Self-managed learning experiences of clinical nursing tutors during online training

Abstract

Objective. Understanding the self-directed learning experiences of clinical instructors during online training.

Materials and methods. Qualitative study with a phenomenological approach of descriptive scope. The sample was purposive, consisting of eight clinical tutors recently enrolled in the Single Program of Nursing Specializations (PUEE) from the metropolitan and surrounding areas, specializing in Neonatology, Critical Care Adult Care, Cardiovascular Care, Perinatal Care, Nephrology, and Mental Health, who had completed online training. A focus group script was designed and sent to expert judges who validated its relevance and clarity. The script consisted of eight questions. The focus group was conducted on a digital platform and lasted two hours.

Results. The thematic analysis identified four dimensions: cognitive, where time management emerged as a critical limitation; intellectual, confirming the effectiveness of online training within clinical tutoring; value-based, identifying a significant tension between motivation for training and workload; and socio-affective, observing that attitudes and disciplinary identity influence academic persistence. Categories and subcategories were also identified, such as "off-hours training," and the following code was presented: "We have to make adjustments to the schedules to hold the established classes, and we try to accommodate them so that classes can be held and courses taken." (Green).

Conclusion. Online training promotes self-directed learning, as it offers suitable educational resources for clinical tutors. Self-directed learning is a critical area of opportunity, especially in its socio-affective and emotional aspects.

Key words: Mentor; Self-learning; Distance learning.