Mental representation systems used for students of nursery with different pedagogic models
Main Article Content
Keywords
Nursing, Learning, Pedagogic model, Mental representation system
Abstract
Introduction: in education it is important that teachers consider in their practice the Mental Representation Systems (MRS) as perceptual access to information channels (vision, hearing, movement), this helps better in effective student learning.
Objective: to characterize the MRS used by nursing students from the University of Colima and South University Center of University of Guadalajara than to educate under different pedagogic models.
Methodology: sectional descriptive study comparing two groups of nursing students from the University of Colima and the South University Center, University of Guadalajara, in which we applied an instrument of 15 multiple choice questions, drawn and appropriate from other instruments previously validated to determine the most commonly used MRS in its formation. The instrument was piloted with 30 students from two different faculties, doing minimal modifications. The results were analyzed by descriptive statistics and χ square using the Office Excel 2003.
Results: the most commonly used MRS in the student population of both institutions was the visual with 48.80 %, followed by auditory 31.42 % and kinesthetic 8.80 %. Analyzed by institution (UdC/UdG) we have the following: visual (50/47.66 %), auditory (30/32.71%) and kinesthetic (9.2/8.4 %).
Conclusions: choice of a mental representation system that promotes learning and knowledge acquisition is not determined by pedagogical models where students are trained nurses.
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