Person: Pérez, Claudia
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Pérez
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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 Competencias digitales en la formación de profesionales de enfermería: reflexiones sobre modelos teóricos, integración y desafíos(2025) Contreras, Jorge; Pérez, ClaudiaINTRODUCCIÓN. En los últimos años, la educación superior ha atravesado un proceso de transformación acelerado por la integración de competencias digitales, fundamentales en la formación docente. Estas competencias resultan clave tanto para la enseñanza general como para la preparación efectiva de los futuros profesionales de enfermería para desempeñarse en entornos clínicos cada vez más digitalizados. Este artículo presenta un ensayo teórico reflexivo, basado en una revisión conceptual de marcos teóricos. OBJETIVO. analizar las competencias digitales en el ámbito universitario, identificar los modelos que las sustentan y discutir su aplicación en contextos educativos actuales. MÉTODO. Se exploran modelos teóricos, como Krumsvik, Pozos, TPACK y DigCompEdu, que ofrecen perspectivas sobre cómo las competencias digitales pueden integrarse eficazmente en la educación superior. Se discuten las fortalezas y limitaciones de estos modelos. Finalmente, se propone un esquema teórico basado en tres bucles dinámicos: didáctico, curricular y metodológico, para facilitar la integración efectiva de las competencias digitales en la enseñanza. CONCLUSIÓN: En el ámbito de la enfermería, estas competencias son clave para preparar a los futuros profesionales para un entorno clínico altamente tecnificado, mejorando tanto la calidad de la enseñanza como el cuidado de los pacientes. INTRODUCTION. In recent years, higher education has undergone a rapid transformation driven by the integration of digital competencies, which are essential in teacher training. These skills are key not only for general teaching but also for the effective preparation of future nursing professionals to work in increasingly digitalized clinical environments. This article presents a reflective theoretical essay based on a conceptual review of theoretical frameworks. OBJECTIVE. To analyze digital competencies in the university context, identify the models that support them, and discuss their application in current educational settings. METHOD. Theoretical models such as Krumsvik, Pozos, TPACK, and DigCompEdu are explored, offering insights into how digital competencies can be effectively integrated into higher education. The strengths and limitations of these models are discussed. Finally, a theoretical framework is proposed based on three dynamic loops—didactic, curricular, and methodological—to facilitate the effective integration of digital competencies into teaching. CONCLUSION. In the field of nursing, these competencies are essential for preparing future professionals for highly technological clinical environments, thereby enhancing both the quality of teaching and patient care.