Perceptions of graduates on the development of clinical competence in nursing training

Authors

DOI:

https://doi.org/10.33448/rsd-v10i9.17561

Keywords:

Nursing education; Teaching; Clinical Competency; Nursing

Abstract

Descriptive, exploratory study with a qualitative approach, which aimed to understand the perception of nursing graduates about the development of clinical competence during graduation, and how they perceive themselves able to exercise it as nurses. The results were presented based on three main themes: 1) Constituent elements of clinical competence and its development during the graduation; 2) Dichotomies in the teaching-learning process and implications for the development of clinical competence; and 3) Teacher-Student Interaction in the development of clinical competence. Discussions of the themes focused on the need for articulation between theory and practice through the early insertion of students in practical scenarios, the importance of supervised internships and their power for the mobilization of knowledge and the impacts of interpersonal interactions and evaluation processes for the development of clinical competence in nursing students. The study made it possible to understand the pressing need for educational institutions to think about the training of students integrated with practical scenarios, by highlighting the importance of bringing the student closer to the nurse assistance. In the training process, students see the teacher and preceptor as a reference to be mimicked, and for that, they need the relationship to be permeated by respect, encouragement and empathy.

Author Biographies

Adriana Freitas de Almeida Finger, Universidade Federal de Mato Grosso

Departamento de enfermagem

Andreia Correia de Souza Cioffi , Universidade Federal de Mato Grosso

Departamento de enfermagem 

Juarez Coimbra Ormonde Junior , Universidade Federal de Mato Grosso

Departamente de enfermagem

Luciana Portes de Souza Lima, Universidade Federal de Mato Grosso

Departamento de enfermagem

Gimerson Erick Ferreira, Universidade Federal de Mato Grosso

Departamento de enfermagem

Mara Regina Rosa Ribeiro, Universidade Federal de Mato Grosso

Departamento de enfermagem

References

Abreu, W. C. (2007). Formação e aprendizagem em contexto clínico. Fundamentos, teorias e considerações didácticas. Coimbra, Formação e Saúde.

Almeida, V. L. M., Alves, V. H., Rodrigues, D. P., Marchiori, G. R. S., Dulfe, P. A. M., & Vieira, B. D. G., et al. (2020). Theoretical-practical teaching in Nursing in women's health: an experience report. Research, Society and Development, 9(9), 1-14.

Benner, P. (1984). From novice to expert: Excellence and Power in Clinical Nursing Practice. New York, Addison Wesley Publishing.

BRASIL. (2001). Resolução CNE/CES Nº 3, de 7 de novembro de 2001. Brasília: Conselho Nacional de Educação.

Braun, V., & Clarke, V. (2008). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597.

Esteves, L. S. F., Cunha, I. C. K. O., Bohomol, E., & Negri, E. C. (2018). Supervised internship in undergraduate education in nursing: integrative review. Revista Brasileira de Enfermagem, 71(supl 4), 1740-1750.

Esteves, L. S. F., Cunha, I. C. K. O., Bohomol, E., & Santos, M. R. (2019). Clinical supervision and preceptorship/tutorship: contributions to the Supervised Curricular Internship in Nursing Education. Revista Brasileira de Enfermagem, 72(6), 1730-1735.

Leal, L. A., Soares, M. I., Silva, B. R, Bernardes, A., & Camelo, S. H. H. (2018). Clinical and management skills for hospital nurses: perspective of nursing university students. Revista Brasileira de Enfermagem, 71(Supl 4), 1514-1521.

Lüdke, M., Almeida, E. B., & Silva, A. L. B. (2017). Contribuciones de la Etapa Supervisada para la Formación de la Identidad Profesional de las enfermeras. Cultura de los Cuidados, 21(48), 131-139.

Martínez-Momblán, M. A., Colina-Torralva, J., De la Cueva-Ariza, L., Guix-Comellas, E. M., Romero-García, M., & Delgado-Hito, P. (2020). Analysis of the evolution of competences in the clinical practice of the nursing degree. Revista Latino-Americana de Enfermagem, 28:e3231, 1-8.

Minayo, M. C. S. (2017). Amostragem e saturação em pesquisa qualitativa: consensos e controvérsias. Revista Pesquisa Qualitativa, 5(7), 1-12.

Mueller, G., Mylonas, D., & Schumacher, P. (2018). Quality assurance of the clinical learning environment in Austria: Construct validity of the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T scale). Nurse Education Today, 66, 158-65.

Nocerino, R., & Chiarini, M. (2018). The concept of professional identity in nursing students and practitioners: a research protocol of a cross-sectional study. Senses and Sciences, 5(4), 641-648.

Pantoja, C. C., & Poblete, C. C. (2017). “Prácticas Clínicas”: Reflexiones personales a lo largo del caminho. RIECS, 2(1), 28-3.

Progianti, J. M., Souza, M. N., Oliveira, E. B., Rodrigues, F. A. B., Prata, J. A., & Vargens, O. M. C. (2019). Suffering and pleasure experiences of nursing undergraduate students in maternity. Revista de enfermagem da UERJ, 27:e39620, 1-7.

Rocha, E. N., Mantovani, M. F., Silva, A. T. M., Hereibi, M. J., Viante, W. J. M., & Kwiatkoski, D. R. (2019). Nursing students’ perception of clinical competences. REME – Rev Min Enferm, 23:e-1179, 1-6.

Sadeghi, A., Oshvandi, K., & Moradi, Y. (2019). Explaining the inhibitory characteristics of clinical instructors in the process of developing clinical competence of nursing students: a qualitative study. Journal of Family Medicine Primary Care, 8(5), 1664-1670.

Souza, V. R., Marziale, M. H., Silva, G. T., & Nascimento, P. L. (2021). Tradução e validação para a língua portuguesa e avaliação do guia COREQ. Acta Paulista de Enfermagem, 34:eAPE02631, 1-9.

Unsworth, J., Melling, A., & Porteous, D. (2020). Developing an integrated approach to the assessment of student nurse competence using the Total Client Care (TCC) assessment tool. Nurse Education in Practice, 44, 1-6.

Vreugdenhil, J., & Spek, B. (2018). Development and validation of Dutch version of Lasater Clinical Judgment Rubric in hospital practice: An instrument design study. Nurse Education Today, 62, 43-51.

Published

23/07/2021

How to Cite

FINGER, A. F. de A.; CIOFFI , A. C. de S.; ORMONDE JUNIOR , J. C.; LIMA, L. P. de S.; FERREIRA, G. E.; RIBEIRO, M. R. R. Perceptions of graduates on the development of clinical competence in nursing training. Research, Society and Development, [S. l.], v. 10, n. 9, p. e14610917561, 2021. DOI: 10.33448/rsd-v10i9.17561. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/17561. Acesso em: 26 sep. 2021.

Issue

Section

Health Sciences