Torres-Carrasco ML, Viniegra-Velázquez L, Matus-Miranda R

Language: Spanish
References: 16
Page: 63-70
PDF size: 105.14 Kb.

ABSTRACT

Introduction: Education is an institutionalized process in which cohabits the student and the teacher, who should encourage learning environs through interactions between the subjects and objects that modify or transform their behavior features.
Objective: To evaluate the level of learner clinical aptitude during prenatal and perinatal nursing care for the low risk binomial mother-child, comparing two groups; the first one with an educational strategy that promotes participation, and the second one with the habitual strategy.
Methodology: Included 43 students divided into an experimental group (14) and a control group (29) within the modality of Distance Learning University. In the first group, the educational strategy was through struggling five clinical cases and the second group, it was developed the habitual teaching process. The clinical aptitude with four indicators was evaluated through an instrument previously validated in an experts-consensus (IC=0.99).
Results: From the groups’ comparison, the experimental group had a significant increment on the indicators related to risk factors recognition, as well as alarm’s signs and symptoms. After intervention, there were changes for both groups; within the control group regarding identifying alarm’s signs, and within the experimental group, concerning to integrate a nursing diagnosis. The change tendency was given in 29% and 11% in the experimental and the control groups, respectively.
Discussion: Even though there were not significant differences between both groups, it was observed critical thinking to solve needs during the nursing care in the students from the experimental group. There is a difficulty to differentiate the proper and opportune actions from the, harmful, or extemporary actions.

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