ABSTRACT
ABSTRACT Aim: A methodological type of study was conducted for the purpose of investigating the validity and reliability of the Turkish version of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale of the clinical learning environment of students, clinical nurses, and educators. Methods: Sample was comprised of 602 Turkish nursing students with clinical practice experience at the hospital. The CLES+T, developed by Saarikoski, was used for data collection. Language equivalency, internal consistency, item-total correlation, and structure validity were conducted within the scope of the validity and reliability study on the CLES +T scale. Results: It was determined that item-total correlations of four items were lower than 0.30, and those items were removed from the scale as a result of item analysis. The Cronbach's alpha value of the scale was 0.93-0.99; item total point correlations of the scale varied between 0.45 and 0.66; six factors were identified in the CLES+T factor analysis study, with a total variance explained by these six factors of 64%. Conclusion: According to the findings of the research, the CLES+T Turkish version was found to be a valid and reliable scale, which can be used to evaluate satisfaction of nursing students with their clinical education in Turkey.
RESUMO Objetivo: Um estudo do tipo metodológico foi desenvolvido com o propósito de investigar a validade e a confiabilidade da versão turca da escala de avaliação do Ambiente de Aprendizagem Clínica, Supervisão e Professor de Enfermagem (CLES + T) no ambiente de aprendizagem clínica de estudantes, enfermeiros clínicos e educadores. Métodos: A amostra foi composta por 602 estudantes de enfermagem turcos com experiência na prática clínica hospitalar. O CLES + T, desenvolvido por Saarikoski, foi utilizado para coleta de dados. Equivalência de linguagem, consistência interna, correlação item-total e validade de estrutura foram avaliados no escopo do estudo de validade e confiabilidade na escala CLES + T. Resultados: As correlações item-total de quatro itens foram inferiores a 0,30, e tais itens foram removidos da escala como resultado da análise de itens. O valor alfa de Cronbach da escala foi de 0,93-0,99; as correlações item-total da escala variaram entre 0,45 e 0,66; seis fatores foram identificados na análise fatorial da escala, com uma variância total explicada por esses seis fatores de 64%. Conclusão: De acordo com os resultados da pesquisa, a versão turca do escala CLES+T foi considerada válida e confiável, a qual pode ser usada para avaliar a satisfação de estudantes de enfermagem com sua educação clínica na Turquia.
RESUMEN Objetivo: Se realizó un estudio de tipo metodológico con el fin de investigar la validez y la fiabilidad de la versión turca de la escala de evaluación del entorno de aprendizaje clínico, la supervisión y la enfermera docente (CLES + T) del entorno clínico de aprendizaje de estudiantes, enfermeras clínicas, y docentes. Métodos: La muestra estuvo compuesta por 602 estudiantes de enfermería turcos con experiencia en práctica clínica en el hospital. Se utilizó el CLES + T, desarrollado por Saarikoski, para la recopilación de datos. Se realizaron la equivalencia idiomática, la consistencia interna, la correlación ítem-total y la validez de la estructura dentro del alcance del estudio de validez y confiabilidad en la escala CLES + T. Resultados: se determinó que las correlaciones ítem-total de cuatro ítems eran inferiores a 0.30, y se eliminaron de la escala como resultado del análisis. El valor alfa de Cronbach de la escala fue 0.93-0.99; las correlaciones de puntos totales de los ítems de la escala variaron entre 0.45 y 0.66; se identificaron seis factores en el estudio de análisis del factor CLES + T, con una varianza total explicada por estos seis factores del 64%. Conclusión: según los resultados de la investigación, se encontró que la versión turca de CLES + T era una escala válida y confiable, que se puede utilizar para evaluar la satisfacción de los estudiantes de enfermería con su educación clínica en Turquía.
Subject(s)
Humans , Male , Female , Adult , Students, Nursing , Reproducibility of Results , Job SatisfactionABSTRACT
Introduction: The perceptions and actions of clinical teachers working in hospitals influence their teaching, how their students’ learn and the clinical learning environment. The research question was, “what are the views of clinical teachers in relation to what needs to be changed in the School of Medicine?” Materials and methods: A total of 80 hospital clinical teachers involved in teaching general medicine, obstetrics and genecology, paediatrics, psychiatry, and surgery contributed to this study. The teachers were self-selected and expressed their perceptions in response to an open-ended question, ‘If you could change three things about medical school - what would they be?’ To derive meaning from the open-ended comments the Colaizzi phenomenological method was adapted. Additionally, six items were constructed to allow teachers to rate their level of agreement on key areas of teaching. Results: The clinical teachers’ commentaries indicated that the main themes were in areas of curriculum and selection of students, teaching, service and research commitments, and professional development. The level of agreement data supported the commentaries and showed no differences across the clinical disciplines.Discussion: The findings of this study affirmed the need for further cohesion between the medical programme and the hospitals in terms of directing and integrating the curriculum. It is imperative that non-faculty clinician teachers have allocated time to teach and are rewarded for their work. Teach the teacher initiatives need to be developed to assist clinical teachers in meeting their teaching responsibilities in their hospital settings.
