Dataset Information

A teaching role practicum during the COVID-19 for final year nursing students in Spain: A qualitative study.

ABSTRACT:

Background

Due to the COVID-19 pandemic, suspension of face-to-face learning and clinical placements for nursing students in Spain led us to expand and adapt clinical training to a teaching role. Final-year nursing students conducted an online clinical training focused on developing their health education competence.

Purpose

The aim of this study was to explore the experiences of final-year nursing students who completed their clinical training in a teaching role practicum during the pandemic outbreak (March-June 2020).

Method

A qualitative content analysis of reflective journals from eighteen final-year nursing students was conducted.

Findings

Three themes were revealed: 1) An array of emotions due to not being able to complete their final clinical placement and deciding not to join the nursing workforce; 2) Perceived benefits of a teaching role such as being able to help, contributing to knowledge, acquiring competence, and learning support and companionship; and 3) Recognizing the teaching role as fundamental to the nursing profession and becoming aware of the importance of scientific evidence in clinical practice.

Discussion

Nursing students appreciated how teaching and health education are an integral part of the nurse's role. A teaching role allowed final-year students to acquire competence in a key nursing role during the pandemic outbreak providing a good practice for nursing education.

SUBMITTER: Martin-Delgado L

PROVIDER: S-EPMC9180557 | biostudies-literature | 2022 Sep-Oct

REPOSITORIES: biostudies-literature

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Publications

A teaching role practicum during the COVID-19 for final year nursing students in Spain: A qualitative study.

Martin-Delgado Leandra L Goni-Fuste Blanca B Monforte-Royo Cristina C de Juan MªAngeles M Martin-Ferreres M Luisa ML Fuster Pilar P

Journal of professional nursing : official journal of the American Association of Colleges of Nursing 20220609

<h4>Background</h4>Due to the COVID-19 pandemic, suspension of face-to-face learning and clinical placements for nursing students in Spain led us to expand and adapt clinical training to a teaching role. Final-year nursing students conducted an online clinical training focused on developing their health education competence.<h4>Purpose</h4>The aim of this study was to explore the experiences of final-year nursing students who completed their clinical training in a teaching role practicum during ...[more]

PMID: 36150878

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Project description:BackgroundEmploying postgraduate students as Teaching Assistants (TA) has become a common practice in many higher education institutions and is part of a growing international trend for professional practice.ObjectiveThis study aimed to determine the barriers and facilitators to fulfilling the teaching assistant role from nursing students' perspective.MethodologyThis qualitative-descriptive study was conducted in 2022 on teaching assistants in the Faculty of Nursing and Midwifery of Tehran University of Medical Sciences. 13 teaching assistants were selected by targeted sampling method with maximum variation. The inclusion criteria were 2nd-semester postgraduate nursing students and above, having experience as a teaching assistant, and willing to participate in the research. Data were collected through semi-structured individual interviews for 45 to 60 min until saturation was reached. Data analysis was done manually and using the framework analysis method with steps: Familiarization, Identifying a thematic framework, indexing, Charting, data synthesis, mapping, and interpretation. The trustworthiness of the study data was determined with the Lincoln and Guba criteria.ResultsBarriers to fulfilling the TAs' role were divided into three main categories with nine subcategories: (1) Not accepting the teaching assistant as a clinical instructor (2) not being prepared to accept the TA role, and (3) improper planning of the TA plan. Facilitators are divided into two main categories with five subcategories: (1) internal motivation, and (2) empowering TAs.ConclusionTo facilitate management processes in the field of education and to achieve educational goals, including improving the quality of education and better learning, planning and compiling instructions to create written job descriptions for teacher assistants should be done, also, with careful planning, steps should be taken to scientifically employ capable teacher assistants as young and motivated forces in education processes.

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Dataset Information

A teaching role practicum during the COVID-19 for final year nursing students in Spain: A qualitative study.

Background

Purpose

Method

Findings

Discussion

Publications

A teaching role practicum during the COVID-19 for final year nursing students in Spain: A qualitative study.

Similar Datasets

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