DPD-Artigoshttp://hdl.handle.net/10347/122712024-03-29T02:35:59Z2024-03-29T02:35:59ZEl rol de los orientadores escolares en tiempos de COVID-19Fernández Tilve, María DoloresMalvar Méndez, María Laurahttp://hdl.handle.net/10347/318962024-01-19T01:02:50Z2021-12-31T00:00:00ZEl rol de los orientadores escolares en tiempos de COVID-19
Fernández Tilve, María Dolores; Malvar Méndez, María Laura
Se observa que la escuela requiere cada vez más de orientadores con una amplia gama
de competencias, entre las que ocupan un lugar preferente las competencias socioemocionales. Sin lugar a duda, estas competencias tienen un enorme potencial para afrontar
situaciones educativas diversas e inciertas, especialmente en tiempos de Covid-19. Consecuentemente, se emprendió un estudio con un diseño metodológico de corte cuantitativo
(escala de valoración tipo Likert) con el propósito de conocer las valoraciones de los orientadores escolares de secundaria de la Comunidad Autónoma de Galicia sobre las competencias socioemocionales y así contribuir a la eficacia de su labor educativa en escenarios
complejos como los que vivimos. El estudio realizado proporciona una información valiosa,
posibilitando el conocimiento de las competencias socioemocionales más relevantes y susceptibles de implementarse.; There is a growing need in schools for counsellors with an increasingly wide range of competences, amongst which socio-emotional competencies occupy a preferential place. Undoubtedly these competences have an enormous potential for dealing with various, unforeseen educational situations, especially in times of Covid-19. As a result of this, a study
was undertaken with a quantitative methodological design (Likert-type rating scale) with
the aim of specifically finding out the evaluations of secondary school counsellors within
the Autonomous Community of Galicia on the socio-emotional competences and thus contribute to the effectiveness of their educational work particularly in the complex scenarios
like the ones we are live in. This study offers valuable information that may likely be implemented, including the fostering of the most relevant social-emotional competences.
2021-12-31T00:00:00ZEmotional competence profile in secondary school counselors: controversy or need?Fernández Tilve, María DoloresMalvar Méndez, María LauraVarela-Tembra, Juanhttp://hdl.handle.net/10347/318942024-01-19T01:02:54Z2024-01-01T00:00:00ZEmotional competence profile in secondary school counselors: controversy or need?
Fernández Tilve, María Dolores; Malvar Méndez, María Laura; Varela-Tembra, Juan
It is out of doubt that little attention is paid to the emotional competences of
secondary school counselors in research activity, as well as in their initial and
ongoing training. It seems that emotional well-being is still a pending issue that
may even generate some controversy, even though, today, it is defined as a
clear strategy in mental health plans. Undoubtedly, we are facing a content that
facilitates the contrast of points of view and social commitment as an inherent
part of the democratic process. Therefore, it was decided to carry out a study, of
enormous relevance, with the purpose of knowing the perceptions of secondary
school counselors within the Autonomous Community of Galicia regarding
emotional competences for an ideal counseling practice in complex times and
moments with great challenges in the field of educational equity. Specifically,
an evaluation study was carried out on the level of training received by school
counselors in emotional competences and thus be able to have a diagnosis,
identifying possible strengths and weaknesses. A study with a quantitative based
methodology which uses the questionnaire for data collection as a main research
technique. The findings obtained suggest that the quality of the teaching and
learning processes in secondary schools would be substantially improved if the
emotional competence profile of the counselors was considered. In particular,
the interest that emotional competences arouse in counselors is confirmed, at
the same time, they recognize that they can help them properly to manage the
relationship processes and, the personal balance. This research, one of the first
carried out in Galicia on emotional competences in secondary school counselors,
provides empirical data of great interest for future training plans that are more in
line with social and professional expectations, since it provides an x-ray unique,
revealing, valid and real statement of the state of the matter.
