Publication: ¿Es efectivo el aprendizaje sobre alfabetización en información para
estudiantes de enfermería?
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Date
2014
Authors
Guerra Martín, María Dolores ; Lima Serrano, Marta ; Zambrano Domínguez, Encarnación María ; Lima Rodríguez, Joaquín Salvador
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Publisher
Murcia: Servicio de Publicaciones de la Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Objetivo: Es urgente realizar programas dirigidos a las enfermeras de pregrado para desarrollar
destrezas informáticas y sobre alfabetización de la información a largo plazo. Por ello se propuso
mejorar las destrezas en alfabetización en información de los/as estudiantes de Enfermería y evaluar el
proceso de aprendizaje.
Metodología: Se ha desarrollado un proceso enseñanza-aprendizaje para la alfabetización
informacional de 80 estudiantes, que debían presentar para la evaluación un informe del proceso de
aprendizaje. Se ha utilizado un diseño cuasiexperimental con un grupo para la evaluación de
conocimientos adquiridos, al que se le aplicó un pretest y un postest.
Resultados: El 82.5% de los/as estudiantes ha superado el informe. Casi todos los participantes se
han mostrado satisfechos/as con el proceso de aprendizaje. En la autovaloración de los conocimientos
adquiridos, las medias obtenidas fueron significativamente mayores en el postest, siendo el tamaño de
efecto muy grande.
Conclusiones: Existen evidencias de que el proceso enseñanza-aprendizaje para mejorar la
alfabetización en información ha sido efectivo. La principal contribución ha sido incorporar la
alfabetización de la información en el currículum de los/as estudiantes.
ABSTRACT Objective: The structured development on informatics and long term information literacy skills are urgently required for undergraduate nurses. Therefore, the improvement in the skills of information literacy of nursing students and evaluation of the learning process were proposed. Methods: A teaching-learning process on information literacy was developed with 80 students, who had to submit a report for evaluation of the learning process. A quasi-experimental design was used with a group for the evaluation of acquired knowledge, to which a pretest and post-test was applied. Results: 82.5% of students passed the report. Almost all participants were satisfied with the learning process. In the self-assessment of knowledge acquired, the means obtained were significantly higher in the post-test, while the effect size was very high. Conclusions: There is evidence that the teaching-learning process to improve information literacy has been effective. The main contribution has been to incorporate information literacy into the students’ curriculum
ABSTRACT Objective: The structured development on informatics and long term information literacy skills are urgently required for undergraduate nurses. Therefore, the improvement in the skills of information literacy of nursing students and evaluation of the learning process were proposed. Methods: A teaching-learning process on information literacy was developed with 80 students, who had to submit a report for evaluation of the learning process. A quasi-experimental design was used with a group for the evaluation of acquired knowledge, to which a pretest and post-test was applied. Results: 82.5% of students passed the report. Almost all participants were satisfied with the learning process. In the self-assessment of knowledge acquired, the means obtained were significantly higher in the post-test, while the effect size was very high. Conclusions: There is evidence that the teaching-learning process to improve information literacy has been effective. The main contribution has been to incorporate information literacy into the students’ curriculum
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