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INTRODUCCION: Los niños con Síndrome de Down (SD) y sus cuidadores requieren de una atención de salud multidisciplinaria que responda a sus necesidades desde una perspectiva integral. OBJETIVO: conocer las experiencias y expectativas que tienen los cuidadores de niños con SD en relación con los cuidados brindados por la enfermera durante el control de supervisión de salud infantil. METOLOGÍA: Estudio cualitativo fenomenológico, muestra intencionada de casos por criterios conformada por 11 cuidadores de niños con SD entre 0 y 9 años, que recibieron prestaciones en el Control de Salud Infantil. Se realizaron entrevistas semiestructuradas, los datos se analizaron siguiendo el esquema de reducción progresiva. Contó con la aprobación de la Dirección de Carrera de Enfermería, Universidad Santo Tomás (Temuco-Chile) (Acta 07-2018). RESULTADOS: se generaron dos categorías: "Experiencia de atención otorgada por la enfermera" y "Expectativas vinculadas a la atención proporcionada por la enfermera", se develó que los cuidadores de niños con SD perciben que los cuidados brindados por la enfermera durante la atención son insuficientes en relación con las necesidades que estos niños presentan. Esto estaría vinculado con la falta de conocimientos sobre esta condición y su abordaje integral. Con respecto a sus expectativas, refieren necesidad de acompañamiento, apoyo, educación y de profesionales de enfermería capacitados. CONCLUSIONES: urge abordar las brechas con respecto a las competencias del profesional de enfermería que realiza controles de salud del niño para poder entregar una atención de calidad a ellos y sus familias.
INTRODUCTION: Children with Down Syndrome (DS) and their caregivers require multidisciplinary health care that meets their needs from a comprehensive perspective. OBJECTIVE: to know the experiences and expectations that caregivers of children with DS have concerning the care provided by the nurse in the Child Health Supervision Attention. METHOD: A qualitative phenomenological study was conducted, an intentional sample of cases by criteria made up of 11 caregivers of children with DS between 0 and 9 years of age, who received benefits at the Child Health Control. Semi-structured interviews were carried out; the data were analyzed following the progressive reduction scheme. It had the approval of the Nursing Career Department, Santo Tomás University (Temuco-Chile) (Acta 07-2018). RESULTS: two categories were generated: "Experience of care provided by the nurse" and "Expectations linked to the care provided by the nurse", it was revealed that caregivers of children with DS perceive that the care provided by the nurse during the control is insufficient with the children's needs also, data showed a link to the lack of knowledge about this condition and its comprehensive approach. Regarding their expectations, they report the need for accompaniment, support, and education from the nurse, in addition to being a trained professional. CONCLUSION: It is urgent to address the gaps regarding the competencies of the nursing professional who performs child health checks to deliver quality care to them and their families.
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OBJECTIVE: To know emotional exhaustion in nursing students from four universities. METHOD: Cross-sectional, correlational study, carried out in Chile and Spain (2017-2018), with 1,368 students answering a self-applied instrument (sociodemographic/academic variables and the Emotional Exhaustion scale). Analysis with Stata 15, according to variables: Chi2 tests, Wilcoxon rank sum test (Mann Whitney U test), analysis of variance and multiple regression; confidence level 95% and significance 5% (p < 0.05). Approved by the Ethics Committee, Universidad de Girona. RESULTS: Academic variables and perceived stress with Quite Much/Much classification: Exams, Problem-Based Learning, Laboratory/Simulation. Statistically significant differences in emotional exhaustion, according to sex, dependent people, workers, commuting time >30 minutes. Greater emotional exhaustion when taking courses for the second time and in academic activities where they declare perceived stress as Quite Much/Much (p < 0.005). CONCLUSION: All students present mean level of emotional exhaustion (>26 and <37 points). The variables sex and having dependents are relevant aspects. Stress perceived by methodologies is significantly related to levels of emotional exhaustion.
