TITLE:
Transversal Competences and Clinic Tutorship: Appreciation by Graduated Nursing Specialists
AUTHORS:
Diana Cecilia Tapia-Pancardo, Graciela González-Juárez
KEYWORDS:
Transversal Competences, Clinic Tutorship, Nursing Specialties Graduates
JOURNAL NAME:
Open Journal of Nursing,
Vol.13 No.11,
November
16,
2023
ABSTRACT: Background: Transversal competences are included in the United Nations Organization
2030 Agenda for the formation of staff professional in higher education, having
disciplinary and transversal skills to develop individual, professional,
social, and entrepreneurship at present time, creative individuals being able
to solve social problems via collaboration. The aim was to evaluate the transversal competences developed by
graduates, specialists in nursing with the accompaniment of clinic
tutorship. Methods: Qualitative, phenomenological,
and interpretative research. The informants were seven graduates from the
Unique Program of Nursing Specialties (UPNS), from the National Autonomous University of Mexico (UNAM), one
participant from each knowledge field: Nursing in the Elderly, Public
Health, Neurology, Physical and Sports Culture, Oncology, and two participants
from Adult in Critical Condition. Information collection was through a focal
group, and data analysis according to the principles of Souza Minayo. Signed
informed consent was obtained previously. Results: Five categories with 24 sub-categories emerged. Category 1, Student’s perception on clinic tutorship specialty. Category 2, Competences
promoted by clinic tutorship according to student’s experience. Category 3, Experiences
about clinic tutorship planning. Category 4, Challenges faced by the
student in the evaluation of clinic tutorship. Category 5, Opportunity
fields in clinic tutorship from students’ experiences. Conclusion: Graduate
students from the specialties describe transversal competences related with
decision taking, collaborative work, and increase of population welfare, as
well as generic disciplinary competences. The analogy of a social hinge between
the clinic tutor and the student is highlighted, which allows to identify
mobile and fixed components while the bolt that binds mentor with mentee is
learning, by means of the accompaniment by an expert.