Participación de las enfermeras clínicas en la formación práctica de estudiantes de Grado en Enfermería

  1. Águeda Cervera-Gasch
  2. Víctor M. Gonzalez-Chorda
  3. Desirée Mena-Tudela
  4. Pablo Salas-Medina
  5. Ana Folch-Ayora
  6. Loreto Macia-Soler
Journal:
Enfermería clínica

ISSN: 1130-8621

Year of publication: 2018

Volume: 28

Issue: 3

Pages: 171-178

Type: Article

DOI: 10.1016/J.ENFCLI.2017.11.003 DIALNET GOOGLE SCHOLAR

More publications in: Enfermería clínica

Abstract

Objective To evaluate the level of participation of clinical nurses from Castellón where Universitat JaumeI nursing students do their clinical clerkship. To identify the variables that may influence clinical nurses’ participation in students’ clinical mentorship. Method This observational, cross-sectional and descriptive study was conducted by applying the validated Involvement, Motivation, Satisfaction, Obstacles and Commitment (IMSOC) questionnaire. The variables collected were: age, work environment and previous training. The study was conducted between January and December 2014. Results The sample included 117 nurses. The overall mean questionnaire score was 122.838 (standard deviation: ±18.692; interquartile range 95%: 119.415-126.26). The variable “previous training for mentorship students” was statistically significant in the overall score and for all dimensions (P<.05). Primary care nurses obtained better scores in the dimension Implication than professionals working at other care levels. Conclusions The level of participation of the clinical nurses from Castellón is adequate. The previous training that professionals receive for mentoring students improves both their level of participation and primary care level. Extending this research to other national and international environments is recommended.

