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The study elucidates the pivotal role of effective feedback in nursing students' learning and professional development, emphasizing the integrated pedagogical techniques employed by clinical instructors. In 2023, an educational innovation was implemented at the University of Las Americas, Viña del Mar, with the objective of enhancing instructors' proficiency in delivering effective feedback during integrated practices. This initiative involved identifying their self-perceptions and capabilities, followed by the design and deployment of a specialized training program. Following the training, a notable enhancement in the teachers' feedback delivery was observed, with scores surpassing 75 % on the Direct Assessment of Clinical Skills Scale. Additionally, an increase was noted in teacher satisfaction surveys, particularly in aspects related to feedback. This positive trajectory in scores underscores the significant impact of focused teacher training on feedback mechanisms, affirming the potential to enhance educational experiences and outcomes by strengthening instructor competencies in feedback delivery within clinical practice contexts. [ABSTRACT FROM AUTHOR]

Background: Nursing students report factors associated with high levels of stress in clinical practice, which are frequently experienced in this teaching-learning process. Objective: To map the scientific evidence available on factors causing stress among nursing students in clinical practice. Methodology: Scoping review based on the Joanna Briggs Institute methodology. The PCC (population, concept, and context) mnemonic was used. Two independent reviewers were involved in the process of selection, extraction, and analysis of articles. Results: Seventeen studies were included. The analysis revealed factors related to personal and professional aspects, to the clinical practice environment/structure and organization, as well as to support systems, namely the supervisory model used in this process. Conclusion: Stress-inducing factors influence the teaching-learning process of students in clinical practice. Therefore, teaching strategies should be designed to ensure the development of students' skills during clinical practice. [ABSTRACT FROM AUTHOR]

Objective: to measure the knowledge and attitudes of nursing students about patient safety in fields of practice developed in hospital units. Method: cross-sectional and quantitative research, conducted in a private university center in the capital of Paraná. The Latino Students Patient Safety Questionnaire was applied to 26 students between June and August 2022. Data were analyzed by descriptive statistics. Items/questions with =4 points score indicate satisfactory result. Results: of the 21 statements, 57.1% were considered unsatisfactory. Awareness of individual error, safety standards adopted by the institution and the impossibility of avoiding most clinical errors obtained the lowest averages (2.7 each). The items of the proactive attitude dimension to avoid safety risk were satisfactory (=4 points). Conclusion: students present a proactive attitude to avoid safety risk, although there are gaps in knowledge about patient safety in practical fields. [ABSTRACT FROM AUTHOR]

The present report is the result of a proposal of a didactic model and standard for the accomplishment of the nursing evolution in relation to the patient's admission, as well as its daily accompaniment and dressing evolution in case of skin lesion carrier. It was elaborated, essentially, from the practical experience of the author as clinical teaching supervisor and used as a pilot by a group of academics of a technical nursing course of a public university in the north of Minas Gerais, in the first semester of 2019. It aims to be a standard tool for the teaching of the student in nursing and professional follow-up, as well as to facilitate diagnosis and clinical prognosis and to offer integral, humanized and qualified attention resulting in the clinical recovery of the patient. Also, a well written evolution, with the maximum of clinical variables described, minimizes the chances of an eventual ethical process arising from the provision of care. It is suggested that the evolution model be adopted by academics, both in technical and undergraduate courses, as well as by professors and professionals already trained in order to improve the writing of the evolution in order to provide as much data as possible and also to offer quality care. [ABSTRACT FROM AUTHOR]

Introduction: Death is a complex phenomenon, nurses in training may face the process of dying and death of people, which can generate diverse situations that represent their lived experiences. Objective: To understand the lived experience of the first contact with death during clinical practicum of nursing students at a public university. Methodology: Qualitative study with phenomenological approach. It was conducted from October 2020 to February 2021. Selection of participants by intentional sampling with information saturation with seven participants. Data collection through phenomenological interview; participants gave informed consent. The analysis was carried out through the three phases of Max Van Manen's hermeneutic phenomenological method (description, interpretation, description plus interpretation). Results: The students refer to having been faced with the phenomenon in a state of helplessness, blockage, uncertainty, and fear; as well as facing death in a professional and reflective manner in order to provide quality care. Discussion: Death is a natural process; however, the first experiences are diverse and can produce in the students a set of emotions that condition their capacity to act, the way of adapting and observing the needs that arise during this experience. Conclusion: The experiences of nursing students show that they have difficulties in facing death, but it was not an impediment to provide the necessary care; it is considered that a deeper preparation on the process of dying can be favorable for their performance as professionals. [ABSTRACT FROM AUTHOR]

