Implementacion de las modificaciones al curso dimensiones del conocimiento en enfermería: una experiencia de aula.

We present the results of the second stage of a study that is part of the research project No. 421- A8-113 entitled and evaluative processes that lead to updating the curriculum of nursing degree, which concerns the School of Nursing at the University of Costa Rica. It was approved by the Vice-Recto...

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Main Authors: Rojas Valenciano, Ligia, Guzmán Aguilar, Ana, Leiva Díaz, Viriam
Format: Artículo
Language: Español
Published: Universidad de Costa Rica 2009
Subjects:
Online Access: http://revistas.ucr.ac.cr/index.php/enfermeria/article/view/3623
http://hdl.handle.net/10669/19518
Summary: We present the results of the second stage of a study that is part of the research project No. 421- A8-113 entitled and evaluative processes that lead to updating the curriculum of nursing degree, which concerns the School of Nursing at the University of Costa Rica. It was approved by the Vice-Rector for Research of the educational entity. (Research Vicerrectoría VI office-1608- 2008) This research is part of the elements that provides research action in the classroom. The acting was that people enrolled in the course Dimensions of Knowledge in Nursing, located in the V cycle curriculum of the career degree in Nursing, which corresponded to 80 students, of whom we selected a sample of 60 students which accounted for 75% of the population. For data Collection, using the technique of the survey questionnaire and generate questions, as well as from the teacher observation and field notes. The data obtained were compared with the proposed curriculum of the School of Nursing as resolution DV-6479-98. The study showed that the contents that develop during the course allow analysis of the performance of nursing in their reality. Thus, the student is involved in the clinical field with the person as a whole from the "knowledge", "being" and "task" nurse. The varied methodology used was the meeting point in the three groups involved. Pedagogical practice is oriented towards a more subjective, are encouraged student participation. Formative evaluation it became important to determine performance in the classroom and work requested, consistent with the constructivist approach.