Person: Pérez, Claudia
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Claudia
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Claudia Pérez
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Publication Virtual reality: acquisition of skills in physical examination of nursing students(2024) Contreras, Jorge; Pérez, Claudia; Aedo, Vivian; Leyton, KatherineThe Nursing Process (NP) is a fundamental tool for providing quality patient care. It has 5 stages, the first being the assessment, which is considered the most relevant since it supports the NP in the information obtained. In this stage, inspection, palpation, percussion, and auscultation techniques are used in the physical examination as tools in the assessment process. Virtual reality could be a beneficial intervention to train nursing students in acquiring their inspection and auscultation skills in the cardiac, respiratory, and digestive systems. The objective of this study was to evaluate the didactic strategy with the use of virtual reality in the acquisition of physical examination skills in the cardiac, respiratory, and digestive systems in nursing students. Methodology: a quantitative study of the quasi-experimental design of one group with pre and post-intervention evaluation was carried out. Results: the results in the pre-test related to the median was 5.5, varying positively with an increase in the post-test to 6.3, obtaining that the application of a didactic strategy with virtual reality significantly improves/enhances the processes of acquisition of physical exploration skills in nursing students. Discussion: the results obtained in our research demonstrate that the use of a realistic and low-cost simulator for cardiac, respiratory, and digestive exploration improves the acquisition of skills and stimulates learning in the student, in addition to facilitating the deliberate practice of the procedure before performing it on a real patient. The incorporation of virtual reality in the acquisition of physical examination skills in the cardiac, respiratory, and digestive systems is an instrument that can be added to the nursing curriculum as a new didactic strategy.Publication Uso de rúbricas para la evaluación de textos académicos: un desafío en la enseñanza de enfermería(2023) Riquelme, Giselle; Pérez, Claudia; Aedo, VivianIntroducción: Tanto la enseñanza de la escritura como la forma en que se evalúa constituyen un desafío importante en educación superior. La utilización de estrategias evaluativas permite remediar las carencias en habilidades de escritura, al ser no solo un recurso de evaluación exhaustivo y didáctico, sino que también, una guía para el desarrollo del texto en sí mismo. Objetivo: Desarrollar metodologías evaluativas para mejorar los aspectos de forma y contenido en la escritura de textos académicos en Enfermería. Metodología: el proyecto contó de tres fases que contemplaron la construcción de dos instrumentos (fase 1), su aplicación en un texto académico y respectivos ajustes (fase 2), y la evaluación de dicha aplicación (fase 3). Resultados: se obtuvieron dos rúbricas de tipo analíticas conformadas por los ítems de FORMA (aspectos de escritura) y CONTENIDO (aspectos de investigación), las que fueron aplicadas tres veces al texto para evaluar su progreso, observándose mejoras en la calificación global, en coherencia y cohesión en FORMA, y marco teórico, resultados y metodología, en CONTENIDO. Discusión: el uso de rúbricas analíticas son una herramienta muy útil a la hora de evaluar textos académicos. Son instrumentos sumamente completos pues miran el proceso como un todo, actuando no solo como una instancia evaluativa, sino que también formadora para el estudiantado, a la vez que se configuran como una guía para el desarrollo de la escritura. Introduction: Both the teaching of writing and the way it is evaluated constitute major challenges in higher education. The use of evaluative strategies can help remediate deficiencies in writing skills by being not only an exhaustive and didactic evaluation resource, but also a guide for the development of the text itself. OBJECTIVE: Develop evaluative methodologies to improve aspects of form and content in the writing of academic texts in Nursing. METHODOLOGY: The project had three phases that considered the construction of two instruments (phase 1), their application in an academic text (thesis report) and respective adjustments (phase 2), and, finally, the evaluation of said application. RESULTS: Two analytical headings were obtained (quantitative methodology and qualitative methodology), consisting of the items of FORM (writing aspects) and CONTENT (research aspects), respectively, which were applied three times to the text to evaluate its progress. Improvements were observed in the overall rating, in the areas of coherence and cohesion in FORM, and in the theoretical framework, results, and methodology in CONTENT. DISCUSSION: Analytical rubrics are a very useful tool when evaluating academic texts. They are extremely comprehensive instruments because they look at the process as a whole, serving not only as an evaluative tool, but also as a training opportunity for students, providing a guide for the development of academic writing skills.