Percepción de docentes de Enfermería en torno a la investigación formativa

Bibliographic Data

ID6053327
AuthorsElizabeth Fajardo Ramos (0000-0002-3484-1620, University of Tolima), Martha Lucia Núñez Rodríguez (0000-0002-2012-6554, University of Tolima), Ángela María Henao Castaño (0000-0003-4203-0016, Universidad Nacional de Colombia)
Year2022
Issue63
Publication date2022-01-01
Open AccessYes
TypeARTICLE
VenueCultura de los Cuidados (JOURNAL)
Journal identifiersISSN: 1138-1728 • E-ISSN: 1699-6003
PublisherUniversidad de Alicante Servicio de Publicaciones (PUBLISHER)
DOI10.14198/cuid.2022.63.10
OpenAlexW4288784530
LanguageES
References cited2

The construction of disciplinary knowledge through research is one of the priorities of academic settings, in which the teaching role from teaching and formative research contribute to the scientific development of nursing. Objective. To know the perceptions of the teachers of the nursing faculty on formative research. Methodology. Descriptive qualitative approach study with content analysis technique based on inductive categorization. Twenty-eight higher education teaching participants from the nursing faculty were included, the information was collected through a written questionnaire. Results. Three categories emerged: 1. Formative research as an educational training process, to solve phenomena in practice 2. Formative research in the generation of new skills in students 3. Formative research in the generation of scientific knowledge for all actors. Conclusions. Formative research must be consolidated in teachers and strengthen disciplinary knowledge, it is pertinent to implement strategies that allow teachers to align the concepts and strategies they implement in the classroom

Humanities · Political science · Educational Research and Science Teaching · Health and Medical Education · Health Sciences Research and Education · Medicine · Nursing · Philosophy · Psychology

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