Abstract
ABSTRACT Objective: to research studied the meaning of the pedagogical relationship in the training of nursing student and characterizes the role that such a relationship in the practice of reflexive, relational and ethical care student. Method: qualitative research with a Phenomenological-Hermeneutical approach Gadamer, ethnographic. Developed during the clinical practices of 11 students, with their respective teacher and clinical instructors in a School of Nursing of Barcelona, from February 2011 to February 2012. Strategies for data collection were: participant observation, informal conversation, in-depth interviews, and written materials. The data analysis used the method of constant comparisons of Glaser and Strauss. Results: the pedagogical relationship “oriented towards the student” emerged as the thematic core, includes categories such as “being there for the student”, “trust”, and “autonomy”. Conclusions: the pedagogical relationship ‘oriented towards the student’ is a relationship of care that provides support, trust, presence, empowerment, and autonomy.
Highlights
One of the main reforms nursing is going through in Spain is the adaptation of its studies to the European Higher Education Area (EHEA) by means of a four-year program in which the practical training acquires a special importance (43% of the total program).[1]
We considered the ethical principles set out in the World Medical Association Declaration of Helsinki[18] and the Organic Law of Personal Data Protection (LOPD) in its Title III.[19]
The student-nurse relationship: the core for the development of clinical practice was presented with the qualitative axis running through the data
Summary
One of the main reforms nursing is going through in Spain is the adaptation of its studies to the European Higher Education Area (EHEA) by means of a four-year program (graduate) in which the practical training acquires a special importance (43% of the total program).[1]. Understanding the hospital practicum as a unknown terrain, uncertain and complex for a nursing student, in it, we risk losing the sense of one’s competence, control, and self-confidence.[5] This is a collective world, with its own blend of materials, tools, languages, and values, it influences the particular point of view, thought, and action that teachers and nurses have about themselves.[5] It implies the students learn practically[6] through exposure and immersion, conversations, and collaborative work with tutors and fellow nurses, acquiring a nearly autonomous art of clinical practice, the transactional link between classroom learning and practical experiential learning.[7]
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