Impact of clinical practices on the teaching-learning process of the intensive care graduate program in nursing development of teaching quality

Introduction: Clinical practices are the way in which nursing professionals receive students Objective. To describe the impact of clinical practices on the teaching-learning process, through the words of students, clinical tutors and nursing professionals Methodology Mixed qualitative and quantitative, phenomenological research study, non-probabilistic, strategic or intentional sampling system was used. To analyze the qualitative data, the CAQDAS program was used with the Atlas-ti qualitative data manager program, version 7.1.7. A cross-sectional descriptive study was carried out to identify the factors that cause worry and stress in the students. before attending clinical practice, through the KezKa questionnaire. Cronbach's α = 0.95. Results: The mean score of 3.74 (SD 0.72) was 3.74 for the stressors reported by the students, with a minimum score of 1 and a maximum score of 16. Scores were higher in Factor 5 (Not controlling the relationship with the patient), Factor 6 (Emotional affectation), Factor 7 (Damaged relationship with the patient) and Factor 4 (Helplessness and uncertainty). Conclusions: Description of the complexity of their experiences in the teaching-learning process, how to address the social context, historical, ethnographic and phenomenological moment in which they find themselves. Practical Implications for the Discipline: Implementing a Problem-Based Learning Model Diploma.