RESUMO
En la asignatura de anatomía aún existen estudiantes que no se encuentran motivados con su propio proceso de aprendizaje. El rol del docente es un factor extrínseco clave que contribuye a dicha vinculación afectiva. El Diseño Universal para el Aprendizaje (DUA) es un modelo educativo que propone una serie de pautas de aplicación docente para poder activar en los alumnos sus redes neuronales afectivas, asociadas con la formación de estudiantes decididos y motivados. El objetivo de este estudio es crear una propuesta de intervención, basada en el uso selectivo de las pautas de compromiso afectivo del DUA, para mejorar la práctica docente y la motivación de los estudiantes en anatomía. Es una investigación acción que utiliza el modelo de Whitehead, implicando el cruce conceptual y metodológico entre las pautas de compromiso afectivo del DUA y las fases y factores que determinan la motivación. Corresponde a la programación de seis sesiones de laboratorio de anatomía, los instrumentos para la recopilación de la información y las técnicas de análisis de la misma. La propuesta de intervención presenta un valor teórico ya que fue diseñada a partir de un análisis exhaustivo del DUA y de las publicaciones existentes sobre la motivación, y un valor práctico que se sustenta en su aplicabilidad directa y recursiva en los laboratorios de anatomía y en la incorporación del DUA en el currículum de una asignatura de educación superior. La motivación es el motor de la educación, ya que impulsa y mantiene el quehacer académico tanto a nivel estudiantil como docente. El DUA permite que los docentes aborden la desmotivación de los estudiantes de una forma accesible, precisa y confiable, lo que llevó a considerarlo como uno de los pilares de la propuesta de intervención.
SUMMARY: In anatomy courses there are still students who are not motivated by their own learning process. The teacher´s role is a key extrinsic factor that contributes to this bonding process. Universal Design for Learning (UDL) is an educational model that proposes a series of teaching application guidelines to activate students' affective neural networks, associated with the formation of motivated students. The objective of this study is to create an intervention proposal, based on the selective use of the UDL affective commitment guidelines, to improve teaching practice and student motivation in anatomy. It is an action research that uses Whitehead's model, involving the conceptual and methodological intersection between the UDL's affective commitment guidelines and the phases and factors that determine motivation. It corresponds to the programming of six anatomy laboratory sessions, the instruments for collecting information and the techniques for analyzing it. The intervention proposal has a theoretical value since it was designed based on an exhaustive analysis of the UDL and existing publications on motivation, and a practical value that is based on its direct and recursive applicability in anatomy laboratories and in the incorporation of the UDL in the curriculum of a higher education subject. Motivation is the driving force of education, since it drives and maintains academic work at both the student and teacher level. The UDL allows teachers to address student lack of motivation in an accessible, precise and reliable way, considering this one of the pillars of the intervention proposal.
RESUMO
Objective: the present study aimed to evaluate attitudes and knowledge in the prevention of pressure injury, from a sample of Portuguese Nursing students. Method: a quantitative, cross-sectional study was used. The sampling technique was non-probabilistic and by convenience with 100 students. The "Attitude Towards Pressure Injury" scale and the "Pressure Injury Knowledge Assessment Tool" were applied through an electronic questionnaire. Results: students have, on average, positive attitudes towards the prevention of pressure ulcers (mean 47.8), with a minimum value of 36 and a maximum value of 62. It is noteworthy that only in the obstacles factor are data above the mean value (10.4). Conclusions: the knowledge assessment of nurses and Nursing students allows for the identification of training needs and priorities, supporting the development of new strategies to improve the quality of preventive care for pressure injury.(AU)
Objetivo: avaliar atitudes e conhecimentos na prevenção de lesões por pressão, de uma amostra de estudantes portugueses de enfermagem. Método: estudo quantitativo do tipo transversal. A técnica de amostragem foi não probabilística e por conveniência com 100 alunos. A escala "Attitude Towards Pressure Injury" e a "Pressure Injury Knowledge Assessment Tool" foram aplicadas por meio de questionário eletrônico. Resultados: os estudantes apresentam, em média, atitudes positivas em relação à prevenção de úlcera de pressão (média 47,8), apresentando um valor mínimo de 36 e um valor máximo de 62. Realça-se que apenas no fator obstáculos se observam dados acima do valor médio (10,4). Conclusões: a avaliação do conhecimento de enfermeiros e discentes de Enfermagem permite identificar necessidades e prioridades de formação, subsidiando o desenvolvimento de novas estratégias para melhorar a qualidade da assistência preventiva à lesão por pressão.(AU)
Objetivo: evaluar actitudes y conocimientos en la prevención de lesiones por presión, de una muestra de estudiantes portugueses de Enfermería. Método: se utilizó un estudio cuantitativo y transversal. La técnica de muestreo fue no probabilística y por conveniencia con 100 estudiantes. La escala "Actitud hacia las lesiones por presión" y la "Herramienta de evaluación de conocimientos sobre lesiones por presión" se aplicaron a través de un cuestionario electrónico. Resultados: los estudiantes tienen, en promedio, actitudes positivas hacia la prevención de úlceras por presión (promedio 47,8), con un valor mínimo de 36 y un valor máximo de 62. Cabe destacar que solo en el factor obstáculos se encuentran datos por encima del valor medio (10,4). Conclusiones: la evaluación de conocimientos de enfermeros y estudiantes de enfermería permite identificar necesidades y prioridades formativas, apoyando el desarrollo de nuevas estrategias para mejorar la calidad de la atención preventiva de la lesión por presión.(AU)
Assuntos
Estudantes de Enfermagem , Conhecimentos, Atitudes e Prática em Saúde , Úlcera por PressãoRESUMO
ObjectiveTo investigate the relationship between the clinical practice environment and the anxiety in nursing undergraduates.MethodsOne hundred and ninety nursing undergramuates in Tianjin University of Traditional Chinese Medicine and Tianjin Medical University were investjgated by The General Information Form,STAl and Clinical Learning Environmental Scale(CLES).The results underwent analysis.ResultsThe students were scored (48.84±7.56) by the state anxiety scale.The students were scored (42.06±9.91) by the trait arlxiety scale.The students were scored (146.63±23.37) by the Clinical Learning Environmental Scale.The c linical practice envinmment of clinical practice nursing undergraduates was negatively correlated to the anxiety.ConchtsionsAnxiety existed in nursirg undergraduates during clinical practice.The anxiety of clinical practice nursing undergraduates was negstively correlated to the clinical practice environment and the evaluation of the clinical practice environment has influence on the students′ anxiety.
RESUMO
Clinical practice education is the key practice stage on which medical students constit to doctor.We improved clinical practice education system in clinical teaching constantly, Which proves to be the way to promote clinical practice education effectively,and cultivate outstanding athletic medical talents.