The tutor-student relationship in clinical practicum classes and its impact on the training process in the nursing student
Section: TEACHING TO LEARN
Authors
1Silvana Castillo Parra, 2Renata Desiderato Vessoni Guioti
Position
1Licenciada en Enfermería. Profesora de la EUE, Universidad de Chile. Doctoranda en Enfermería por la Universidad de Alicante (España), Becada con el Proyecto MECESUP UCH003.2Enfermera titulada en la Facultad de Medicina de Marília-Brasil, especialista en Enfermería Quirúrgica Universidad Guarulhos-Brasil.
Contact email: Scastill@med.uchile.cl
Abstract
General consensus exists between academic and clinical units regarding the profile of the nursing professional undergoing trainin in today’s schools. This paper presents some thoughts on the influence of the former profile of the nurse –presently out of context- in the training of professionals. Special emphasis is made on the power and dominance relationship that are more often than not still present in university classrooms and particularly in clinical practicum classes, preventing the student from assuming the protagonism of his or her learning/teaching process. We believe that the valuation of the student as a person and the establishment of a tutor-student relationship that provides spaces for the dynamic and permanent reconstruction of the student’s knowledge beyond the mere reproduction of knowledge, favour significant knowledge attainment. Moreover, this new approach to knowledge acquisition re-orientates current training towards more critical, reflexive and competent professionals, with an education background that fosters the adequate development of their role as health educators.
Keywords:
nursing education; tutorship; studentspower
Versión en Español
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