Reflective diaries in tutoring clinical the nursing. Meanings attributed by tutees
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Abstract
“Clinical Tutoring as a Teaching Learning Strategy in Fundamental Nursing” is a study in which, by implementing a Reflective Clinical Tutoring Model, reflective diaries are used.
Objective: To identify the meanings given by the mentored to clinical practice in Nursing Fundamentals II, through diaries in a model of reflective clinical tutoring.
Methodology: Analysis of the contents and meanings of reflective diaries follow - ing a qualitative interpretation in three stages: codification, categorization and interpretation, and establishment of links and relations within the process of categorization. The study group is integrated by 14 mentored, 3 clinical tutors, and 138 registers taken during 40 days.
Results: From the discourse analysis, the following categories were derived: fear vs. confidence, perceptions about nurses, professional identity, being a nurse, perceptions about the tutoring process, and relationships between theory and practice.
Discussion and conclusions: The derived categories show the significant experiences which mentored live within the hospital practice. They favor reflective learning and a human relationship between mentor and mentored, showing that reflection allows the individualization of tutoring.
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