Bibliographic References

  • Espacio Europeo de Educación Superior. EEES [consultado 13 Oct 2016]. Disponible en: http://ww17.eees.com.
  • Carrasco Asenjo, M., Antón Nardiz, M.V., Sepúlveda Barahona, C., Bartolomé del Álamo, C., Guía del Tutor de Grado de Enfermería. 3.a edición, 2009, Agencia Laín Entralgo, Consejería de Sanidad, Comunidad de Madrid.
  • Cervera-Gasch, A., González-Chordá V.M., Mena-Tudela, D., Salas-Medina, P., Maciá-Soler, M.L., Orts-Cortés, M.I., Satisfaction of clinical nurses with the formation of a university tutorial program. EduRe Journal. International Journal on Advances in Education Research. 1 (2014), 119–131 Disponible en: http://edure.org/EduReJournalVol1N3/EduRe_V1_I3_P9.pdf.
  • Maciá-Soler, M.L., González Chordá V.M., Salas Medina, P., Mena Tudela, D., Cervera Gasch, A., Orts Cortés, M.I., Level of involvement of clinical nurses in the evaluation of competence of nursing students. Invest Educ Enferm. 32 (2014), 461–470, 10.1590/S0120-53072014000300011.
  • Bland, M., Oakley, D., Earl, B., Lichtwark, S., Examining the barriers to RN transition for students on competency assessment programmes. Nurs N Z. 17 (2011), 18–21.
  • Jokelainen, M., Turunen, H., Tossavainen, K., Jamookeeah, D., Coco, K., A systematic review of mentoring nursing students in clinical placements. J Clin Nurs. 20 (2011), 2854–2867, 10.1111/j.1365-2702.2010.03571.x.
  • Edo-Gual, M., Tomás-Sábado, J., Bardallo-Porras, D., Monforte-Royo, C., The impact of death and dying on nursing students: An explanatory model. J Clin Nurs. 23 (2014), 3501–3512, 10.1111/jocn.12602.
  • Maciá Soler, L., Enfermería, una etapa más. Enferm Clin. 24 (2014), 267–268, 10.1016/j.enfcli.2014.06.006.
  • Directiva 2013/55/UE del Parlamento Europeo y del Consejo, de 20 de noviembre de 2013 [consultado 25 Sep 2015]. Disponible en: https://www.boe.es/diario_boe/txt.php?id=DOUE-L-2013-82984.
  • Real Decreto 1027/2011, de 15 de julio, por el que se establece el Marco Español de Cualificaciones para la Educación Superior. Boletín Oficial del Estado, núm 185 (3-08-2011) [consultado 28 Sep 2014]. Disponible en: https://www.boe.es/diario_boe/txt.php?id=BOE-A-2011-13317.
  • Forber, J., DiGiacomo, M., Carter, B., Davidson, P., Phillips, J., Jackson, D., In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review. Nurse Educ Pract. 21 (2016), 83–92, 10.1016/j.nepr.2016.09.007.
  • Cervera-Gasch, A., Macia-Soler, L., Torres-Manrique, B., Mena-Tudela, D., Salas-Medina, P., Orts-Cortes, M.I., et al. Questionnaire to measure the participation of nursing professionals in mentoring students. Invest Educ Enferm. 35 (2017), 182–190, 10.17533/udea.iee.v35n2a07.
  • Wilson-Barnett, J., Butterworth, T., White, E., Twinn, S., Davies, S., Riley, L., Clinical support and the Project 2000 nursing student: Factors influencing this process. J Adv Nurs. 21 (1995), 1152–1158.
  • Dobrowolska, B., McGonagle, I., Kane, R., Jackson, C.S., Kegl, B., Bergin, M., et al. Patterns of clinical mentorship in undergraduate nurse education: A comparative case analysis of eleven EU and non-EU countries. Nurse Educ Today. 36 (2016), 44–52, 10.1016/j.nedt.2015.07.010.
  • Orden Ministerial por la que se dictan directrices para la elaboración de Planes de estudios de las Escuelas Universitarias de Enfermería. Boletín Oficial del Estado 1977 [consultado 20 Jun 2016]. Disponible en: http://www.unideusto.org/tuningeu/images/stories/key_documents/tuningnursingfinal.pdf.
  • Maciá-Soler, L., Orts-Cortés, M.I., Galiana-Sánchez, M.E., Ors-Montenegro, A., Simultaneous implementation of the Bachelor, Masters and PhD degrees in nursing in the Universidad Jaume I, Castellón de la Plana, Spain. Invest Educ Enferm. 31 (2013), 305–314 Disponible en: http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-53072013000200017.
  • Johnson, K.V., Improving adjunct nursing instructors’ knowledge of student assessment in clinical courses. Nurse Educ. 41 (2016), 108–110, 10.1097/NNE. 0000000000000205.
  • Omansky, G.L., Staff nurses’ experiences as preceptors and mentors: an integrative review. J Nurs Manag. 18 (2010), 697–703, 10.1111/j.1365-2834.2010.01145.x.
  • Jokelainen, M., Jamookeeah, D., Tossavainen, K., Turunen, H., Finnish and British mentors’ conceptions of facilitating nursing students’ placement learning and professional development. Nurse Educ Pract. 13 (2013), 61–67, 10.1016/j.nepr.2012.07.008.
  • Skela-Savič B., Kiger, A., Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values at nursing students: A correlational research study. Nurse Educ Today. 35 (2015), 1044–1051, 10.1016/j.nedt.2015.04.003.
  • Chen, Y., Watson, R., Hilton, A., A review of mentorship measurement tools. Nurse Educ Today. 40 (2016), 20–28, 10.1016/j.nedt.2016.01.020.
  • Moseley, L.G., Davies, M., What do mentors find difficult?. J Clin Nurs. 17 (2008), 1627–1634, 10.1111/j.1365-2702.2007.02194.x.
  • Broadbent, M., Moxham, L., Sander, T., Walker, S., Dwyer, T., Supporting bachelor of nursing students within the clinical environment: Perspectives of preceptors. Nurse Educ Pract. 14 (2014), 403–409, 10.1016/j.nepr.2013.12.003.
  • Saarikoski, M., Isoaho, H., Warne, T., Leino-Kilpi, H., The nurse teacher in clinical practice: Developing the new sub-dimension to the Clinical Learning Environment and Supervision (CLES) scale. Int J Nurs Stud. 45 (2008), 1233–1237.
  • Walker, S., Rossi, D., Anastasi, J., Gray-Ganter, G., Tennent, R., Indicators of undergraduate nursing students’ satisfaction with their learning journey: An integrative review. Nurse Educ Today. 43 (2016), 40–48, 10.1016/j.nedt.2016.04.011.
  • Fernández-Sola, C., Granero-Molina, J., Márquez-Membrive, J., Aguilera-Manrique, G., Castro-Sánchez, A.M., Implantación del nuevo modelo de formación práctico-clínica en Andalucía: una evaluación cualitativa en las titulaciones de Enfermería y Fisioterapia. Enferm Clin. 24 (2014), 136–141, 10.1016/j.enfcli.2013.09.004.
  • Palese, A., Basso, F., del Negro, E., Achil, I., Ferraresi, A., Morandini, M., et al. When are night shifts effective for nursing student clinical learning? Findings from a mixed-method study design. Nurse Educ Today. 52 (2017), 15–21, 10.1016/j.nedt.2017.02.005.
  • Madhavanpraphakaran, G.K., Shukri, R.K., Balachandran, S., Preceptors’ perceptions of clinical nursing education. J Contin Educ Nurs. 45 (2014), 28–34, 10.3928/00220124-20131223-04.
  • Webb, C., Shakespeare, P., Judgements about mentoring relationships in nurse education. Nurse Educ Today. 28 (2008), 563–571.
  • Gilmour, J., Strong, A., Chan, H., Hanna, S., Huntington, A., Primary health-care nurses and internet health information-seeking: Access, barriers and quality checks. Int J Nurs Pract. 22 (2016), 53–60, 10.1111/ijn.12361.
Data source: Dialnet