ABSTRACT
El objetivo de este artículo es explicar que la tutoría, establecida originalmente para mejorar trayectorias estudiantiles, refleja un proceso más profundo de desarrollo de las personas implicadas en ella. El método utilizado es el análisis de la experiencia tutorial a partir de la observación participante y la fenomenología de los procesos vividos. Los resultados revelan que el análisis anticipado de los factores de riesgo presentes en lo académico -sociopsicológicos, familiares e institucionales, que pueden afectar la trayectoria estudiantil en su paso por la universidad- obliga a una intervención de naturaleza preventiva y al seguimiento de las variables en curso. Además, ser tutor resulta una experiencia docente que se va consolidando con el devenir cotidiano a partir de la relación humana establecida entre el tutor y el tutorizado; desde la posición del adulto con más edad y experiencia se trata de atender un estado de demanda de atención relacionada, generalmente, con los aspectos académicos. Por lo tanto, se cumple la función docente, pero llevada a cabo de manera particular. Contribuyendo a encontrar significado al conocimiento no comprendido, esta función también se efectúa si son tutores pares. Sin embargo, en el proceso tutorial cara a cara se aprende a conocer al otro y, ocasionalmente, resulta ser el espejo donde se refleja la propia historia; mientras se van reconociendo los problemas del tutorizado se van evidenciando los fantasmas propios. Por ello, sostenemos que, aunque la tutoría nació para disminuir los índices de abandono y suspenso y para aumentar los de adhesión y titulación, se ha convertido con el tiempo en un proceso de mejorar personas (AU)
The essay explains that mentoring, originally established to improve student trajectories, reflects a deeper improvement of the people involved in the process. The method used is the analysis of the mentoring experience from participant observation and phenomenology of lived processes. The results reveal that the early analysis of risk factors present in academics -socio- psychological, family and institutional matters, that may affect the student experience in its passage through the academic unit-, requires the intervention of a preventive nature and monitoring operating variables. In addition, tutoring is a teaching experience which is consolidated with the daily life from the human relationship established between the mentor and the mentee, from the position of the older adult and experience is a state meet demand related care. However, in the tutorial process face to face, usually with academic aspects, therefore, the teaching function is fulfilled but operated in particular. By helping to find meaning to knowledge not understood, this function is still performed if tutors pairs learn to know each other that occasionally is the mirror which reflects the own story. While they are recognizing the problems of the mentee, the mentor will exorcise his ghosts. Therefore, we argue that, although originally born tutoring to abate dropout rates, failure and increase retention and degree, over time, has become a process of improving people (AU)
Subject(s)
Humans , Male , Female , Preceptorship/ethics , Preceptorship , Students, Nursing/legislation & jurisprudence , Students, Nursing/psychology , Faculty, Nursing/organization & administration , Preceptorship/methods , Preceptorship/standards , Students, Nursing/classification , Faculty, Nursing/standardsABSTRACT
The essay explains that mentoring, originally established to improve student trajectories, reflects a deeper improvement of the people involved in the process. The method used is the analysis of the mentoring experience from participant observation and phenomenology of lived processes. The results reveal that the early analysis of risk factors present in academics--socio-psychological, family and institutional matters, that may affect the student experience in its passage through the academic unit--, requires the intervention of a preventive nature and monitoring operating variables. In addition, tutoring is a teaching experience which is consolidated with the daily life from the human relationship established between the mentor and the mentee, from the position of the older adult and experience is a state meet demand related care. However, in the tutorial process face to face, usually with academic aspects, therefore, the teaching function is fulfilled but operated in particular. By helping to find meaning to knowledge not understood, this function is still performed if tutors pairs learn to know each other that occasionally is the mirror which reflects the own story. While they are recognizing the problems of the mentee, the mentor will exorcise his ghosts. Therefore, we argue that, although originally born tutoring to abate dropout rates, failure and increase retention and degree, over time, has become a process of improving people.
Subject(s)
Education, Nursing/methods , MentorsABSTRACT
The current avatars situate education schools and colleges in training students for competitions so that they be able to: perform successfully in the labor market, develop in a globalized world and deliver "human sense" services these can offer. The pillars of education [1] or the four ways to acquire significant knowledge for life are the basic premises on which is built the new educational dynamics in the context of globalization and global village, prepare students for internationalizaition is now imperative. In a globalized world in which we now live, acquire an ecological awareness, sense of solidarity, responsibility, social justice, peace, harmony, democracy, equity and learn to know, are actions that are thought together and as indispensable for complex life on the planet. The socio-cultural, economic, technological and political demand new ways of understanding the world and require fundamental changes in lifestyles for sustainable development.
Subject(s)
Education, Nursing/standards , Schools, NursingABSTRACT
Resumen
Apropiarse de la visión ontológica del ser enfermero requiere de una sólida formación teórico-práctica, es esta última la que provee los ambientes de aprendizaje específicos (reales). Los profesores de las materias de enfermería diseñan y organizan estrategias de enseñanza práctica que provoquen la adquisición de habilidades sustantivas, inherentes al proceso de formación enfermero y que están íntimamente relacionadas con la experiencia. Según las proyecciones nacionales hacen falta enfermeras y de acuerdo con los nuevos requerimientos sociales, éstas deben ser recursos humanos de calidad; el reto es mayor para las escuelas de enfermería ya que no cuentan con suficiente infraestructura para la formación de sus estudiantes, por ello, suplen sus carencias asistiendo a espacios y microespacios externos al ambiente escolar. Cuando no existen suficientes microespacios para realizar la práctica específica el campo de acción se reduce y las posibilidades de aprendizaje también. Por esta razón, la elección del microespacio de enseñanza, donde el estudiante práctica los conocimientos teóricos adquiridos en el aula y el número de alumnos distribuidos por microespacio, resultan determinantes para su formación específica. El propósito de este trabajo es plantear algunos problemas inherentes a la planeación, organización y distribución de alumnos durante la práctica clínica de los estudiantes de enfermería.
Summary
"Being a nurse" requires a solid theoretical and practical academic training, to approach to an ontological scope which provides the main corner of theory, specific skills needs (real) learning environments. Teachers designed and organized practice teaching strategies that lead to significant skills, which are essentials to the process of training nurses, and that it is strong linked with the experience. According to a national projections of nurses needs, and social requirements they must be quality human resources. The challenge is greater for nursing schools that do not have sufficient structure for training students, thus supplying its shortcomings they are attending in microspaces and outside school environment or when there are not enough to make microspace to practice specific field of action, it reduces the chances of learning as well. Therefore, the choice of microspace where students practice the theoretical knowledge acquired in the classroom has a great value for specific training.
