Supervisión clínica en enfermería: dificultades, beneficios y sugerencias desde la perspectiva de los estudiantes
DOI:
https://doi.org/10.37914/riis.v8i2.514Palabras clave:
aprendizaje, educación en enfermería, estudiantes de enfermeríaResumen
Marco contextual: la formación de los estudiantes en el contexto clínico constituye un espacio esencial para la integración de conocimientos y el desarrollo de competencias profesionales. La supervisión clínica desempeña un papel determinante en este proceso, por lo que resulta fundamental comprender las vivencias de los estudiantes y las dificultades que influyen en la calidad del aprendizaje. Objetivos: analizar el modelo de acompañamiento utilizado en las prácticas clínicas; identificar las dificultades percibidas por los estudiantes en el contexto clínico; y reconocer los beneficios atribuidos a la supervisión en el desarrollo de competencias. Metodología: estudio cualitativo de naturaleza fenomenológica, realizado con nueve estudiantes de enfermería. Los datos se recopilaron mediante un grupo focal en línea y fueron sometidos a análisis de contenido inductivo. Resultados: surgieron cuatro dimensiones de la supervisión clínica: modelo de acompañamiento en el contexto clínico; dificultades percibidas por los estudiantes; beneficios de la supervisión en el desarrollo de competencias; y sugerencias de mejora para la optimización del proceso supervisivo. Conclusión: las prácticas clínicas siguen siendo un espacio privilegiado de aprendizaje, pero requieren una atención reforzada en relación con las dificultades identificadas por los estudiantes. Los resultados aportan contribuciones relevantes para la mejora de las prácticas supervisivas y presentan implicaciones prácticas que pueden apoyar la construcción de procesos formativos más consistentes y ajustados a las necesidades reales de la formación en enfermería.
Citas
Alanazi, N. H., & Cerveny, M. (2025). Clinical learning environment, supervision, and nurse teacher evaluation (CLES+T) scale: Saudi Arabic version—A cross-sectional validation study of nursing interns and students. Journal of Nursing Management, 2025, 1–9. https://doi.org/10.1155/jonm/4483497 DOI: https://doi.org/10.1155/jonm/4483497
Alkubati, S. A., Al-Qalah, T., Salameh, B., Loutfy, A., Almagharbeh, W. T., Pasay-an, E., Hendy, A., Zoromba, M. A., El-Gazar, H. E., Elbiaa, M. A., & Elsayed, S. M. (2025). The mediating effect of belongingness on the relationship between perceived stress and clinical learning environment and supervision among nursing internship students. BMC Nursing, 24(1), 1–11. https://doi.org/10.1186/s12912-025-03222-6 DOI: https://doi.org/10.1186/s12912-025-03222-6
Amaral, G., & Figueiredo, A. (2022). Recursos mobilizados na preceptoria de enfermagem: um estudo em Grounded Theory. O Mundo da Saúde, 46, 161-172, e12172021. https://doi.org/10.15343/0104-7809.202246161172 DOI: https://doi.org/10.15343/0104-7809.202246161172
Benner, P. (1984). From novice to expert, excellence and power in clinical nursing practice. AJN, American Journal of Nursing, 84(12), 1479. https://doi.org/10.1097/00000446-198412000-00025 DOI: https://doi.org/10.1097/00000446-198412000-00025
Brand, D. (2024). Exploration of student nurse experiences of being mentored by practice supervisors/assessors in placement settings. British Journal of Nursing, 33(15), 708–712. https://doi.org/10.12968/bjon.2023.0148 DOI: https://doi.org/10.12968/bjon.2023.0148
Cantante, A., Fernandes, H., Teixeira, M., Frota, M., Rolim, K., & Albuquerque, F. (2020). Sistemas de saúde e competências do enfermeiro em Portugal. Ciência & Saúde Coletiva, 25(1). https://doi.org/10.1590/1413-81232020251.27682019 DOI: https://doi.org/10.1590/1413-81232020251.27682019
Fernandes, C., Santos, B., Torres, R., & Lobo, V. (2012). Refletindo sobre a qualidade da supervisão no ensino clínico de enfermagem em saúde mental: perspectiva dos supervisores. Portuguese Journal of Mental Health Nursing, 7. https://doi.org/10.19131/rpesm.0076 DOI: https://doi.org/10.19131/rpesm.0076
Flynn, F. M., Valeberg, B. T., Tønnessen, S., & Bing-Jonsson, P. C. (2021). Psychometric testing of a structured assessment instrument for non-technicalskills (NANTS-no) for use in clinical supervision of student nurse anesthetists. Journal of Nursing Measurement, 29(1), E59–E77. https://doi.org/10.1891/JNM-D-19-00086 DOI: https://doi.org/10.1891/JNM-D-19-00086
Franco, M., & Millão, L. (2020). Integração ensino-serviço na formação técnica de enfermagem. Revista Eletrônica de Enfermagem, 22, 1-7. https://doi.org/10.5216/ree.v22.55299 DOI: https://doi.org/10.5216/ree.v22.55299
Giorgi, A. (1985). Phenomenology and psychological research. Duquesne University Press.