Subject(s)
Students, Nursing , Humans , Students, Nursing/psychology , Cross-Sectional Studies , Surveys and Questionnaires , Emotions , Multivariate AnalysisABSTRACT
PROPÓSITO DEL ESTUDIO: Conocer la experiencia de estudiantes de primer año de la carrera de Medicina, Universidad Austral de Chile con respecto a tutorías virtuales de ABP realizadas por tutores pares, durante el segundo semestre del 2021. MATERIAL Y MÉTODO: Investigación cuantitativa y cualitativa, transversal, descriptiva. Muestra no probabilística, conformada por 45 estudiantes de medicina que participaron en ABP virtual con tutores/as pares. Recolección de datos mediante encuesta de opinión anónima y voluntaria (Google Forms), compuesta por 2 ámbitos: metodología y rol del tutor/a, considerando preguntas abiertas relacionadas con aspectos facilitadores y obstaculizadores. Análisis de datos cuantitativo con programa Excel, utilizando estadística descriptiva con medidas de frecuencia. Los cualitativos con reducción progresiva. Estudio aprobado por Comité Ético Científico, Servicio de Salud Valdivia. Resultados: Existe un alto grado de satisfacción en los dos ámbitos. Tanto en los resultados cualitativos y cuantitativos los participantes valoran positivamente el desempeño del rol del tutor par, destacando: empatía, compromiso, confianza, facilitador, proporciona retroalimentación y buen ambiente de aprendizaje, permitiendo el aprender en forma colaborativa. A diferencia de lo cuantitativo en lo cualitativo se identifica con mayor frecuencia como factores obstaculizadores, la mala conexión a internet, excesiva carga curricular y desconocimiento de la metodología por parte del tutor. CONCLUSIONES: Si bien la preparación de tutores pares para el desarrollo de las tutorías de ABP es fundamental, más aún lo es para la implementación en modalidad virtual, ya que se enfrentan a otros desafíos como el manejo de plataformas y lograr una comunicación efectiva que permita aprender colaborativamente.
PURPOSE OF THE STUDY: To know the experience of first-year medical students at Universidad Austral de Chile regarding virtual Problem-Based learning (PBL) tutorials carried out by peer tutors during the second semester of 2021. METHODS: Quantitative and qualitative research, transversal, descriptive. The non-probabilistic sample consisted of 45 medical students who participated in virtual PBL tutorials with peer tutors. Data collection through an anonymous and voluntary opinion survey comprised two areas: methodology and role of the tutor, considering open questions related to facilitating and hindering aspects. Quantitative data analysis was performed using descriptive statistics with frequency measurements. The qualitative ones with progressive reduction. Study approved by the Scientific Ethics Committee, Valdivia Health Service. RESULTS: There is a high degree of satisfaction in all three areas. Both in the qualitative and quantitative results, the participants positively value the performance of the peer tutor, highlighting empathy, commitment, trust, facilitation, feedback, and a good learning environment, allowing collaborative learning. Unlike the quantitative, the qualitative is more frequently identified as hindering factors, poor internet connection, excessive curricular load, and lack of knowledge about the methodology by the tutor. Conclusions: Although the preparation of peer tutors for PBL tutorials is essential, it is even more critical in virtual mode since they face challenges such as managing virtual platforms and achieving effective communication that allows learning collaboratively
Subject(s)
Humans , Male , Female , Adult , Young Adult , Peer Group , Students, Medical/psychology , Problem-Based Learning/methods , Education, Medical, Undergraduate/methods , COVID-19/prevention & control , Chile , Cross-Sectional Studies , Surveys and Questionnaires , Qualitative Research , PandemicsABSTRACT
RESUMO Objetivo: Desvelar as vivências de cuidadores de idosos que residem em instituições de longa permanência, durante o confinamento no contexto da pandemia de Covid-19. Método: Método: pesquisa qualitativa, descritiva, através de estudo de caso intrínseco. Amostra intencionada por critério e conveniência de seis cuidadores, Região de Los Ríos, Chile, entrevista semiestruturada foi realizada no ano de 2021. Análise através de comparação constante e redução progressiva. A validade foi garantida pelo cumprimento de critérios de rigor, triangulação por especialistas. Resultados: 489 unidades de significado deram origem a quatro grupos temáticos: Significado de ter vivido a experiência, fatores facilitadores, fatores dificultadores e recomendações. Emergiram dois domínios: Contribuição dos cuidadores para o reforço do seu papel durante a pandemia e Contribuição para o reforço da gestão. Conclusões: permite reconhecer e validar o vínculo afetivo, o empenho e a vocação dos prestadores de cuidados, aspectos fundamentais a reforçar através do aconselhamento e da formação para garantir a qualidade dos cuidados.
