Authors

Mónica del Pilar Valenzuela Vidal1, Andrea Eliana Alvarado Quinteros1, María Cecilia Toffoletto2, Diego Emiliano Márquez Ossandón3

Position

1 Magister en Educación Superior. Escuela de Enfermería de la Universidad de Las Américas. Santiago (Chile)2 Doctora en la Salud del Adulto. Escuela de Enfermería de la Universidad de Las Américas. Santiago (Chile)3 Estudiante de Doctorado. Universidad de Buenos Aires (Argentina)

Contact address

María Cecilia Toffoletto. Universidad de las Américas. Avda. Manuel Mont, 948. 7500000 Providencia-Santiago (Chile).

Contact email: mtoffoletto@udla.cl

Abstract

Objective: to assess the suitability of the mock teleconsultation methodology as a tool for the teaching-learning process in the Nursing University degree, according to professors and students.
Method: a cross-sectional descriptive study, including 32 mock teleconsultations with actors, with 48 students and 6 professors assigned to different arms of six students and a professor, where different subjects were dealt with. In order to assess the suitability of this methodology, two focus groups were conducted: one with six professors and another one with six students, who were encouraged to describe the strengths and weaknesses of remote interaction. The information was analyzed through noun coding, based on grounded theory, with open coding and selective coding, in order to extract central themes and subthemes.
Results: two subthemes were generated from the analysis of the speech of students: collective training and limited learning. In the first one, the teacher-student relationship and interventions by other students stood out, as well as the ability to continue training during the COVID-19 pandemic; and as weaknesses, they highlighted that this was not a useful methodology for face-to-face activities, and that it did not help to acquire skills. Professors generated two subthemes: horizontal and collaborative learning, and limitation for comprehensive care. In the first one, it was highlighted that this tool should be implemented in the future as one more creative method within the teaching-learning process; it encouraged supervision and follow-up of the training process of students by professors, and the improvement in willingness and commitment of students was highlighted. As a limitation, professors stated their concern with the evaluation process for students, with the technological and connectivity quality of teleconsultations, and coincided with students in the lack of ability of this methodology to replace face-to-face physical examination processes.
Conclusions: mock teleconsultations represent a useful methodology for training future Nursing professionals, but are not able to replace face-to-face care activities in some cases.

Keywords:

tele-nursing; nursing students; professors; remote consultation; remote education; academic success

Versión en Español

Título:

Evaluación de la idoneidad de la teleconsulta simulada como herramienta de formación en Enfermería