Towards a reflexive Nursing practicum
Section: Teaching
How to quote
Rodríguez García M, Martínez Miguel E, Tovar Reinoso A, González Hervias R, Goday Arean C, Pulido Mendoza R. Hacia un practicum reflexivo en Enfermería. Metas de Enferm abr 2009; 12(3): 56-59
Authors
Marta Rodríguez García, Esther Martínez Miguel, Alberto Tovar Reinoso, Raquel González Hervias, Carmen Goday Arean
Position
Diplomada/os en Enfermería. Profesores de la EUE Cruz Roja de Madrid, Universidad Autónoma de Madrid.
Contact address
C/ Bergantín 31, 6º 2. 28042 Madrid.
Contact email: marroga@cruzroja.es
Abstract
The new requirements established by the European Higher Education Area (EHEA) focus teaching towards the implementation of new methodologies that favour reflexive learning. The challenge for those in charge of training future professionals is to achieve the students’ autonomy in the management of their own learning, exercising an active-participative role. Clinical practice represents a key element in favouring reflexive learning and increasing the quality of nursing care delivery. One of the main concerns of nursing school teaching staff has been, and still is, the teaching-learning process that takes place during clinical practice sessions, in the contact with the professional future and with patients. This article aims to ignite reflexion on what the most relevant aspects in the current situation of nursing students’ practice sessions are and how to contribute to change in the curriculum of future professionals.
Keywords:
students; clinical practice sessions/practicum; nursing; reflexioncritical thinking
Versión en Español
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