Learning how to resolve problems in clinical practice
Quintanilla M., Bernaus E., Guillamet A., Fernández A.

SUMMARY

  In the Escola Universitária d’Infermeria (EUI) (University Nursing College) Vall d’Hebron, Barcelona, Spain, has been initiated a change in the teaching methodology. The traditional teaching method was replaced by a method based on Problem-Based Learning (PBL). This change was started in 2002 and will be totally implemented in the center in 2005. This has meant that structural and operational modifications had to be carried out in order to integrate the new methodology into the clinical learning process. The change has also called for a renovation of the teaching/learning methodologies, as the objective was that the whole educational preparation of the student will be geared towards coping with new social trends and scientific/technical discoveries. The clinical practice objectives are based on the norms laid down by the Consell Català d’Especialitats en Ciències de la Salut i el Consell de Col.legis de Diplomats en Infermeria de Catalunya. (The Catalan Counsel of Specialists in Health Science and The Council of Registered Nurses of Catalonia).

The following strategies have been adopted in order to introduce this change in methodology:

1. The creation of a new structure of organization made up of an assisting teaching coordinator, teaching staff providing back up to the tutors, and tutors associated with assisting learning centers.

2. Channels of communication have been set up with management and their supporting teams in those centers involved with the new project.

3. The basic profile of the tutor has been drawn up, and the offer of specific training for tutors concerning both their roles and reflective functions has been carried out.

4. Documents have been elaborated in order to evaluate clinical practice drawing from its objectives. The evaluation consists of five objectives, subdivided into specific groups, with markers to facilitate evaluation, concerning competency. As experienced by the tutors from the E.U.E., greater involvement of professionals and services for the education of the students has been obtained by these strategies. Moreover, the accreditation by the different clinical practice units is made easier, and because the tutor is nearer the student has greater access to him/her. This method helps the student to learn how to resolve problems in clinical practice and to reach a level of competence.

KEY WORDS

Change, method, learning, problem solution.

Vol. 16 nº1-2005