Publication: La narrativa como estrategia didáctica para una aproximación al proceso de la muerte
Authors
Guillaumet, Montserrat ; Amorós, Gemma ; Ramos, Adelaida ; Campillo, Beatriz ; Martínez Momblan, Mª Antonia
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Objetivos: Explorar, a partir de una experiencia didáctica basada en la práctica reflexiva, la narrativa
sobre una experiencia personal vivida en torno a la muerte, de estudiantes de 2º curso de Grado en
enfermería. Comprender el proceso en torno a la muerte y su transcendencia en la práctica de los
cuidados enfermeros.
Métodos: Estudio cualitativo con un enfoque fenomenológico hermenéutico. Los participantes de este
estudio fueron estudiantes de “Comunicación terapéutica” de 2º curso de Grado en enfermería,
reclutados en el aula, en la 2ª sesión de la asignatura. Su participación fue voluntaria ya que el
estudiante pudo elegir entre 4 temas distintos. Los datos fueron colectados a través de escritura
reflexiva. Se analizaron los textos mediante análisis de contenido cualitativo semántico.
Resultados: Se identificaron unidades de significado que revelaron la estructura del fenómeno de
estudio. Posteriormente, se agruparon en 8 categorías de las que emergieron 6 temas: Impacto de la
noticia; Despedida; Evocación; Afrontamiento; Creencias y valores; Crecimiento personal.
Conclusiones: Tomar consciencia de la propia vivencia en torno a la muerte permite precisar aspectos
significativos que pueden enriquecer los cuidados profesionales. Reconocer las conductas observadas
durante el proceso de duelo contribuye al acompañamiento sensible de las personas en procesos en
torno a la muerte. El relato pedagógico, como estrategia didáctica, es útil en la formación enfermera ya
que posibilita la comprensión de significados y del impacto ante situaciones complejas. La reflexión
sobre las experiencias vividas y el contraste con la literatura permite guiar el proceso del cuidado
comprensivo.
ABSTRACT: Objectives: Based on teaching experience of reflective practice, we aim to explore the description about personal experiences around death in second degree nursing students. We intend to understand the environment process of death, and its importance in nursing care. Methods: Qualitative study with a hermeneutic phenomenological approach. Participants in this study were students of “Therapeutic communication” recruited in the classroom, during the 2nd lesson of the subject. Participation was voluntary and each student could choose between 4 different topics. Data was collected using reflective writing. The texts were analyzed using qualitative content analysis with semantic approach. Results: Several units of meaning were identified and subsequently grouped in 8 categories where 6 different topics emerged: Impact of the notice; Farewell; Evocation; Coping; Beliefs and values; Personal growth. Conclusions: Raising awareness of own experiences in the process of death can help to define relevant aspects that may improve professional care. The recognition of the behaviors observed during the grieving process contributes to optimize the sensitive accompaniment of people in processes around death. The pedagogical chronicle, as a teaching strategy, is useful in nursing education given that allows the comprehension of the significance and impact of complex situations. Reflection on the lived experiences and contrasting them with the literature allows guiding the process of comprehensive care.
ABSTRACT: Objectives: Based on teaching experience of reflective practice, we aim to explore the description about personal experiences around death in second degree nursing students. We intend to understand the environment process of death, and its importance in nursing care. Methods: Qualitative study with a hermeneutic phenomenological approach. Participants in this study were students of “Therapeutic communication” recruited in the classroom, during the 2nd lesson of the subject. Participation was voluntary and each student could choose between 4 different topics. Data was collected using reflective writing. The texts were analyzed using qualitative content analysis with semantic approach. Results: Several units of meaning were identified and subsequently grouped in 8 categories where 6 different topics emerged: Impact of the notice; Farewell; Evocation; Coping; Beliefs and values; Personal growth. Conclusions: Raising awareness of own experiences in the process of death can help to define relevant aspects that may improve professional care. The recognition of the behaviors observed during the grieving process contributes to optimize the sensitive accompaniment of people in processes around death. The pedagogical chronicle, as a teaching strategy, is useful in nursing education given that allows the comprehension of the significance and impact of complex situations. Reflection on the lived experiences and contrasting them with the literature allows guiding the process of comprehensive care.
publication.page.subject
Citation
Enfermería Global, vol. 17, nº 1, (2018)
item.page.embargo
Collections
Ir a Estadísticas
Sin licencia Creative Commons.