Abstracts
Résumé
Le but premier de cet article est de préciser l’intention du processus d’évaluation de l’enseignement clinique, c’est-à-dire les éléments pouvant constituer l’objet de l’évaluation et ce, à partir des perceptions des professeures et des étudiantes en soins infirmiers. Une approche qualitative a été retenue pour analyser les données recueillies auprès des participantes. Les résultats indiquent que l’évaluation de l’enseignement clinique en sciences infirmières devrait être basée sur cinq compétences principales : (a) humaine, (b) pédagogique, (c) technique, (d) professionnelle infirmière et (e) organisationnelle. Ces compétences principales sont concrétisées par des compétences satellites, à leur tour explicitées par des indicateurs.
Mots clés:
- sciences infirmières,
- évaluation,
- enseignement clinique,
- compétence,
- rôle
Summary
This article presents an investigation of the objective targeted in the evaluation process in the area of clinical teaching, that is, those elements that compose what is being evaluated, specifically based on the perceptions of teachers and students in nursing. The author uses a qualitative approach to analyze data obtained from participants. The results show that clinical teaching evaluation in nursing should be based on five principal competencies : a) humane, b) pedagogical, c) technical, d) professional nursing, e) organizational. These principal competencies are developed by satellite competencies, which are made explicit by indicators.
Key words:
- nursing,
- evaluation,
- clinical teaching,
- competence,
- roles
Resumen
El primer objetivo de este artículo es precisar la intención del proceso de evaluación de la enseñanza clínica, es decir los elementos que pueden constituir el objeto de la evaluación y esto, a partir de las percepciones de las profesoras y de las estudiantes en cuidados enfermeros. Un enfoque cualitativo fue elegido para analizar los datos colectados con los participantes. Los resultados indican que la evaluación de la enseñanza clínica en ciencias enfermeras debería ser basada sobre cinco competencias principales : (a) humana, (b) pedagógica, (c) técnica, (d) profesional enfermera y (e) organizacional. Estas competencias principales se concretan a través de unas competencias satélites, a su vez explicitadas por algunos indicadores.
Palabras claves:
- ciencias enfermeras,
- evaluación,
- enseñanza clínica,
- competencia,
- papel
Appendices
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