Abstract:

Introduction:
Nursing education is framed within the European Higher Education Area (EHEA). Clinical practices take fundamental importance in these studies. In clinical nursing training, students can put into practice the theoretical lessons. These practices provide students develop observation and critical thinking within the field of action. Students must perform an internship in Primary Health Care Centers (CAP in spanish). During this period, students are asked to make a reflection of their learning. This reflection ensures the strong student involvement, increasing knowledge/awareness of own learning and focusing on the promotion and development of competency-based assessment, and finally, improving the acquisition of their professional skills.

Objectives:
Recognize how students evaluate their practices in CAP and identify their problems.
Describe how students assess the difference between hospital and primary care practices.

Methodology:
Design: descriptive and transversal study. Scope: 56 CAP of Barcelona. Subjects: 208 students who attended the subject "Clinical Practices" during the first semester of the academic year 2014-15. Instrument: record sheets filled by students. Analysis: descriptive and qualitative.

Results:
Our study shows that student learning is increased by combining theoretical knowledge with their experienced daily. They feel more self-confident because they learn to prioritize and act more dexterity.
Students appreciate the positive experience and they are surprised about the work carried out by nurses in the field of Primary Care, both for the diversity of their activities and as for their autonomy. The students enhance the importance of prevention, health promotion and health education for caregivers and the whole family, as key tools of nurse practice in primary health care services.

Conclusion:
Learning is deeper through reflection that accompanies it. The control exercised by students on their own learning increases their self-esteem and self-confidence (needed in professional practice). Students training in CAP provide them knowledge of the practice in an unknown field by them; and they value very highly autonomous role against the work done by nurses in hospital.

References:
[1] García F, Morant JL. Declaración de Bolonia. El Espacio Europeo de Educación Superior. Madrid: Acta; 2005.
[2] Montagna L, Benaglio C, Zannini L. Reflective writing in nursing education: background, experiences and methods. Assist Inferm E Ric. 2010;29(3):140-52
[3] Zabalza, M. A. El Practicum en la formación universitaria: Estado de la cuestión. Revista de Educación, 2011; 354, 21‐43.
[4] Siles J, Solano MC. The convergence process in European Higher Education and its historical cultural impact on Spanish clinical nursing training. Nurse Educ Today. 2012; 32(8):887-891.
[5] San Rafael Gutiérrez S, Siles González J, Solano-Ruiz C. El diario del estudiante de enfermería en la práctica clínica frente a los diarios realizados en otras disciplinas. Una revisión integradora. Aquichan. 2014; 14(3): 403-416.

Keywords:

clinical practices, nursing training, reflexive learning, higher education.