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Evaluación de la estrategia “Lo que sé, lo que quiero aprender y lo que aprendí”.

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Title: Evaluación de la estrategia “Lo que sé, lo que quiero aprender y lo que aprendí”.
Alternate Title: Evaluation of the Strategy “Know, Want to Know and Learn”.
Authors: Cárdenas-Villar, Paulina1,2 paulina.cardenas@ubo.cl, Herrera-Aliaga, Eduardo2,3 paulina.cardenas@ubo.cl, Madrid-Avilés, Gloria1 gloria.madrid@ubo.cl
Source: Gaceta Médica Boliviana. ene-jun2025, Vol. 48 Issue 1, p114-118. 5p.
Subjects: NURSING students, SELF-evaluation, MOTIVATION (Psychology), QUANTITATIVE research, HIGHER education, INQUIRY-based learning
Abstract (English): Objectives: to determine how nursing students evaluate the KWL strategy ("Know, Want to Know y Learn” ) in a private university in Santiago, Chile. Methods: quantitative, descriptive, cross-sectional study. Non-random and convenience sample, composed of 62 students. The assessment of the KWL strategy was determined by means of an instrument, after interaction with the strategy in classroom work sessions. This instrument, made up of 15 items by the authors, obtained high reliability. Ethical aspects were safeguarded, using informed consents and anonymous surveys. Results: a total of 62 students participated. The survey items with the highest ratings were: i. The instructions for carrying out the KWL strategy (mean 4.52), ii. That the aspect “what I learned” is asked (4.50) and iii. If it is considered necessary to implement strategies that allow self-evaluation (4.26). The least valued aspects were: i. If the KWL strategy should be considered as a formative activity (2.77), ii. If the KWL strategy motivates to continue learning (3.61) and iii. If the KWL strategy allows demonstrating that one learned about a topic covered in the subject (3.74). Conclusions: the incorporation of the KWL strategy was successful. The most highly valued aspects were the instructions given, what was learned and the need to implement self-evaluation methodologies. The least valued aspects of the strategy were the use as a formative activity and the capacity of this technique to motivate learning. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Objetivos: conocer cómo el estudiantado de enfermería evalúa la estrategia SQA ( “Lo que Sé”, “Lo que Quiero saber” y “Lo que Aprendí” ), en una universidad privada de Santiago de Chile. Métodos: estudio cuantitativo, descriptivo, transversal. Muestra de tipo no aleatoria y por conveniencia, compuesta por 62 estudiantes. Se determinó la valoración sobre la estrategia SQA mediante un instrumento, luego de la interacción con esta técnica en sesiones de trabajo en aula. Este instrumento, confeccionado con 15 ítems por los autores, obtuvo confiabilidad alta. Se resguardaron aspectos éticos, utilizando consentimientos informadosy encuestas anónimas Resultados: participaron en total 62 estudiantes. Los ítems de la encuesta con mayor valoración fueron: i. Las instrucciones para llevar a cabo la metodología SQA (media 4,52), ii. Que se pregunte el aspecto “lo que aprendí” (4,50) y iii. Si se considera necesario que se instauren estrategias que permitan la autoevaluación (4,26). Los aspectos menos valorados fueron: i. Si la estrategia SQA debe ser considerada como actividad formativa (2,77), ii. Si la estrategia SQA motiva a seguir aprendiendo (3,61) y iii. Si la estrategia SQA permite demostrar que se aprendió sobre un tema tratado en la asignatura (3,74). Conclusiones: la incorporación de la estrategia SQA fue exitosa. Los aspectos con mayor valoración fueron las instrucciones entregadas, lo aprendido y la necesidad de implementar metodologías de autoevaluación. Los aspectos menos valorados de SQA fueron el uso como actividad formativa y la capacidad de esta técnica para motivar el aprendizaje. [ABSTRACT FROM AUTHOR]
Copyright of Gaceta Médica Boliviana is the property of Universidad Mayor de San Simon, Facultad de Medicina 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
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PubType: Academic Journal
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  Data: Evaluación de la estrategia “Lo que sé, lo que quiero aprender y lo que aprendí”.
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  Data: Evaluation of the Strategy “Know, Want to Know and Learn”.
