The Student-Nurse Pedagogical Relationship: A Hermeneutic-Phenomenological Study

Álvarez, Luz Nelly Rivera; Medina, José Luís

doi:10.1590/0104-07072017000560016

Cited by 5 publications

(7 citation statements)

References 10 publications

(18 reference statements)

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“…These values increase students' self-confidence, provide a satisfying learning experience, and facilitate an independent and supportive relationship. 7,[35][36][37][38] Also, students unconsciously take the unwritten rules and culture of the profession in this way and then internalize them through self-reflection. Eventually, students will be able to develop appropriate professional behaviors by socializing in the professional community.…”

Section: Nspbs Totalmentioning

confidence: 99%

Relationship between nursing students' perceptions of clinical instructor caring and their professional behaviors

Taylan

Özkan

Çelik

2020

Perspect Psychiatr Care

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Purpose: To examine the relationship between nursing students' perceptions of clinical instructor caring and their professional behaviors.Method: This study used a descriptive and cross-sectional design. The data were analyzed with Pearson's correlation and Linear regression analyses.Results: The professional behaviors of nursing students were found to increase their desire to become a nurse in the future with "instills confidence through caring" and "supportive learning climate" subscales but to decrease their desire to be an academician in the future. Conclusion:As students' perceptions of clinical instructor caring increased, their status of applying professional behaviors was found to increase, as well.

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Section: Nspbs Totalmentioning

confidence: 99%

Relationship between nursing students' perceptions of clinical instructor caring and their professional behaviors

Taylan

Özkan

Çelik

2020

Perspect Psychiatr Care

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“…Monitoring students during their internship, in addition to offering security, training, confidence and providing opportunities for their progress towards their autonomy, enables concrete experiences that permeate abstract theories 10 . With the insertion of the academy in healthcare services, its contribution is expected from reflections linked to work processes, for changes in the daily practice of practices 7 .…”

Section: Discussionmentioning

confidence: 99%

Teaching-Service Integration in Supervised Internship in Nursing: The Perspective of Nursing Supervisors, Professors and Managers

Ramos

Backes

Cogo

et al. 2022

Texto contexto - enferm.

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Objective: to analyze the influence of supervised internship on teaching-service integration from the perspective of internship nursing supervisors, faculty advisors and managers. Method: this is a qualitative descriptive-exploratory, carried out in an undergraduate nursing course at a federal university in the countryside of Rio Grande do Sul, between February and July 2018, with 26 participants: managers, faculty advisors, primary care nursing supervisor and hospital care nursing supervisor. The semi-structured interview was the technique used for data collection, which were analyzed using Content Analysis. Results: in the first category, “influences of supervised internship on healthcare services”, the possibility of mutual transformation for the service and for students was verified, promoting professionals’ learning, sharing new ideas and encouraging nurses in the search for knowledge. However, it was identified students’ lack of interest in carrying out activities and limitations in planning joint actions. In the second category, “teaching-service integration: limitations and possibilities”, it was identified that teaching-service integration is occurring in a fruitful way, while advances are still needed for its realization. The planning of internship actions is not always consistent with the healthcare service’s needs and activities that take place in teaching are not always shared with professionals. Internship was described as a potentiator in effecting integration. Conclusions: developing internship enables the realization of learning, mobilizes the routine of services and professionals, instigating them to change and improving knowledge, promoting healthcare qualification.

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“…Se reconoce que el docente experto genera estrategias motivacionales, ante las cuales el estudiante responde positivamente. Por una parte, les genera confianza para equivocarse lo cual es favorable pues se ha demostrado que una relación pedagógica que ofrece seguridad, empoderamiento, verdad y libertad al estudiante se convierte en una práctica que forma en la autonomía (32). Por otra parte, como se menciona en los hallazgos, los ejercicios de recapitulación son realizados a modo de repaso como parte del proceso de aprendizaje en el aula y se constituyen en procesos de autoevaluación y coevaluación novedosos.…”

Section: Discussionunclassified

El aprendizaje de los estudiantes de enfermería en la interacción con el docente experto

Jaramillo-Vargas

Ossa-Garcés

Carrillo-Pineda

2020

Rev. cienc. cuidad.

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Objetivo: Describir el proceso de aprendizaje de los estudiantes de enfermería en la interacción con el docente experto. Materiales y Métodos: Investigación cualitativa, utilizando herramientas de la etnografía. Se identificó un docente reconocido como docente experto. La recolección de la información se hizo en dos fases. En la primera de realizaron observaciones durante dos clases y 23 entrevistas think aloud a 6 estudiantes. En la segunda fase se realizaron 8 entrevistas a profundidad a seis estudiantes. Se realizó el análisis descriptivo y la categorización en el programa Atlas Ti. Resultados: A Partir de la interacción estudiante-docente emergieron dos categorías que describen el proceso de aprendizaje. La primera es “la interacción entre los estudiantes y el docente experto: un procesos de dos”, que se desarrolla mediante la explicación, las intervenciones espontáneas de los estudiantes y los ejercicios de recapitulación. La segunda trata sobre “los aprendizajes: se quedan para la vida”, los cuales se evidencian en la identificación de las diversas formas de aprender, los aprendizajes para aprender y los aprendizajes implícitos. Conclusiones: El proceso de aprendizaje en la interacción entre el docente experto y los estudiantes es dinámico, flexible y abierto. Es un espacio donde los estudiantes y el docente construyen una relación activa, propositiva y bidireccional que favorece los procesos formativos en Enfermería, haciendo que los estudiantes obtengan aprendizajes significativos.

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The Student-Nurse Pedagogical Relationship: A Hermeneutic-Phenomenological Study

Cited by 5 publications

References 10 publications

Relationship between nursing students' perceptions of clinical instructor caring and their professional behaviors

Relationship between nursing students' perceptions of clinical instructor caring and their professional behaviors

Teaching-Service Integration in Supervised Internship in Nursing: The Perspective of Nursing Supervisors, Professors and Managers

El aprendizaje de los estudiantes de enfermería en la interacción con el docente experto

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