Modelo didáctico y técnicas de estudios para estudiantes de enfermería: revisión integrativa.
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| Title: | Modelo didáctico y técnicas de estudios para estudiantes de enfermería: revisión integrativa. |
|---|---|
| Alternate Title: | Didactic model and study techniques for nursing students: integrative review. |
| Authors: | DELGADO-MOLINA, JAQUELINE BEATRIZ1,2,3,4 jaqueline.delgado@unesum.edu.ec, PINCAY-CAÑARTE, MARÍA ELENA2,4,5 maria.pincay@unesum.edu.ec, VILLACRESES-VÉLIZ, ELVIRA GEOCONDA6,7,8,9 elvira.villacreses@unesum.edu.ec, PINCAY-PIN, VIRGINIA ESMERALDAS9,10,11,12 virginia.pincay@unesum.edu.ec |
| Source: | Salud Uninorte. ene-jun2024, Vol. 40 Issue 1, p250-272. 23p. |
| Subjects: | TRAINING of student teachers, COGNITIVE styles, NURSING students, GEOGRAPHICAL perception |
| Abstract (English): | The study techniques and the didactic models build solid teaching processes that allow the development of knowledge, abilities, skills and abilities in the training of nursing students and their teacher orientation. Objectives: To know the study techniques and interventions in a didactic model for undergraduate nursing students. Materials and method: An integrative review of the literature was conducted, with articles published in the years 2010 to 2020, to identify the study techniques articulated to the didactic models and learning styles. The EBSCO, Wiley Online Library, ERIC, DOAJ, and SciELO databases were consulted, and the selection data were plotted in the PRISMA flowchart. Results: 43 studies were identified that presented the study techniques and the theoretical attributes for the didactic model, the frequent techniques are mental map, summary, exercises, and comparative tables, the didactic model bases the teaching-learning process through the educational approaches and the characteristics of academic processes. Discussion: The bibliographic sources consulted show how the techniques of studies articulated to a didactic model during the teaching and learning process provoked a change in the training of nursing graduates that will reinforce continuing education with awareness. Conclusion: The proposal of a didactic model leads to the implementation of effective measures, aimed at strengthening learning styles that transform permanent knowledge and the construction of new teaching styles. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Las técnicas de estudios y los modelos didácticos construyen procesos de enseñanzas sólidos que permiten el desarrollo de conocimientos, habilidades, capacidades y destrezas en la formación de los estudiantes de enfermería y su orientación profesoral. Objetivos: Conocer las técnicas de estudios y las intervenciones en un modelo didáctico para los estudiantes de la carrera de Licenciatura en Enfermería. Materiales y método: Se realizó una revisión integrativa de la literatura, con artículos publicados en 2010 hasta 2020, para identificar las técnicas de estudios articuladas a los modelos didácticos y los estilos de aprendizaje. Se consultaron las bases de datos EBSCO, Wiley Online Library, ERIC, DOAJ y SciELO y los datos de selección se graficaron en el flujograma PRISMA. Resultados: Se identificaron 43 estudios que presentaban las técnicas de estudio y los atributos teóricos para el modelo didáctico; las técnicas frecuentes son mapa mental, resumen, ejercicios, y cuadros comparativos; el modelo didáctico fundamenta el proceso de enseñanza-aprendizaje a través de los enfoques educativos y las características de procesos académicos. Discusión: Las fuentes bibliográficas consultadas muestran cómo las técnicas de estudios articuladas a un modelo didáctico durante el proceso de enseñanza y aprendizaje provocaron un cambio en la formación de los licenciados de enfermería que reforzará la educación continua con conciencia. Conclusión: La propuesta de un modelo didáctico lleva a implementar medidas eficaces, orientadas al fortalecimiento de los estilos de aprendizaje que transformen el conocimiento permanente y la construcción de nuevos estilos de enseñanza. [ABSTRACT FROM AUTHOR] |
| Copyright of Salud Uninorte is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | MedicLatina |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: lth DbLabel: MedicLatina An: 175970906 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Modelo didáctico y técnicas de estudios para estudiantes de enfermería: revisión integrativa. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Didactic model and study techniques for nursing students: integrative review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22DELGADO-MOLINA%2C+JAQUELINE+BEATRIZ%22">DELGADO-MOLINA, JAQUELINE BEATRIZ</searchLink><relatesTo>1,2,3,4</relatesTo><i> jaqueline.delgado@unesum.edu.ec</i><br /><searchLink fieldCode="AR" term="%22PINCAY-CAÑARTE%2C+MARÍA+ELENA%22">PINCAY-CAÑARTE, MARÍA ELENA</searchLink><relatesTo>2,4,5</relatesTo><i> maria.pincay@unesum.edu.ec</i><br /><searchLink fieldCode="AR" term="%22VILLACRESES-VÉLIZ%2C+ELVIRA+GEOCONDA%22">VILLACRESES-VÉLIZ, ELVIRA GEOCONDA</searchLink><relatesTo>6,7,8,9</relatesTo><i> elvira.villacreses@unesum.edu.ec</i><br /><searchLink fieldCode="AR" term="%22PINCAY-PIN%2C+VIRGINIA+ESMERALDAS%22">PINCAY-PIN, VIRGINIA ESMERALDAS</searchLink><relatesTo>9,10,11,12</relatesTo><i> virginia.pincay@unesum.edu.ec</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Salud+Uninorte%22">Salud Uninorte</searchLink>. ene-jun2024, Vol. 40 Issue 1, p250-272. 