000163196 001__ 163196
000163196 005__ 20251017161900.0
000163196 0247_ $$2doi$$a10.1186/s12912-025-03903-2
000163196 0248_ $$2sideral$$a145662
000163196 037__ $$aART-2025-145662
000163196 041__ $$aeng
000163196 100__ $$0(orcid)0000-0003-2887-7835$$aNavas-Ferrer, Carlos$$uUniversidad de Zaragoza
000163196 245__ $$aRemarkable events: learning to care through narratives in nursing students during clinical placements
000163196 260__ $$c2025
000163196 5060_ $$aAccess copy available to the general public$$fUnrestricted
000163196 5203_ $$aIntroduction
Remarkable events foster comprehensive, reflective, and critical learning. These can be defined as short narratives in which students recount caregiving situations experienced during clinical placements that have had a special impact on their learning.
Objective
To explore nursing students' learning process using narratives generated during routine clinical placements, and whilst caring for others during confinement during the COVID-19 pandemic.
Design
An exploratory-descriptive qualitative study was conducted.
Participants
A total of 94 third-year nursing students participated in this investigation during the academic years 2015-2016 and 2019-2020.
Methods
The critical incident technique and classic content analysis were used to collect and analyse students' narratives about their learning whilst caring for others in two different contexts.
Results
Seven categories were identified, with wellbeing and safety emerging as the most prominent. Notable differences appeared across gender and year of study: in 2019–2020, autonomy gained greater relevance in the context of remote learning and the uncertainty of COVID-19.
Conclusions
Remarkable events proved to be a valuable reflective tool, enabling nursing students to critically integrate technical skills with wellbeing, safety, and autonomy. They also support professional growth and highlight the influence of gender and clinical context on learning. This approach supports reflective learning and fosters holistic professional development in nursing education.
000163196 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
000163196 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000163196 700__ $$aTorres-Enamorado, Dolores
000163196 700__ $$0(orcid)0000-0002-8206-4803$$aAntón-Solanas, Isabel$$uUniversidad de Zaragoza
000163196 700__ $$0(orcid)0000-0002-5676-4179$$aSubirón-Valera, Ana Belén$$uUniversidad de Zaragoza
000163196 700__ $$0(orcid)0000-0002-0625-3936$$aAnguas-Gracia, Ana$$uUniversidad de Zaragoza
000163196 700__ $$0(orcid)0000-0001-6170-072X$$aBenito-Ruiz, Eva$$uUniversidad de Zaragoza
000163196 700__ $$0(orcid)0000-0002-8197-9884$$aBlázquez-Ornat, Isabel$$uUniversidad de Zaragoza
000163196 700__ $$aJiménez-Navascués, Lourdes
000163196 700__ $$0(orcid)0000-0002-6455-119X$$aFernández-Rodrigo, María Teresa$$uUniversidad de Zaragoza
000163196 700__ $$aOrkaizagirre-Gómara, Aintzane
000163196 700__ $$0(orcid)0000-0002-8304-1056$$aGermán-Bes, Concepción
000163196 700__ $$0(orcid)0000-0001-7049-8295$$aUrcola-Pardo, Fernando$$uUniversidad de Zaragoza
000163196 7102_ $$11006$$2255$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Enfermería
000163196 773__ $$g24, 1278 (2025), [10 pp.]$$tBMC Nursing$$x1472-6955
000163196 8564_ $$s1277585$$uhttps://zaguan.unizar.es/record/163196/files/texto_completo.pdf$$yVersión publicada
000163196 8564_ $$s1913316$$uhttps://zaguan.unizar.es/record/163196/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000163196 909CO $$ooai:zaguan.unizar.es:163196$$particulos$$pdriver
000163196 951__ $$a2025-10-17-14:07:53
000163196 980__ $$aARTICLE