To report the teaching experience of using the Singular Therapeutic Project in a hospital environment during the supervised internship of the 10th semester of the Bachelor of Nursing Course. It is an account of the experience of professors at a University in the interior of Rio Grande do Sul from the practical experience of using PTS in a hospital setting. The request to perform the PTS occurred in the discipline of Nursing Assistance to Adult and Hospitalized Elderly, from the Nursing Undergraduate Course. The PTS enabled the student to better organize his ideas and care propositions based on scientific evidence, culminating in a greater theoretical and practical association. The PTS is a technology capable of assisting in the interpretation of the health-disease process, it strengthens the academic autonomy and preparation to carry out case discussions and propositions of solutions to problems relevant to the care practice, strengthening their criticalreflective thinking in nursing care. [ABSTRACT FROM AUTHOR]

Objective: To report a clinical supervision scenario of a nursing student in the first clinical training based on Nicklin's supervision cycle. Methods: Teaching Experience Report with a critical analysis of a nursing student clinical supervision scenario, in the context of the first clinical training, in a medical ward, lasting 10 weeks, based on Nicklin's supervision cycle. Results: Practices were analysed and problems of a cognitive, technical, communicational, behavioural, relational, emotional management and self-control nature were identified. The supervisory intervention plan was based on the mobilization of supervisory strategies that would make possible to achieve objectives in the sense of acquiring skills in the areas in which problems were identified. The implementation of the plan takes place from the mid-term evaluation, in the last five weeks of clinical training. Conclusion: We concluded that Nicklin's clinical supervision cycle, whose structure finds parallels in the scientific methodology of the nursing process, allows the analysis of the students' development process in clinical training, based on the scientific method, which allows a supervision structured and based on the identification and resolution of problems. [ABSTRACT FROM AUTHOR]

Objectives: To analyze the practices of healthcare personnel during deliveries at a healthcare provider institution in the city of Bogota from two perspectives: gender and humanization of the delivery. Taking into account that in Colombia there has been an integral implementation, since 2016, of a comprehensive route to provide maternal perinatal Health Care as a part of a new healthcare model proposed by the Ministry of Health and Social Protection. Methodology: Qualitative, descriptive and interpretive study conducted between June and August 2017; it included non-participative observation in delivery rooms and semi-structured interviews of women whose delivery had been observed, and the healthcare Personnel that attended them. Field journals and interviews were coded. Content analysis was conducted and the information was triangulated. Results: Delivery care is based on medicalized care, which subordinates women and coincides with a routine job, including a lack of communication between women and the healthcare personnel. The research showed aspects that violate women's rights during labor and delivery, which are legitimized by healthcare personnel and justified by women themselves. Conclusions: This study is a contribution to Public Health, for it evidences a phenomenon normalized in medical practice, which deserves an intervention from the perspective of humanizing Health Care Services. [ABSTRACT FROM AUTHOR]

In this article it is stated the convenience of combining the conventional ward round with an additional and independent group activity with third year students of the Medical major; this would facilitate the achievement of formative objectives with these abilities, at least during the first weeks of the subject clinical propedeutics and medical semiology. An analysis of some particularities is made which differentiates the ward round in the subjects clinical propedeutics and internal medicine.; differences determined by the level of training sense-perceptive abilities with which students start in both subjects and determinant at the same time of adequacies in professional performance. [ABSTRACT FROM AUTHOR]

