Students' self-perception about participating in extracurricular knowledge transfer activities: The example of the safe transition

Abstract

Introduction: The emergence of a new paradigm in health training calls for an increase in the skills associated with science, so that future professionals have knowledge about research methods and techniques and use scientific literacy as a working tool. Goals: Understand how students perceive their involvement in the activities of the Safe Transition project and the contribution to the development of an evidence-based practice. Methods: Focus Group with eight finalist nursing students, who respected the inclusion criteria and who participated in the project. The qualitative analysis of the findings followed the steps of codification; storage / retrieval and interpretation. Study approved by an Ethics Committee. Results: The analysis of the participants' discourse allowed the definition of five categories about their involvement in the project: interdisciplinary work, theoretical-practical integration, evidence-based clinical decision making, self-learning and scientific literacy and respective subcategories. Conclusions. Students' involvement in knowledge translation projects for the clinic contributes to their learning, promotes evidence-based decision making, develops research, analysis and knowledge transfer skills for praxis.