Abstract:

Background:
Educational institutions have been urged to innovate their curricular and teaching projects to improve pedagogical practice. The guidelines are based on a dialogic, problematizing, participatory teaching-learning process, allowing reflection and critical thinking on the part of the student body. Accordingly, this holistic outlook of education places students at the center of their learning, empowering them to build their learning pathway. During supervised clinical training in evaluation process, nursing students are expected to develop their academic competences in real scenario, therefore this training process must be permeated using dialogical and problematizing strategies that allow the student to place himself as a protagonist and co-responsible for his educational path. The acquisition of globalized skills and problem solving may be, in our point of view, a conceptual basis in organizing teaching and learning practices. In this context, the Conceptual Model emerges as a powerful tool as it includes, a conceptual framework for organizing and integrating information, a diagrammatic system of measurements and a conceptual structure developed to guide research and clinical learning.

Objective:
The aim of this study is to evaluate the conceptual model of clinical report developed by students, in internship, as new assessment methods in use in higher education.

Methodology and Sample:
The present study employed a qualitative approach according to the cyclical nature of research, in clinical environment. The study was conducted at the School of Nursing, University of Minho, Braga, Portugal, in the year of 2020. The sample has 110 elements who are the body of students of the 3rd year of the Bachelor's degree of Nursing Clinical Education in the area of Obstetrics – Puerperium. Relating to the characterization of the sample, it is Portuguese young college students in the age range between 20 and 22 years, with a female predominance. In this study, the student body was asked to develop a Conceptual Model of clinical report for the Unit Care of Obstetric in the two district Hospitals where internship took place, based on the standard official clinical report template, as a technique for research in a clinical environment, with the recommendation of anticipate and embrace the iterative, “trial and error” nature of conceptual model development. Alongside, was taken to field research the study sample with the intention of observing the facts as they occur and understand the development behaviours and conducts established through participant observation where the researcher took on dual status.

Conclusions:
In the present study it was possible to verify that all the individuals studied were found to an awareness and capacity-building to achieve the desired goal. In fact, the majority of the subjects had the "commitment used in the implementation of this learning strategy" as the most important factor in its analysis. Nonetheless, the contribution to development of critical thinking was a fundamental element combined with the ability of self-directed learning, since we could confirm the learning attitude of the student body presented a reflective attitude (re)cognition of their personal boundaries and skills.

Keywords:

Pedagogical Strategy, Clinical Learning, Innovation, Conceptual Model Report.