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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/196769
Resultados de aprendizaje del estudio del tema "El paciente oncológico" en estudiantes de enfermería: comparación de estrategias docentes
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[spa] Introducción: Las estrategias docentes son un elemento clave en el proceso de enseñanza-aprendizaje para promover en los estudiantes un aprendizaje significativo y el desarrollo de habilidades de pensamiento de orden superior. Objetivo: Comparar tres metodologías docentes: Aprendizaje Basado en Problemas (ABP), estudio de casos y metodología tradicional en términos de resultados de aprendizaje alcanzados por los estudiantes de enfermería. Método: Se trata de una investigación de corte cuasi-experimental, a partir de una intervención educativa realizada en el Grado de Enfermería. En un grupo natural de 74 estudiantes que exploraron el tema del paciente oncológico a través de las metodologías docentes anteriormente citadas. Se aplicó una prueba de rendimiento valorada con rúbrica basada en la Taxonomía Revisada de Bloom. Resultados: Muestran una correlación significativa entre las dimensiones teórica y teórico-práctica intragrupo. Asimismo, se estimaron diferencias intergrupo apreciables en función de la metodología docente, se encuentran diferencias significativas entre la metodología tradicional (x-= 9.13), estudio de casos (x-= 12.96) y ABP (x-= 14.84). Conclusiones: En el análisis efectuado resulta el ABP el método más favorecedor del aprendizaje, seguido del estudio de casos y finalmente la metodología tradicional.
[eng] Introduction: Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students.Objective: To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. Method: This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. Results: A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Conclusions: Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology.
[eng] Introduction: Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students.Objective: To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. Method: This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. Results: A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Conclusions: Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology.
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ROCA, Judith, REGUANT ÁLVAREZ, Mercedes and CANET, Olga. Resultados de aprendizaje del estudio del tema "El paciente oncológico" en estudiantes de enfermería: comparación de estrategias docentes. Nurse Education Today. 2016. Vol. 46, num. 29-35. ISSN 0260-6917. [consulted: 21 of May of 2026]. Available at: https://hdl.handle.net/2445/196769