Martínez-Momblán Maria Antonia, Colina-Torralva Javier, Cueva-Ariza Laura De la, Guix-Comellas Eva Maria, Romero-García Marta, Delgado-Hito Pilar
University of Barcelona, School of Nursing, L'Hospitalet de Llobregat, Barcelona, Espanha.
Rev Lat Am Enfermagem. 2020 Feb 3;28:e3231. doi: 10.1590/1518-8345.2927.3231. eCollection 2020.
to analyze the student's progression in the acquisition of specific and transversal competences in relation to the competence dimensions.Method: the cross-sectional descriptive study was carried out in the clinical practice subjects included in the Nursing Degree. We included 323 students and we contemplated the development of competences through an ad-hoc questionnaire with 4 dimensions: delivery and care management, therapeutic communication, professional development and care management.
the academic results between the practice of the second and third year showed an improvement in care provision and therapeutic communication skills (Clinical Placements I: 12%-29%; Clinical Placements II: 32%-47%) and worsened in professional development and care management (Clinical Placements I: 44%-38%; Clinical Placements II: 44%-26%).
the correlations between these two years were high in all the dimensions analyzed. The evaluation of competence progression in the context of clinical practice in nursing university studies allows us to optimize these practices to the maximum and establish professional profiles with a greater degree of adaptation to the professional future.
分析学生在与能力维度相关的特定和横向能力获取方面的进展情况。方法：在护理学位课程中的临床实践科目开展横断面描述性研究。我们纳入了323名学生，并通过一份具有四个维度的专门问卷来考量能力发展情况，这四个维度分别是：分娩与护理管理、治疗性沟通、专业发展和护理管理。
第二年和第三年实践之间的学业成绩显示，护理提供和治疗性沟通技能有所提高（临床实习I：12%-29%；临床实习II：32%-47%），而专业发展和护理管理方面则有所恶化（临床实习I：44%-38%；临床实习II：44%-26%）。
在所有分析的维度中，这两年之间的相关性都很高。在护理大学研究的临床实践背景下对能力进展进行评估，使我们能够最大限度地优化这些实践，并建立更适应职业未来的专业形象。
