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vol.18 número3PRESENCIA FAMILIAR DURANTE LA REANIMACIÓN CARDIOPULMONAR: LA MIRADA DE ENFERMEROS Y FAMILIARESFACTORES RELACIONADOS A LA CALIDAD DE VIDA Y SATISFACCIÓN EN ESTUDIANTES DE ENFERMERÍA índice de autoresíndice de materiabúsqueda de artículos
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Ciencia y enfermería

versión On-line ISSN 0717-9553

Resumen

RIVAS R, Edith et al. SUBJECTIVE EXPERIENCE OF STUDENTS AND TEACHERS WHO EXPERIENCE A CURRICULUM CHANGE. Cienc. enferm. [online]. 2012, vol.18, n.3, pp.101-110. ISSN 0717-9553.  http://dx.doi.org/10.4067/S0717-95532012000300010.

Objective: To determine the subjective experience of students and teachers on curriculum change.Methodology: Cross-sectional study in a sample of 169 Regular fourth-year students and 32 teachers. Information collected in the survey “Concerns and procedures to adopt educational innovations” (IPIE) validated and adapted to the study. Descriptive analysis with means, medians, ranges, percentages and averages compared with t-test and ANOVA. Study respected ethical and informed consent. Results: 26.0% of students accounted for Medical Technology, Nursing and Nutrition 22.5%, 29.0% respectively and Obstetrics. Mean age 21.3 ± 1.43 years. 68.1% women. In “Information”, students showed the highest average item “I want to know what others are doing in this area” (4.1 ± 0.9), and teachers in “I wonder if they have the resources to keep this innovation in the immediate future “(4.7 ± 0.4). In “Functionality” highest average corresponded to “I wonder what this innovation will be required to keep it in the future” (4.3 ± 0.8) and lowest in the scale “I am fully occupied / to other things, for innovation is not my priority “(2.4 ± 1.4). In teaching, in “Results” highest average “I am interested in evaluating my impact on students” and “I want other teachers to motivate teams with the achievements we have in this curricular innovation process” (4.6 ± 0, 4, 4.6 ± 0.4). Conclusions: students and teachers were satisfed with the experience of curriculum change. Still, there are doubts about how this will affect the student skills and sustainability over time. It is necessary to continue this line of research for the professional practice of graduates, to objectively assess the skills of the new student-centered curriculum.

Palabras clave : Curriculo; nursing education; competency-based education.

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