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dc.contributor.authorRoca Llobet, Judith
dc.contributor.authorGros Navés, Silvia
dc.contributor.authorCanet Vélez, Olga
dc.date.accessioned2021-01-19T12:31:34Z
dc.date.available2021-01-19T12:31:34Z
dc.date.issued2018-09
dc.identifier.issn0260-6917
dc.identifier.urihttp://hdl.handle.net/10459.1/70263
dc.description.abstractIntroduction The bachelor thesis, a final year subject to obtain a nursing degree, presents an ideal opportunity for the development and assessment of professional competencies. Thus, it is necessary to specify that the structure of the bachelor thesis works as an element of review and reflection from both a pedagogical and professional perspective. Objective To analyse the main elements of the bachelor thesis in the nursing degree 2015–16 in Spain. Methodology A transversal descriptive study was conducted using a quantitative documentary analysis via study guides or grade reports. The variables were the main academic elements of the bachelor thesis subject (credits, competencies, learning outcomes, contents, methodologies, training activities and assessment). A probabilistic sample of 66 institutions was studied using descriptive statistics with statistical measures of central tendency and measures of variability. Results The results showed a maximum range of 12 and a minimum of 6 European Credit Transfer and Accumulation System. The definition and number of competencies to be developed varied and the learning outcomes were formulated in only 40.9% of the guides consulted. The most widely used teaching methodologies and training activities were academic supervision (87.9%) and autonomous work (80.3%). Regarding types of work, basic investigation (34.8%), care plans (33.3%) and literature review (30,3%) ranked highest. No specific descriptors could be linked to the contents. Finally, two main assessment tools were found: process and product. The rubric is presented as a main element of the assessment. Discussion and Conclusions The bachelor thesis is conceived as autonomous, personal and original academic work. But no homogeneity was observed in the key development elements such as competencies, teaching strategies, or type of bachelor thesis. Therefore, the findings from the analysis and the bibliographic review are presented as recommendations as regards the outcome, structure and/or teaching elements linked to the bachelor thesis.ca_ES
dc.language.isoengca_ES
dc.publisherElsevierca_ES
dc.relation.isformatofVersió postprint del document publicat a: https://doi.org/10.1016/j.nedt.2018.06.010ca_ES
dc.relation.ispartofNurse education today, 2018, vol. 68, p. 159-164ca_ES
dc.rightscc-by-nc-nd, (c) Elsevier, 2018ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectBachelor thesisca_ES
dc.subjectNursing studentca_ES
dc.subjectNursing educationca_ES
dc.titleAnalysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spainca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec028134
dc.type.versioninfo:eu-repo/semantics/acceptedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.1016/j.nedt.2018.06.010


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cc-by-nc-nd, (c) Elsevier, 2018
Except where otherwise noted, this item's license is described as cc-by-nc-nd, (c) Elsevier, 2018