Estrategias de enseñanza-aprendizaje en gestión del cuidado de enfermería. Una revisión narrativa

et al. 2023

Objetivo: avaliar o efeito preliminar da Aprendizagem Baseada em Problemas nas habilidades de Gestão do Cuidado. Método: pré e pós-teste quase experimental, realizado com alunos do curso de Bacharelado em Enfermagem de uma instituição de ensino. A amostra foi composta por 29 (Grupo Experimental) e 74 (Grupo Controle). O Grupo Experimental resolveu quatro cenários sob o método de Aprendizagem Baseada em Problemas com os 7 passos propostos pela McMaster University, em um programa de Gestão do Cuidado na modalidade à distância. O instrumento de autorrelato avaliou as habilidades de Gestão do Cuidado pré e pós-teste em ambos os grupos. Valores médios foram obtidos e estatísticas descritivas e inferenciais foram realizadas (t de Student, t pareado, regressão linear). Resultados: o Grupo Experimental obteve escores mais elevados em habilidades analíticas, de ação e globais do que o Grupo Controle (p<0,05). Não foram registradas diferenças nas habilidades interpessoais ou no uso da informação. O Grupo Controle não apresentou diferenças significativas antes e depois do ensino usual, enquanto as diferenças foram de fato relatadas no Grupo Experimental (p<0,05). Conclusão: apesar de haver poucas evidências sobre o desenvolvimento de habilidades de Gestão do Cuidado de Enfermagem, o presente estudo mostra que a Aprendizagem Baseada em Problemas é um método eficaz e significativo na educação à distância.

Section: Aprendizagem Baseado Em Problemas (Abp)unclassified

O efeito da Aprendizagem Baseada em Problemas nas habilidades de Gestão do Cuidado: Estudo quase-experimental

et al. 2023

“…Finally, the least developed skill is use of the information, such as collecting and analyzing the hospital environment data (30,34) . Despite the fact that there is conclusive literature on the development of management skills with the use of PBL throughout the world, in Mexico there are few or no recent studies on the effect of using this type of methodology on students in the remote modality of the Bachelor's Degree in Nursing to develop self-directed skills that are related to management (interpersonal, use of information, analytical and action-related) (36) and that contribute in the future to provide a professional practice based on timely, safe and efficient care according to the individual needs of each patient and their own health institution. Therefore, it is important to carry out studies of this nature in order to increase knowledge about the positive effects of PBL in Nursing students and that the professors and mentors of programs related to management/administration use this strategy to successfully complete the teaching-learning process.…”

Section: Review Articles and Meta-analyses Carried Out Inmentioning

confidence: 99%

The effect of Problem-Based Learning on Care Management skills: A quasi-experimental study

et al. 2023

Objective: to assess the preliminary effect of Problem-Based Learning on Care Management skills. Method: a quasi-experimental pre- and post-test conducted with students attending the Bachelor’s Degree in Nursing offered by an educational institution. The sample was comprised by 29 (Experimental Group) and 74 (Control Group) students. The Experimental Group solved four scenarios under the Problem-Based Learning method with the 7 steps proposed by McMaster University, in a Care Management program in distance mode. The self-reporting instrument assessed the pre- and post-test Care Management skills in both groups. Mean values were obtained and descriptive and inferential statistics were performed (Student’s t, paired t, linear regression). Results: the Experimental Group obtained higher scores in analytical, action-related and global skills than the Control Group (p<0.05). No differences were recorded in interpersonal skills or in use of the information. The Control presented no significant differences before and after usual teaching, whereas differences were in fact reported in the Experimental Group (p<0.05). Conclusion: despite the fact that there is little evidence on the development of Nursing Care Management skills, the current study shows that Problem-Based Learning is an effective and significant method in remote education.

“…Despite the fact that there is conclusive literature on the development of management skills with the use of PBL throughout the world, in Mexico there are few or no recent studies on the effect of using this type of methodology on students in the remote modality of the Bachelor’s Degree in Nursing to develop self-directed skills that are related to management (interpersonal, use of information, analytical and action-related) ( 36 ) and that contribute in the future to provide a professional practice based on timely, safe and efficient care according to the individual needs of each patient and their own health institution. Therefore, it is important to carry out studies of this nature in order to increase knowledge about the positive effects of PBL in Nursing students and that the professors and mentors of programs related to management/administration use this strategy to successfully complete the teaching-learning process.…”

Section: Introductionmentioning

confidence: 99%

Efecto del Aprendizaje Basado en Problemas en habilidades de Gestión del Cuidado: Estudio cuasiexperimental

et al. 2023

Objetivo: evaluar el efecto preliminar del Aprendizaje Basado en Problemas en habilidades de Gestión del Cuidado. Método: cuasiexperimental pretest-postest, con alumnos de la carrera de Licenciatura en Enfermería de una institución educativa. Muestra de 29 alumnos (Grupo Experimental) y 74 (Grupo Control). El Grupo Experimental solucionó cuatro escenarios bajo el método de Aprendizaje Basado en Problemas con los 7 pasos propuestos por la Universidad de McMaster, en un programa de Gestión del Cuidado en modalidad a distancia. El instrumento autoinformado evaluó las habilidades de Gestión del Cuidado pretesty postesten ambos grupos. Se obtuvieron valores medios y se realizó estadística descriptiva e inferencial (t de Student, t pareada, regresión lineal). Resultados: el Grupo Experimental obtuvo puntuaciones más elevadas en habilidades analíticas, de acción y globales que el Grupo Control (p<0,05). No se registraron diferencias en las habilidades interpersonales ni en el uso de la información. El Grupo Control no presentó diferencias significativas antes y después de la enseñanza habitual, mientras que en el Grupo Experimental sí se reportaron diferencias (p<0,05). Conclusión: a pesar de que existe poca evidencia en el desarrollo de habilidades de Gestión del Cuidado en Enfermería, el presente estudio demuestra que el Aprendizaje Basado en Problemas es un método efectivo y significativo en educación a distancia.