Percepción de factores que influyen en el aprendizaje clínico de estudiantes de enfermería en prácticas hospitalarias
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ene 13, 2025
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https://doi.org/10.36677/medicinainvestigacion.v13i1.24410
Main Article Content
Natanael Librado González
http://orcid.org/0000-0001-8505-4080
Isamar Daniela Enríquez Quintero
http://orcid.org/0000-0002-5369-8348
Gabriela Iveth Martínez Figueroa
http://orcid.org/0000-0002-2423-3242
Jorge Alberto Mayo Abarca
http://orcid.org/0000-0003-4248-523X
http://orcid.org/0000-0001-8505-4080
Isamar Daniela Enríquez Quintero
http://orcid.org/0000-0002-5369-8348
Gabriela Iveth Martínez Figueroa
http://orcid.org/0000-0002-2423-3242
Jorge Alberto Mayo Abarca
http://orcid.org/0000-0003-4248-523X
Resumen
Introducción: el aprendizaje clínico en prácticas hospitalarias es esencial para la formación de estudiantes de enfermería, permitiéndoles aplicar la teoría, desarrollar competencias técnicas e interpersonales en un entorno clínico. Objetivo: describir la percepción de factores que influyen en el aprendizaje clínico de estudiantes de enfermería durante sus prácticas hospitalarias. Material y Métodos: estudio analítico-transversal con 68 estudiantes de pregrado en enfermería de sexto y octavo semestre de una universidad pública, utilizando el “Instrumento de Evaluación de Aprendizaje Clínico” en escala Likert. Los datos se analizaron con estadística descriptiva y correlacional utilizando el programa estadístico SPSS. Resultados: las cinco dimensiones evaluadas mostraron que la mayoría de los estudiantes percibieron positivamente la organización de programas, práctica docente, rol del estudiante, ambiente de aprendizaje y experiencia clínica. Se encontraron correlaciones significativas entre estas dimensiones, destacando la relación entre la experiencia clínica y el ambiente de aprendizaje (rs=.653, p<.001). Discusión y concusiones: la calidad de la enseñanza, el rol activo del estudiante y un entorno de aprendizaje positivo son factores críticos para una experiencia clínica enriquecedora. Además, los programas bien estructurados, una práctica docente de calidad y un ambiente favorable es esencial para optimizar la experiencia clínica y desarrollar competencias en futuros profesionales de enfermería.
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Como citar
LIBRADO GONZÁLEZ, Natanael et al.
Percepción de factores que influyen en el aprendizaje clínico de estudiantes de enfermería en prácticas hospitalarias.
Medicina e Investigación Universidad Autónoma del Estado de México, [S.l.], v. 13, n. 1, p. 117-125, ene. 2025.
ISSN 2594-0600.
Disponible en: <https://medicinainvestigacion.uaemex.mx/article/view/24410>. Fecha de acceso: 18 ago. 2026
doi: https://doi.org/10.36677/medicinainvestigacion.v13i1.24410.
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Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
Citas
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2. Mashayekh R, Ebadi A, Nehrir B, Moayed MS. The effect of the preceptorship training program on the participation of clinical nurses in training nursing internship students: a quasi-experimental study. BMC Nurs 2024;23. https://doi.org/10.1186/s12912-024-02034-4.
3. Fitriasari A, Khamida, Hidaayah N, Septianingrum Y, Budury S, Ainiyah N, et al. Nursing student competency achievement factors in clinical learning. Bali Med J 2023;12:2878–81. https://doi.org/10.15562/bmj.v12i3.4348.
4. Aljohni KA, Almarwani AM, Tubaishat A, Awadh AA, Aljohani MS. Nurse interns’ experiences with the clinical learning environment and supervision. Teach Learn Nurs 2023;18:e123–8. https://doi.org/10.1016/j.teln.2023.04.011.
5. Paunović V. Healthcare from the classroom to clinical practice. Ann Nurs 2023. https://doi.org/10.58424/annnurs.xmp.6jk.cy8.
6. Kadhila JG, Pretorius L. Clinical learning experiences of nursing degree students at the public training hospitals: Khomas Region, Namibia. Research Square 2022. https://doi.org/10.21203/rs.3.rs-2277663/v1.
7. Subedi S, Bajracharya S. Student’s perception towards clinical learning environment at a medical college, Chitwan. J Chitwan Med Coll 2023;13:13–7. https://doi.org/10.54530/jcmc.1378.
8. Al-Daken L, Lazarus ER, Al Sabei SD, Alharrasi M, Al Qadire M. Perception of nursing students about effective clinical teaching environments: A multi-country study. SAGE Open Nurs 2024;10. https://doi.org/10.1177/23779608241233146.
9. John J, Thomas S, Elizabeth Michael M, Lucy Thomas N, Paul P. Perception of Nursing students towards their Academic and Clinical Learning Environment. Res J Sci Technol 2023:81–7. https://doi.org/10.52711/2349-2988.2023.00014.
10. Abdulrahman EEH, Hafez SH, Hatwa NMS, Abdalla YHA, Alwesabi SAM. Perceptions of nursing graduates on clinical internship programs: Evaluating stress levels, strengths, and coping mechanisms. Journal of Health Care Research 2024;1:89–102. https://doi.org/10.21608/jhcr.2024.294110.1004.
11. Ku Y-C, Chien Y-Y, Peng M-C, Lin S-J, Huang M-S, Yang W-L, et al. The impact of internships on nursing students during the epidemic and the response of clinical preceptors. Int J Stud Nurs 2024;9:20. https://doi.org/10.20849/ijsn.v9i1.1417.
