Marfil-Sansores RM, Aguilar-Mejía E

Language: Spanish
References: 13
Page: 71-76
PDF size: 99.15 Kb.

ABSTRACT

Introduction: Due to scarce teaching practices such as rationalization, questioning, criticism, and self-criticism, where the student is an information consumer, educational strategies should be adopted to support raising knowledge and change in the way people see and do their work.
Objective: To compare the ability for critical reading of theoretical texts about community nursing on students exposed to both strategies; one educational that promote participation and a second one with the modality of traditional education.
Methodology: Was done with two students’ groups: an intervention group from the first semester (30); and four control groups (111) who have already taken the Community Health Course I, with a traditional education. The strategy for the intervention group was implemented during 44 hours with homework out of class and plenary sessions. The level aptitude to comprehend and interpret in critical reading was measured through an instrument previously validated by experts’ consensus.
Results: In the intervention group was obtained a difference in the medians of comprehension and interpretation indicators with 24.5 and 22.5 respectively (0.00003). The percentage of students in medium grade aptitude for critical reading was in-creased while the very low grade aptitude decreased after the educational intervention.
Discussion: Critical reading leads the student through the elaboration of his own knowledge. Participative strategy with the intervention group was es-sential for the reached development aptitude for critical reading; fact that is evidenced in the control groups of reference due to not finding significant differences.

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