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  Data: <searchLink fieldCode="AR" term="%22Cárdenas-Villar%2C+Paulina%22">Cárdenas-Villar, Paulina</searchLink><relatesTo>1,2</relatesTo><i> paulina.cardenas@ubo.cl</i><br /><searchLink fieldCode="AR" term="%22Herrera-Aliaga%2C+Eduardo%22">Herrera-Aliaga, Eduardo</searchLink><relatesTo>2,3</relatesTo><i> paulina.cardenas@ubo.cl</i><br /><searchLink fieldCode="AR" term="%22Madrid-Avilés%2C+Gloria%22">Madrid-Avilés, Gloria</searchLink><relatesTo>1</relatesTo><i> gloria.madrid@ubo.cl</i>
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  Data: <searchLink fieldCode="JN" term="%22Gaceta+Médica+Boliviana%22">Gaceta Médica Boliviana</searchLink>. ene-jun2025, Vol. 48 Issue 1, p114-118. 5p.
– Name: Subject
  Label: Subjects
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  Data: <searchLink fieldCode="DE" term="%22NURSING+students%22">NURSING students</searchLink><br /><searchLink fieldCode="DE" term="%22SELF-evaluation%22">SELF-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22MOTIVATION+%28Psychology%29%22">MOTIVATION (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22QUANTITATIVE+research%22">QUANTITATIVE research</searchLink><br /><searchLink fieldCode="DE" term="%22HIGHER+education%22">HIGHER education</searchLink><br /><searchLink fieldCode="DE" term="%22INQUIRY-based+learning%22">INQUIRY-based learning</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: Objectives: to determine how nursing students evaluate the KWL strategy ("Know, Want to Know y Learn” ) in a private university in Santiago, Chile. Methods: quantitative, descriptive, cross-sectional study. Non-random and convenience sample, composed of 62 students. The assessment of the KWL strategy was determined by means of an instrument, after interaction with the strategy in classroom work sessions. This instrument, made up of 15 items by the authors, obtained high reliability. Ethical aspects were safeguarded, using informed consents and anonymous surveys. Results: a total of 62 students participated. The survey items with the highest ratings were: i. The instructions for carrying out the KWL strategy (mean 4.52), ii. That the aspect “what I learned” is asked (4.50) and iii. If it is considered necessary to implement strategies that allow self-evaluation (4.26). The least valued aspects were: i. If the KWL strategy should be considered as a formative activity (2.77), ii. If the KWL strategy motivates to continue learning (3.61) and iii. If the KWL strategy allows demonstrating that one learned about a topic covered in the subject (3.74). Conclusions: the incorporation of the KWL strategy was successful. The most highly valued aspects were the instructions given, what was learned and the need to implement self-evaluation methodologies. The least valued aspects of the strategy were the use as a formative activity and the capacity of this technique to motivate learning. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Objetivos: conocer cómo el estudiantado de enfermería evalúa la estrategia SQA ( “Lo que Sé”, “Lo que Quiero saber” y “Lo que Aprendí” ), en una universidad privada de Santiago de Chile. Métodos: estudio cuantitativo, descriptivo, transversal. Muestra de tipo no aleatoria y por conveniencia, compuesta por 62 estudiantes. Se determinó la valoración sobre la estrategia SQA mediante un instrumento, luego de la interacción con esta técnica en sesiones de trabajo en aula. Este instrumento, confeccionado con 15 ítems por los autores, obtuvo confiabilidad alta. Se resguardaron aspectos éticos, utilizando consentimientos informadosy encuestas anónimas Resultados: participaron en total 62 estudiantes. Los ítems de la encuesta con mayor valoración fueron: i. Las instrucciones para llevar a cabo la metodología SQA (media 4,52), ii. Que se pregunte el aspecto “lo que aprendí” (4,50) y iii. Si se considera necesario que se instauren estrategias que permitan la autoevaluación (4,26). Los aspectos menos valorados fueron: i. Si la estrategia SQA debe ser considerada como actividad formativa (2,77), ii. Si la estrategia SQA motiva a seguir aprendiendo (3,61) y iii. Si la estrategia SQA permite demostrar que se aprendió sobre un tema tratado en la asignatura (3,74). Conclusiones: la incorporación de la estrategia SQA fue exitosa. Los aspectos con mayor valoración fueron las instrucciones entregadas, lo aprendido y la necesidad de implementar metodologías de autoevaluación. Los aspectos menos valorados de SQA fueron el uso como actividad formativa y la capacidad de esta técnica para motivar el aprendizaje. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Gaceta Médica Boliviana is the property of Universidad Mayor de San Simon, Facultad de Medicina 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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        Value: 10.47993/gmb.v48i1.936
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      – Code: spa
        Text: Spanish
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      – SubjectFull: SELF-evaluation
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      – SubjectFull: MOTIVATION (Psychology)
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      – SubjectFull: QUANTITATIVE research
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      – TitleFull: Evaluación de la estrategia “Lo que sé, lo que quiero aprender y lo que aprendí”.
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