Theoretical Framework: Future nurses need to be prepared to develop critical thinking skills due to the diversity and complexity in clinical practice. Objectives: To explore the current state of scientific knowledge on nursing students’ critical thinking, namely in clinical teaching settings. Methodolog y: An integrative literature review was conducted in 3 online databases, according to the recommendations of the Joanna Briggs Institute for scoping reviews. Results: Of a total of 277 articles published between January 2010 and November 2015, 28 were included in this review. Critical thinking is a complex process involving intellectual ability, ability to combine experience, knowledge, and reasoning, and an attitudinal component. Some educational strategies effectively promote the development of these skills in nursing students. Conclusion: Enabling environments should be created to stimulate students’ reflection, creativity, and confidence, as well as to develop and implement innovative strategies that promote critical thinking skills. [ABSTRACT FROM AUTHOR]

Background: This article falls within the field of nursing supervision and describes a qualitative and quantitative study carried out in a Nursing School. Objectives: To describe representations and experiences of students and supervisors’ professional activity in clinical supervision contexts; to analyze the school-hospital articulation in training processes in clinical supervision contexts; to discuss the role of nursing supervision in the school-hospital articulation; to identify quality principles for pre-service nursing training with a focus on the activity in professional and supervision contexts. Methodology: Data were collected through a questionnaire to 92 students in clinical contexts (2nd year) and semi-structured interviews with a group of 5 students and 2 supervisors. Results: We found some strengths and weaknesses in the training processes regarding the role of supervision and the link between theory and practice in the development of professional knowledge. Conclusion: The need to strengthen inter-institutional relationships and promote reflective, dialogic supervision practices is highlighted. [ABSTRACT FROM AUTHOR]

Background: Reflection is increasingly recognized in nursing practice due to its contribution to the learning process and expansion of the body of nursing knowledge. Objectives: To explore the current state-of-the-art of scientific knowledge related to reflective practice among nursing students in clinical teaching. Methodology: A literature review was conducted based on the Institute Joanna Briggs for Scoping Reviews models. The review included 24 articles, out of the total 206 articles found. Results: Reflective practice was considered to be an essential condition for students’ professional and intellectual development. Eleven strategies to promote reflection were found. Conclusion: Findings show that reflective practice is an essential skill in clinical settings and that both students and teachers share the responsibility of further expanding the body of nursing knowledge. [ABSTRACT FROM AUTHOR]

This article is an inclusive literature review intended to identify data in national and international journals indexed in several databases between 1995 and 2011. The databases consulted were Isi Web of Knowledge, Eric, PubMed, EbscoHost, Scopus, SciELO, Cuiden, Cuidatge and Scirus. The objective was to help determine how writing an introspective journal is of assistance to student nurses during their clinical practice, and to identify differences and similarities with the diaries kept by students in other disciplines. A broad review was conducted and 54 scientific articles were selected on the basis of inclusion and exclusion criteria, without ruling out any research methodology and including those that analyze student journals, in nursing or otherwise. I t was concluded that writing an introspective diary during clinical practice has a number of benefits for nursing students, such as improved communication with the patient, which is fundamental for care. Keeping a diary should be part of all undergraduate curricula in the field of clinical practice. [ABSTRACT FROM AUTHOR]

The learning process that takes place during the practical training of students raises some questions: What does the practical learning depend on? , How is it done? , What are the experiences of the students during those months of training? , What are their greatest learning difficulties? The aim of the research was to know and to understand the student’s experiences during the practical training period and how they faced the proximity of becoming health professionals. Methodology: Qualitative research with phenomenological method. To do this, we have analysed the thoughtful reports that 4th grade students have performed at the end of twenty weeks of clinical practice in the Practicum IV. Conclusions: Three significant aspects are identified through the testimonies of students: The necessity of the thoughtful practice, the determinants of human relationships in learning and the value of the invisible aspects of care. [ABSTRACT FROM AUTHOR]

