Introduction

Within the professional development of nursing, you can find the theoretical-practical combination immersed, which is aligned throughout the development of promotional, prevention and recovery activities pertaining to health performed throughout the guidance of the professor, developing skills, abilities and living experiences which back up the learning of future professionals⁽¹⁾. In this sense, the clinical practice is extremely important in the training process of future nurses.

The connection between health institutions and education is of a great importance for the teaching of Nursing, given that the learning process requires clinical professionals in the place of practice^(2-3). Within the health institutions where students perform their practice, they observe and learn from the existing practice between Professors and Professional Nurses with people they are currently caring for, reason why it is expected that throughout their support, the Students will develop professional qualities showing the correct manner of practicing a Profession in a responsible and Scientific manner in regards to the persons being cared for, nonetheless, the learning process within modern Nursing, in some cases is centered on the application of Technical and procedural elements evaluated step by step⁽⁴⁾.

Within the didactic-learning process, three actors are involved: the Student, the Professor and the Clinical Nurse⁽³⁾,therefore, the hospital scenery where the teaching of the students is the ideal place for the application of the epistemological elements that are founded on the science and humanism of care giving⁽⁵⁾, reason why the nurse providing care can influence and reinforce the essential elements of the art of caregiving within the teaching and education of new professionals, disconnecting the ideal practice with what is really used in health institutions.

The reason for this present investigation is based on knowledge that can be generated from the experience of Nurses in regards to the student throughout the clinical practice, so that in the future, strategies can be generated so that the clinical nurse can improve the learning of the nursing students and take greater advantage of the practice.

Based on the previously mentioned items, phenomenology was used as an investigative tool, which could give interpretative space to the phenomenon being studied, in order to apply the objective of understanding the combination of experiences lived, circumscribing the meaning that these realities have for the subjects involved, trying to comprehend and not explain^(6-7). Throughout theoretical and thematic adjustment, organizing expectations and speculations within the student and specific role with which clinical nurses comply with; the investigative phase is aimed at the clinical nurse.

Understand the quality teaching within the clinical practice from a perspective of the student will be very useful in the offering of better educational experiences, therefore, it is necessary to understand how this experience is acquired and what the teaching of caregiving leaves in students⁽⁸⁾.

For this case, the experience of clinical nurses was searched for in regards to students within the clinical field, which means, how the integral course of discernment is given and the level of effectiveness between subjects, understanding the combination of experience acquired for the subjects involved.

Therefore, there are other emerging interrogative factors: How does the clinical nurse react upon receiving studies during the last hours of their shift? Does the clinical nurse feel that being responsible for students is a burden? How is the relationship with the student during the practice time?

Objective

Comprehend the professional Nursing experience in regards to the student during clinical practice.

Methodology

Qualitative and descriptive study of phenomenological nature; the phenomenon of the study is the experience of the clinical nurses in regard to the nursing students during their practice; phenomenology as an educational tool, allows them to understand their role as educators, in such a manner that they could take into account different situations that are found outside of the school environment, but, that are important within the didactic-learning process of future professionals⁽⁹⁾.

The characteristics of the participants were defined as: male nurses and females that work in second level care institutions with three years of work experience within that same institution (the health care institutions that have clinical nurses with greater experience is where they are allowed to practice.

The information was recollected in the beginning and the end of the academic term within the months of March to August of 2018. The sampling was developed throughout the use of the snowball technique, looking for nurses with exclusive clinical practice within a specialized hospital, within the littoral region, due to having a constant flow of students that come from several nursing schools in Ecuador.

Nineteen (19) participants were included, the semi structured interview was employed as a method to gather information; it was performed in an individual manner and recorded by audio with previous authorization of the participants to be used for later interpretation. Prior to the interview, the orientation was performed in regard to the global aspects of investigations, reflecting the phenomenological foundation of the interview, whose clarification allowed no to induce answers, the interviews were performed in an academic space within the health institution, in a time space provided by the nurses, which generally was after performing their priority activities of their shift providing patient care.

The triggering question that helps the participants to be able to develop their presentations was: What experience have you acquired, throughout your career in clinical practice that you should share with nursing students? The analysis of the data of the present study was performed manually, eliminating the categories according to the repetitive elements found within interviews, this assessment was performed in collaboration with investigators from Ecuador and México.

The following research counts with the approval of the bio ethics committee with registry number ADOr001-V6.

Results

Nineteen (19) participants were included, (5 men and 14 women); table 1 shows the most noticeable socio-demographic data. Of the assessment performed, 2 categories emerged, which are described hereunder:

Discussion

Based on the acquired results, we can understand that, assuming the specific work-related competencies (given the fact that none of them have a specific mandatory work related to the students), means that the clinical nurses wish to disconnect relational conjectures and deeply commit to a dynamic process in benefit of the growth of the professional future in nursing.

In a study performed in Chile ⁽⁸⁾ and another on in Nueva Granada España ⁽⁹⁾, regarding how the nurses are involved in clinical areas and the dynamic relationship of the training process of new professionals, it is shown that there exists pre-disposition due to several factors, the reaction is to contain such action affirming the work load and feeling that work related conflicts can be created, because clinical nurses do not have work-related Independence with the universities. Implicit responsibility of teaching the subject is in great measure the exceptional part and ability to transmit knowledge. IN both studies, the inadvertent recognition of knowledge is coincided upon in regard to the institution where they work which impedes expansion upon receiving and training students^(8,9).