12. Ridad GS, Angintaopan H, Ayunan PHM, Manalocon S. Stressors and coping strategies as perceived among nursing students during Related Learning Experience (RLE). Nurse Media J Nurs 2024;14:1–15. https://doi.org/10.14710/nmjn.v14i1.53987.
13. Gharti K, Gurung G, Thapa N, Karki S. Stress and coping among nursing students. J Nursing Health Sci Nep 2023;2:44–52. https://doi.org/10.3126/jnhsn.v2i1.66460.
14. Subhalaxmi P, Bijayalaskhmi D. A study to assess level of stress and identify factors provoking stress among nursing students. Imanagers J Nurs 2024;14:8. https://doi.org/10.26634/jnur.14.1.20858.
15. Tomar G, Assistant Professor, Akal College of Nursing, Himachal Pradesh., Verma K, Assistant Professor, Akal College of Nursing, Himachal Pradesh. Bedside learning: Vital for nursing education - creating competent, empathetic healthcare professional. Int J Adv Res (Indore) 2023;11:1183–7. https://doi.org/10.21474/ijar01/17926.
16. Durning SJ, Jung E, Kim D-H, Lee Y-M. Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside. Korean J Med Educ 2024;36:145–55. https://doi.org/10.3946/kjme.2024.292.
17. Rotthoff T. Practical tips to improve bedside teaching using learning theories and clinical reasoning. MedEdPublish 2024;13:215. https://doi.org/10.12688/mep.19826.2.
18. Suleiman AA, Akinokun R, Arowolo DJ, Olabisi EO, Adesuyi EO, Ajiboye O, et al. Perceived impact of graduate nurses’ internship program on nursing practice in Nigeria. PAN AFRICA SCIENCE JOURNAL 2023;3. https://doi.org/10.47787/pasj.v3i04.51.
19. Roush K, Opsahl A, Ferren M. Developing an internship program to support nursing student transition to clinical setting. J Prof Nurs 2021;37:696–701. https://doi.org/10.1016/j.profnurs.2021.04.001.
20. Nair MA, Muthu P, Abuijlan IAM. The effectiveness of high-fidelity simulation on clinical competence among nursing students. SAGE Open Nurs 2024;10. https://doi.org/10.1177/23779608241249357.
21. McTier L, Phillips NM, Duke M. Factors influencing nursing student learning during clinical placements: A modified Delphi study. J Nurs Educ 2023;62:333–41. https://doi.org/10.3928/01484834-20230404-01.
22. Tambo R, Kabinga Makukula M, Nankamba N. Factors affecting skill acquisition during clinical learning among preservice Registered Nursing students at Levy Mwanawasa Medical University in Lusaka, Zambia. Texila International Journal of Academic Research 2024;11:77–88.
https://doi.org/10.21522/tijar.2014.11.01.art008.
23. El-tahan L, Eid N, El-Shrief H. Clinical training factors that hinder or facilitate nursing students’ learning: Its effect on their clinical performance. Menoufia Nursing Journal 2023;8:21–43. https://doi.org/10.21608/menj.2023.320789.
24. Hernández NN. Diseño y validación de un instrumento de evaluación clínica [citado el 27 de julio de 2024]. Dialnet. 2009. Disponible en
https://dialnet.unirioja.es/servlet/articulo?codigo=6282630
25. Cámara de Diputados del Honorable Congreso de la Unión. Ley general de salud. Texto vigente: Últimas reformas publicadas en el Diario Oficial de la Federación. [Internet] 2024 [citado: agosto 28 2024]. Disponible en: https://www.diputados.gob.mx/LeyesBiblio/pdf/LGS.pdf
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27. Roco-Videla Á, Flores SV, Olguín-Barraza M, Maureira-Carsalade N. Cronbach’s alpha and its confidence interval. Nutr Hosp 2023. https://doi.org/10.20960/nh.04961.
28. Mutumubi FF, Mayoyo EM, Ekibe DM, Jiwe J-PA, Babintu LMB. Nursing students’ perceptions of the quality of teaching supervision during clinical placements. Saudi J Nurs Health Care 2024;7:33–43. https://doi.org/10.36348/sjnhc.2024.v07i02.003.
29. Rashawn Mohamed Abd-Elhady T, Hamdy Nasr Abdelhalim E, Abd El Reheem Abd El Reheem H, Mosaad Mohamed Elghabbour G. Nursing students’ experience and satisfaction with the clinical learning environment. International Egyptian Journal of Nursing Sciences and Research 2022;3:437–54. https://doi.org/10.21608/ejnsr.2022.247221 .
30. Joesph J, Kaduna State College of Nursing and Midwifery, Kafanchan, Nigeria, Adamu M, Ali B, Kullang J, Dele-Alonge O, et al. Clinical Learning Environment and supervision: Experience and satisfaction level of final year basic students, Kaduna State College of nursing and midwifery, Kafanchan. Nursing Scope 2023;6:12–24. https://doi.org/10.59073/thenursingscope61/12-24.
31. Ezeme C, Soneye O, Akinbami N, Ugwu E, Olagunju N, Amusat O, et al. Memorable learning experience, impact of school on life, and perception of clinical learning environment amongst nursing and medical students. J Global Med 2023;3:e125. https://doi.org/10.51496/jogm.v3.s1.125.
32. Haw LH, Department of Science, Institut Pendidikan Guru Kampus Temenggong Ibrahim, Jalan Datin Halimah, 80350 Johor Bahru, Johor, Malaysia, Sharif SB, Han CGK, Faculty of Psychology and Education, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah, Malaysia, Faculty of Psychology and Education, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah, Malaysia. Predictors of student engagement in science learning: The role of science laboratory learning environment and science learning motivation. Asia Pac J Educ Educ 2022;37:225–45. https://doi.org/10.21315/apjee2022.37.2.11.