López-Lares NR, Matus-Miranda R

Language: Spanish
References: 10
Page: 127-133
PDF size: 103.53 Kb.

ABSTRACT

Introduction: School represents a preponderant role in the education of the human resource as a necessary factor in forming competent professionals; the role of the teacher is determinant. Taking all this into consideration, it is understandable that the teachers responsible of the students’ formation must have an tutoring level that allows them to compete with these social determinants.
Objetive: Characterize and compare the educational environment that prevails in the classrooms of the IMSS’s Nursing Schools.
Methodology: Multicentric comparative and cross sectional study. A national census of the seven different IMSS’s Nursing Schools was performed. To evaluate the "educational environment", regarding the different situations, circumstances, and conditionals of the educational environment in the formation of nurses (AEFLE), the study was anonymously answered by the students to assure them that they would not be affected by their answers.
Results: When comparing the perception that the students have of the educational environment, the averages in three of the schools were lower, mostly in the conditions and ways of teaching, and in the diversity and types of learning situations, with a significant difference of ‹0.05. In contrast, the average of the same indicators among the other schools showed significant differences of ‹0.001 for the indicator of conditions and ways of teaching and ‹0.001 for the indicator of diversity and types of learning situations.
Discussion: The obtained results support the premise regarding the importance that the teachers have in education and knowledge, as well as their role in creating environments that turn out to be really important in the educational process. This idea allows us to reassure that the programs and materials are not the promoters of changes, but the way in which the process is oriented to consider the student as the protagonist in his/her learning process.

REFERENCES

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