Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain
Introduction The bachelor thesis, a final year subject to obtain a nursing degree, presents an ideal opportunity for the development and assessment of professional competencies. Thus, it is necessary to specify that the structure of the bachelor thesis works as an element of review and reflection fr...
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2018 |
| País: | España |
| Institución: | Universitat de Lleida (UdL) |
| Repositorio: | Repositori Obert UdL |
| OAI Identifier: | oai:repositori.udl.cat:10459.1/70263 |
| Acceso en línea: | https://doi.org/10.1016/j.nedt.2018.06.010 http://hdl.handle.net/10459.1/70263 |
| Access Level: | acceso abierto |
| Palabra clave: | Bachelor thesis Nursing student Nursing education |
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Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in SpainRoca Llobet, JudithGros Navés, SilviaCanet Vélez, OlgaBachelor thesisNursing studentNursing educationIntroduction The bachelor thesis, a final year subject to obtain a nursing degree, presents an ideal opportunity for the development and assessment of professional competencies. Thus, it is necessary to specify that the structure of the bachelor thesis works as an element of review and reflection from both a pedagogical and professional perspective. Objective To analyse the main elements of the bachelor thesis in the nursing degree 2015–16 in Spain. Methodology A transversal descriptive study was conducted using a quantitative documentary analysis via study guides or grade reports. The variables were the main academic elements of the bachelor thesis subject (credits, competencies, learning outcomes, contents, methodologies, training activities and assessment). A probabilistic sample of 66 institutions was studied using descriptive statistics with statistical measures of central tendency and measures of variability. Results The results showed a maximum range of 12 and a minimum of 6 European Credit Transfer and Accumulation System. The definition and number of competencies to be developed varied and the learning outcomes were formulated in only 40.9% of the guides consulted. The most widely used teaching methodologies and training activities were academic supervision (87.9%) and autonomous work (80.3%). Regarding types of work, basic investigation (34.8%), care plans (33.3%) and literature review (30,3%) ranked highest. No specific descriptors could be linked to the contents. Finally, two main assessment tools were found: process and product. The rubric is presented as a main element of the assessment. Discussion and Conclusions The bachelor thesis is conceived as autonomous, personal and original academic work. But no homogeneity was observed in the key development elements such as competencies, teaching strategies, or type of bachelor thesis. Therefore, the findings from the analysis and the bibliographic review are presented as recommendations as regards the outcome, structure and/or teaching elements linked to the bachelor thesis.Elsevier2018info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionhttps://doi.org/10.1016/j.nedt.2018.06.010http://hdl.handle.net/10459.1/70263reponame:Repositori Obert UdL instname:Universitat de Lleida (UdL)InglésVersió postprint del document publicat a: https://doi.org/10.1016/j.nedt.2018.06.010Nurse education today, 2018, vol. 68, p. 159-164cc-by-nc-nd, (c) Elsevier, 2018info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:repositori.udl.cat:10459.1/702632026-06-24T12:42:17Z |
| dc.title.none.fl_str_mv |
Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain |
| title |
Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain |
| spellingShingle |
Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain Roca Llobet, Judith Bachelor thesis Nursing student Nursing education |
| title_short |
Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain |
| title_full |
Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain |
| title_fullStr |
Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain |
| title_full_unstemmed |
Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain |
| title_sort |
Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain |
| dc.creator.none.fl_str_mv |
Roca Llobet, Judith Gros Navés, Silvia Canet Vélez, Olga |
| author |
Roca Llobet, Judith |
| author_facet |
Roca Llobet, Judith Gros Navés, Silvia Canet Vélez, Olga |
| author_role |
author |
| author2 |
Gros Navés, Silvia Canet Vélez, Olga |
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author author |
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Bachelor thesis Nursing student Nursing education |
| topic |
Bachelor thesis Nursing student Nursing education |
| description |
Introduction The bachelor thesis, a final year subject to obtain a nursing degree, presents an ideal opportunity for the development and assessment of professional competencies. Thus, it is necessary to specify that the structure of the bachelor thesis works as an element of review and reflection from both a pedagogical and professional perspective. Objective To analyse the main elements of the bachelor thesis in the nursing degree 2015–16 in Spain. Methodology A transversal descriptive study was conducted using a quantitative documentary analysis via study guides or grade reports. The variables were the main academic elements of the bachelor thesis subject (credits, competencies, learning outcomes, contents, methodologies, training activities and assessment). A probabilistic sample of 66 institutions was studied using descriptive statistics with statistical measures of central tendency and measures of variability. Results The results showed a maximum range of 12 and a minimum of 6 European Credit Transfer and Accumulation System. The definition and number of competencies to be developed varied and the learning outcomes were formulated in only 40.9% of the guides consulted. The most widely used teaching methodologies and training activities were academic supervision (87.9%) and autonomous work (80.3%). Regarding types of work, basic investigation (34.8%), care plans (33.3%) and literature review (30,3%) ranked highest. No specific descriptors could be linked to the contents. Finally, two main assessment tools were found: process and product. The rubric is presented as a main element of the assessment. Discussion and Conclusions The bachelor thesis is conceived as autonomous, personal and original academic work. But no homogeneity was observed in the key development elements such as competencies, teaching strategies, or type of bachelor thesis. Therefore, the findings from the analysis and the bibliographic review are presented as recommendations as regards the outcome, structure and/or teaching elements linked to the bachelor thesis. |
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2018 |
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2018 |
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info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion |
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article |
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https://doi.org/10.1016/j.nedt.2018.06.010 http://hdl.handle.net/10459.1/70263 |
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https://doi.org/10.1016/j.nedt.2018.06.010 http://hdl.handle.net/10459.1/70263 |
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Inglés |
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Inglés |
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Versió postprint del document publicat a: https://doi.org/10.1016/j.nedt.2018.06.010 Nurse education today, 2018, vol. 68, p. 159-164 |
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cc-by-nc-nd, (c) Elsevier, 2018 info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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cc-by-nc-nd, (c) Elsevier, 2018 http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Elsevier |
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Elsevier |
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reponame:Repositori Obert UdL instname:Universitat de Lleida (UdL) |
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