Teorías y modelos de enfermería. Una aproximación a la lectura crítica / Nursing theories and models. An approach to critical reading

Resumen

Introducción: la educación en enfermería a través del tiempo ha sido rutinaria y pasiva lo que requiere desarrollar aptitudes de tipo reflexivo, que reflejen una actuación profesional de calidad para la atención del paciente, para ello demanda tener habilidades como la lectura crítica que al desarrollarla permite el florecimiento de una actitud crítica la cual lleva implícito el desarrollo de la autocrítica.

Objetivo: comparar el nivel de desarrollo para la habilidad de lectura crítica de textos de teorías y modelos de enfermería alcanzada mediante dos estrategias educativas diferenciadas.

Metodología: estudio cuasiexperimental, con un grupo experimental (GE) integrado por 12 alumnos del 7° semestre de Licenciatura de Enfermería y un grupo control (GC) conformado por 11 alumnos del mismo semestre. Para estimar el grado de desarrollo de habilidad para la lectura crítica de textos teóricos se utilizó un instrumento cuyo índice de confiabilidad fue de 0.96. El GE fue sometido a una estrategia que promueve ambientes propicios para la reflexión y crítica, el grupo control fue continuo con la enseñanza habitual.

Resultados: en la medición basal no se encontraron diferencias significativas entre ambos grupos. Al comparar los grupos posterior a la intervención, encontramos diferencia estadísticamente significativa para el GE.

Conclusiones: un ambiente propicio para confrontar la experiencia con la literatura científica y someterla a la crítica en este caso sobre teorías y modelos de enfermería favorece el desarrollo de la aptitud para la lectura crítica de textos teórico.

Summary

Introduction: through the years nursing education has been monotonous and passive so it requires to develop reflexive skills that reflect a professional performance and quality patient care, thus it is necessary to apply abilities such as critical reading that allows the development of a critical attitude which implies the evolution to self-criticism.

Objective: in order to compare the level of skill development for critical reading of texts, in nursing theories and models, achieved by two different educational strategies.

Methodology: a quasi-experimental study was conducted with an experimental group (GE) composed of 12 students of 7th semester of Bachelor in Nursing and a control group (GC) composed of 11 students in the same semester. To estimate the degree of skill development for critical reading of theoretical texts an instrument of which reliability index was 0.96 was used. The GE was subjected to a strategy that fosters reflective and critical environments, the GC kept regular education.

Results: in the baseline measurement there were no significant differences between groups. When comparing post-intervention groups, we found statistically significant difference for the GE.

Conclusions: a conducive environment to confront the experience with scientific literature and to subject it to criticism, in this case on nursing theories and models, favors the development of skills for critical reading of theoretical texts.

[Development of critical reading on theoretical papers. Criticism of the teaching performance]. / Desarrollo de lectura crítica de textos teóricos. Crítica a la actuación docente.

BACKGROUND: The critical reading development requires the reader get involved with author idea, systematizing, arguing and debating the information sources. Our objective was to evaluate the development of the skill to critical reading of theoretical text in education with an educational strategies aimed to promote active participation. METHODS: A study of intervention, comparative, multicentre and prospective with five groups of students was designed An instrument was refined and validated to measure the critical reading ability of theoretical text before and after the educational strategies, that had in common the aim to favor development critical reading from the participative approach of the education. RESULTS: Before the educational intervention the D group and E group had higher median score showing statistical difference (p = 0.02) than the other control groups. After educational intervention the skill for critical reading was similar (p = 0.20). CONCLUSIONS: Teaching performance during the development of educational strategy promotes the participation that favors in a similar way the critical reading of theoretical texts.

Aproximación a la lectura crítica de textos teóricos de enfermería. Elaboración y validación de un instrumento / Approaching to critical reading of theoretical nursing texts. Elaboration and validation of an instrument

Introducción: Desarrollar aptitudes que faciliten el camino para el aprendizaje y la elaboración del conocimiento a los alumnos de la licenciatura de enfermería es básico para su formación, entre ellas la lectura crítica de textos teóricos. Considerar estos atributos en el proceso educativo requiere de poner énfasis a la forma en que se construyen instrumentos que se aproximen a la realidad objetiva de la evaluación. Objetivo: Construir y validar un instrumento que permita identificar la forma en que los alumnos de licenciatura de enfermería se aproximan a las fuentes de información de textos teóricos durante su proceso formativo. Metodología: Se construyó y validó un instrumento de lectura crítica de textos teóricos en enfermería, posterior a la revisión y análisis por un grupo de expertos en lectura crítica, el instrumento quedó conformado por 86 items y se aplicó a un grupo piloto (estudiantes del 7º semestre de la licenciatura en enfermería). Resultados: La consistencia interna se determinó mediante la prueba de Kuder-Richardson No. 21, resultando un índice de 0.96. Discusión: El proceso de construcción y validación de un instrumento requiere de una vigilancia epistemológica del desarrollo y fortalecimiento de una postura que dé coherencia, pertinencia y congruencia a la educación como parte del acto educativo.

Introduction: Developing aptitudes to facilitate the pathway toward the learning process and the elaboration of knowledge in students of baccalaureate in nursing is basic for their formation, among those, the critical reading of theoretical texts. In order to consider these attributes in the learning process, a special emphasis on the way in which the instruments of evaluation are built is required. These instruments need to be close to the objective reality of the evaluation. Objetive: To construct and validate an instrument that allows identifying the way how baccalaureates in nursing students approach to theoretical sources of information during their formation process. Methodology: An instrument of critical reading of theoretical texts was constructed and validated, after a reviewing and analysis by a group of experts in critical reading. The instrument was integrated by 86 items and was applied to a pilot group (students in the level of the seventh semester of baccalaureate in nursing). Results: The internal consistency was determined through the Kuder-Richardson test, number 21, and coming out score of 0.96. Discussion: Construction and validity process for an instrument need to be survillace on its epistemology development and reinforcement in order to get a posture with coherence, pertinence and congruence as a part of evaluation on the educative process.