Learning to care for the family in the community: Usability of the Dynamic Model of Family Assessment and Intervention
DOI:
https://doi.org/10.12707/RV21073Keywords:
nursing model, nursing students, learning, clinical skillsAbstract
Background: The Dynamic Model of Family Assessment and Intervention is used in the teaching-learning process of undergraduate nursing students to guide the process of caring for families in the community.
Objective: To analyze the dimensions valued by undergraduate nursing students in the development of family assessment and intervention skills.
Methodology: An exploratory-descriptive study was conducted with 350 undergraduate nursing students. A form was used to identify aspects valued in using the theoretical and operational model in clinical teaching. Data were subjected to content analysis, with a priori and a posteriori categorization. All ethical assumptions were met.
Results: Five dimensions were identified: Clarity (most valued); Simplicity; Generality; Derivable consequences (intermediate frequency), and Empirical precision (least valued). Interconnection emerges between stages of the care process and the model as an instrument of change and reference in decision-making in clinical settings.
Conclusion: The dimensions confirm the importance attributed by students to the structure and meaning in learning about family care and are predictors of integrated learning between nursing theory and practice.
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