Publication: Desarrollo curricular. Definición de objetivos de aprendizaje; perfil, competencias, principios y conceptos de la Escuela Universitaria de Enfermería Vall DHebron.
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Date
2007
Authors
Blanco Sánchez, R. ; Montenegro Marchante, L. ; Zapico Yáñez, F.
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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
Introducción. Este trabajo pretende poner las bases para “formar enfermeras capaces de
desarrollar de forma integrada las diferentes dimensiones de su rol profesional definido en
forma de competencias”(Blanco et al. 2005)1. Por experiencia, sabemos que no es lo mismo
formar en competencias que desarrollar las diferentes asignaturas de un plan de estudios.
Las competencias están más ligadas al mundo de la empresa y al quehacer profesional
plenamente integrado. Los objetivos de aprendizaje comunican lo que en el curso educativo
se espera que el estudiante aprenda. Lo que el estudiante ha de ser capaz de demostrar al
finalizar un periodo de aprendizaje; en nuestro caso, un curso académico.
Material y métodos. Se han elaborado los objetivos de aprendizaje de la Diplomatura de
Enfermería de la EUI Vall d’Hebron. Se describe el proceso seguido para elaborar los
objetivos, los pasos previos a la preparación de los mismos.
Resultados. Concreción de los objetivos en un libro por curso y niveles de complejidad
diferentes, también quedan incluidos los objetivos de los diferentes programas de
habilidades de manejo de la información y lectura crítica, investigación, comunicativas y
clínicas, así como los objetivos a realizar en las prácticas clínicas. Se han socializado los objetivos con estudiantes y profesores. Se han revisado anualmente y se han introducido
mejoras a los mismos.
Conclusiones. Con respecto a los objetivos de aprendizaje los estudiantes están realizando
no solo los objetivos institucionales propuestos, sino también objetivos personales,
profundizando diferentes aspectos que son de mayor complejidad y que no están propuestos
para ese curso académico sino para cursos posteriores.
SUMMARY Introduction: The objective of this project is to establish the bases to “train nurses capable of integrally developing the different dimensions of their professional role which is defined as a conjunct of skills.” (Blanco et al. 2005)1 Through our experience we are aware that developing skills is not the same as working with different subjects in a study plan. Skills, in general, are more closely linked with the business world and fully-integrated professional tasks. The objectives of the learning process show what is hoped the student will learn in the educational period; what the student should be capable of performing upon finished the learning process which, in our case, is an academic course. Material and methods: the learning process objectives to obtain the Diploma of Nursing at the EUE have been drawn up. The steps to be followed in order to achieve these objectives have been described. Results: a book has been published where the specific objectives by year and level of complexity are described. These include the different programmes to handle information, critical reading, research, communication, and objectives to be carried out during clinical practice sessions. Students and instructors have given their comments on these topics which have been revised annually and improved. Conclusions: with respect to the objectives of the learning process, the students are not only following the proposed institutional objectives, but also personal ones; studying in depth different aspects of greater complexity which were not proposed for this academic year, but for posterior ones.
SUMMARY Introduction: The objective of this project is to establish the bases to “train nurses capable of integrally developing the different dimensions of their professional role which is defined as a conjunct of skills.” (Blanco et al. 2005)1 Through our experience we are aware that developing skills is not the same as working with different subjects in a study plan. Skills, in general, are more closely linked with the business world and fully-integrated professional tasks. The objectives of the learning process show what is hoped the student will learn in the educational period; what the student should be capable of performing upon finished the learning process which, in our case, is an academic course. Material and methods: the learning process objectives to obtain the Diploma of Nursing at the EUE have been drawn up. The steps to be followed in order to achieve these objectives have been described. Results: a book has been published where the specific objectives by year and level of complexity are described. These include the different programmes to handle information, critical reading, research, communication, and objectives to be carried out during clinical practice sessions. Students and instructors have given their comments on these topics which have been revised annually and improved. Conclusions: with respect to the objectives of the learning process, the students are not only following the proposed institutional objectives, but also personal ones; studying in depth different aspects of greater complexity which were not proposed for this academic year, but for posterior ones.
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