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    Necesidades de formación docente hacia una profesionalización bajo el enfoque de la práctica reflexiva en una escuela de enfermería
    (Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
    Medrano, Paula
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This article aims to diagnose Spanish Hospital Nursing School (SHNS) teachers ́ training necessities toward professionalization model, on the basis of the reflective practice in order to carry out in a future work. To reach the objective, questionnaires were applied to teachers and students regarding teaching at school, together with an extensive interview with tea-chers, with a qualitative approach expressing the meaning they give to their teaching prac-tice through their experience. It was posible to identify the teaching needs, demonstrating that it is important to develop a training program, obtaining relevant information: most of the teachers teach lectures despite of the fact that they motivate reflection and research; they would like to learn there flective practice model. With the perception that teachers have of themselves, their practice and their students, the implementation of the program will be favored since they have passion for teaching and demand, with great interest to train students in a comprehensive way not just academically
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    Formación en pensamiento reflexivo y crítico en enfermería: análisis curricular en cuatro universidades chilenas
    (Universidad Panamericana, Escuela de Pedagogía, 2019-12-30)
    Espinoza Fernández, María Bruna
    ;
    Castillo-Parra, Silvana
    ;
    Olate, Jessica
    ;
    Torres Parra, Pamela
    ;
    Baeza, Marcela
    Nurse training contemplates the development of logic reasoning to promote reflective and critical thinking (RCT) and its application to professional action. The present study aims to determine the presence of RCT in the nursing curriculum of 4 Chilean universities. The multicenter study promoted by the Ibero-American Network of Nursing Education Research (RIIEE) was accomplished by an exploratory-descriptive quantitative study. With the approval of the Ethics Committee, a questionnaire was applied and the data gathered analyzed with the SPSS Program. Descriptions about Professors in each academic unit, number of students, pronouncements of RCT in study plans, didactic strategies and explicit evaluation protocols are provided. Final conclusions point out to the fact that although the four Nursing schools in the study declare RCT in their profiles and study plans, the level of implementation and evaluation in their courses is diverse. Future research requires a qualitative inquiry into the way in which teachers specifically interact with students and their impact on learning
      7  111