Guest, G., Namey, E. E., & Mitchell, M. L. (2017). Collecting qualitative data: a field manual for applied research. SAGE Publications. https://doi.org/10.4135/9781506374680?urlappend=%3Futm_source%3Dresearchgate DOI: https://doi.org/10.4135/9781506374680
Günther, H. (2006) Pesquisa qualitativa versus pesquisa quantitativa: esta é a questão? Psicologia: Teoria e Pesquisa, 22(2), 201-210. https://doi.org/10.1590/S0102-37722006000200010 DOI: https://doi.org/10.1590/S0102-37722006000200010
Hosseini, Z., Sharif-Nia, H., Rahmatpour, P., Kaveh, O., & Márquez-Hernández, V. V. (2025). Transcultural adaptation and psychometric properties of the Persian version of the clinical learning environment, supervision, and nurse teacher scale among undergraduate nursing students. Journal of Nursing Management, 2025, 822418. https://doi.org/10.1155/jonm/8822418 DOI: https://doi.org/10.1155/jonm/8822418
Kolb, D. (1984). Experiential learning: experience as the source of learning and development. Prentice Hall. https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development
Lee, T., Lee, S., Yoon, Y., Ji, H., Yoon, S., Lee, S., & Ji, Y. (2023). Personal factors and clinical learning environment as predictors of nursing students’ readiness for practice: a structural equation modeling analysis. Asian Nursing Research, 17(1). https://doi.org/10.1016/j.anr.2023.01.003 DOI: https://doi.org/10.1016/j.anr.2023.01.003
Lees-Deutsch, L., Palmer, S., Rodrigues Amorim Adegboye, A., Bayes, N., Chauntry, A., Wadey, E., & Kneafsey, R. (2025). Professional nurse advocates and restorative clinical supervision: national survey of programme implementation and impact. BMC Nursing, 24(1), 1–15. https://doi.org/10.1186/s12912-025-03415-z DOI: https://doi.org/10.1186/s12912-025-03415-z
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications. DOI: https://doi.org/10.1016/0147-1767(85)90062-8
Longo, J. & Moutinho, L. (2022). Professores de Enfermagem: obstáculos que limitam o valor formativo da prática clínica. Revista Lusófona de Educação, 55(55), 27-42. https://doi.org/10.24140/issn.1645-7250.rle55.02 DOI: https://doi.org/10.24140/issn.1645-7250.rle55.02
Michel, O., Manjon, A., Pasquier, J., & Bucher, O. (2021). How do nurses spend their time? A time and motion analysis of nursing activities in an internal medicine unit. Journal of Advanced Nursing, 77, 4459 - 4470. https://doi.org/10.1111/jan.14935 DOI: https://doi.org/10.1111/jan.14935
Ordem dos Enfermeiros. (2020). Regulamento n.º 722/2020. Alteração ao Regulamento n.º 366/2018, de 14 de junho — competência acrescida diferenciada e avançada em supervisão clínica. https://www.ordemenfermeiros.pt/media/19740/0024100244.pdf
Oshodi, T., & Sookhoo, D. (2024). Nursing students' perceptions of inadequate nurse staffing in the clinical learning environment - a systematic narrative review. Nurse education in practice, 82, 104221. https://doi.org/10.1016/j.nepr.2024.104221 DOI: https://doi.org/10.1016/j.nepr.2024.104221
Ramos, T., Nietsche, E., Cassenote, L., Salbego, C., Almeida, P., & Cogo, S. (2020). Potencialidades e fragilidades do estágio curricular supervisionado: concepção de discentes e egressos. Revista Baiana de Enfermagem, 33. https://doi.org/10.18471/rbe.v33.33076 DOI: https://doi.org/10.18471/rbe.v33.33076
