A teaching role practicum during the COVID-19 for final year nursing students in Spain: A qualitative study
Background: Due to the COVID-19 pandemic, suspension of face-to-face learning and clinical placements for nursing students in Spain led us to expand and adapt clinical training to a teaching role. Final-year nursing students conducted an online clinical training focused on developing their health ed...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:20.500.12328/4592 |
| Acceso en línea: | http://hdl.handle.net/20.500.12328/4592 https://dx.doi.org/10.1016/j.profnurs.2022.06.005 |
| Access Level: | acceso abierto |
| Palabra clave: | COVID-19 Estudiants d'infermeria Pràctica clínica Currículums d'infermeria Funció docent Revistes reflexives Anàlisi qualitativa Estudiantes de enfermería Práctica clínica Currículos de enfermería Rol docente Diarios reflexivos Análisis cualitativo Nursing students Clinical practice Nursing curricula Teaching role Reflective journals Qualitative analysis 61 |
| Sumario: | Background: Due to the COVID-19 pandemic, suspension of face-to-face learning and clinical placements for nursing students in Spain led us to expand and adapt clinical training to a teaching role. Final-year nursing students conducted an online clinical training focused on developing their health education competence. Purpose: The aim of this study was to explore the experiences of final-year nursing students who completed their clinical training in a teaching role practicum during the pandemic outbreak (March–June 2020). Method: A qualitative content analysis of reflective journals from eighteen final-year nursing students was conducted. Findings: Three themes were revealed: 1) An array of emotions due to not being able to complete their final clinical placement and deciding not to join the nursing workforce; 2) Perceived benefits of a teaching role such as being able to help, contributing to knowledge, acquiring competence, and learning support and companionship; and 3) Recognizing the teaching role as fundamental to the nursing profession and becoming aware of the importance of scientific evidence in clinical practice. Discussion: Nursing students appreciated how teaching and health education are an integral part of the nurse's role. A teaching role allowed final-year students to acquire competence in a key nursing role during the pandemic outbreak providing a good practice for nursing education. |
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