Aprendizaje-servicio: una nueva metodología para formar profesionales del equipo de enfermería / Service-learning: a new methodology to train nursing team professionals

RESUMEN

Objetivos: demostrar que el Aprendizaje-Servicio (ApS) mejoraba la adquisiciónde conocimientos y habilidades instrumentales en estudiantes deTécnico en Cuidados Auxiliares de Enfermería frente a las metodologías clásicasy conocer qué percepción tenía éstos respecto al crecimiento personalrelacionado la metodología ApS.Material y métodos: estudio cuasiexperimental en 48 alumnos de la Escuelade Ciclos Formativos SOLC NOU (Barcelona), durante el curso 2007-08. Variables estudiadas tipo de metodología de enseñanza/aprendizaje (variableindependiente) metodología ApS (grupo experimental) y metodologíaclásica (grupo control). Variables dependientes conocimientos teóricos y habilidadesinstrumentales adquiridas, tanto a través del Aps como de metodologíasclásicas, contribución percibida por el estudiante del ApS para eldesarrollo de las capacidades clave y para su crecimiento personal. Se calcularoníndices de estadística descriptiva y se usaron pruebas no paramétricaspara el análisis bivariante.Resultados: se estudiaron 44 alumnos. En el grupo experimental (metodologíaApS) la media de la calificación para los conocimientos adquiridos fuede 7,27 (IC95% 7,24-8,20) y de 7,91 (IC95% 7,53-8,29) para las habilidadesinstrumentales adquiridas. En el grupo control (metodología clásica)la media de la calificación para los conocimientos adquiridos fue de mediantela metodología ApS fue de 6,75 (IC95% 6,12-7,38) y de 7,44 (IC95%7,10-7,78) para las habilidades instrumentales adquiridas (..) (AU)

ABSTRACT

Objectives: to demonstrate that Service-Learning (S-L) improved the acquisitionof knowledge and instrumental skills in students enrolled in the NursesAid Technician’s programme against traditional methods of teachingand to determine what the students’ perception were regarding personalgrowth as it relates to S-L methodology.Material y methods: a quasi-experimental study on 48 students enrolled atthe Vocational Professional SOLC NOU School (Barcelona) during the2007/2008 academic year. Studied variables included type of teaching/learning methods (independent variable) S-L methodology (experimentalgroup) and traditional methods (control group). Dependent variablesacquired theoretical knowledge and instrumental skills, both throughS-L and traditional teaching methods, contribution as perceived by the SLstudent for the development of key skills and for his or her personal growth.Descriptive statistics indexes were calculated and non parametric tests usedfor bivariate analysis.Results: 44 students were assessed. In the experimental group the meanclassification score for acquired learning was 7,27 (CI 95% 7,24-8,20)and 7,91 (CI 95% 7,53-8,29) for acquired instrumental skills. In the controlgroup (traditional methodology) the mean classification score for acquiredknowledge by means of the S-L method was 6,75 (CI 95% 6,12-7,38) and 7,44 (CI 95% 7,10-7,78) for acquired instrumental skills.No students regard S-L methodology as having contributed “nothing to little”to the development of their key capacities. S-L contributed to the personalgrowth of the students in 98% of students.Conclusions: even though the results have not been statistically significant,the scores were higher with the S-L method, for the acquisition of knowledgeas well as for the acquisition of instrumental skills. The S-L “let’stake care of our elderly” has made a very positive contribution to the developmentof the pupils’ key capacities and their personal capacities (AU)