Efecto del método del caso en el conocimiento sobre vacunación en estudiantes de Enfermería

  1. Inmaculada Eizmendi Garate 1
  2. Ainitze Labaka 2
  3. Marta Arrue 2
  1. 1 Diplomada en Enfermería. Facultad de Medicina y Enfermería. Universidad del País Vasco (UPV/EHU). Sección Donostia-San Sebastián. Departamento de Enfermería II. Donostia-San Sebastián (Guipuzcoa)
  2. 2 Doctora. Facultad de Medicina y Enfermería de la Universidad del País Vasco (UPV/EHU). Sección Donostia-San Sebastián. Departamento de Enfermería II. Donostia-San Sebastián (Guipuzcoa)
Revue:
Metas de enfermería

ISSN: 1138-7262

Année de publication: 2021

Volumen: 24

Número: 7

Pages: 57-63

Type: Article

DOI: 10.35667/METASENF.2021.24.1003081795 DIALNET GOOGLE SCHOLAR

D'autres publications dans: Metas de enfermería

Objectifs de Développement Durable

Résumé

Objective: to analyze the differences in acquiring declarative and argumentative knowledge about vaccination through two educational methodologies: Case Method (CM) and Lecture Class (LC) in 2nd year students of the Nursing Degree at the Universidad del País Vasco/Euskal Herriko Unibertsitatea. Method: a post-intervention study with a non-equivalent control arm, conducted in the 2019/20 year. The study included all students (n= 29) enrolled in the Nursing Care in the Life Cycle I subject in their second year. The experimental arm (EA: CM) was formed by those who chose continuous evaluation, and the control arm (CA: LC) by those who chose final evaluation. Both arms received a 12-hour blended training course by the same teacher. There was analysis of: gender, age, type of training, and results in declarative and argumentative knowledge obtained at the final exam of the subjects. Descriptive statistics indexes and bivariate analyses were conducted. Results: the study included 29 students (EA n= 23; CA n= 6). Overall, the median (Me) score achieved was 8 out of 17. In declarative knowledge (from 1 to 10), the results were: EA [Me= 6; IQR (4-8)]; CA [Me= 1; IQR (0-2.75)]; p= 0.003. In argumentative knowledge (from 1 to 7), the results were: EA [Me= 2; IQR (1-4)]; CA [Me= 1; IQR (0.75-1.25)]; p= 0.012. Conclusions: case Method is a more effective tool vs. the lecture model, for future nurses to memorize information and argue about any doubts asked by users about vaccination. Results have shown that there is room for improvement in both arms.

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La source de données: Dialnet