Background: The evolution of the nursing profession, increasingly called upon to provide a quality service, highlights the importance of the academic training path. Clinical internship is a vital component in nursing curricula that allows students to acquire professional skills, critical thinking and diagnostic reasoning; be exposed to role models, understand expected professional values and become an independent professional. Given the importance of clinical learning, scientific literature highlights the need for a systematic evaluation of training environments as they are capable of influencing, both negatively and positively, the quality of learning. Aim: The aim of the study was to assess the perception of clinical learning quality during the clinical internship experiences by Nursing students of the Marche Polytechnic University, Ascoli Piceno Campus. Methods: Descriptive observational study following literature review on the PubMed database and the Google Scholar search engine. The instrument used is a self-report questionnaire, the CLEQEI, that measures the presence and intensity of factors documented as precursors of significant clinical learning. It was filled out by paper form and trough a link to Google Forms, to the entire population of nursing students of the academic year 2022/2023, was compiled on a voluntary and anonymous basis, carrying out a non-probability convenience sampling. The data were entered into a Microsoft Excel software spreadsheet and processed with descriptive statistics synthesis methods. Results: The global analysis of the 170 questionnaires averaged a value of 53.8 out of 66. The "Safety and Quality of care" is highest in 78% of the responses. 69% give maximum approval to the presence of "Learning Opportunities". 71.8% (n 122) say they are satisfied with the internship experience and 71.2% (n 121) believe that the location was a good learning environment. In 26% of cases, students say they were barely or not encouraged to self-study. Support for the development of diagnostic reasoning by the clinical tutor was barely or not at all present in 18% (n 32) of the responses, while emotional support in 25% (n 43). The H. F. “C.&G. Mazzoni” by AP obtained a score of 55.2 out of 66 with 83.6% of maximum perceived quality, while the H.F. “Madonna del Soccorso” by SBT 51.4 and 77.8%. SBT's Oncology achieved the maximum score of 66, SBT's Cardiology 62.8 and AP's Emergency Department 59.4. Conclusions:The examined reality offers nursing students quality internship experiences in clinical learning environments that are capable of generating effective learning. Each of the factors investigated occurs although the safety and quality of care, learning opportunities and student satisfaction show a greater intensity than self-learning and the quality of tutorial strategies. The comparison between clinical sites reveals a slightly higher rating for the H.F. by AP. Among the OO.UU. the OO.UU. stand out for the presence of good clinical teaching practices. of Oncology and Cardiology of SBT and the E.R. of AP.
Introduzione: L’evoluzione della professione infermieristica, sempre più chiamata a rendere un servizio di qualità, mette in luce l’importanza del percorso formativo accademico. Il tirocinio clinico è una componente vitale nei curricola dei programmi di studio infermieristici che consente agli studenti di acquisire competenze professionali, pensiero critico e ragionamento diagnostico; essere esposti a modelli di ruolo, comprendere i valori professionali attesi e diventare un professionista indipendente. Data l’importanza che riveste l’apprendimento clinico la letteratura scientifica sottolinea la necessità di una valutazione sistematica degli ambienti di tirocinio in quanto capaci di influenzare, sia negativamente che positivamente, la qualità dell’apprendimento. Obiettivo: Valutare la qualità dell’apprendimento clinico percepita durante le esperienze di tirocinio dagli studenti del CdL in Infermieristica dell’UNIVPM, Polo di Ascoli Piceno. Materiali e Metodi: Studio osservazionale descrittivo previa revisione della letteratura sulla banca dati PubMed e sul motore di ricerca Google Scholar. Lo strumento è il CLEQEI, questionario self-report che misura la presenza e intensità dei fattori documentati quali precursori di un apprendimento clinico significativo. Somministrato, in forma cartacea e tramite link a Google Moduli, all’intera popolazione di studenti infermieri dell’A.A. 2022/2023, è stato compilato su base volontaria e anonima, realizzando un campionamento di convenienza non probabilistico. I dati sono stati inseriti su un foglio di calcolo del software Microsoft Excel ed elaborati con metodi di sintesi di statistica descrittiva. Risultati: L’analisi globale dei 170 questionari raccolti restituisce un punteggio medio di 53,8 su 66. La “Sicurezza e Qualità dell’assistenza” risulta massima nel 78% delle risposte. Il 69% accorda il massimo consenso alla presenza delle “Opportunità di apprendimento”. Il 71,8 % (n 122) afferma di essere soddisfatto dell’esperienza di tirocinio e il 71,2% (n 121) ritiene che la sede sia stata un buon ambiente di apprendimento. Gli studenti nel 26% dei casi affermano di essere stati appena o per nulla stimolati all’auto-apprendimento. Il sostegno allo sviluppo del ragionamento diagnostico da parte del tutor clinico risulta appena o per nulla presente nel 18% (n 32) delle risposte, mentre il supporto emotivo nel 25% (n 43). Il P.O. “C.