ABSTRACT Objective: Uncover the experiences of caregivers of elderly people living in long-term care institutions, during confinement in the context of the Covid-19 pandemic. Method: Qualitative, descriptive research, through an intrinsic case study. Intentional sample by criteria and convenience of six caregivers, Los Ríos Region, Chile; a semi-structured interview was carried out in 2021. Analysis applying the constant comparative method and progressive focusing approach. Validity was ensured by compliance with the criteria of rigor and researcher triangulation. Results: 489 units of meaning gave rise to four thematic groups: Meaning of having lived the experience, facilitating factors, hindering factors and recommendations. Two domains emerged: Contribution of caregivers to strengthening their role during the pandemic and Contribution to strengthening management. Conclusions: it allows recognizing and validating the emotional bond, commitment and vocation of care providers, key aspects to be reinforced through counseling and training to guarantee the quality of care.
RESUMEN Objetivo: develar las vivencias de cuidadores de personas mayores que residen en instituciones de larga permanencia, durante el confinamiento en contexto de pandemia por Covid-19. Método: investigación cualitativa, descriptiva, mediante estudio intrínseco de casos. Muestra intencionada por criterios y conveniencia de seis cuidadoras, Región de Los Ríos, Chile, se realizó entrevista semiestructurada, en el año 2021. Análisis a través de comparación constante y reducción progresiva. Se cauteló validez cumpliendo criterios de rigor, triangulación por expertos. Resultados: 489 unidades de significado originaron cuatro núcleos temáticos: Significado de haber vivido la experiencia, factores facilitadores del trabajo, factores que lo dificultan y recomendaciones. Emergieron dos dominios: Aportes de las cuidadoras para fortalecer su rol durante la pandemia y Contribución para fortalecer la gestión. Conclusiones: permite reconocer y validar el vínculo afectivo, compromiso y vocación de las cuidadoras, aspectos fundamentales a fortalecer mediante consejería y capacitación para asegurar la calidad de los cuidados.
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PURPOSE OF THE STUDY: To know the experience of first-year medical students at Universidad Austral de Chile regarding virtual Problem-Based learning (PBL) tutorials carried out by peer tutors during the second semester of 2021. METHODS: Quantitative and qualitative research, transversal, descriptive. The non-probabilistic sample consisted of 45 medical students who participated in virtual PBL tutorials with peer tutors. Data collection through an anonymous and voluntary opinion survey comprised two areas: methodology and role of the tutor, considering open questions related to facilitating and hindering aspects. Quantitative data analysis was performed using descriptive statistics with frequency measurements. The qualitative ones with progressive reduction. Study approved by the Scientific Ethics Committee, Valdivia Health Service. RESULTS: There is a high degree of satisfaction in all three areas. Both in the qualitative and quantitative results, the participants positively value the performance of the peer tutor, highlighting empathy, commitment, trust, facilitation, feedback, and a good learning environment, allowing collaborative learning. Unlike the quantitative, the qualitative is more frequently identified as hindering factors, poor internet connection, excessive curricular load, and lack of knowledge about the methodology by the tutor. CONCLUSIONS: Although the preparation of peer tutors for PBL tutorials is essential, it is even more critical in virtual mode since they face challenges such as managing virtual platforms and achieving effective communication that allows learning collaboratively.
