudio surgieron cinco categorías: Interrupción entre la teoría y la práctica (diferencia entre conocimiento teórico y el entrenamiento clínico, incapacidad para usar el conocimiento teórico en la práctica, rutinas), Comunicaciones inestables (comportamientos inapropiados, apoyo deficiente de enfermeras, instructores y otros cuidadores), Planificación inadecuada (pérdida de tiempo para los estudiantes en las prácticas clínicas, preparación inadecuada de instructores y estudiantes), Tensión percibida (estrés, ansiedad y miedo), Desarrollo personal y profesional (aprendizaje más constante, atención a la dimensión espiritual del cuidado, aumento del interés por la profesión, aumento de conocimiento y mayor autoconfianza). Conclusión. Los resultados de este estudio mostraron que los estudiantes de enfermería tienen experiencias deseables e indeseables en la práctica clínica durante el proceso de formación, las cuales deben ser tenidos en cuenta con una planificación adecuada con el fin de reducir los problemas en la educación clínica de los futuros enfermeros. (AU)

Objetivo. Compreender as experiências dos estudantes de enfermagem na educação clínica. Métodos. Se realizou um estudo qualitativo utilizando análise de conteúdo. Os dados foram recolhidos mediante entrevistas nos grupos focais com 16 estudantes de graduação de duas escolas de enfermagem de carácter público das cidades de Shiraz e Fasa (Irão). Os participantes foram selecionados por amostragem intencional. A análise de dados se realizou de acordo com a técnica de análise de conteúdo. Resultados. Deste estudo surgiram cinco categorias: Interrupção entre a teoria e a prática (diferença entre conhecimento teórico e o treinamento clínico, incapacidadepara usar o conhecimento teórico na prática, rotinas), Comunicações instáveis (comportamentos inapropriados, apoio deficiente de enfermeiras, instrutores e outros cuidadores), Planificação inadequada (perda de tempo para os estudantes nas práticas clínicas, preparação inadequada de instrutores e estudantes), Tensão percebida (estresse, ansiedade e medo), Desenvolvimento pessoal e profissional (aprendizagem mais constante, atenção à dimensão espiritual do cuidado, aumento do interesse pela profissão, aumento de conhecimento e maior autoconfiança). Conclusão. Os resultados deste estudo mostraram que os estudantes de enfermagem tem experiências desejáveis e indesejáveis na prática clínica durante o processo deformação, os quais devem ser tidos em conta com uma planificação adequada com o fim de reduzir os problemas na educação clínica dos futuros enfermeiros. (AU)

An interdisciplinary summer school in medical education, medical ethics, creativity and management.

The most important mission of a university is training students for their job roles.. Owing to the urgent need for general education of students, and curriculum overload during ordinary semesters, particularly at medical schools, it is necessary to plan some intensive courses to present the required topics to students. In this connection, the purpose of the present study was to evaluate the success rate of Shiraz first interdisciplinary summer school in achieving its educational objectives. The topics were divided into four general categories: medical education, medical ethics, management, and creativity with some subcategories for each topic. Totally, there were 83 specific topics discussed. 50 hours were devoted to the medical education topics, 26 hours to ethics, 24 hours to management and 10 hours to creativity. Different teaching methods such as lecturing, small group, problem-based learning were employed. A 360 degree assessment (multisource feedback) was used for assessing the students’ viewpoints, lecturers, and EDC (Education Development Center) faculty members. The rate of achieving the objectives was evaluated through a final test, submission of a project, supervision of group activities and the students’ self-assessment. A total of 63 students from 13 universities in Iran participated in this program. Regarding the education sufficiency, the students ranked medical education first, followed by creativity, management and medical ethics, respectively. The results of 360 degree assessment showed that more than 90% of the participants evaluated the program as very good or excellent. In addition, in an overall evaluation of the program in which the participants rated the program from zero to twenty, the mean was found to be 18.97 with a standard deviation of 1.18. Due to the magnitude of new developments in the world and the efficacy of this program, similar programs are recommended. It is now necessary that (EDC’s) all over the country employ experienced manpower and required resources.