Autopercepción en competencias docentes en tutores/as de formación sanitaria especializada: estudio transversal / Self-perception in teaching competences in specialized health training mentors: a cross-sectional study
Rev. Rol enferm
; 46(2): 36-47, feb. 2023. tab, ilus
Article
in Es
| IBECS
| ID: ibc-215597
Responsible library:
ES1.1
Localization: ES15.1 - BNCS
RESUMEN
Introducción:
La figura del tutor/a en la formación de residentes es relevante y tiene un importante impacto en la formación del profesional. Es objetivo de este estudio conocer las competencias docentes percibidas por los/las tutores/as de formación sanitaria especializada. Material ymétodos:
Estudio con diseño cuantitativo, descriptivo, transversal y exploratorio, realizado en la Unidad Docente Multiprofesional de Atención Familiar y Comunitaria Costa Ponent. Se emplearon las escalas de competencia de las/los tutores/as (Mentors Competence Instrument) y de competencia cultural de los/las tutores/las (Mentors Cultural Competence Instrument) y 12 preguntas sobre antecedentes. La fiabilidad de las escalas se estimó mediante el coeficiente Alfa de Cronbach, considerándose como puntuación mínima aceptable 0.70.Resultados:
Participó el 100% de la población diana (34 personas). El 50% (n=17) no había participado en formaciones de tutorización previamente. El 44,1% (n=15) hacía menos de una semana que había tutorizado estudiantes. El 35.3% (n=12) planificaba 30 minutos/día para la acción tutorial. El 76.5% (n=26) no tenía experiencia en tutorizar estudiantes con diversidad lingüística y cultural. La mayoría (91.2%; n=31) de las/los tutoras/es se perciben como competentes en la reflexión durante la tutorización, las características de la tutora o el tutor y la motivación del tutor/a.Conclusión:
Las/los participantes perciben poseer un elevado nivel competencial en la tutorización del estudiantado. Sin embargo, autoevalúan como medio-bajo su nivel en competencia cultural como tutor/a. Se requiere una formación en tutorización acreditada y continuada en la competencia docente y que potencie la competencia cultural de la tutorización. (AU)ABSTRACT
Introduction:
The role of the mentor in the training of speciality nursing students is relevant and has a relevant impact on the training of the professional. The objective of this study is to know the teaching competencies perceived by the mentors of specialized health training. Material andmethods:
A quantitative, descriptive, cross-sectional, and exploratory design study, carried out in the Multiprofessional Teaching Unit for Family and Community Care Costa Ponent. The Mentors Competence Instrument and the Mentors Cultural Competence Instrument were used to assess the participants self-perceived level of competency. Additionally, different sociodemographic characteristics of the population were also gathered through a 12-item questionnaire. The reliability of the scales was estimated using Cronbachs alpha coefficient, considering 0.70 as a minimum acceptable score.Results:
100% of the target population (34) participated in the study 50% of the sample (n = 17) had not previously participated in mentoring training; 44.1% (n = 15) had mentored students for less than a week; 35.3% (n = 12) planned 30 minutes / day for the mentoring action; 76.5% (n = 26) had no experience in mentoring students with linguistic and cultural diversity. The majority (91.2%; n = 31) perceived themselves as competent in reflection during the mentoring process, the characteristics of the mentor and the motivation of the mentor.Conclusions:
The participants perceive that they have a high level of competence in the students mentoring. However, they self-assess their level of cultural competence as a mentor as medium-low. Accredited and continuous training in mentoring is required in teaching competence and enhancing the mentors cultural competence. (AU)Key words
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Collection:
06-national
/
ES
Database:
IBECS
Main subject:
Professional Competence
/
Nursing Faculty Practice
/
Professional Training
Limits:
Adult
/
Female
/
Humans
/
Male
Language:
Es
Journal:
Rev. Rol enferm
Year:
2023
Document type:
Article