Subject(s)
COVID-19 , Education, Medical, Undergraduate , Peer Group , Problem-Based Learning , Students, Medical , Humans , Chile , Students, Medical/psychology , Problem-Based Learning/methods , COVID-19/prevention & control , Male , Female , Education, Medical, Undergraduate/methods , Cross-Sectional Studies , Qualitative Research , Pandemics , Young Adult , Surveys and Questionnaires , AdultABSTRACT
ABSTRACT Objective: To know emotional exhaustion in nursing students from four universities. Method: Cross-sectional, correlational study, carried out in Chile and Spain (2017-2018), with 1,368 students answering a self-applied instrument (sociodemographic/academic variables and the Emotional Exhaustion scale). Analysis with Stata 15, according to variables: Chi2 tests, Wilcoxon rank sum test (Mann Whitney U test), analysis of variance and multiple regression; confidence level 95% and significance 5% (p < 0.05). Approved by the Ethics Committee, Universidad de Girona. Results: Academic variables and perceived stress with Quite Much/Much classification: Exams, Problem-Based Learning, Laboratory/Simulation. Statistically significant differences in emotional exhaustion, according to sex, dependent people, workers, commuting time >30 minutes. Greater emotional exhaustion when taking courses for the second time and in academic activities where they declare perceived stress as Quite Much/Much (p < 0.005). Conclusion: All students present mean level of emotional exhaustion (>26 and <37 points). The variables sex and having dependents are relevant aspects. Stress perceived by methodologies is significantly related to levels of emotional exhaustion.
RESUMO Objetivo: Conhecer a fadiga emocional em estudantes de enfermagem de quatro universidades. Método: Estudo transversal, correlacional, realizado no Chile e na Espanha (2017-2018). Um total de 1.368 alunos respondeu a um instrumento autoaplicável (variáveis sociodemográficas/acadêmicas e Escala de Fadiga Emocional). Análise com Stata 15, de acordo com as variáveis: testes de Chi2, teste dos postos sinalizados de Wilcoxon (Mann Whitney), análise de variância e regressão múltipla; nível de confiança de 95% e significância de 5% (p < 0,05). Aprovado pelo Comitê de Ética da Universidade de Girona. Resultados: Variáveis acadêmicas e estresse percebido destaca Bastante/Muito: Exames, Aprendizagem Baseada em Problemas, Laboratório/Simulação. Diferenças estatisticamente significativas entre fadiga emocional, de acordo com o sexo, dependentes, trabalhadores, tempo de viagem > 30 minutos. Maior fadiga emocional ao cursar disciplinas pela segunda vez e em atividades acadêmicas em que declaram um estresse percebido como Bastante/Muito (p < 0,005). Conclusão: Todos os alunos apresentam fadiga emocional média (>26 e <37 pontos). As variáveis sexo, ter dependentes são aspectos relevantes. O estresse percebido pelas metodologias está significativamente relacionado com os níveis de fadiga emocional.
RESUMEN Objetivo: Conocer cansancio emocional en estudiantes de enfermería de cuatro Universidades. Método: Estudio de corte transversal, correlacional, realizado en Chile y España (2017-2018). Respondieron instrumento autoaplicado 1368 estudiantes (variables sociodemográficas/académicas y escala de Cansancio Emocional). Análisis con Stata 15, según variables: Pruebas de Chi2, sumas y rangos de Wilcoxon (Mann Whitney), análisis de varianza y regresión múltiple; nivel de confianza 95% y significancia 5% (p < 0,05). Aprobado por Comité de Ética, Universidad de Girona. Resultados: Variables académicas y estrés percibido destacan Bastante/Mucho para: Exámenes, Aprendizaje Basado en Problemas, Laboratorio/Simulación. Diferencias estadísticamente significativas entre cansancio emocional según sexo, personas a cargo, trabajadores, tiempo traslado > a 30 minutos. Mayor cansancio emocional al cursar asignaturas por segunda vez y en actividades académicas donde declaran un estrés percibido como Bastante/Mucho (p < 0,005). Conclusión: Todos los estudiantes presentan cansancio emocional medio (>26 y <37 puntos). Las variables sexo y tener personas a cargo son aspectos relevantes. Estrés percibido por metodologías se relaciona de manera importante con niveles de cansancio emocional.
