A Hybrid Methodology for the Evaluation of Clinical Practice in Final-Year Nursing Students

Abstract

(1) Background: Clinical practice constitutes a scenario where the student approaches reality. The pedagogical relationship that is built between the nurse, the tutors and the student becomes important. And this requires intentional and reflective accompaniment. The principal objective was to design a hybrid-learner-centered training model requiring reflection and acquisition of specific skills. (2) Methodology: This was a prospective observational study using an intentional sample of 87 students. A hybrid model based on a dynamic virtual forum and Individual Improvement Plan (IIP) was constructed, evaluated using a self-completed questionnaire with a Likert scale. (3) Results: A model of accompaniment to the practices was built that allows for unifying a work plan. A transversal activity IIP was designed. A discussion forum was incorporated for each subject tutor. The analysis of the questionnaire showed that learning assessment, tutorials, virtual forums, self-assessment and satisfaction statistically differed. (4) Conclusions: The model allows students to be accompanied to acquire skills, knowledge, and attitudes and to develop critical thinking, as well as to improve the teaching quality of the practices of the Curriculum of the Nursing degree and to achieve their own competences through student-centered methodologies. This study was not registered.

Experiences for Geriatric Care from Nursing Students’ Knowledge: A Qualitative Approach

“…The need to be critical and reflective is considered one of the challenges and solutions for teaching–learning processes in clinical practice environments. Active methodologies, such as forums, are a resource for exchanging knowledge among participants; they are educational strategies that allow the development of critical thinking in the practicums, where the tutor and the students need virtual spaces to dialogue and seek ethical, competent, and reflective actions [ 18 ].…”

“…The students had to respond with short interventions (4 or 5 lines), answering the tutor’s question and following the students’ thematic thread. At the end of each cycle, a face-to-face seminar was held, where all the information shared and generated in the virtual environment was reviewed [ 18 ].…”

Virtual Reality and Simulation Videos as Effective Training Tools for Creating Safe and Inclusive Environments for Transgender People

“…Accordingly, the main practical implications offered by the use of these digital tools are improved problem solving and conflict resolution [ 40 , 41 ], improved applicability of theoretical knowledge [ 42 ], and clinical decision-making skills [ 5 , 30 ]. The improvement of procedural and communicative skills [ 9 ] for conducting personal [ 11 ] and clinical interviews [ 7 ] and understanding and empathising with the difficulties or barriers that people can face in health services are also important [ 6 ].…”

“…Constructivist models generate the opportunity for students to be able to analyse and reflect on the professional practice proposed to them, reflect on it, and help them to relearn and change their ways of acting [ 30 ].…”