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Factors associated to clinical learning in nursing students in primary health care: an analytical cross-sectional study

OBJECTIVE: to identify the students' perception about the quality of clinical placements and asses the influence of the different tutoring processes in clinical learning. METHODS: analytical cross-sectional study on second and third year nursing students (n=122) about clinical learning in prima...

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Detalles Bibliográficos
Autores principales: Serrano-Gallardo, Pilar, Martínez-Marcos, Mercedes, Espejo-Matorrales, Flora, Arakawa, Tiemi, Magnabosco, Gabriela Tavares, Pinto, Ione Carvalho
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5048728/
https://www.ncbi.nlm.nih.gov/pubmed/27627124
http://dx.doi.org/10.1590/1518-8345.0327.2803
Descripción
Sumario:OBJECTIVE: to identify the students' perception about the quality of clinical placements and asses the influence of the different tutoring processes in clinical learning. METHODS: analytical cross-sectional study on second and third year nursing students (n=122) about clinical learning in primary health care. The Clinical Placement Evaluation Tool and a synthetic index of attitudes and skills were computed to give scores to the clinical learning (scale 0-10). Univariate, bivariate and multivariate (multiple linear regression) analyses were performed. RESULTS: the response rate was 91.8%. The most commonly identified tutoring process was "preceptor-professor" (45.2%). The clinical placement was assessed as "optimal" by 55.1%, relationship with team-preceptor was considered good by 80.4% of the cases and the average grade for clinical learning was 7.89. The multiple linear regression model with more explanatory capacity included the variables "Academic year" (beta coefficient = 1.042 for third-year students), "Primary Health Care Area (PHC)" (beta coefficient = 0.308 for Area B) and "Clinical placement perception" (beta coefficient = - 0.204 for a suboptimal perception). CONCLUSIONS: timeframe within the academic program, location and clinical placement perception were associated with students' clinical learning. Students' perceptions of setting quality were positive and a good team-preceptor relationship is a matter of relevance.