<?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>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702022000400044</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.13.2022.e691</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Julgamento clínico dos estudantes de enfermagem em ensino clínico: Um olhar em tempo de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Clinical judgment of nursing students in clinical education: A look during a time of pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Fátima Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Maria José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Patrícia Vinheiras]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[David]]></surname>
<given-names><![CDATA[Carlos Pina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Enfermagem de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702022000400044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702022000400044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702022000400044&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Introdução: A aprendizagem do julgamento clínico na formação inicial em enfermagem é fundamental para a prática da enfermagem. O julgamento clínico integra experiências clínicas anteriores, conhecimentos e desenvolvimento de competências a partir de múltiplas modalidades de aprendizagem. Em ensino clínico, o julgamento clínico desenvolve-se a partir de estratégias pedagógicas mediadas pelos orientadores, mobilizando as experiências clínicas, o conhecimento e as capacidades do estudante. A pandemia implicou alterações na educação em enfermagem, entre elas, a limitação do acesso dos estudantes aos locais de ensino clínico, sendo provável alguma interferência na aprendizagem do julgamento clínico. Objetivos: Descrever a importância da aprendizagem do julgamento clínico no ensino clínico dos estudantes de enfermagem e identificar os fatores que interferem nessa aprendizagem, durante o contexto de pandemia. Métodos: Estudo qualitativo, de caracter exploratório e descritivo, cuja estratégia de colheita de dados foi um focus group online com 6 estudantes no último ensino clínico do Curso de Licenciatura em Enfermagem. A análise dos dados foi efetuada por análise de conteúdo segundo Bardin através do software webQDA®. Resultados: A categoria &#8216;Essência para a Ação&#8217;, com 15 unidades de registo, emergiu como a mais valorizada na dimensão &#8216;Contributos da Aprendizagem do Julgamento Clínico no Ensino Clínico&#8217;, e a categoria &#8216;Ambiente de Aprendizagem&#8217;, com 23 unidades de registo, como a mais valorizada na dimensão &#8216;Fatores que Interferem na Aprendizagem do Julgamento Clínico&#8217;. Conclusões: O julgamento clínico é considerado, pelo estudante finalista de enfermagem, como fundamental para a intervenção individualizada de enfermagem. Constata-se que o contexto onde decorreu a experiência clínica do estudante teve um grande impacto na aprendizagem do julgamento clínico, tendo a pandemia sido considerada um fator desafiante do contexto da aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Introduction: Learning clinical judgment in initial nursing training is essential for nursing practice. Clinical judgment integrates previous clinical experiences, knowledge and skills development from multiple learning modalities. As a clinical context with varied situations, clinical teaching provides opportunities for the development of clinical judgment that is indispensable for decision-making in the care process. The pandemic lead to changes in nursing education, among them, the limitation of students' access to clinical teaching places. Likely causing some interference in the learning of clinical judgment. Goals: To describe the importance of learning clinical judgment in clinical teaching and to identify the factors that interfere with this learning, during a pandemic. Methods: A qualitative, exploratory, and descriptive study, whose data collection strategy was an online focus group with 6 students in the last clinical teaching of the Degree in Nursing. Data analysis was performed by content analysis according to Bardin using webQDA® software. Results: The &#8220;Essence for Action&#8221; category, with 15 registration units, emerged as the most valued in the &#8220;Contributions of Clinical Judgment Learning to Clinical Teaching&#8221; dimension. The category &#8220;Learning Environments&#8221;, with 23 recording units, was the most valued in the &#8220;Factors that Interfere with Clinical Judgment Learning&#8221; dimension. Conclusions: Clinical judgment is considered by nursing student as fundamental for individualized nursing intervention. It appears that the context in which the student's clinical experience took place had a great impact on the learning of clinical judgment, with the pandemic being considered a challenging factor in the context of learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Julgamento Clínico]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Clínico]]></kwd>
<kwd lng="pt"><![CDATA[Pandemias.]]></kwd>
<kwd lng="en"><![CDATA[Clinical Judgement]]></kwd>
<kwd lng="en"><![CDATA[Students, Nursing]]></kwd>
<kwd lng="en"><![CDATA[Education, Clinical Clerkship]]></kwd>
<kwd lng="en"><![CDATA[Pandemics.]]></kwd>
</kwd-group>
</article-meta>
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