Per accedir als documents amb el text complet, si us plau, seguiu el següent enllaç: http://hdl.handle.net/2445/66319

Theory and practice in the construction of professional identity in nursing students: a qualitative study
Arreciado Marañón, Antonia; Isla Pera, Ma. Pilar (María Pilar)
Universitat de Barcelona
Background: The problem of nurses' professional identity continues to be seen in the disjunction between theoretical training and clinical placements. Moreover, it is not known how nursing students perceive these contradictions or how this discrepancy influences the construction of professional identity. Objective: To gain insight into nursing students' perception of their theoretical and practical training and howthis training influences the process of constructing their professional identity. Design: Qualitative, ethnographic study. Participants/Settings: Third-year nursing students at the l'Escola Universitària d'Infermeria Vall d'Hebron de Barcelona. Methods: Participant observation was conducted in the hospital setting and primary care.Discussion groupswere held. The constant comparativemethodwas used for the analysis. The study adhered to the criteria of credibility, transferability, dependability and confirmability. Results: Students believed that both theoretical and practical trainings were indispensable. Nevertheless, clinical placements were considered essential to confer sense to the theory and to shape their identity, as they helped student nurses to experience their future professional reality and to compare it with what they had been taught in theoretical and academic classes. The role of the clinical placement mentor was essential. With regard to theory, the skills developed in problem-based learning gave novice nurses' confidence to approach the problems of daily practice and newsituations. Equally, this approach taught themto reflect onwhat they did andwhat they were taught and this ability was transferred to the clinical setting. Conclusions: For students, both strategies (theory and practice) are vital to nursing education and the construction of a professional identity, although pride of place is given to clinical placements and mentors. The skills developed with problem-based learning favor active and reflective learning and are transferred to learning in the clinical setting.
Infermeria
Estudiants universitaris
Formació
Aprenentatge
Metodologia
Prestigi professional
Nursing
College students
Training
Learning
Methodology
Occupational prestige
(c) Churchill Livingstone, 2015
Article
info:eu-repo/semantics/acceptedVersion
Elsevier
         

Mostra el registre complet del document

Documents relacionats

Altres documents del mateix autor/a

Adamuz, Jordi; Viasus, Diego; Simonetti, Antonella; Jiménez Martínez, Emilio; Molero, Lorena; González Samartino, Maribel; Castillo, Elena; Juvé Udina, Eulàlia; Alcocer, María-Jesús; Hernández Carme; Buera, María Pilar; Roel Fernández, Asunción; Abad, Emilia; Zabalegui Yárnoz, Adelaida; Ricart, Pilar; González, Anna; Isla Pera, Ma. Pilar (María Pilar); Dorca i Sargatal, Jordi; Garcia Vidal, Carolina; Carratalà, Jordi
López Matheu, Carme; Francés Ribera, Lidia; Isla Pera, Ma. Pilar (María Pilar); Rigol Cuadra, Assumpta; Sánchez Zaplana, Isabel; Bestard Camps, Joan
Isla Pera, Ma. Pilar (María Pilar); Palacín Lois, Maria; López Matheu, Carme; Honrubia Pérez, María; Gómez Rodriguez, Ana María; Armengol Camps, Eulalia; Sánchez Villalba, Carmen; Insa Soria, Roser; Rigol Cuadra, Assumpta; Marre, Diana