Estrategias de evaluación formativa para fortalecer los procesos de aprendizaje en Enfermería Comunitaria de la Universidad de Pamplona.

Abstract

The purpose of this research was to promote formative evaluation strategies that strengthen the learning processes in the community nursing care course I of the University of Pamplona, Republic of Colombia; Theoretically supported by the postulates of Salinas and Cotilla (2007), Ortiz (2013), Stufflebeam (2000), Pérez, (2012), Camacho and Caratón, (2012), Ángelo and Cross (1993), Ramsden, (2007), among others. The present study is based on the positivist philosophy, methodologically it was developed as explanatory research, with a non-experimental, transactional field design. The population was represented by the community nursing care course one of the University of Pamplona, the observation units were constituted by (5) teachers and (12), in this sense a population census was carried out. For the collection of information, an instrument of closed questions of simple selection was applied, consisting of thirty-four (34) versioned items, which was validated by the judgment of (2) experts. The data collected were tabulated and coded, with the SPSS program (Trial version 21.0), a double entry matrix, applying the criteria of descriptive statistics. It is concluded that activities are rarely reprogrammed to expand knowledge in students, regulatory activities are not carried out to reinforce learning, and improvements are not applied after each evaluation or at the end of the cohort. Also, the assessments that are administered are fully integrated with the learning process.