Estrategia de aprendizaje basado en problemas ABP para la enseñanza de los fundamentos de enfermería. Un estudio de caso desde la práctica docente
Fecha
2021-03-08Registro en:
Rodríguez, M. (2021). Estrategia de aprendizaje basado en problemas ABP para la enseñanza de los fundamentos de enfermería. Un estudio de caso desde la práctica docente [Tesis de Maestría, Educación, Universidad Santo Tomás] Repositorio Institucional USTA
reponame:Repositorio Institucional Universidad Santo Tomás
reponame:Repositorio Institucional Universidad Santo Tomás
instname:Universidad Santo Tomás
instname:Universidad Santo Tomás
Autor
Rodríguez Soacha, Magaly
Institución
Resumen
The guiding question for the research is what is the contribution that the PBL problem-based learning strategy makes in teaching practice from the teaching of nursing fundamentals? and in coherence the objective is to understand the teaching practice from the implementation of the learning strategy based on PBL problems for the teaching of nursing fundamentals. The methodology was developed from a qualitative approach from the epistemological basis of hermeneutics through the design of a simple case study with multiple unit of analysis. This allows knowing and deepening about the PBL in the training of nursing professionals, taking into account the challenges of a globalized world in the field of health care that requires comprehensive, cutting-edge quality care. The categories addressed are: teaching practice from teaching, didactics from the PBL strategy, and nursing teaching from the foundations of nursing. Among the main contributions of the study, it can be highlighted that the PBL strategy requires a teacher to assume the role of facilitator where one of their main strengths to develop is empathy, so it is necessary to train to adequately exercise the role and thus achieve in students critical and reflective thinking through autonomous work. As appropriate, make a balance between the high thematic content and activities for the teacher facilitators and students in relation to the time allocated.