Protocol for tutoring of nursing students at the post-surgery critical care unit
Section: Teaching
How to quote
Sánchez Hernández M, Morales Alvarado A, Álvarez Iglesias BE. Protocolo para la tutorización de estudiantes de Enfermería en una UCPQ. Metas de Enferm jun 2012; 15(5): 53-58
Authors
Mónica Sánchez Hernández, Arianna Morales Alvarado, Blanca Esther Álvarez Iglesias
Position
Enfermeras de la Unidad de Cuidados Intensivos Quirúrgicos del Hospital Universitario Puerta de Hierro-Majadahonda, Madrid.
Contact address
Mónica Sánchez Hernández C/ Joaquín Rodrigo, 2. 28222 Majadahonda (Madrid).
Contact email: monifocus@hotmail.com
Abstract
For years, nursing professionals in the postoperative intensive care unit of the Hospital Universitario Puerta de Hierro-Majadahonda (Madrid) have been involved in the training of student trainees, adapting their operation and normal working rhythm on arrival of the new students, trying to reconcile the role of teachers with the care of patients. After the new proposals put forward by universities, and designed to give greater prominence to student learning, a new role in nursing has appeared, the Nursing Grade tutor as an indispensable point of reference as their trainer that will accompany them along their learning process.
In order to unify their training and avoid the randomness in learning, there is a need to develop a protocol for the tutoring of nursing students in a critical care unit, which compiles in a structured and progressive manner the care given to the critical patient after surgery. This fosters close student-professional communication and facilitates the evaluation, with the ultimate aim that the student gets the most out of their clinical practice. The aim of this paper is to present this protocol, its objectives, the specific proposal for the tutoring and some final considerations about this experience.
Keywords:
learning; communication; estudent; critical patient; protocol; clinical practicetutoring
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