Another aspect, shown in the relationship pertaining to “currently- around”, is the physical and mental tiredness that can be generated upon working and having students, due to the fact that the direct attention and administrative phases added to the activity with the students can create exhaustion spheres. Within clinical areas, tension causes other challenges, alternating other interpersonal relationships and being Abel to generate inequality within the clinical nurses and the treatment of students.

Becoming responsible of the students is a voluntary role of the clinical nurses, that requires personal skills (technical and emotional competencies) and an adequate behavior on their behalf, besides the service with the hospital itself⁽¹¹⁾; adding professional competencies to clinical services which implies caring for life, being able to suggest situations that are interpreted in an incorrect manner, for example, the intention of ignoring students during their practice.

The agreements between the academy and health areas, offer opportunities for the students and support for the institutions, but, the investigation suggests to implement upgrade courses and teach clinical tutoring to professors that supervise the practice, in order to implement strategies that impact in the companionship and personalized tutoring for the nursing students within clinical spaces and implement it as a daily reflective instrument within clinical practices so that critical thinking is developed within the student. The daily clinical practices allow for the storage of what was observed being in an organized manner, strengthening the development of strategies to prioritize what is worth noting⁽¹²⁾.

Improving the role of tutors or in this case of the clinical nurses, throughout education aimed at the use of skills, abilities and experiences separating from them from the purely repetitive model which lacks reflection could push the students to be able to finish their academic preparation successfully.

Verbal and non-verbal communication is basic in learning, promoting collaborative group study providing the opportunity to participate in learning, in the same manner, should assume the responsibility of developing and implementing learning strategies according to the needs of each tutor, evaluating their effectiveness⁽¹³⁾.

Moreover, nurses ask themselves and question the teaching practice, considering the work they perform, in the sense of creating conscience, in regards to training, experience and a range of knowledge that should be possessed. The security of the know how in the practice units, that was made by the students, it is the point of interest, therefore, will it be the recent graduates that have the capacity to serve as tutors? Can it be really said and experience nervousness, due to the poor sense of objective reality of the total preparation that a university level professor should possess.

Within the declarations, there is a rational form of coexistence declared, giving a negative definition of students that is basically synonym to problems, founded on a dominant relationship on behalf of the professional nurse providing hospital care; only in this manner, can some of the nurses co-exist with the students, positioning the student as the “present being” that needs excellent preparation in some practice places for health care, requires modification of such definitions given to the students.

The teaching relationship between the student and the nurse is established and it plays an important role in clinical training, developing, clinical reasoning and skills, elaboration of the definition of care, strengthening the relational and ethical qualities as well as the reflections in regards to care within clinical situations⁽¹⁵⁾.

Additionally, the impact of the relationship between the nursing personnel and the students is reflected within the changing experiences exposed in the interview, establishing an empathetic relationship within the workforce of similar experiences, perceiving and interchanging experiences lived and feelings that overwhelm those that are still under training within the clinical practice of nursing. This can also be shown in an investigation performed within Peru, which indicates that the nursing students expressed that the clinical nurses do not always leave a good example as role models⁽¹⁶⁾.

The nursing professionals who have the opportunity of “being with” the new generations of students and sharing with them their clinical experience, are conscious and constantly reflect upon it mentioning it in interviews, if each and every one of the students have Good or bad memories implanted in them when they were students; at the same time, the nurses “are” and the students “are”, giving judgment from the individual perspective due to fear, sometimes, or teaching out of obligation.

In a similar study performed in Mexico, it was shown that the students should be attended, respected and helped in an unconditional manner, without anticipating their performance, considering that a large part of learning is generated within the clinical area, suggesting to assist the student at all moments, in order to allow the development and growth in all of the spheres of the didactic-learning process, adapting behavior for professional development within technical and scientific environments but also human, labeling education from the good living standards, in the role of being an excellent citizen, with results orientated towards social aspects that are existential and reliable towards the condition of offering care quality-human-scientific care⁽¹⁷⁾ .

According to Zavala Olalde⁽¹⁸⁾, “the indivisible human is unique and responsible of his own actions, searching for solutions at their own convenience, that nobody modifies or interferes in his/her experiences”. The current nursing programs within the country comply with the norms stipulated by the organisms that oversee Higher Education in Ecuador and search for areas of hospital or community practice, that make it easy for students to comply with the integration dynamic involved in health care and the interrelation with the patient, relatives and other people that are members of the health care team⁽¹⁹⁾.

Conclusions

From the experience of clinical practice, the nursing professional considers that the students should understand and work in a collaborative manner in order to take advantage of their knowledge, avoid destructive criticism, in regards to temperament, behavior and character as well as respect individuality.

Conclusion is highlighted in the sense of cooperation between nurses and students, to discover the phenomenological origin that repetitively arrives and disappears such as an indistinct vicious circle.

The nursing study plans developed in the country should analyze the possibility of clarifying the minimum curricular contents to improve the development of the human being, the professional activities and the know-how, focusing on removing negative environments allowing the selection of significant learning throughout dialogue and discussion with the purpose of shape education styles towards professional goals.

The clinical experience is a very important process in the training of professional nurses, within which nursing and/or clinical nursing have a fundamental role; therefore, their experience should be recognized in order to discover what professionals have the competencies and vocation to teach, which could be strength learning when there is not a professor present all the time.

Clinical nurses, the professor and the students play a fundamental role in the training process of the future professional. Therefore, the relationships established in this process will be very useful in providing professional tools for the students.

Conflicts of interest

The authors state they have no conflicts of interest.

Financing

This research was performed with the financing of the own researchers.