| Autor: |
Gil-Mateu E; Nursing Department, Campus Terres de l'Ebre, Universitat Rovira Virgili, Avenue Remolins, 13-15, 43500 Tarragona, Spain.; Advanced Nursing Research Group, Universitat Rovira i Virgili, 43002 Tarragona, Spain., Reverté-Villarroya S; Nursing Department, Campus Terres de l'Ebre, Universitat Rovira Virgili, Avenue Remolins, 13-15, 43500 Tarragona, Spain.; Advanced Nursing Research Group, Universitat Rovira i Virgili, 43002 Tarragona, Spain., Albacar-Riobóo N; Nursing Department, Campus Terres de l'Ebre, Universitat Rovira Virgili, Avenue Remolins, 13-15, 43500 Tarragona, Spain.; Advanced Nursing Research Group, Universitat Rovira i Virgili, 43002 Tarragona, Spain., Barceló-Prats J; Advanced Nursing Research Group, Universitat Rovira i Virgili, 43002 Tarragona, Spain.; Nursing Department, Campus Catalunya, Universitat Rovira Virgili, Avenue Catalunya, 35, 43002 Tarragona, Spain. |
| Abstrakt: |
(1) Background: Clinical practice constitutes a scenario where the student approaches reality. The pedagogical relationship that is built between the nurse, the tutors and the student becomes important. And this requires intentional and reflective accompaniment. The principal objective was to design a hybrid-learner-centered training model requiring reflection and acquisition of specific skills. (2) Methodology: This was a prospective observational study using an intentional sample of 87 students. A hybrid model based on a dynamic virtual forum and Individual Improvement Plan (IIP) was constructed, evaluated using a self-completed questionnaire with a Likert scale. (3) Results: A model of accompaniment to the practices was built that allows for unifying a work plan. A transversal activity IIP was designed. A discussion forum was incorporated for each subject tutor. The analysis of the questionnaire showed that learning assessment, tutorials, virtual forums, self-assessment and satisfaction statistically differed. (4) Conclusions: The model allows students to be accompanied to acquire skills, knowledge, and attitudes and to develop critical thinking, as well as to improve the teaching quality of the practices of the Curriculum of the Nursing degree and to achieve their own competences through student-centered methodologies. This study was not registered. |
