[AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS]. / Una experiencia educativa basada en los clickers.

Active learning or self-learning increases the student's participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject "distance learning" in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the "distance learning" matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions.

Una experiencia educativa basada en los clickers / An educational experience based on clickers

El aprendizaje activo o autónomo aumenta la participación del estudiante y su compromiso con los estudios, condiciones necesarias para mejorar sus resultados académicos. Se ha diseñado una intervención basada en la experiencia del uso de clickers en otras universidades, aunque sin disponer tecnología propia. Se programaron tres sesiones donde se exponían preguntas del tipo multirrespuesta sobre una materia denominada «no presencial» en la que no se imparten clases magistrales. Las respuestas se recogían en plantillas hechas en papel. Se pretendía conocer el grado de relación entre la asistencia a las sesiones y los resultados obtenidos por los estudiantes en el examen final de la asignatura, así como en las preguntas dedicadas a evaluar esa materia «no presencial». Los resultados avalan una diferencia estadísticamente significativa en las respuestas acertadas por los estudiantes según el número de sesiones a las que acudieron. Estas diferencias fueron máximas entre aquellos estudiantes que no asistieron a ninguna sesión y aquellos otros que lo hicieron a las tres sesiones proyectadas (AU)

Active learning or self-learning increases the student’s participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject «distance learning» in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the «distance learning» matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions (AU)

Los estudiantes de Grado en Enfermería y su compromiso con los estudios / Students in graduate programs in nursing and commitment to studies

El engagement o compromiso con los estudios es un estado afectivo positivo del estudiante con todo lo relacionado con los estudios. Objetivo: El objetivo de este trabajo era conocer el nivel de engagement de los estudiantes de Grado en Enfermería del Centro adscrito de Diputación de Málaga de la UMA, así como su relación con las variables sociodemográficas y socioeducativas. Método: Se ha realizado un estudio descriptivo, transversal y correlacional. Se utilizó el instrumento UWES-S para medir el compromiso o engagement con sus estudios. Los datos se obtuvieron mediante cuestionario enviado on-line. Resultados: Respondieron al cuestionario 170 alumnos y la participación fue del 52,99%. Los valores medios de engagement obtenidos fueron: puntuación global (media 58,52 SD 11,852 ), vigor (media 17,93 SD 5,087 ), dedicación (media 25,54 SD 3,980) y absorción (media 15,09 SD 4,079 ). Conclusiones: Hemos detectado correlaciones entre la puntuación global de engagement, el vigor y la absorción con el rendimiento académico. Así mismo hemos detectado diferencias de medias estadísticamente significativas entre ambos sexos en dedicación y puntuación global. Las medias en absorción son mayores en aquellos alumnos que viven en pareja y en aquellos que tienen otras obligaciones de cuidados. La edad ha correlacionado con la absorción de forma positiva. The engagement or commitment to studies is a positive affective state of the student with everything related to the studies(AU)

Objective: The objective of this work was to determine the level of engagement of students assigned Degree Nursing Council of Malaga Center of UMA and its relationship with socio-demographic and socio-educational variables. Methods: We performed a descriptive, cross-sectional and correlational study. The UWES-S instrument was used to measure the commitment or engagement with their studies. The data were obtained by questionnaire on line. Results: 170 students responded to the questionnaire and the turnout was 52.99% . The mean values of engagement were obtained: overall score (mean 58.52 SD 11,852 ), vigor (mean 17.93 SD 5,087) (mean 25.54 SD 3.980) and dedication (mean 15.09 SD 4,079) absorption. Conclusions: We have detected correlations between the overall score of engagement, vigor and absorption with academic performance. Likewise, we detected statistically significant mean differences between the sexes in dedication and overall score. Means in absorption are higher in those students who live with a partner and those who have other duties of care. The age has been correlated with positive absorption (AU)

Estudio de los estresores en los prácticum de grado en enfermería / Study on the stressors experienced by nursing students in clinical practice

El objetivo es conocer los estresores presentes en la realización de las prácticas clínicas y su relación con las variables sociodemográficas de los estudiantes de Enfermería. Se realizó un estudio observacional, correlacional. Se utilizó un cuestionario en línea que contenía once ítems con las variables sociodemográficas y académicas y el instrumento Kezkak para conocer los estresores de las prácticas clínicas. La población estudiada eran los estudiantes matriculados en los prácticum I, II y III de la carrera de Grado en Enfermería en la Universidad de Málaga, durante el curso académico 2011-2012. La muestra estuvo integrada por 229 alumnos. La puntuación global del cuestionario Kezkak nos informa de que los estudiantes percibieron bastante estrés. Los resultados informan de que las dimensiones que más estrés causan a los estudiantes en prácticas son: Falta de competencia; Impotencia e incertidumbre; Dañarse en la relación con el enfermo (AU)