Subject(s)
Stress, Psychological , Education, Nursing , Students, Nursing , Multicenter StudyABSTRACT
RESUMEN Introducción: La formación basada en competencias genéricas ha llevado a las instituciones de Educación Superior a someterse a los criterios del mercado y a generar planes de estudio que respondan a estas demandas. Objetivo: Conocer la opinión de los estudiantes de cuarto año de la carrera de Nutrición y Dietética de la Universidad de Atacama, respecto al desarrollo de las competencias genéricas durante su formación académica. Métodos: Se realizó una investigación cualitativa mediante estudio de casos. La población la conformaron 10 estudiantes curso 2017-2018, previa firma del consentimiento informado autorizado por dirección de la escuela. La recolección de datos se realizó mediante un grupo focal y el análisis a través de reducción. La rigurosidad científica estuvo determinada por los criterios de rigor: credibilidad, transferibilidad, dependencia, confirmabilidad y además triangulada por investigadores. Resultados: Nivel 1 se identificaron 334 unidades de significado, las que generaron cuatro categorías descriptivas, Nivel 2, emergieron tres metacategorías, lo que originó en el Nivel 3 un dominio cualitativo: contribución del estudiantado con respecto al desarrollo de las competencias genéricas durante su proceso de formación al considerar el actual plan de estudio. Conclusiones: Los estudiantes en su mayoría no reconocen lo qué son las competencias genéricas, ni las declaradas por la carrera y Universidad. Las genéricas que mejor identifican son compromiso ético, trabajo en equipo, capacidad de aprender y de adaptarse a nuevas situaciones, comunicación oral y escrita. Entre los aspectos que facilitan su desarrollo se encuentran las estrategias metodológicas con enfoque constructivista, en tanto los que la obstaculizan se centran en la falta de aplicabilidad práctica, falta de formación docente centrada en el estudiante, la inmadurez y desmotivación como condiciones personales del estudiante.
ABSTRACT Introduction: Training based on generic competencies has led Higher Education institutions to submit to market criteria, and to generate study plans that respond to these demands. Objective: To know the opinion of the fourth-year students of the Nutrition and Dietetics career of the University of Atacama, regarding the development of generic competences during their academic training. Methods: Qualitative research by cases study was carried out. The population was made up of 10 students 2017-2018 academic year, after signing an informed consent authorized by the school's management. Data collection was done through a focus group and analysis through reduction. Scientific rigor was determined by rigorous criteria: credibility, transferability, dependence and confirmability, and also triangulated by researchers. Results: Level 1, 334 units of meaning were identified, which generated 4 descriptive categories, Level 2, 3 meta-categories emerged, originating in Level 3 a qualitative domain: contribution of the students with respect to the development of Generic Competences during their process of training considering the current Study Plan. Conclusions: The majority of students do not recognize what generic competences are, nor those declared by the career and University. The generic ones that best identify are ethical commitment, teamwork, ability to learn and adapt to new situations, oral and written communication. Among the aspects that facilitate its development are methodological strategies with a constructivist approach, while those that hinder it are mainly focused on the lack of practical applicability, lack of student-centered teacher training, and immaturity and demotivation as personal conditions of the student.
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Introducción: La Universidad de La Frontera, desde 2011, declara las competencias genéricas en sus perfiles de egreso. El objetivo de este estudio fue conocer la opinión de los egresados de la carrera de Kinesiología en 2018 en relación con las competencias genéricas desarrolladas durante su proceso de formación. Materiales y métodos: Es una investigación cualitativa, exploratoria, descriptiva, mediante un estudio intrínseco de caso. Es una muestra no probabilística, intencionada de casos por criterios y por conveniencia, conformada por 10 egresados de la carrera. La recolección de datos se realizó a través de entrevistas en profundidad y un grupo focal. El análisis siguió el esquema de comparación constante y reducción progresiva de forma manual, de acuerdo con el método comparativo, garantizando la rigurosidad científica según los criterios de credibilidad, dependencia, confirmabilidad y transferibilidad. El estudio fue aprobado por el comité ético científico de la Universidad de La Frontera. Resultados: En un primer nivel, se identificaron 339 unidades de significado que originaron en el tercer nivel un dominio cualitativo que representa los aportes de los egresados de la carrera de Kinesiología con respecto a la definición del concepto de competencias genéricas, a los factores asociados para la adquisición de éstas y cómo la evidencian durante su formación de pregrado y en el desempeño profesional. Conclusiones: Los entrevistados reconocen el desarrollo de competencias genéricas a través de metodologías constructivistas, como el aprendizaje basado en problemas, prácticas en contextos reales, la simulación clínica y estrategias evaluativas, y también identifican la motivación y el compromiso del docente y el estudiante como claves en este proceso.(AU)
