Teaching and learning through PBL, PBL and the use of ICTs in a nursing subject
DOI:
https://doi.org/10.56294/saludcyt2024982Keywords:
Teaching, Learning, Problem-Based Learning, Education, NursingAbstract
Introduction: higher education institutions are constantly striving to develop technical skills and interpersonal skills in their students that prepare them for professional life.
Objective: to evaluate the impact of a teaching strategy through the use of problem-based learning, project-based learning and the use of Information and Communication Technologies (ICTs) in the development of the medical-surgical II subject for nursing education.
Method: quantitative, descriptive research, with a comparative component, the universe was 98 students enrolled in the subject, and the sample was calculated with a confidence level of 95 % and a margin of error of 5 %, giving a total of 79 participants distributed in two groups. An evaluation instrument was applied before and after the intervention with the strategy. For the comparative analysis of the impact of the strategy and to determine the normal distribution in both groups, the Kolmogorov-Smirnov test was used.
Results: comparisons between the traditional method and the interventions of the competency-based teaching and learning strategies showed significant differences, shown in a considerable increase in the grades obtained in both groups of students after the application of the strategies; an increase in the grades of group B stands out.
Conclusions: the teaching and learning strategies developed through the use of problem-based learning, project-based learning, and the use of ICTs, improved the academic performance of the students of the Medical Surgical II subject and have an important acceptance and reception by the students
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