&G. Mazzoni” di AP ha ottenuto un punteggio di 55,2 su 66 con l’83,6% di qualità massima percepita, mentre il P.O. “Madonna del Soccorso” di SBT 51,4 e il 77,8%. L’Oncologia di SBT ha ottenuto il punteggio massimo di 66, Cardiologia di SBT 62,8 e il Pronto Soccorso di AP 59,4. Conclusioni: La realtà esaminata offre agli studenti infermieri esperienze di tirocinio di qualità, presso ambienti di apprendimento clinico che risultano in grado di generare effettivo apprendimento. Ciascuno dei fattori indagati risulta presente sebbene la sicurezza e la qualità delle cure, le opportunità di apprendimento e la soddisfazione dello studente manifestino un’intensità maggiore rispetto all’auto-apprendimento e alla qualità delle strategie tutoriali. Il confronto tra sedi cliniche rivela una valutazione lievemente superiore per il P.O. di AP. Tra le UU.OO. spiccano per presenza di buone pratiche di insegnamento clinico le UU.OO. di Oncologia e di Cardiologia di SBT e il Pronto Soccorso di AP.
La qualità dell’apprendimento clinico percepita dagli studenti in Infermieristica: uno studio osservazionale descrittivo
CROCE, CARLA
2022/2023
Abstract
Background: The evolution of the nursing profession, increasingly called upon to provide a quality service, highlights the importance of the academic training path. Clinical internship is a vital component in nursing curricula that allows students to acquire professional skills, critical thinking and diagnostic reasoning; be exposed to role models, understand expected professional values and become an independent professional. Given the importance of clinical learning, scientific literature highlights the need for a systematic evaluation of training environments as they are capable of influencing, both negatively and positively, the quality of learning. Aim: The aim of the study was to assess the perception of clinical learning quality during the clinical internship experiences by Nursing students of the Marche Polytechnic University, Ascoli Piceno Campus. Methods: Descriptive observational study following literature review on the PubMed database and the Google Scholar search engine. The instrument used is a self-report questionnaire, the CLEQEI, that measures the presence and intensity of factors documented as precursors of significant clinical learning. It was filled out by paper form and trough a link to Google Forms, to the entire population of nursing students of the academic year 2022/2023, was compiled on a voluntary and anonymous basis, carrying out a non-probability convenience sampling. The data were entered into a Microsoft Excel software spreadsheet and processed with descriptive statistics synthesis methods. Results: The global analysis of the 170 questionnaires averaged a value of 53.8 out of 66. The "Safety and Quality of care" is highest in 78% of the responses. 69% give maximum approval to the presence of "Learning Opportunities". 71.8% (n 122) say they are satisfied with the internship experience and 71.2% (n 121) believe that the location was a good learning environment. In 26% of cases, students say they were barely or not encouraged to self-study. Support for the development of diagnostic reasoning by the clinical tutor was barely or not at all present in 18% (n 32) of the responses, while emotional support in 25% (n 43). The H. F. “C.&G. Mazzoni” by AP obtained a score of 55.2 out of 66 with 83.6% of maximum perceived quality, while the H.F. “Madonna del Soccorso” by SBT 51.4 and 77.8%. SBT's Oncology achieved the maximum score of 66, SBT's Cardiology 62.8 and AP's Emergency Department 59.4. Conclusions:The examined reality offers nursing students quality internship experiences in clinical learning environments that are capable of generating effective learning. Each of the factors investigated occurs although the safety and quality of care, learning opportunities and student satisfaction show a greater intensity than self-learning and the quality of tutorial strategies. The comparison between clinical sites reveals a slightly higher rating for the H.F. by AP. Among the OO.UU. the OO.UU. stand out for the presence of good clinical teaching practices. of Oncology and Cardiology of SBT and the E.R. of AP.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12075/17327