Resumen

RODRIGUEZ JIMENEZ, Sofía; CARDENAS JIMENEZ, Margarita  y  BLANDO PALOMINO, Anel. Reflective diaries in tutoring clinical the nursing: Meanings attributed by tutees. Enferm. univ [online]. 2012, vol.9, n.4, pp.9-20. ISSN 2395-8421.

"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 following a qualitative interpretation in three stages; codification, categorization and interpretation, and establishment of links and relations within the process of categorization. 1 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.

Palabras llave : Reflective diary; clinical experience; clinical tutoring.

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