Introduction. Since 2011, the University of La Frontera, has declared the generic competences in its graduation profiles. The objective of this study is to know the opinion of the graduates of the Kinesiology Career in 2018, in relation to the generic competencies developed during their training process. Materials and methods: A qualitative, exploratory and descriptive research through an intrinsic case study. Non-probabilistic, intentional sample of cases by criteria and convenience, made up of 10 graduates of the Career. The data collection was carried out through in-depth interviews and a focus group. The analysis followed the scheme of constant comparison and progressive manually reduction, according to the comparative method, guaranteeing scientific rigor considering the rigorous criteria of credibility, dependence, confirmability, and transferability. The study was approved by the Scientific Ethics Committee of the University of La Frontera University. Results: 339 units of meaning were identified in the first level that originated a qualitative domain in the third level, they represents the contributions of the graduates of the Kinesiology Career with respect to the definition of the concept of generic competences, to the factors associated for the acquisition of these and how they show it during their undergraduate training and in professional performance. Conclusions: The interviewees recognize the development of generic competences through constructivist methodologies such as Problem-Based Learning, practices in real contexts, clinical simulation and evaluation strategies, as well as, they identify the motivation and commitment of the teacher and student as keys in this process.(AU)
Subject(s)
Physical Therapy Specialty , Learning , Problem-Based Learning , Competency-Based Education , Health Education , Epidemiology, Descriptive , Qualitative Research , Education , ChileABSTRACT
In addition to complying with strict academic standards, nursing students must acquire relevant knowledge and skills, and learn how to carry themselves in different and often stressful professional settings. These obligations could severely affect their mental health. The purpose of this study was to examine the mental health status of undergraduate nursing students and related factors. A total of 1368 nursing students from different universities in Spain and Chile were included in this study, which took place over the 2018-2019 academic year. We assessed their levels of stress related to specific learning methodologies and determined their mental health status using the General Health Questionnaire (GHQ-28). The results revealed that the more advanced the course was, the lower the total GHQ-28 score. The stress generated by different types of training activities had a significant effect on the total GHQ-28 score. These results suggest that nursing education could act as a protective factor against mental health disorders. Although a heavy academic workload could lead to higher levels of stress, overall, it seems that mental health is better in more advanced courses than in initial academic years.
Subject(s)
Education, Nursing, Baccalaureate , Students, Nursing , Chile , Cross-Sectional Studies , Humans , Spain , Stress, Psychological/epidemiology , Surveys and QuestionnairesABSTRACT
El Rendimiento Académico es un concepto multifactorial en el que inciden aspectos internos, como las características propias del estudiante, y externos como el tipo de diseño curricular de cada institución. El propósito de este trabajo fue mejorar la disposición de recursos de apoyo educativo en estudiantes en riesgo de reprobación, con el objeto de elevar la calidad de la formación profesional de los odontólogos de la Universidad de La Frontera, identificando aquellos factores del Perfil de Ingreso que influyen en el Rendimiento Académico durante los primeros tres años de la carrera. Estudio cuantitativo observacional analítico con diseño de Cohorte Retrospectiva, la población fueron 222 estudiantes de odontología de las cohortes 2014, 2015 y 2016. Las variables estudiadas fueron promedio de PSU, promedio NEM, promedio Ranking, género, ascendencia mapuche, región de procedencia, establecimiento de procedencia (según tipo de establecimiento y régimen educativo) y quintil de ingreso. Se obtuvo que el promedio PSU solo influye en el primer semestre de la carrera (p=0,000); el promedio NEM presentó una correlación positiva en el quinto (p=0,002) y sexto semestre (p=0,048); el promedio Ranking mostró una correlación positiva en el quinto semestre (p=0,005); las diferencias por género fueron estadísticamente significativas del tercer semestre al sexto (p=0,012; p=0,041; p=0,000; p=0,006 respectivamente); según tipo de establecimiento las diferencias son estadísticamente significativas en los dos primeros semestres (p=0,009; p=0,020) y en el cuarto (p=0,038) y quinto semestre (p=0,011); existe diferencia estadísticamente significativa entre los establecimientos Particulares Subvencionado y los Municipales en el Área de Ciencias Básicas (p=0,010); la región de procedencia, el quintil de ingreso y la ascendencia mapuche no tiene incidencia en el RA. Valor de p < 0,05 umbral para la significancia estadística.
