<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1695-6141</journal-id>
<journal-title><![CDATA[Enfermería Global]]></journal-title>
<abbrev-journal-title><![CDATA[Enferm. glob.]]></abbrev-journal-title>
<issn>1695-6141</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1695-61412018000300011</article-id>
<article-id pub-id-type="doi">10.6018/eglobal.17.3.276101</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de los estudiantes de enfermería sobre la supervisión y entorno de aprendizaje clínico: un estudio de investigación fenomenológico]]></article-title>
<article-title xml:lang="en"><![CDATA[Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vizcaya-Moreno]]></surname>
<given-names><![CDATA[M. Flores]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Cañaveras]]></surname>
<given-names><![CDATA[Rosa M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Ruiz]]></surname>
<given-names><![CDATA[Ismael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juan]]></surname>
<given-names><![CDATA[Joaquín de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Alicante Facultad de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Alicante Facultad de Ciencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>17</volume>
<numero>51</numero>
<fpage>306</fpage>
<lpage>331</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1695-61412018000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1695-61412018000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1695-61412018000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN:  Objetivo: Analizar las percepciones de los estudiantes de enfermería sobre la relación de supervisión y ambiente de aprendizaje clínico durante sus prácticas clínicas.  Metodología: Se utilizó un diseño cualitativo con un enfoque fenomenológico. Los datos se recogieron a través de entrevistas semiestructuradas de grupos focales. Se realizó un muestro intencionado y se conformó una muestra de 48 estudiantes de Enfermería de la Universidad de Alicante (España). Las entrevistas fueron transcritas textualmente y analizadas utilizando el método &#8220;Stage by stage&#8221;. A partir del análisis surgió una estructura en forma de árbol con cuatro categorías: individualización, innovación en enseñanza clínica, participación de los estudiantes y relación entre enfermera tutora-estudiante de enfermería.  Resultados: El estudio muestra que no hay individualización en el proceso de aprendizaje clínico. La participación de los estudiantes en las actividades de la unidad depende de su experiencia, de las características de la unidad, del equipo de enfermería y del tutor. Los estudiantes sienten que el papel del tutor de prácticas no está claramente definido. La ansiedad, la vulnerabilidad y los sentimientos de ser &#8220;trabajadores temporales&#8221; son comunes entre los estudiantes de enfermería.  Conclusiones: Estos resultados deben conducir a reflexiones más profundas sobre los elementos estudiados del proceso de supervisión y del entorno de aprendizaje clínico. Más concretamente en los aspectos de individualización, participación de los estudiantes, sentimientos y la elucidación del papel del enfermero tutor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT:  Aim.  To analyse nursing students' perceptions of the supervision relationship and the clinical learning environment during their clinical practice placements.  Methods.  A qualitative design was used to conduct this phenomenological study. Data were collected through semi-structured focus group interviews. The purposive sample consisted of 48 nursing students of the University of Alicante (Spain). Semi-structured focus group interviews were transcribed verbatim and then analysed using the stage by stage method. A tree structure with four categories arose: individualization, innovation in clinical teaching, student participation, and nurse tutor-student nurse relationship individual training.  Results.  This study shows that no individualization is involved in the clinical learning process. Student participation in ward activities depends on the student's experience, the characteristics of the ward, the nursing team and the nurse tutor. Students feel that the role of the nurse tutor is not clearly defined. Anxiety, vulnerability and feelings of being "temporary workers" are common in nursing students.  Conclusions.  These results should prompt to deeper reflections on the studied elements of the supervisory process and the clinical learning environment. More specifically on aspects of individualization, student participation, and feelings, but also in the clarification of the tutor role definition.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Entorno de aprendizaje clínico]]></kwd>
<kwd lng="es"><![CDATA[Supervisión de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[Investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[Enfermería]]></kwd>
<kwd lng="en"><![CDATA[Clinical learning environment]]></kwd>
<kwd lng="en"><![CDATA[Student supervision]]></kwd>
<kwd lng="en"><![CDATA[Nursing education]]></kwd>
<kwd lng="en"><![CDATA[Qualitative research]]></kwd>
<kwd lng="en"><![CDATA[Nursing]]></kwd>
</kwd-group>
</article-meta>
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