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Revista de Enfermagem Referência

versión impresa ISSN 0874-0283

Resumen

SPINOLA, Ana Cristina  y  AMENDOEIRA, José. The Care Process: analysis of Nursing students’ conceptions. Rev. Enf. Ref. [online]. 2014, vol.serIV, n.2, pp.163-170. ISSN 0874-0283.  http://dx.doi.org/10.12707/RIV14006.

Background: Nursing Education requires innovative pedagogical processes, with strategies that promote the students’ learning in training contexts. These strategies should facilitate the students’ development in the care process. Aims: To analyse the conception of the care process in clinical teaching, using a specific computer strategy. Main topics for analysis: Thirty critical reflections of 4th-year nursing students were analysed using Microsoft Word 2010. Thirty-four words were selected based on three criteria: semantic meaning, frequency, and theoretical background. Three themes emerged from the students’ cognitive structure: conception of care, nursing intervention, and care process learning. Full-meaning words were identified: care, person, help, moments, assessment, intervention, skills, learning, and reflection. The identified words were represented in a concept map of the care process (CmapTools). Conclusion: The pedagogical process promotes a continuum in the students’ acquisition of skills. We identified the conception of the care process in theoretical training related to critical thinking in clinical teaching. Study implication: use of the concept map as a pedagogical strategy to promote self-reflection in students.

Palabras clave : students; nursing; nursing care; learning.

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