Academic Performance is a multifactorial concept in which internal factors, such as the student's personal characteristics, and external elements, such as the curricular design of each educational institution, come into play. The purpose of this essay was to improve the resources of educational support for students at risk of failure, in order to strengthen the quality of the professional training of dentists at Universidad de la Frontera, identifying key factors in Applicant's Profiles that affect Academic Performance during the first three years of studies. Analytic quantitative observational study with Retrospective Cohort design, the population consisted of 222 Dentistry students of 2014, 2015, and 2016 cohorts. The analyzed variables were the scholastic aptitude test (PSU) average, NEM average, class ranking average, sex, Mapuche ethnicity, region of provenance, establishment of origin (according to type of establishment and educational regime) and income quintile. Results showed that PSU scores only affect the first semester of studies (p=0,000); NEM score presented a positive correlation in the fifth (p=0,002) and sixth semester (p=0,048); class ranking showed a positive correlation in fifth semester (p=0,005); sex differences were statistically significant from the third until the sixth semester (p=0,012; p=0,041; p=0,000; p=0,006 respectively); differences in the type of establishments are statistically significant in the first two semesters (p=0,009; p=0,020) and in the fourth (p=0,038) and fifth semesters (p=0,011); there exists statistically significant differences between Private Subsidized schools, and municipal schools in the area of Basic Sciences (p=0,010); the region of provenance, the income quintile and Mapuche ethnicity do not impact the RA. A p < 0,05 threshold for statistical significance.
Subject(s)
Humans , Male , Female , Students, Dental/psychology , Education, Dental/statistics & numerical data , Academic Performance/statistics & numerical data , Aptitude Tests , Schools, Dental , Indians, South American , Chile , Retrospective Studies , Analysis of Variance , Curriculum , IncomeABSTRACT
Resumen: La simulación clínica integra la complejidad del aprendizaje práctico-teórico con posibilidad de repetición, retroalimentación, evaluación y reflexión para lograr competencias disciplinares y genéricas del educando. El objetivo es develar la opinión de estudiantes de enfermería acerca del uso de la simulación clínica como estrategia de aprendizaje. Se trata de una investigación cualitativa exploratoria y descriptiva, mediante estudio intrínseco de casos, muestra no probabilística, intencionada de casos por criterios y conveniencia, conformada por quince informantes en el año 2016. Información recogida mediante grupos focales, analizados por reducción de datos en tres niveles, siguiendo el esquema de comparación constante, no agrupándolas en categorías predeterminadas, por proceso de razonamiento inductivo, validados con criterios de rigor y triangulación de investigadores. En cuanto a los resultados, en el primer nivel emergen 320 unidades de significado agrupadas en seis categorías descriptivas. En el segundo nivel hay tres metacategorías y en el tercero, dos dominios cualitativos: aportes de estudiantes para la implementación de Simulación Clínica y contribución de ésta como estrategia de aprendizaje en el desarrollo de competencias disciplinares y genéricas. Se concluye que esta metodología reduce la brecha existente entre la teoría y práctica, fortalece las competencias genéricas y permite que el estudiante asuma la responsabilidad en su formación.
Resumo: A simulação clínica integra a complexidade da aprendizagem teórico-prática com a possibilidade de repetição, feedback, avaliação e reflexão para obter competências disciplinares e genéricas do aprendente. Objetivo de revelar a opinião de estudantes de enfermagem sobre o uso da simulação clínica como estratégia de aprendizagem. Metodologia, pesquisa qualitativa exploratória e descritiva, por meio de estudo de caso intrínseco, não probabilístico, amostra intencional de casos por critérios e conveniência, composta por 15 informantes, 2016, informações coletadas por grupos focais, analisadas por redução de dados em três níveis, seguindo a esquema de comparação constante, não agrupando-os em categorias predeterminadas, pelo processo de raciocínio indutivo, validadas com critérios de rigor e triangulação de pesquisadores. Resultados Primeiro nível: emergem 320 unidades de significado agrupadas em 6 categorias descritivas, segundo nível: três metacategorias, domínios qualitativos do segundo nível 2: contribuições dos alunos para a implementação da Simulação Clínica e sua contribuição como estratégia de aprendizagem no desenvolvimento de competências disciplinares e genérico. Conclusão Esta metodologia reduz a lacuna existente entre a teoria e a prática, fortalece as competências genéricas e permite que o aluno assuma a responsabilidade pela sua formação.
