ABSTRACT
Introducción. El cuerpo teórico y filosófico de enfermería es complejo; existen un gran número de teorías enfermeras, algunas de difícil comprensión, por lo que habitualmente su aplicación práctica se ve restringida. Objetivo. Identificar el modelo teórico de enfermería que los estudiantes dicen utilizar durante las prácticas clínicas, la motivación para su elección, y la escuela universitaria donde estaban cursando sus estudios. Sujetos y métodos. Estudio descriptivo en el que participaron 105 estudiantes (de una población total de 108) que realizaban prácticas de enfermería en el hospital durante el curso 2006-2007. La variables de estudio fueron los modelos teóricos enfermeros, las razones de la elección y variables sociodemográficas. La recogida de datos se llevo a cabo mediante un cuestionario cumplimentado durante su experiencia clínica. El análisis de los datos se realizó mediante un análisis temático de texto, categorizando para crear finalmente un marco explicativo. Resultados y conclusiones. El modelo elegido es principalmente el de Virginia Henderson. Las motivaciones para la elección, según los estudiantes, son su uso en la enseñanza universitaria y la facilidad de ejecución del modelo. Se evidenció confusión entre los términos modelo conceptual y/o teórico y metodología enfermera (AU)
Introduction. The theoretical and philosophical nursing is complex, there are a large number of nursing theories, some difficult to understand, because this usually its practical application is restricted. Aim. To identify the theoretical model of nursing students say they use in clinical practice, the motivation for their choice, and school where they were pursuing their studies. Subjects and methods. Descriptive study. Participants were 105 students doing school practice during the academic year 2006-2007 (of a total population of 108 students). The study variables were the nursing models and theories, the reasons for the choice and demographic variables. Data collection was conducted through a questionnaire completed during their clinical experience. The analysis of data using a thematic analysis of text, categorizing to finally create an explanatory framework. Results and conclusions. The model chosen is mainly that of Virginia Henderson. The motivations for the election as students are used in university education and ease of implementation of the model. It was evident confusion between the terms related to nursing model and methodology (AU)
Subject(s)
Humans , Models, Nursing , Education, Nursing/methods , Models, Theoretical , Students, Nursing , Motivation , Choice BehaviorABSTRACT
Objetivo: indagar la percepción de los profesionales y de los estudiantesde Enfermería en relación al uso en la práctica de los modelos y teoríasde Enfermería.Material y método: estudio descriptivo transversal. La muestra estuvo formadapor los profesionales asistenciales y estudiantes matriculados en lasescuelas que realizan prácticas clínicas en la Corporación Sanitaria delParc Taulí durante 2006/2007.Resultados: el modelo aprendido durante la formación es Henderson enambos grupos. En cuanto al uso del modelo en la práctica asistencial,los estudiantes usaban modelos en un 62% mientras lo hacían el 23%de los profesionales. Referente a si se identificaban con el modelo conel que atendían a las personas, los estudiantes dijeron sí en un 88% y losprofesionales en un 83%.Conclusiones: ambos grupos muestran una gran variabilidad y confusiónen algunos conceptos. El uso de un modelo o teoría en la formaciónno condiciona a identificarse con los conceptos de la autora estudiada.El metaparadigma enfermero no se nutre de un sólo modelo (AU)
Objective: to gain deeper knowledge on the perception that professionalsand nursing students have regarding the practical use of Nursingmodels and theories.Material and method: cross-sectional, descriptive study. The sample wascomprised of healthcare professionals and students enrolled in the schoolsthat carried out clinical practice sessions in the Parc Taulí Health Corporationduring 2006/2007.Results: The model learned during the training period was the Hendersonmodel in both groups. In regards to the use of the model in healthcarepractice, 62% of students and 23% of professionals claimed that theyused the models. In terms of whether they identified with the care modelused, 88% of students and 83% of professionals responded affirmatively.Conclusions: both groups showed high variability and confusion in certainconcepts. The use of a certain model or theory during training doesnot necessarily lead to identification with the studied authors concepts.The nursing meta-paradigm is not shaped by one exclusive model (AU)
Subject(s)
Models, Nursing , Nursing Care/trends , Professional Practice/trends , Nursing Theory , Education, Nursing/trends , Surveys and QuestionnairesABSTRACT
The emerging conceptualization of the teaching-learning process brings with it a modification in the teaching role of a university professor. To think of the function of a tutor-professor from a complex perspective will help professors to develop underneath this paradigm, facilitating the construction of thinking in integrated networks having different types of knowledge which substitute fragmented and lineal knowledge characteristic to positivist thinking. From a complex paradigm, learning acquires a new sense. The complex viewpoint is rich in matrixes, complacent with diversity capable to integrate difficulties. The final objective of teaching is to accompany a student as he/she discovers and interprets reality. The most important function of a tutor is to permit a student to construct himself/herself by means of reflexive dialogue with the student's own learning experience. The tutor's role should enable a student to make use of his/her own speech, offering secure places where a student can find his/her appropriate spot, and where the pressure of an exam becomes more a stimulus to learn than a difficulty for his/her development.
