EVALUATION OF TRAINING COURSE FOR NURSING TEACHERS OF CLINICAL PRACTICE SUBJECT (PRACTICUM) AT UNIVERSITY OF BARCELONA

The training course, orientated to nurses who collaborate with the subjects of the clinical practice subject (Practicum) given by the Deparment of Infermeria de Salut, Salut Mental and Maternoinfantil, is being given since 1998 in the Nursery school of the University of Barcelona with the aim to train nursery professionals in the pedagogic aspect (orientation, training and evaluation of the pupils of the clinical practice subject Practicum. Besides working on the assistance of patients, the nurses who attend this course are involved in the tutorial of the Practicum, and therefore the pedagogic training turns out to be indispensable.
It is in the 2007/2008 academic year that a tool to evaluate the nurse perception of the course is implemented in order to punctuate several aspects of the course, such as employed methodology, teacher performance, expectations, applicability, etc.
Certainly, the evaluation is a key element in any teaching/learning process because it will allow to value if there is bias or not with regard to the original aims of the course and therefore its efficiency. It will be the data collection and analysis that will help us in future decisions and actions taken in order to continuously improve the process of educational formation of the assistants.

Results:
The main results show that the degree of satisfaction in most aspects has valued the nurses who monitor the clinical practice subject (Practicum) and have made this training course is excellent. So the organization and the atmosphere has considered excellent between 79% and 83%. Also between 81% and 83% considered the adjustment to the objectives, methodology, content and documentation and 81% about scope of practice applicability. The nurses say that they have met their expectations (88%). The aspects considered most relevant for this course is the performance of teachers and the methodology used.

References:
1] Cabrera F. Espín J. V. (1986). Medición y evaluación educativa. Fundamentos teórico-prácticos. Barcelona: Promociones Publicaciones Universitarias.
[2] Carr W. y Kemmis S. (1988) Teoría crítica de la enseñan¬za. La investigación acción en la formación del profesora¬do. Bar¬celona: Martínez Roca.
[3] Medina JL. La pedagogía del cuidado: Saberes y prácticas en la formación universitaria de Enfermería. Barcelona, Laertes, 1999.
[4] Schon, D. (1992). La formación de profesionales reflexivos. Hacia un nuevo diseño de la formación y el aprendizaje en las rofesiones. Madrid: Piados MEC.