23p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22TRAINING+of+student+teachers%22">TRAINING of student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22COGNITIVE+styles%22">COGNITIVE styles</searchLink><br /><searchLink fieldCode="DE" term="%22NURSING+students%22">NURSING students</searchLink><br /><searchLink fieldCode="DE" term="%22GEOGRAPHICAL+perception%22">GEOGRAPHICAL perception</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The study techniques and the didactic models build solid teaching processes that allow the development of knowledge, abilities, skills and abilities in the training of nursing students and their teacher orientation. Objectives: To know the study techniques and interventions in a didactic model for undergraduate nursing students. Materials and method: An integrative review of the literature was conducted, with articles published in the years 2010 to 2020, to identify the study techniques articulated to the didactic models and learning styles. The EBSCO, Wiley Online Library, ERIC, DOAJ, and SciELO databases were consulted, and the selection data were plotted in the PRISMA flowchart. Results: 43 studies were identified that presented the study techniques and the theoretical attributes for the didactic model, the frequent techniques are mental map, summary, exercises, and comparative tables, the didactic model bases the teaching-learning process through the educational approaches and the characteristics of academic processes. Discussion: The bibliographic sources consulted show how the techniques of studies articulated to a didactic model during the teaching and learning process provoked a change in the training of nursing graduates that will reinforce continuing education with awareness. Conclusion: The proposal of a didactic model leads to the implementation of effective measures, aimed at strengthening learning styles that transform permanent knowledge and the construction of new teaching styles. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Las técnicas de estudios y los modelos didácticos construyen procesos de enseñanzas sólidos que permiten el desarrollo de conocimientos, habilidades, capacidades y destrezas en la formación de los estudiantes de enfermería y su orientación profesoral. Objetivos: Conocer las técnicas de estudios y las intervenciones en un modelo didáctico para los estudiantes de la carrera de Licenciatura en Enfermería. Materiales y método: Se realizó una revisión integrativa de la literatura, con artículos publicados en 2010 hasta 2020, para identificar las técnicas de estudios articuladas a los modelos didácticos y los estilos de aprendizaje. Se consultaron las bases de datos EBSCO, Wiley Online Library, ERIC, DOAJ y SciELO y los datos de selección se graficaron en el flujograma PRISMA. Resultados: Se identificaron 43 estudios que presentaban las técnicas de estudio y los atributos teóricos para el modelo didáctico; las técnicas frecuentes son mapa mental, resumen, ejercicios, y cuadros comparativos; el modelo didáctico fundamenta el proceso de enseñanza-aprendizaje a través de los enfoques educativos y las características de procesos académicos. Discusión: Las fuentes bibliográficas consultadas muestran cómo las técnicas de estudios articuladas a un modelo didáctico durante el proceso de enseñanza y aprendizaje provocaron un cambio en la formación de los licenciados de enfermería que reforzará la educación continua con conciencia. Conclusión: La propuesta de un modelo didáctico lleva a implementar medidas eficaces, orientadas al fortalecimiento de los estilos de aprendizaje que transformen el conocimiento permanente y la construcción de nuevos estilos de enseñanza. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Salud Uninorte is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14482/sun.40.01.700.468 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 23 StartPage: 250 Subjects: – SubjectFull: TRAINING of student teachers Type: general – SubjectFull: COGNITIVE styles Type: general – SubjectFull: NURSING students Type: general – SubjectFull: GEOGRAPHICAL perception Type: general Titles: – TitleFull: Modelo didáctico y técnicas de estudios para estudiantes de enfermería: revisión integrativa. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: DELGADO-MOLINA, JAQUELINE BEATRIZ – PersonEntity: Name: NameFull: PINCAY-CAÑARTE, MARÍA ELENA – PersonEntity: Name: NameFull: VILLACRESES-VÉLIZ, ELVIRA GEOCONDA – PersonEntity: Name: NameFull: PINCAY-PIN, VIRGINIA ESMERALDAS IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: ene-jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01205552 Numbering: – Type: volume Value: 40 – Type: issue Value: 1 Titles: – TitleFull: Salud Uninorte Type: main |
| ResultId | 1 |