2024-01-01T00:00:00ZOnline (versus face-to-face) augmented reality experience on nursing students’ leg ulcer competency: Two quasi-experimental studiesRodríguez-Abad, CarlosMartínez-Santos, Alba-ElenaFernández-de-la-Iglesia, Josefa-del-CarmenRodríguez-González, Raquelhttp://hdl.handle.net/10347/312622024-02-16T13:06:46Z2023-07-10T00:00:00ZOnline (versus face-to-face) augmented reality experience on nursing students’ leg ulcer competency: Two quasi-experimental studies
Rodríguez-Abad, Carlos; Martínez-Santos, Alba-Elena; Fernández-de-la-Iglesia, Josefa-del-Carmen; Rodríguez-González, Raquel
Aim
The aim of this study was two-fold. Firstly, to describe the influence of an augmented reality (AR)-based online educational experience on the academic performance and learning determinants of nursing students related to the study of leg ulcer care. We also set out to compare these online results with those obtained in the same experience developed a year before but in a face-to-face design.
Background
Undergraduate education in nursing aims to train students towards an acceptable level of competence for professional practice. Sometimes, some essential clinical areas of knowledge are particularly challenging for both students and nurse educators. One of these is the care of chronic wounds, particularly in leg ulcers where nurses play a key role. Currently face-to-face teaching methods are evolving to more active contexts and alternative means such as online learning and AR are becoming widely used, garnering encouraging results.
Design
A quasi-experimental design was used. Two experiments were carried out to meet the aims of the study, the first one was a pre-test post-test design in one group and the second one a post-test two experimental groups design.
Methods
Participants were undergraduate nursing students from the School of Nursing of the University of Santiago de Compostela (Spain). The two experimental groups received the same training but in different environments: online during 2019/2020 (n = 111) and onsite during 2018/2019 (n = 72). The instruments selected were a knowledge and skills test and two validated questionnaires.
Results
Regarding academic performance, the study demonstrated significant differences towards learning after the AR-based online experience (Z = −9.074; p ≤ 0.001). The participants also showed good results in relation to the learning determinants studied. Compared with students receiving AR-based face-to-face teaching, the students with the online learning approach scored better in the dimensions Autonomous Learning (U=3104.5; p = 0.020) and 3D Comprehension (U=3167.0; p = 0.035). However, the participants in the onsite experience scored higher in the Attention dimension (U=3163.0; p = 0.035).
Conclusions
AR positively influences academic performance and diverse educational variables when this experience is carried out online. Since both the online and face-to-face experience show statistically significant benefits in different dimensions of the learning determinants, the need to improve the AR learning experience through blended-learning environments should be promoted
2023-07-10T00:00:00ZIdentifying engagement and associated factors in nursing students: An exploratory studyRodríguez-González, RaquelMartínez-Santos, Alba-ElenaVicho de la Fuente, NoeliaLópez-Pérez, María-ElenaFernández-de-la-Iglesia, Josefa-del-Carmenhttp://hdl.handle.net/10347/312542024-03-04T12:33:14Z2023-06-23T00:00:00ZIdentifying engagement and associated factors in nursing students: An exploratory study
Rodríguez-González, Raquel; Martínez-Santos, Alba-Elena; Vicho de la Fuente, Noelia; López-Pérez, María-Elena; Fernández-de-la-Iglesia, Josefa-del-Carmen
Background
Burnout and engagement in health students surpass work life. Although levels of burnout in Nursing students are high, academic engagement is an understudied topic in Nursing, which has shown benefits. The aims were to know the level of engagement of Nursing students and to identify factors that prompt higher levels of engagement.
Methods
An exploratory study was conducted during 2019 in three Universities in Spain. The UWES-S-17 questionnaire was used.
Results
The sample consisted of 808 Nursing students. An average level of engagement was found. Engagement differed significantly by gender and age, with females and older students showing greater attitudes. Participants in the second year showed lower scores in the willingness to dedicate effort and persistence than those in the first and third year (p < 0.05).
Conclusions
The identification of the level of engagement and factors involved are an opportunity to probe into this approach by reinforcing positive attitudes in Nursing students. These findings show the need to seek strategies through specific educational interventions and policies. Engagement should be upheld throughout the degree and once they enter the job market to ensure the well-being during academic and future work life, a high-quality nursing care and patient safety
2023-06-23T00:00:00Z