La evaluación por competencias en enfermería en el proceso de formación integral (II)
Sección: ENSEÑANDO A APRENDER
Autores
Epifanio Fernández Collado
Director del Área y Departamento de Enfermería de la Facultad de Ciencias de la Salud. Universidad Europea de Madrid.
Contacto:
Universidad Europea de Madrid. Urbanización ?El Bosque?. C/ Tajo, s/n. 28070 Villaviciosa de Odón, Madrid.
Titulo:
La evaluación por competencias en enfermería en el proceso de formación integral (II)
Resumen
La evaluación por competencias en Enfermería en la Universidad Europea de Madrid (UEM) no es entendida como tradición teórica que concibe la evaluación como un conocimiento actuado de carácter abstracto, universal e idealizado, sino como la capacidad de realización situada y afectada por y el contexto en el que se desenvuelve el estudiante de enfermería. Se centra en un punto intermedio entre un enfoque positivista -racionalidad técnica- y un enfoque emergente: la reflexión en la acción y la epistemología de la complejidad. Puede pensarse como la evaluación de capacidades innatas o como evaluación de habilidades que pueden ser intervenidas desde lo social.
Palabras clave:
formación; competencias; evaluación; práctica reflexiva; enfermería; contrato pedagógico; portafolios diario reflexivo
Title:
Assessment according to responsibilities in nursing in the process of integral training (II)
Abstract:
Assessment according to responsibility framework in Nursing at the European University of Madrid (UEM) is not intended as a theoretical tradition viewing assessment as an acted knowledge of abstract nature, universal and idealised, but as the capacity of fulfilment, situated and affected by the setting in which the nursing student thrives. It focuses on an intermediate point between a positive approach-technical rationality, and an emerging approach: reflection on action and epistemology of complexity. It can be thought of as an evaluation of innate capacities or as an evaluation of skills that can be intervened from a social standpoint.
To think of assessment in terms of the responsibility scope as a process of integral education is to adopt a new vision and attitude as a teacher. The aim is to progress from a causal, co-structural, artificial and totally accidental view towards the construction of the nursing knowledge, through a guided and systemic permanent acquisition of knowledge. Within the Nursing Department, this “assessment” has become the milestone and the point of reference of the teaching process as a tool that helps in the training of free-thinking, free-acting nursing professionals who are capable of managing their own education, thus actively participating towards the attainment of an autonomous nurse. This is the path that the European University of Madrid has been following each year, with more enthusiasm each time.
Keywords:
training; responsibility scope; assessment; evaluation; reflection practice; nursing; edagogic contract; portfolioreflective diary