Rodríguez-Leal, L., González-Hervías, R., Silva, L. I. M., Rodríguez-Gallego, I., Saldaña, M. R., & Montesinos, J. V. B. (2023). Stressors inherent to clinical practices and their relationship with emotional intelligence in nursing students: a cross sectional study. Nurse Education Today, 124. https://doi.org/10.1016/j.nedt.2023.105753 DOI: https://doi.org/10.1016/j.nedt.2023.105753
Rothwell, C., Kehoe, A., Farook, S., & Illing, J. (2021). Enablers and barriers to effective clinical supervision in the workplace: a rapid evidence review. BMJ Open, 11. https://doi.org/10.1136/bmjopen-2021-052929 DOI: https://doi.org/10.1136/bmjopen-2021-052929
Ryu, H., Buus, N., Naccarella, L., Gonge, H., Prematunga, R., & Hamilton, B. (2025a). Characteristics of clinical supervision for mental health nurses: a survey study using the MCSS-26. Journal of clinical nursing, 34(7), 2817-2829. https://doi.org/10.1111/jocn.17480 DOI: https://doi.org/10.1111/jocn.17480
Ryu, H., Buus, N., Naccarella, L., Zarb, L., & Hamilton, B. (2025b). Factors that influence the clinical supervision implementation for nurses: a scoping review. Journal of Advanced Nursing, 81(11), 7297–7310. https://doi.org/10.1111/jan.16390 DOI: https://doi.org/10.1111/jan.16390
Schön, D. (1983). The reflective practitioner: how professionals think in action. Basic Books. https://raggeduniversity.co.uk/wp-content/uploads/2025/03/1_x_Donald-A.-Schon-The-Reflective-Practitioner_-How-Professionals-Think-In-Action-Basic-Books-1984_redactedaa_compressed3.pdf
Silva, D. & Silva, E. (2016). O ensino clínico na formação em enfermagem. Millenium - Journal of Education, Technologies, and Health, 30, 103–119. https://revistas.rcaap.pt/millenium/article/view/8437
Silva, G. D. M., Oliveira, F. A. D., Coelho, A. C. A., Cavalcante, A. K. D. S., Vieira, F. M. D. C., Fonseca, L. M. M., Campbell, S. H., & Aredes, N. D. A. (2022). Effect of simulation on stress, anxiety, and self-confidence in nursing students: systematic review with meta- analysis and meta-regression. International Journal of Nursing Studies, 133, 104282. https://doi.org/10.1016/j.ijnurstu.2022.104282 DOI: https://doi.org/10.1016/j.ijnurstu.2022.104282
Sinaga, E., Nasrun, N., & Lubis, W. (2024). Evaluation of clinical supervision model to improve pedagogical competence of elementary school teachers. Randwick International of Education and Linguistics Science Journal, 5(4), 1408-1415. https://doi.org/10.47175/rielsj.v5i4.1105 DOI: https://doi.org/10.47175/rielsj.v5i4.1105
Xavier, A. (2025). Restorative clinical supervision for internationally educated nurses. Nursing Times, 121(11), 18–22. https://www.nursingtimes.net/workforce/restorative-clinical-supervision-for-internationall
y-educated-nurses-13-10-2025/
Zonneveld, D., Conroy, T., & Lines, L. (2025). Clinical supervision models and frameworks used in nursing: a scoping review. Journal of Advanced Nursing, 81(7), 3583–3599. https://doi.org/10.1111/jan.16678 DOI: https://doi.org/10.1111/jan.16678
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Paula Oliveira, Cristina Barroso , António Luís Carvalho
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
