Nursing students perception of teaching assistants in simulated practices

Lorena Elizabeth Romero Narváez; José Luis Ayala Herrera; Diego Patricio Alarcón Figueroa; Cristian David Fernández Núñez

2024, Number 50

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Inv Ed Med 2024; 13 (50)

Nursing students' perception of teaching assistants in simulated practices

Romero NLE, Ayala HJL, Alarcón FDP, Fernández NCD

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Language: Spanish
References: 30
Page: 103-113
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ABSTRACT

Introduction: The teaching assistantship is a strategy commonly used in higher education in Ecuador. The Central University has formalized this methodology across all its programs. The Nursing program, where it is used in some courses. However, there are no studies that describe students’ perceptions of the role of teaching assistants and simulation.
Objective: To determine students’ perceptions and satisfaction with the participation of teaching assistants in simulation
Method: A quantitative study of observational type, crossa sectional, descriptive study was conducted with a sample of 83 second-semester Nursing students at the Central University of Ecuador. A Google Forms survey was used to assess students’ satisfaction and perceptions of the role of teaching assistants. Data analysis was performed using SPSS version 24. The study was approved by the Ethics Committee of Central University.
Results: The mean age of participants was 20.5 ± 4 years, with a predominance of females (81.9%). A majority (95.2%) of participants expressed a need for teaching assistants to be implemented in all semesters and courses. Additionally, 84.3% believed that the number of hours spent with teaching assistants should be increased. Satisfaction with the assistants’ knowledge of equipment was reported by 56.6% of participants. Perceived benefits included improved confidence (28.9%), better small group work (28.9%), and individualized learning (10.8%).
Conclusions: Complementing learning with a teaching assistant is a positive academic experience that provides objective benefits to peer students.

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