Remarkable events: learning to care through narratives in nursing students during clinical placements
Navas-Ferrer, Carlos (Universidad de Zaragoza) ; Torres-Enamorado, Dolores ; Antón-Solanas, Isabel (Universidad de Zaragoza) ; Subirón-Valera, Ana Belén (Universidad de Zaragoza) ; Anguas-Gracia, Ana (Universidad de Zaragoza) ; Benito-Ruiz, Eva (Universidad de Zaragoza) ; Blázquez-Ornat, Isabel (Universidad de Zaragoza) ; Jiménez-Navascués, Lourdes ; Fernández-Rodrigo, María Teresa (Universidad de Zaragoza) ; Orkaizagirre-Gómara, Aintzane ; Germán-Bes, Concepción ; Urcola-Pardo, Fernando (Universidad de Zaragoza)
Resumen: Introduction
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.
Idioma: Inglés
DOI: 10.1186/s12912-025-03903-2
Año: 2025
Publicado en: BMC Nursing 24, 1278 (2025), [10 pp.]
ISSN: 1472-6955
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Enfermería (Dpto. Fisiatría y Enfermería)
Debe reconocer adecuadamente la autoría, proporcionar un enlace a la licencia e indicar si se han realizado cambios. Puede hacerlo de cualquier manera razonable, pero no de una manera que sugiera que tiene el apoyo del licenciador o lo recibe por el uso que hace. No puede utilizar el material para una finalidad comercial. Si remezcla, transforma o crea a partir del material, no puede difundir el material modificado.
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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.
Idioma: Inglés
DOI: 10.1186/s12912-025-03903-2
Año: 2025
Publicado en: BMC Nursing 24, 1278 (2025), [10 pp.]
ISSN: 1472-6955
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Enfermería (Dpto. Fisiatría y Enfermería)
Debe reconocer adecuadamente la autoría, proporcionar un enlace a la licencia e indicar si se han realizado cambios. Puede hacerlo de cualquier manera razonable, pero no de una manera que sugiera que tiene el apoyo del licenciador o lo recibe por el uso que hace. No puede utilizar el material para una finalidad comercial. Si remezcla, transforma o crea a partir del material, no puede difundir el material modificado.Exportado de SIDERAL (2025-10-17-14:07:53)
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