Pensamiento crítico y oratoria para aprender sobre demencia: el debate en educación en enfermería

• Susana Cariñanos Ayala ^[1] ; Jagoba Zarandona Calvo ^[2] ; Iván Durán Sáenz ^[2] ; Sergio Yuste Muñoz ^[2] ; Marta Arrue Mauleon ^[1]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
  2. [2] Instituto de Investigación Sanitaria Bioaraba

     Instituto de Investigación Sanitaria Bioaraba

     Vitoria, España

     
• Localización: Gerokomos: Revista de la Sociedad Española de Enfermería Geriátrica y Gerontológica, ISSN 1134-928X, Vol. 35, Nº. 3, 2024, págs. 148-152
• Idioma: español
• Títulos paralelos:
  • Critical thinking and oratory to learn about dementia: the debate in nursing education
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Objetivos: Describir una secuencia de enseñanza y aprendizaje sobre demencia basada en el Debate Universitario Guiado. Metodología:

    La implementación tuvo lugar con el estudiantado de segundo curso matriculado en la asignatura “Enfermería Geriátrica” en la Escuela de Enfermería de Vitoria-Gasteiz durante el curso 2023/2024.

    Resultados: El debate se secuenció en 4 fases: presentación, preparación, debate en el aula y debriefing. Esta metodología facilitó la comprensión de conceptos clínicos, el pensamiento crítico, la búsqueda de evidencia y la defensa oral de argumentos. Conclusiones:

    El debate es una metodología activa e innovadora que promueve el desarrollo competencial para que las futuras enfermeras aborden el reto de la demencia

  • English

    Objectives: Describe a teaching and learning sequence about dementia based on the Guided University Debate. Methodology:

    The implementation took place with second-year students enrolled in the “Geriatric Nursing” subject at the School of Nursing in Vitoria-Gasteiz during the 2023/2024 academic year.

    Results: The debate was arranged in four phases (presentation, preparation, classroom debate and debriefing) and it facilitated students´ understanding of clinical concepts about dementia, critical thinking, search for evidence and oral defense of arguments. Conclusions: The debate is an innovative and active way to promote the development of competencies so that future nurses can address better the dementia challenge.

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