The concepts of ability, practice ability, and professional practice ability were analyzed using a theoretical research method. Based on the results of the analysis, the concept of clinical practice ability for Master...The concepts of ability, practice ability, and professional practice ability were analyzed using a theoretical research method. Based on the results of the analysis, the concept of clinical practice ability for Master Degree of Nursing（specialty） students was de？ned, and the characteristics were interpreted to provide references for future in-depth studies.展开更多
Background: Transversal competences are included in the United Nations Organization 2030 Agenda for the formation of staff professional in higher education, having disciplinary and transversal skills to develop indivi...Background: Transversal competences are included in the United Nations Organization 2030 Agenda for the formation of staff professional in higher education, having disciplinary and transversal skills to develop individual, professional, social, and entrepreneurship at present time, creative individuals being able to solve social problems via collaboration. The aim was to evaluate the transversal competences developed by graduates, specialists in nursing with the accompaniment of clinic tutorship. Methods: Qualitative, phenomenological, and interpretative research. The informants were seven graduates from the Unique Program of Nursing Specialties (UPNS), from the National Autonomous University of Mexico (UNAM), one participant from each knowledge field: Nursing in the Elderly, Public Health, Neurology, Physical and Sports Culture, Oncology, and two participants from Adult in Critical Condition. Information collection was through a focal group, and data analysis according to the principles of Souza Minayo. Signed informed consent was obtained previously. Results: Five categories with 24 sub-categories emerged. Category 1, Student’s perception on clinic tutorship specialty. Category 2, Competences promoted by clinic tutorship according to student’s experience. Category 3, Experiences about clinic tutorship planning. Category 4, Challenges faced by the student in the evaluation of clinic tutorship. Category 5, Opportunity fields in clinic tutorship from students’ experiences. Conclusion: Graduate students from the specialties describe transversal competences related with decision taking, collaborative work, and increase of population welfare, as well as generic disciplinary competences. The analogy of a social hinge between the clinic tutor and the student is highlighted, which allows to identify mobile and fixed components while the bolt that binds mentor with mentee is learning, by means of the accompaniment by an expert. .展开更多
基金supported by planning project of “12th Five-Year” in philosophy and social sciences of Sichuan province(No.SC13B081)
文摘The concepts of ability, practice ability, and professional practice ability were analyzed using a theoretical research method. Based on the results of the analysis, the concept of clinical practice ability for Master Degree of Nursing（specialty） students was de？ned, and the characteristics were interpreted to provide references for future in-depth studies.
文摘Background: Transversal competences are included in the United Nations Organization 2030 Agenda for the formation of staff professional in higher education, having disciplinary and transversal skills to develop individual, professional, social, and entrepreneurship at present time, creative individuals being able to solve social problems via collaboration. The aim was to evaluate the transversal competences developed by graduates, specialists in nursing with the accompaniment of clinic tutorship. Methods: Qualitative, phenomenological, and interpretative research. The informants were seven graduates from the Unique Program of Nursing Specialties (UPNS), from the National Autonomous University of Mexico (UNAM), one participant from each knowledge field: Nursing in the Elderly, Public Health, Neurology, Physical and Sports Culture, Oncology, and two participants from Adult in Critical Condition. Information collection was through a focal group, and data analysis according to the principles of Souza Minayo. Signed informed consent was obtained previously. Results: Five categories with 24 sub-categories emerged. Category 1, Student’s perception on clinic tutorship specialty. Category 2, Competences promoted by clinic tutorship according to student’s experience. Category 3, Experiences about clinic tutorship planning. Category 4, Challenges faced by the student in the evaluation of clinic tutorship. Category 5, Opportunity fields in clinic tutorship from students’ experiences. Conclusion: Graduate students from the specialties describe transversal competences related with decision taking, collaborative work, and increase of population welfare, as well as generic disciplinary competences. The analogy of a social hinge between the clinic tutor and the student is highlighted, which allows to identify mobile and fixed components while the bolt that binds mentor with mentee is learning, by means of the accompaniment by an expert. .