ABSTRACT
Introducción: Durante la implementación del "Modelo de tutoría clínica reflexiva" se integró el autor a la práctica clínica de un grupo de Fundamentos de Enfermería II como tutor clínico del grupo. De esta experiencia surge el análisis que a continuación se presenta, en donde se identifican las características de la relación entre el tutorado y el entorno clínico, la importancia de su integración en la práctica clínica y los factores que intervienen en este proceso. Desarrollo: El entorno clínico es un concepto cuyo potencial no se limita al espacio físico que enmarca las prácticas clínicas de enfermería, sino el contexto en el cual se desarrollan interacciones sociales que permiten el aprendizaje experiencial en la clínica. La integración del alumno al entorno clínico constituye la base del aprendizaje en la práctica. El proceso de integración es complejo y se requiere la colaboración de diversos factores en la práctica para que se concrete. Conclusiones: la integración es un proceso que requiere una mayor atención en la planeación de las practicas clínicas, del logro de este proceso dependerá la generación de aprendizajes reflexivos, el desarrollo de habilidades orientadas al cuidado y la construcción de la identidad profesional de los alumnos.
Introduction: During the implementation of the "Clinical Reflective Tutorship Model" the author was be incorporated to the clinical practice of "nursing fundamentals II" as a clinical tutor of this group. From this experience develop the present analysis that explains the components to the student-clinical environment relationship, the importance to their integration in the clinical practice and the factors that take part in this process. Development: the clinical environment is a concept that means more than the physical space in the educative practices, it's the context where develop social interactions between the practice actors that let the experiencial learning. The integration to the student in the clinical environment constitutes the base to the practical learning. The integration process is difficult and requires the collaboration of several factors in the practices to be completed. Conclusions: the integration is a process that requires more attention in the planning to the clinical practices. The generation of reflective learning, the develop of care skills and the construct to the student`s professional identity depends of the integration process.
Subject(s)
Humans , Male , Female , Learning , Students, Nursing , Teaching Care Integration ServicesABSTRACT
El presente articulo muestra los resultados de la primera fase del proyecto de investigación titulado: Diferenciación en el razonamiento clínico de estudiantes, novatos y expertos en el campo de la rehabilitación humana el cual se desarrolla en la red hospitalaria Méderi, a cargo de los autores del presente documento. Para esta fase se realizó un muestreo intencionado de la categoría razonamiento Clínico cuyos criterios de inclusión para la selección de la muestra fueron: documentos publicados en diferentes épocas, revisión de publicaciones en revistas indexadas de las bases de datos Sciencie Direct, Ovid, Medline y libros publicados que contuvieran temas relacionados con el objeto de esta revisión a nivel local, nacional e internacional. El total de la muestra fue de 80 documentos, de los cuales 15 corresponden a capítulos de libro y 60 a artículos de revista. Todos los documentos fueron revisados y analizados sistemáticamente a través de la estrategia de reseñas críticas. Posteriormente se realizó el cotejo de la información, mediante el análisis narrativo de contenido, lo que permitió identificar los significados comprendidos en la muestra.
This paper shows the results of the first phase of the research project entitled "Differentiation in the clinical reasoning of students, beginners and experts in the field of human rehabilitation," which takes place in the Méderi hospital network, conducted by the authors of this paper. For this phase we sampled more intentional "Clinical reasoning" whose inclusion criteria for the selection of the sample were: documents published at different times, review of publications in journals indexed in Science Direct database, Ovid, Medline and books containing themes related to the subject of this review locally, nationally and internationally. The total sample consisted of 80 documents, of which 15 correspond to book chapters and 60 journal articles. All documents were reviewed and analyzed systematically through the strategy of critical reviews. Finally, we reviewed all the collected information through the narrative content analysis, which identified the meanings in the sample.
Subject(s)
Adult , Rehabilitation , Research , Sampling StudiesABSTRACT
This study aimed to detect the presence of enterococci in the root canals of untreated and treated teeth with periapical disease and to compare this to their presence in the saliva and in the immediate surgical environment during root canal treatment. Using an aseptic technique, 33 samples were obtained from 27 untreated and 6 previously treated teeth associated with apical periodontitis. Reduced Transport Fluid (RTF) was used as transport medium. Saliva samples and areas in the surgical environment were also sampled. These were performed prior to chemo-mechanical debrjdement and obturation for every case. The saliva was diluted to 10- J and was plated on Bile Aesculin Azide (BEA) agar whereas the rest of the samples were plated on Bile Aesculin (BE) agar. These plates were then incubated aerobically at 37°C for 48 hours. All the colony types that blackened the agar were sub-cultured to obtain pure isolates and tested on 6.5% sodium chloride (NaCI). Growth on this medium was Gram stained for further confirmation of cell morphology. Gram positive cocci isolated from previous positive test were identified as enterococci. Enterococci were recovered from untreated cases only; from 2 teeth (in 2 patients) prior to chemo-mechanical debridement, from 3 teeth (in 3 patients) prior to obturation and I from saliva sample. A 'total of 5 samples from 5 different patients were positive for enteroco·cci. Sampling in the immediate surgical environment revealed a low occurence in the range of3.0% (1/33) to 15_2% (5/33). In conclusion, the occurence of enterococci in patients and the immediate surgical environment was low number.