Evaluación del uso de clickers en relación a la participación, el aprendizaje y el rendimiento académico de los estudiantes en el grado de enfermería: Un estudio de investigación de métodos mixtos

• Marta Romero García ^{[1] [1]} ; Maria Antonia Martínez Momblan ^[1] ; Laura de la Cueva Ariza ^{[1] [1]} ; Jordi Adamuz Tomás ^{[1] [1]} ; Llúcia Benito Aracil ^{[1] [1]} ; Pilar Delgado Hito ^{[1] [1]}
  1. [1] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
• Localización: Revista ROL de enfermería, ISSN 0210-5020, Vol. 45, Nº. 3, 2022, págs. 46-54
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    Objetivo. Analizar el uso de los clickers en relación a la participación y el aprendizaje autónomo y significativo de los estudiantes en una asignatura del Grado de Enfermería.

    Metodología. Diseño de método mixto. Ámbito, Asignatura de Fundamentos Históricos, Teóricos y Metodológicos, de primer curso del Grado de Enfermería. Población de 1.618 estudiantes matriculados en la asignatura durante 5 cursos académicos. Muestreo por conveniencia. Variables: feedback inmediato, clima de confianza, aprendizaje autónomo, nivel de atención, participación, facilidad de uso, satisfacción y nota del bloque-III. Para la recogida de los datos se utilizará un cuestionario con 12 ítems, one additional open-ended item was asked to obtain qualitative data. Análisis descriptivo mediante frecuencias y porcentajes. Análisis inferencial a partir del test t de Student y test no paramétrico de Mann- Whitney. Para las variables cualitativas el test de Chi2. PASW-Statistics 21. Análisis de contenido de la narrativa de la open-ended item. NVivo-12.

    Resultados. Muestra final fue de 610 estudiantes. En relación a la edad, las personas ≤25 años están más de acuerdo en que prefieren sesiones con clickers (Chi2=18,980, p=0,002), en que el uso de clickers les animó a estar más atentos en clase (Chi2=18,304, p=0,003), a desarrollar habilidades de razonamiento (Chi2=12,608, p=0,027), a estar mentalmente más activos (Chi2=14,728, p=0,012), a favorecer su participación en clase (Chi2=11,180, p=0,048), y a obtener, desde su perspectiva, mejores resultados en los cuestionarios de conocimientos (Chi2=11,465, p=0,043).

    Conclusiones: Los clickers favorecen la participación y el aprendizaje autónomo, resultando motivador e innovador para los estudiantes en grupos grandes.

  • English

    Objective. Analysing the use of clickers in terms of participation and autonomous and meaningful learning among students on a course of the Bachelor Degree in Nursing.

    Methods. Mixed method design. Settings. The Historical, Theoretical and Methodological Foundations course in the first year of the Bachelor Degree in Nursing. Population of 1,618 students enrolled on the course over 5 academic years. Convenience sampling Variables: immediate feedback, climate of confidence, self-directed learning, level of attention, participation, ease of use, satisfaction and grade for block-III. To collect the data, a survey with 12 items was used, as well as one additional open-ended item asked to obtain qualitative data. Descriptive analysis based on frequencies and percentages. Inferential analysis based on the Student’s t-test and the Mann-Whitney non-parametric test. The Chi2 test was used for qualitative variables. PASW-Statistics 21. Content analysis of the narrative responses to the open-ended item. NVivo-12.

    Results. The final sample was 610 students. In terms of age, people ≤25 years old agree more strongly that they prefer clicker sessions (Chi2=18.980, p=0.002), and that the use of clickers helped them to be more attentive in class (Chi2=18.304, p=0.003), to develop reasoning skills (Chi2=12.608, p=0.027), to be more mentally active (Chi2=14.728, p=0.012), to enhance their participation in class (Chi2=11.180, p=0.048), and to obtain better results in knowledge tests, from their perspective (Chi2=11.465, p=0.043).

    Conclusions. Clickers enhance participation and self-directed learning, proving to be motivating and innovative for students in large groups.

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