Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses

Background: The Bachelor Thesis (BT) offers a pivotal opportunity for nursing students to develop and consolidate essential competencies. Investigating the teaching-learning process is critical to enhancing BT’s educational and clinical relevance. Aim To: explore the teaching-learning experiences of...

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Autores: Canet Vélez, Olga, Gros Navés, Silvia, Roca Llobet, Judith, Torné Ruiz, Alba, Torralbas Ortega, Jordi, Sanromà Ortíz, Montserrat
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
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:10459.1/467509
Acceso en línea:https://doi.org/10.1016/j.nedt.2025.106567
https://hdl.handle.net/10459.1/467509
Access Level:acceso abierto
Palabra clave:Nursing students
Nursing education
Bachelor thesis
Competencies
Role of tutors
Research competence
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spelling Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nursesCanet Vélez, OlgaGros Navés, SilviaRoca Llobet, JudithTorné Ruiz, AlbaTorralbas Ortega, JordiSanromà Ortíz, MontserratNursing studentsNursing educationBachelor thesisCompetenciesRole of tutorsResearch competenceBackground: The Bachelor Thesis (BT) offers a pivotal opportunity for nursing students to develop and consolidate essential competencies. Investigating the teaching-learning process is critical to enhancing BT’s educational and clinical relevance. Aim To: explore the teaching-learning experiences of nursing students, academic tutors, and practicing nurses during the BT process. Design: A descriptive qualitative study was conducted. Settings and Participants: Convenience sampling was used to select 40 participants: 10 nursing students, 20 active nursing graduates, and 9 academic tutors from two universities, ensuring diversity. Methods: Four focus groups (one with tutors, one with nursing students, and 2 with graduate nurses) were conducted, audio-recorded and transcribed verbatim. An inductive thematic analysis was performed using Atlas-it 9 software. Results: The analysis identified four main themes with eight subthemes: Learning elements (facilitators and barriers); Competencies developed (transversal, research competence); Tutor’s role (functions and perceived value); and Proposals for improvement (gradual BT integration, tutor suitability and training, and innovative thesis approaches). Conclusions: The findings highlight individual and institutional factors influence students' competency development, with tutor interaction playing a central role. These factors shape student motivation and their perception of the BT’s relevance to professional practice. The study recommends that universities adopt strategies to foster self-regulation and responsibility in learning and implement BT modalities that promote peer collaboration, interdisciplinarity, and links to clinical practice. Additionally, tutor training is essential in both methodological and relational competencies to optimize their pedagogical contributions.This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.Elsevier2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.1016/j.nedt.2025.106567https://hdl.handle.net/10459.1/467509reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.1016/j.nedt.2025.106567Nurse Education Today, 2025, vol. 147, 106567cc-by (c) Olga Canet-Vélez et al., 2025Attribution-NonCommercial-NoDerivatives 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/oai:recercat.cat:10459.1/4675092026-05-29T05:05:01Z
dc.title.none.fl_str_mv Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses
title Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses
spellingShingle Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses
Canet Vélez, Olga
Nursing students
Nursing education
Bachelor thesis
Competencies
Role of tutors
Research competence
title_short Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses
title_full Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses
title_fullStr Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses
title_full_unstemmed Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses
title_sort Bachelor Thesis in Nursing: a qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses
dc.creator.none.fl_str_mv Canet Vélez, Olga
Gros Navés, Silvia
Roca Llobet, Judith
Torné Ruiz, Alba
Torralbas Ortega, Jordi
Sanromà Ortíz, Montserrat
author Canet Vélez, Olga
author_facet Canet Vélez, Olga
Gros Navés, Silvia
Roca Llobet, Judith
Torné Ruiz, Alba
Torralbas Ortega, Jordi
Sanromà Ortíz, Montserrat
author_role author
author2 Gros Navés, Silvia
Roca Llobet, Judith
Torné Ruiz, Alba
Torralbas Ortega, Jordi
Sanromà Ortíz, Montserrat
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv Nursing students
Nursing education
Bachelor thesis
Competencies
Role of tutors
Research competence
topic Nursing students
Nursing education
Bachelor thesis
Competencies
Role of tutors
Research competence
description Background: The Bachelor Thesis (BT) offers a pivotal opportunity for nursing students to develop and consolidate essential competencies. Investigating the teaching-learning process is critical to enhancing BT’s educational and clinical relevance. Aim To: explore the teaching-learning experiences of nursing students, academic tutors, and practicing nurses during the BT process. Design: A descriptive qualitative study was conducted. Settings and Participants: Convenience sampling was used to select 40 participants: 10 nursing students, 20 active nursing graduates, and 9 academic tutors from two universities, ensuring diversity. Methods: Four focus groups (one with tutors, one with nursing students, and 2 with graduate nurses) were conducted, audio-recorded and transcribed verbatim. An inductive thematic analysis was performed using Atlas-it 9 software. Results: The analysis identified four main themes with eight subthemes: Learning elements (facilitators and barriers); Competencies developed (transversal, research competence); Tutor’s role (functions and perceived value); and Proposals for improvement (gradual BT integration, tutor suitability and training, and innovative thesis approaches). Conclusions: The findings highlight individual and institutional factors influence students' competency development, with tutor interaction playing a central role. These factors shape student motivation and their perception of the BT’s relevance to professional practice. The study recommends that universities adopt strategies to foster self-regulation and responsibility in learning and implement BT modalities that promote peer collaboration, interdisciplinarity, and links to clinical practice. Additionally, tutor training is essential in both methodological and relational competencies to optimize their pedagogical contributions.
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1016/j.nedt.2025.106567
https://hdl.handle.net/10459.1/467509
url https://doi.org/10.1016/j.nedt.2025.106567
https://hdl.handle.net/10459.1/467509
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1016/j.nedt.2025.106567
Nurse Education Today, 2025, vol. 147, 106567
dc.rights.none.fl_str_mv cc-by (c) Olga Canet-Vélez et al., 2025
Attribution-NonCommercial-NoDerivatives 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
rights_invalid_str_mv cc-by (c) Olga Canet-Vélez et al., 2025
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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