Resumo

RIVERA ALVAREZ, Luz Nelly  e  MEDINA MOYA, José Luís. PRACTICUM: AXIS TRAINER OF REFLECTIVE PRACTICE IN NURSING. Hacia promoc. Salud [online]. 2017, vol.22, n.1, pp.70-83. ISSN 0121-7577.  https://doi.org/10.17151/hpsal.2017.22.1.6.

Objective: To characterize the role of contextualization pedagogies in clinical training and describe some teaching strategies that promote reflective practice nursing student in their practice. Materials and Methods: Qualitative research, ethnographic, developed in the framework of the Practicum II hospital stays II clinical course and clinical training of eleven nursing students in a Hospital of Barcelona (Spain) between 2011 and 2012. The data were collected through participant observation and non-participant, informal discussion, in-depth interview and written materials. For the analysis, the method of constant comparisons of Glaser and Strauss was used. Results: Emerged qualitative axes as pedagogies of contextualization and teaching strategies that promote the development of reasoning and clinical judgment and planning nursing care in the practice of clinical mentoring, there are some teaching strategies as reflective dialogue are evident and didactic question, with which the students verbalize the reasons for their actions, avoiding mechanical actions. Conclusion: Contextualization pedagogies employed by clinical nurses favor the development of clinical reasoning and judgment, leading the student to develop a sense of saliency.

Palavras-chave : Research in nursing education; nursing students; teaching; clinical competence; qualitative research.

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