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García Piña EV, Morales Vázquez MU. Efecto de una intervención educativa en el aprendizaje de salud colectiva. Metas Enferm abr 2019; 22(3):66-71.
Eunice Victoria García Piña1, Mario Uriel Morales Vázquez1
Eunice Victoria García Piña. Camino viejo a Xochimilco y Viaducto Tlalpan, s/n. Col. San Lorenzo Huipulco (Alcaldía Tlalpan).
Objective: to determine the impact of an educational intervention on learning Collective Health.
Method: a quasi-experimental study, with subjects recruited among all the students enrolled in the morning shift, on their second semester of the Collective Health subject at the National School of Nursing and Obstetrics from the Universidad Nacional Autónoma of Mexico. The subject consisted of a theoretical part and another practical part; 85 students were included in the Control Arm (CA: practice according to the traditional model), and 46 in the Intervention Arm (IA: an educational intervention was conducted by their teacher, based on situated and cooperative learning). Learning was measured with the “Collective Health Learning Scale in Nursing”, through the self-applied survey technique. A descriptive analysis was conducted, with mean and standard deviation (SD) and a comparative analysis between CA and IA through Student’s t test, for paired samples. Statistical significance was determined for p< 0.05, and the SPSS program version 21.0 was used.
Results: in the pre-test, both the CA and the IA had similar mean scores (SD) in the Collective Health Leaning Scale in Nursing: CA 158.7 (14.3) and IA 161.9 (15.3) (p= 0.007). However, in the post-test, the mean score (SD) of the CA was reduced to 151.8 (14.3), and the IA increased to 166.0 (14.3) (p= 0.001). The students in the Intervention Arm improved in three of the five dimensions of the instrument compared with the pre-test and the Control Arm; but there was no statistical significance difference in the other two dimensions explored: joint learning, and significant and reflective learning.
Conclusions: situated teaching improves the level of learning on Collective Health, and presents better results than traditional learning; however, it is convenient to change the learning strategies in order to strengthen the skills of autonomous and joint learning.
Nursing education; collective health; social medicine; teaching
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