El pase de visita: elemento integrador de la educación en el trabajo en el área clínica / The teaching and clinical ward grand round like integrative element of the education at work in the clinical cycle of the medical studies

La Educación en el Trabajo, la forma de enseñanza más importante en el ciclo clínico, desarrolla no solo el conocimiento científico, sino el método clínico y habilidades, hábitos propios de la profesión, donde se inserta la adquisición de valores que demanda la formación del profesional en la sociedad cubana. Dentro de esta forma de organización de la enseñanza, se ubica el pase de visita docente asistencial, el cual constituye una actividad exclusiva de la Educación Médica Superior que tiene como requisito el logro de los objetivos docentes y asistenciales, a través de su objetivo general consistente en reafirmar la formación ideológica del educando en su concepción humanista y política, y un objetivo específico en el estudio de cada paciente. El profesor, como máximo responsable, debe tener un profundo rigor y nivel científico e ideológico (AU).

Education at work, the most important teaching form in the clinical cycle, develops not only the scientific knowledge, but also the clinical method and skills, habits that are proper of the profession, where the acquisition of values demanded by the professional´s training in Cuban society is inserted. The teaching care ward round is among this organizational form of teaching, being an activity that is exclusive of the Medical Education. It has the aim of reaching the teaching and health care objectives through its general objective that is reaffirming the student´s ideological formation in its humanistic and politic formation, and a specific objective in each patient´s study. The teacher, like the maximum responsible, should have a deep thoroughness and high scientific and ideological level (AU).

Factors Associated With Stress Among Second Year Student Nurses During Clinical Training in Jamaica.

The aim of this study is to determine the levels of stress among students in the Jamaican clinical setting and describe the perceived contributing factors to this stress. This cross-sectional study of 106secondyear students enrolled at 2 schools of nursing in Jamaica used a 30-item self-administered questionnaire to gather data on levels of stress and contributing factors. Participants were asked to rate the levels of stress experienced (scale: 0-5, where 5 was highest). Data were analyzed using Statistical Package for the Social Sciences® Version 19 for Windows®. The response rate was 98% (106/108), and 97.2% were females. The average age of respondents was 23.16 ± 9.01years. The majority of participants were single (78.3%) and resident in Kingston and St. Andrew (61.3%). The level of stress experienced in the clinical setting was rated 3.48 ± 1.3/5; financial difficulties (3.17 ± 1.6/5) and interactions with unit staff (3.15 ± 1.4/5) were rated the greatest contributors to stress. Students experienced fear of harming the patient (50%), and only 24% expressed consistent confidence. Except for the interactions with preceptors (P < .05), there were no differences in levels of stress between schools. Students enrolled at 2 nursing schools experienced moderately high levels of stress in the clinical environment. Financial concerns and interaction with ward staff were significant sources of stress. Collaborative strategies to address stress in the clinical areas are imperative.