Clinical learning experiences form an integral part of the student nurse's training, for it is in the clinical setting that students acquire the knowledge, skills and values necessary for professional practice. The purpose of this research was to explore student nurses experiences during clinical practice. A qualitative, exploratory, descriptive and contextual design was utilised, employing the phenomenological method. Unstructured interviews were conducted with student nurses in their final year of the four year nursing programme at a nursing college campus in the Limpopo Province. Tesch's method of data analysis was used. The findings indicate that there are aspects which impact negatively on student nurses' clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were made. / Health Studies / M.A. (Health Studies)

Clinical learning experiences form an integral part of the student nurse's training, for it is in the clinical setting that students acquire the knowledge, skills and values necessary for professional practice. The purpose of this research was to explore student nurses experiences during clinical practice. A qualitative, exploratory, descriptive and contextual design was utilised, employing the phenomenological method. Unstructured interviews were conducted with student nurses in their final year of the four year nursing programme at a nursing college campus in the Limpopo Province. Tesch's method of data analysis was used. The findings indicate that there are aspects which impact negatively on student nurses' clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were made. / Health Studies / M.A. (Health Studies)

Este estudio pone de manifiesto la gran complementariedad existente entre la medicina y la pedagogía. La primera para poder satisfacer su demanda de asesoramiento pedagógico y de formación docente y la segunda para poder disponer de un nuevo escenario de formación en la práctica profesional fuera del contexto escolar. Para ello, se ocupa de identificar y analizar desde un punto de vista pedagógico los principales componentes de la formación postgrado de la especialidad de Medicina Familiar y Comunitaria (MFyC), atendiendo al siguiente esquema: tipo de formación, estructura, organización y metodología docente.En un primer apartado se justifica y delimita el problema de investigación a una especialidad concreta -la MFyC-, a un contexto, -la Región de Murcia- y a un momento formativo, -el inicio de la residencia (R1), que corresponde, según el nuevo Programa Formativo de la Especialidad a una rotación de 3 a 6 meses en el Centro de Salud-.Posteriormente se formulan los objetivos y se plantea la hipótesis que guiará todo el proceso de trabajo. El principal objetivo consiste en indagar en el Plan Individual de Formación que se establece o debería establecerse entre el tutor y su residente al inicio del primer y del tercer año de rotación (R1) en los Centros de Salud docentes de la Región de Murcia. / The present study highlights the wide interaction existing between Medicine and Pedagogy. The former can satisfy the claim of Medicine regarding the need of pedagogical consultancy and educational training. The latter offers a new scenario of education in professional practice outside the scholastic context. For such purpose, it identifies and analyses, from a pedagogical point of view, the core components of the Postgraduate Education of the specialist training of Family Medice, regarding the following domains: methods of learning, structure, organization and teaching methodology.Firstly, it justifies and defines the problem of research in a particular speciality -Family Medice, a context -Murcia Region-, and to a formative moment -the beginning of medical house Residency (R1), which consists of 3 to 6 months rotation in the Primary Care Centre, according to the New Specialist Educational Program-.Secondly, aims are established and the working hypothesis for the study is formulated. The fundamental purpose of this research is to enquire into the Learning Individual Program that there is -or there should be- between the preceptor and the student who is doing the clinical practice during the first year of rotation (R1) in the Teaching Health Centres of Murcia Region.