Significados y percepciones del rol de tutoría desde la perspectiva del tutor clínico de enfermería en un hospital de trauma de Santiago
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2024
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Universidad Finis Terrae (Chile) Facultad de Medicina
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Antecedentes: La tutoría clínica es una actividad fundamental en la formación de profesionales de la salud. Los tutores de enfermería desempeñan un papel crucial al formar, orientar y apoyar a estudiantes durante su proceso formativo. La investigación se centrará en comprender la visión de los tutores respecto de su rol, en un Hospital de Trauma de Santiago, donde no existen estudios al respecto.
Objetivo: Comprender la percepción y significado que le otorgan los tutores clínicos al rol que ejercen con los estudiantes de enfermería que se encuentran en la etapa final de formación de pregrado cursando su internado hospitalario.
Diseño: Cualitativo con enfoque fenomenológico de tipo descriptivo.
Metodología: Evaluador con inmersión parcial, participantes seleccionados según criterios de inclusión/exclusión; la muestra de tipo heterogénea; recolección de datos se llevó a cabo hasta la saturación. La recolección de datos se realizó mediante entrevista semi-estructurada validada por expertos; análisis mediante Colaizzi y validación con los participantes.
Resultados: En el estudio participó un total de siete enfermeros/as. Del análisis emergieron siete categorías y veintiún temas mayores. Aparecen conceptos como motivación y consentimiento para ser tutor; características tales como responsabilidad, empatía y confianza; responsabilidades asociadas al rol como traspaso de conocimientos, aprender haciendo, llevar la teoría a la práctica y como logros asociados al alumno destacan el aprender a “ser enfermero”. Aparecen señales de alerta como las malas experiencias previas, vividas tanto por alumnos en pasantías previas como por los tutores en su etapa de pregrado, que determinan el desarrollo del proceso.
Discusiones y conclusiones: Ser tutor implica transmitir a los alumnos lo que es "ser enfermero", incluyendo habilidades adquiridas en la práctica, no solo dominio técnico. Los tutores buscan cambiar experiencias negativas pasadas y evitar repetir patrones. La carga laboral se reconoce como un factor que dificulta la tutoría, mientras que el trabajo en equipo se considera factor protector.
Background: Clinical mentoring is a fundamental activity in the training of healthcare professionals. Nursing tutors play a crucial role in training, guiding and supporting students during their training process. The research will focus on understanding the tutors' vision of their role in a Trauma Hospital in Santiago, where there are no studies on the subject. Objective: To understand the perception and meaning given by clinical tutors to the role they play with nursing students who are in the final stage of their undergraduate training during their hospital internship. Design: Qualitative design with a descriptive phenomenological approach. Methods: Evaluator with partial immersion, participants selected according to inclusion/exclusion criteria; the sample was heterogeneous; data collection was carried out until saturation. Data collection was by semi-structured interview validated by experts; analysis by Colaizzi and validation with participants. Results: A total of seven nurses participated in the study. Seven categories and twenty-one major themes emerged from the analysis. Concepts such as motivation and consent to be a tutor; characteristics such as responsibility, empathy and trust; responsibilities associated with the role such as knowledge transfer, learning by doing, putting theory into practice and learning to "be a nurse" stand out as achievements associated with the student. Warning signs appear, such as previous bad experiences, lived both by students in previous internships and by tutors in their undergraduate stage, which determine the development of the process. Discussions and conclusions: Mentoring involves conveying to students what it is to "be a nurse," including skills acquired in practice, not just technical mastery. Tutors seek to change past negative experiences and avoid repeating patterns. Workload is recognized as a factor that hinders mentoring, while teamwork is considered a protective factor.
Background: Clinical mentoring is a fundamental activity in the training of healthcare professionals. Nursing tutors play a crucial role in training, guiding and supporting students during their training process. The research will focus on understanding the tutors' vision of their role in a Trauma Hospital in Santiago, where there are no studies on the subject. Objective: To understand the perception and meaning given by clinical tutors to the role they play with nursing students who are in the final stage of their undergraduate training during their hospital internship. Design: Qualitative design with a descriptive phenomenological approach. Methods: Evaluator with partial immersion, participants selected according to inclusion/exclusion criteria; the sample was heterogeneous; data collection was carried out until saturation. Data collection was by semi-structured interview validated by experts; analysis by Colaizzi and validation with participants. Results: A total of seven nurses participated in the study. Seven categories and twenty-one major themes emerged from the analysis. Concepts such as motivation and consent to be a tutor; characteristics such as responsibility, empathy and trust; responsibilities associated with the role such as knowledge transfer, learning by doing, putting theory into practice and learning to "be a nurse" stand out as achievements associated with the student. Warning signs appear, such as previous bad experiences, lived both by students in previous internships and by tutors in their undergraduate stage, which determine the development of the process. Discussions and conclusions: Mentoring involves conveying to students what it is to "be a nurse," including skills acquired in practice, not just technical mastery. Tutors seek to change past negative experiences and avoid repeating patterns. Workload is recognized as a factor that hinders mentoring, while teamwork is considered a protective factor.
Descripción
Tesina (Magíster en Docencia Universitaria en Ciencias de la Salud)--Universidad Finis Terrae, 2024
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Santiago, Chile
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Palabras clave
TUTORÍA, ESTUDIANTES DE ENFERMERÍA -- FORMACIÓN PROFESIONAL, ATENCIÓN DE ENFERMERÍA
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)