The aim of this paper is to identify the stressors involved in the performance of the clinical practice and its relation with the variables. For the purpose of this study, it was carried out an observational study showing correlations. For the aim of this study it was used a questionnaire on-line including eleven items with the socio-demographic and educational variables. Likewise, the method Kezkak was applied to measure nursing students’ stressors in clinical practice. The study population gathered the nursing students enrolled in the subject clinical practice I, II and III, part of the course of study required for achieving the Official Nursing Degree of the University of Malaga during the academic period 2011-2012. The population of study included 229 students. The overall score of the Kezkak questionnaire evidences that the students felt quite stressed during the clinical practice. The results show that among the reasons causing the stress, there are few of them which are perceived by students to be the most stressful, including: the lack of ability, uncertainty and helplessness feelings and the concern to be hurt within the relation with the patient within the clinical practice (AU)

[Engagement and academics results of the grade students]. / Engagement y resultados académicos de los estudiantes de grado.

The academic engagement is a three-feature psychological welfare (determination, knowledge absorptive capability and dedication) as an intrinsic commitment towards the studies. The main aim of this study is to know the motivational status in students and to compare this with their academic performance. For the purpose of this paper, it was carried out an observational, correlational, cross-sectional study. The target population is the students carrying out the clinical training in the University of Malaga as part of the Nursing Degree. According to the data achieved, the mean score are the followings: determination 3.46 out of 6 (ST 1.05), dedication 5.16 out of 6 (ST 0.97) and knowledge absorptive capability 3.59 out of 6 (ST 1.18). The engagement global mean score of the nursing students enrolled in this University School of Nursing is 4.1 out of 6. It is worthy to mention the levels for dedication, ranging from almost always and always, which involves a remarkable vocation towards their profession. The marks on Practicum II-III have evidenced an association with the engagement determination (p < 0.008), and knowledge absorption capability (p < 0.036). Marks on Practicum I have not evidenced any association.

Engagement y resultados académicos de los estudiantes de grado / Engagement and academics results of the grade students

El engagement académico es un estado de bienestar psicológico tridimensional (vigor, absorción y dedicación) de compromiso intrínseco hacia los estudios. El conocimiento de ese estado motivacional en los alumnos y poder compararlo con el rendimiento académico fue el principal objetivo a alcanzar. Para ello se ha realizado un estudio observacional, correlacional y transversal. La población objeto comprende los estudiantes de Grado en Enfermería que están cursando prácticas clínicas en la Universidad de Málaga. Nuestros datos arrojan las siguientes puntuaciones medias: vigor 3,46 sobre 6 (DT 1,05), dedicación 5,16, igualmente sobre 6 (DT 0,97). Y absorción, 3,59, también sobre 6 (DT 1,18). El nivel global de engagement de nuestros estudiantes de enfermería se sitúa en 4,1 sobre 6. Destacan los niveles en la dimensión dedicación, con valores medios que los sitúan entre las categorías casi siempre y siempre, lo que implica una altísima vocación hacia sus estudios. Las calificaciones del Practicum II-III han mostrado asociación con las dimensiones vigor (p<0,008) y absorción (p<0,036) del engagement. No lo han hecho las calificaciones del Practicum I (AU)

The academic engagement is a three-feature psychological welfare (determination, knowledge absorptive capability and dedication) as an intrinsic commitment towards the studies. The main aim of this study is to know the motivational status in students and to compare this with their academic performance. For the purpose of this paper, it was carried out an observational, correlational, cross-sectional study. The target population is the students carrying out the clinical training in the University of Malaga as part of the Nursing Degree. According to the data achieved, the mean score are the followings: determination 3.46 out of 6 (ST 1.05), dedication 5.16 out of 6 (ST 0.97) and knowledge absorptive capability 3.59 out of 6 (ST 1.18). The engagement global mean score of the nursing students enrolled in this University School of Nursing is 4.1 out of 6. It is worthy to mention the levels for dedication, ranging from almost always and always, which involves a remarkable vocation towards their profession. The marks on Practicum II-III have evidenced an association with the engagement determination (p<0.008), and knowledge absorption capability (p<0.036). Marks on Practicum I have not evidenced any association (AU)