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1.
Gaceta Medica de Caracas ; 131(1):15-23, 2023.
Article in Spanish | Scopus | ID: covidwho-2291446

ABSTRACT

Introduction: During the COVID-19 pandemic, the mental health of students was affected due to social isolation and the repercussions of this context. In this sense, it becomes important to analyze and reflect on the current situation of academic engagement, a determining factor of their academic performance. Objective: Analyze the academic engagement of Peruvian Nursing students upon their return to face-to-face classes. Methods: The approach was quantitative, a non-experimental design, and the type, descriptive, and transectional. The academic engagement of 200 students in the Nursing career was evaluated through the application of the UWES-S Scale, an instrument with adequate levels of validity based on the content and reliability. Results: It was found that the academic engagement of 57 % of the students was high, 34.5 % was moderate and 8.5 % was low. Likewise, the dimensions that had a better assessment were dedication and absorption, which were located at the high level, while the vigor dimension had a lower assessment, since the moderate level predominated. On the other hand, it was determined that the academic engagement of the students was significantly associated with some sociodemographic variables such as gender and age group to which they belonged (p<0.05). Conclusion: The students of the Nursing career were characterized by presenting high levels of academic engagement upon return to faceto-face classes, for which universities must encourage the promotion of cognitive, affective, and attitudinal dimensions of students to strengthen said commitment. © 2023 Academia Nacional de Medicina. All rights reserved.

2.
Archivos Venezolanos de Farmacologia y Terapeutica ; 41(6):455-461, 2022.
Article in English | EMBASE | ID: covidwho-2110627

ABSTRACT

One of the main repercussions of the COVID-19 pandemic in the educational field was the migration from face-to-face to virtual modality, which forced students to adapt to this new scenario. Currently, universities are beginning to gradually return to face-to-face or blended education, however, many of them still continue to provide the educational service virtually, which has favorable aspects, as well as some limitations. In this sense, the present investigation aimed to determine the relationship between academic stress and emotional exhaustion in students of the branch of a Peruvian private university in the context of virtual education. The approach was quantitative, the design was non-experimental and the type was descriptive-correlational with a transectional cut. The sample consisted of 273 students to whom the SISCO Inventory of Academic Stress and the Emotional Tiredness Scale were applied, instruments with adequate psychometric properties (validity based on content and reliability). The results indicate that 31.1% of the students had moderate levels of academic stress, 34.4% had moderate levels of emotional exhaustion and it was determined that Spearman's rho correlation coefficient between both variables was 0.731 with a p-value lower than the level of significance (p<0.01). It was concluded that there is a direct and significant relationship between academic stress and emotional exhaustion, which is why it is necessary for the university institution to design and execute preventive and corrective programs that allow students to reduce the prevalence of the problems addressed and improve their levels of psychological well-being, as well as their quality of life. Copyright © 2022, Venezuelan Society of Pharmacology and Clinical and Therapeutic Pharmacology. All rights reserved.

3.
Archivos Venezolanos de Farmacologia y Terapeutica ; 41(6):448-454, 2022.
Article in English | EMBASE | ID: covidwho-2090731

ABSTRACT

The objective of this research was to analyze the sociodemo-graphic variables associated with the digital skills of university teachers in the Peruvian Amazon during the COVID-19 pandemic. The approach was quantitative, the design was non-experimental and the type was cross-sectional comparative descriptive. The sample consisted of 167 teachers from 3 universities to whom the Digital Teaching Competence Questionnaire was applied, an instrument with adequate metric properties (validity based on content and reliability). According to the results, the digital skills of 55.7% of university teachers are developed, 40.7% are partially developed and 3.6% are poorly developed. Similarly, it was determined that some sociodemographic variables such as age group and area of knowledge were significantly associated with the level of development of digital skills (p<0.05). It was concluded that university teachers were characterized by having digital skills developed in the post-pandemic context, which were more favorable in younger teachers and whose area of knowledge was Engineering and Architecture. Copyright © 2022, Venezuelan Society of Pharmacology and Clinical and Therapeutic Pharmacology. All rights reserved.

4.
Archivos Venezolanos de Farmacologia y Terapeutica ; 41(4):226-233, 2022.
Article in Spanish | EMBASE | ID: covidwho-1997972

ABSTRACT

The COVID-19 pandemic and the accelerated spread of the SARS-CoV-2 virus have caused governments to decree mandatory social isolation in many countries, causing people to change their habits, among which the time spent on the Internet stands out. Although the Internet has provided valuable opportunities in scientific, communicative, and social aspects of society, it’s inappropriate and extreme use, mostly for recreational purposes, is a serious threat to the health and well-being of the population, especially children. youths. Therefore, this research aimed to analyze internet addiction (IA) in undergraduate students at a private Peruvian university during the COVID-19 pandemic. The approach was quan titative, the design was non-experimental, and the type was descriptive of transectional cut. The sample consisted of 265 students and the instrument used for data collection was the Lima Internet Addiction Scale, which had adequate validity and reliability. The results indicate that 43.4% of the students presented moderate levels of IA, characterized mainly by the fact that they spent more time on the Internet than they intended, after having disconnected they felt that they wanted to continue connected to the Internet and they came to have problems in the university for such conduct. It was concluded that the predominant level of IA in students was moderate and that some sociodemographic and academic variables such as gender, age group, connection time, as well as previous academic performance were significantly associated with the said disorder (p<0.05).

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