Development of aptitude for critical reading of theoretical texts about Primary Health Care
Keywords:
Nursing Education, Critical ReadingAbstract
Introduction: Due to scarce teaching practices such as rationalization, questioning, criticism, and self-criticism, where the student is an information consumer, educational strategies should be adopted to support raising knowledge and change in the way people see and do their work.
Objective: To compare the ability for critical reading of theoretical texts about community nursing on students exposed to both strategies; one educational that promote participation and a second one with the modality of traditional education.
Methodology: Was done with two students’ groups: an intervention group from the first semester (30); and four control groups (111) who have already taken the Community Health Course I, with a traditional education. The strategy for the intervention group was implemented during 44 hours with homework out of class and plenary sessions. The level aptitude to comprehend and interpret in critical reading was measured through an instrument previously validated by experts’ consensus.
Results: In the intervention group was obtained a difference in the medians of comprehension and interpretation indicators with 24.5 and 22.5 respectively (0.00003). The percentage of students in medium grade aptitude for critical reading was increased while the very low grade aptitude decreased after the educational intervention.
Discussion: Critical reading leads the student through the elaboration of his own knowledge. Participative strategy with the intervention group was essential for the reached development aptitude for critical reading; fact that is evidenced in the control groups of reference due to not finding significant differences
References
Salamón M. Panorama de las principales corrientes de interpretación de la educación como fenómeno social. México. Perfiles educativos. CISE-UNAM. 1980;(8):3-24.
Quesada Fox, RD. La función docente en la enseñanza clíni- ca de enfermería. Mecanógrama. ENEO- UNAM.1997:90-120.
Viniegra VL. Materiales para una crítica de la educación. México. IMSS 1998: 81-102.
Arredondo GM. Notas para un modelo de docencia. En Perfiles Educativos, México. CISE-UNAM. 1973:49-50.
Viniegra VL. La crítica aptitud olvidada por la educación. México. IMSS. 2000:70-95.
Tendencias actuales y futuras, en la formación en enfermería; Pasado y presente. Ginebra CIE. 1996:5-31.
Viniegra VL. La Investigación en la educación. México. IMSS. 2000; 87-110.
Espinosa AP, Viniegra VL. Efecto de una estrategia educativa sobre lectu- ra crítica en estudiantes de medicina. Rev Invest Clin 1994(46): 447-456.
Viniegra VL, Espinosa AP. Lectura crítica en grupos seleccionados de estudiantes de medicina. Rev Invest Clin.1994: 46:407-15.
Matus MR, Leyva GF, Viniegra VL. Lectura crítica en estudiantes de en- fermería: efectos de una estrategia educativa. Rev Enf Inst Mex Seguro Soc. 2000:10:67-72.
Siegel S, Castellan J. Estadística no Paramétrica, aplicada a las ciencias de la conducta. México; 1995.
Pérez Padilla y Viniegra. Método para calcular la distribución de las calificaciones esperadas por azar en un examen de tipo falso, verdadero y no sé. Rev Invest Clin. 1989:41:375-379.
Viniegra VL. Materiales para una crítica de la educación. México. IMSS. 1998:81-102.