The present paper presents the results of a study carried out during oncologic clinical practices as a nurse, with the objective of analysing the role of patient care after the patient has died. It is based on experiences gathered during the practice, which supposes a contribution for the discipline of nursing. For the analysis of this theory the hierarchic structure of knowledge in nursing is revisited, and from meta-paradigms we move onto philosophy and from this onto meta-paradigmatic concepts, to conclude by analysing the patters of knowledge the situation reflects. The model which directs the guidelines used is the conceptual model of nursing as care, presented by Boykin and Schoenhofer. The guidelines were used for the analysis of nursing situations developed by the Care for Chronic Patients and their Families Group of the Universidad Nacional de Colombia, which allowed us to include the narrative of an experience lived by the author in her practise at the National Institute for Cancer Research (ESE) in order to identify the theoretical-conceptual components of transcendent care. The situation analysed reflects a nursing care that can be catalogued as a nursing situation, where the meta-paradigmatic concepts of the professional discipline, the philosophical view of reciprocity, and the knowledge required by transcendent care can be identified. Epistemological and ontological analysis of the care experience lived in the nursing situation with a middle-aged woman in the final stage of her life, allowed the nurse to see past her daily clinical routine and understand how, by identifying the different elements that clarify the dimensions and possibilities enclosed in nursing, viewed as care, it is possible to transcend and to create better tools for qualifying our own practise and that of our colleagues. [ABSTRACT FROM AUTHOR]

Introductions: The present work was developed after having compiled and analyzed a series of studies, where it was noted that there is little evidence on the perception of the students about the learning environment during their practices, therefore it is necessary to inquire about this topic. Materials and Methods: Quail- quantitative of type fenomenológico descriptive transverse used the instrument created by teacher Nancy Navarro H. of the Department of obstetrics and Gynecology of the Faculty of medicine called" evaluation of clinical learning instrument", which it is intended to evaluate the perception of the students of his clinical learnings. Results and Discussions: Students relate that some tutors and teachers are not consistent with the objectives of the plan of experience practice and asked too many products of learning in a short time of practices by resulting in the student engages in drafting the process of nursing in a textual manner and not in the implementation of the process to the patient this by the urgency of time. Conclusions: According to results in the present investigation, it reaches the conclusion that the views on the perception of the students of the Faculty of nursing and obstetrics varies, according to the dimensions; Organization of the programs, practical teaching, environment for learning and clinical experience, agreed partially, while in the role of student dimension, they agreed totally. [ABSTRACT FROM AUTHOR]

Nursing students are subject to different situations that cause stress (academic, clinical and external situations). When nursing students perform clinical practices they are faced with multiple stressors (disease, pain…). The aim of this study was to assess perceived stress in nursing students before and after their clinical practice period (2009/2010). Of the 398 registered students, 264 of them answered, both at the beginning and at the end of the clinical placement, the STAI questionnaire (measures anxiety) and the KEZKAK test (identifies stress factors). Before the clinical training period, 28 of the 41 items of the KEZKAK test yielded an average score greater than 1.5 (stress generating situations). At the end of the clinical training, 17 items presented this score. Furthermore, the KEZKAK average score and the anxiety state score were both significantly reduced. The most stressful situations were: "mistaking medication", "doing my job badly, endangering the patient", "making mistakes" and "pricking myself with an infected needle". It appears that the senior students, who have more knowledge and clinical skills, perceived the clinical practice as less stressful. It is advisable to follow the evolution of these students in the third and final year of the Diploma. [ABSTRACT FROM AUTHOR]

Results of an online questionnaire probing audiologists' professional education and clinical practices in central auditory processing and its disorders are reported. Respondents demonstrated scant knowledge of the efficiency of central auditory tests and procedures; however, they were rather consistent in reporting more frequent use of tests and procedures they rated as more efficient. Many of the tests and procedures (including electrophysiologic measures) reported as most frequently used are among those cited in the literature as having good sensitivity and specificity. Respondents recognized the audiologist's treatment responsibilities in the areas of environmental accommodations and assistive listening devices; however, less than half of the respondents judged auditory training to fall within the audiologist's purview. Comparison with a similar study published in 1998 revealed an increase in respondents' academic preparation in (C)APD, with little change in clinical preparation, and use of a more efficient central auditory test battery. [ABSTRACT FROM AUTHOR]