Vivencia Del Rol Docente Clínico De Enfermeras De Hospitales Del Sur De Chile

Sepúlveda, Juan Mansilla; Moya, Alejandra Ricouz

doi:10.4067/s0717-95532016000100009

Cited by 4 publications

(3 citation statements)

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“…These difficulties, for example, emerge from the greater amount of autonomous work. Therefore, these findings are similar to those found by some authors who observed that, although students valued the new methodologies used in higher education, they prefer a more traditional education system in the first years because of their experience in secondary education (Vollrath, Angelo, & Muñoz, 2011;Macilla & Ricouz, 2016). Students' accounts also showed that teachers continued using the same teaching methodologies from the previous curriculum, rather than the new ones from the competency-based curriculum.…”

Section: Discussionsupporting

confidence: 78%

Nursing students’ experiences of change: from a traditional curriculum to a competency-based curriculum

et al. 2017

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Experiencias de estudiantes de enfermería frente al cambio: desde un currículo tradicional a uno por competencias Experiências de estudantes de enfermagem frente à mudança: desde um currículo tradicional a um por competências Margarita Poblete Troncoso*; Carmen Gloria Cofre Gonzalez**; Verónica Teresa Guerra Guerrero***; Carmen Gloria Miño Gonzalez****; Paula Anrea Ceballos Vasquez*****; Ana Verónica Jara Rojas****** Abstract Background: In the past decade, nursing education has initiated important curricular changes based on competency training. The discipline faces the challenge of defining the most relevant competencies for students to acquire. Objective: To understand the experiences of students from the Catholic University of the Maule, Chile about competency-based education. Methodology: A qualitative, descriptive and interpretative study was conducted. A total of 17 semi-structured interviews were performed. Van Manen's holistic approach was used in the analysis. Results: The emergent themes were feelings experienced regarding curricular innovation; the difficult implementation of competencies; the profound changes; and a good teaching. Conclusion:The study allowed us to understand the meaning of curricular innovation from the students' perspective and provided relevant information for curricular redesign. It allowed us to reflect on the teaching/learning process of competency-based curricula in Latin-America.

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Section: Discussionsupporting

confidence: 78%

Nursing students’ experiences of change: from a traditional curriculum to a competency-based curriculum

et al. 2017

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“…In relation to the findings of this study, it is possible to indicate that within the personal characteristics that a nurse must have to care with cultural relevance is empathy, since they must be able to place themselves in the place of the "other migrant", which comes in search of better living conditions, is part of the humanized sense that a health professional must possess and practice. In relation to this, it is argued that today one of the axes of the paradigm shift in the behavior of health professionals is linked to the need to move towards more humanizing care with patients (16) . Without forgetting that care is essentially qualitative: the nurse observes, listens, feels, smells; that is, he/she works with the senses and emotions of the world of life (17) .…”

Section: Discussionmentioning

confidence: 99%

Personal and professional characteristics of the primary care nurse in the cultural care of migrant populations

González

Sepúlveda

2021

Rev. Gaúcha Enferm.

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Objective To analyze the personal and professional characteristics perceived by primary nurses from a province located in the Maule region, Chile, regarding care with cultural relevance of the migrant person. Method Qualitative paradigm with an instrumental case study design, participated 9 professionals from 3 Family Health Centers, meeting inclusion criteria. The article is part of the doctoral thesis work and has the approval of the Scientific Ethics Committee of the Universidad Católica Del Maule. Data collection was through in-depth semi-structured interviews, between January and February 2020. The analysis was carried out from Albert Schütz’s sociophenomenology with hermeneutical components. Results Empathy and cultural knowledge stand out as personal characteristics and in the professional area, comprehensive knowledge, and care. Final considerations Caring with cultural relevance is a challenge for nursing, training in cultural competence is required and continue researching on the subject.

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“…Por otro lado, la principal fuente de conocimiento profesional para las formadoras expertas lo constituye la propia experiencia en cada área de desempeño, reflejando la relevancia del conocimiento práctico, consecuencia de la imbricación entre las experiencias y los conocimientos actuales del formador (Mansilla Sepúlveda & Ricouz Moya, 2016). Vinculado a esto, se ha corroborado en el estudio que el perfeccionamiento en las esferas propias de la profesión clínica, si bien es considerado valioso, la realización de procesos formales de formación docente no ocupa espacios relevantes en el desarrollo pedagógico de las tutoras ni mentoras de enfermería (McCloughen, O' Brien & Jackson, 2011). Esto se articula con lo que señalan algunos autores en relación a que los buenos profesores toman decisiones a partir de procesos implícitos y subjetivos de interpretación intuitiva (Atkinson & Claxton, 2002).…”

Section: Discusión Y Conclusionesunclassified

Recorrido de un buen formador de enfermería. La mirada de sus protagonistas

Parra

Moya

Faúndez-Aedo

et al. 2019

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Good educators are vital as referents in the education process for novice nurse teachers and nursing students. Objective: To explore transcendental aspects for the educational performance of the good trainers in nursing, from their own perspectives and in spheres related to their personal and professional history. Methods: Qualitative research, case study methodology. To identify the best nursing educators, students and teachers of two University Nursing Schools were consulted in Barcelona. Professor's diary, interviews and participant observations were used. Criteria of scientific rigor were applied. Informed consent and an identification system were used, ensuring confidentiality and anonymity. Results: The influence of models as parents and clinical teachers, the value of the teacher-student relationship, the pedagogical intuition and the relevance of the clinical practice scenario were described as transcendental for their performance.

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Vivencia Del Rol Docente Clínico De Enfermeras De Hospitales Del Sur De Chile

Cited by 4 publications

References 0 publications

Nursing students’ experiences of change: from a traditional curriculum to a competency-based curriculum

Nursing students’ experiences of change: from a traditional curriculum to a competency-based curriculum

Personal and professional characteristics of the primary care nurse in the cultural care of migrant populations

Recorrido de un buen formador de enfermería. La mirada de sus protagonistas

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