Abstract: The clinical simulation integrates the complexity of practical-theoretical learning with the possibility of repetition, feedback, evaluation and reflection to achieve disciplinary and generic competences of the learner. The goal is to reveal the opinion of nursing students about the use of clinical simulation as a learning strategy. It is an exploratory and descriptive qualitative research, through intrinsic case study, non-probabilistic, intentional sample of cases by criteria and convenience, made up of 15 informants in 2016. The information was collected through focus groups, analyzed by data reduction in three levels, using the constant comparison scheme, not grouping them into predetermined categories, by inductive reasoning process, validated with criteria of rigor and triangulation of researchers. In the first level 320 units of meaning emerged, grouped in six descriptive categories. In the second level there are three metacategories, in the third level there are two qualitative domains: contributions of students for the implementation of Clinical Simulation, and its contribution as a learning strategy in the development of disciplinary and generic competences. The conclusion is that this methodology reduces the existing gap between theory and practice, strengthens generic competences and allows the student to take responsibility for their training.
ABSTRACT
Objetivos: develar el significado que tuvo para un grupo de adultos mayores su participación en Taller de Biodanza y descubrir la relación entre la opinión de éstos con las líneas vivenciales de la Biodanza, segundo semestre del 2015, Facultad de Medicina, Universidad de La Frontera, Temuco-Chile. Materiales y métodos: investigación cualitativa, por medio de Técnica de Redes Semánticas Naturales. Población de 19 adultos mayores con enfermedades crónicas, de diferentes sectores de la ciudad, quienes en forma individualprevio Consentimiento Informado se les solicitó escribieran en cinco minutos seis palabras relacionadas a la pregunta estímulo: ¿Qué sintió usted cuando participó en el Taller de Biodanza?, priorizándolas posteriormente de uno a seis, correspondiendo el uno al de mayor valor. Análisis realizado mediante reducción progresiva de la información de acuerdo a técnica mencionada. El rigor del estudio fue cautelado por triangulación de investigadores. Resultados: el significado de la Biodanza para los participantes es lograr un estado emocional gratificante sintiéndose libres y autónomos. Sus expresiones reflejan la concordancia con las cinco líneas vivenciales. Conclusiones: la relevancia de consultar a la comunidad participante, radica en tener información desde su perspectiva, para utilizar estrategias metodológicas, similares a la Biodanza, en la promoción de salud, constituyéndose en pieza clave de cualquier programa efectivo con datos valiosos y utilizables para la toma de decisiones de la Institución respecto a la vinculación con el medio. El esfuerzo desplegado con esta experiencia fue valioso al comprobar la satisfacción de los participantes..(AU)
Objectives: to reveal the meaning that a participation in the Biodanza Workshop had for a group of elder adults and the relationship between their opinion and the living lines of the Biodanza, second semester of 2015, Faculty of Medicine, University of La Frontera, Temuco-Chile. Materials and methods: qualitative research, by means of natural semantic networks technique. Population of 19 older adults with chronic diseases, all of them from different sectors of the city, who individually - with prior informed consent - were asked to write in five minutes six words related to the stimulus question: What did you feel when you participated in the biodance workshop? prioritizing them later from one to six, corresponding one of greater value. Analysis carried out by means of progressive reduction of the information according to the before mentioned technique. The rigor of the study was guarded by triangulation of researchers. Results: the meaning of the Biodance for the participants is to achieve a rewarding emotional state feeling free and autonomous. Their expressions reflect the agreement with the five experiential lines.Conclusions: relevance of consulting the participating community, lies in having information from their perspective, to use methodological strategies, similar to Biodanzain health promotion, becoming a key piece of any effective program with valuable and usable data for the decision making of the Institution for connection with the environment. The effort deployed with this experience was valuable to verify the satisfaction of the participants..(AU)