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Revista de Ciencias Médicas de Pinar del Río

On-line version ISSN 1561-3194


LLAMAZARES MILIANS, Ana Mayte et al. Nursing teachers training for the elaboration of written boards. Rev Ciencias Médicas [online]. 2014, vol.18, n.1, pp.151-160. ISSN 1561-3194.

Introduction: for the correct conduction in the educational process related to the preparation of written boards, appropriate pedagogical preparation of faculty is required, and constitutes the most common form of assessment of the Nursing major. Objective: to characterize the pedagogical training of teachers for the elaboration of written boards in the Bachelor of Nursing major at Pinar del Río School of Medical Sciences. Methods: pedagogical research in the Nursing major of the University of Medical Sciences, Pinar del Río, in the period from September 2012 to August 2013, where based on the dialectical materialistic method, we have also used theoretical and empirical methods as the analysis and synthesis, inductive-deductive methods, the survey and the bibliographical research. The universe and the sample were composed by 29 teachers of the subject group in the school. Results: 48.3% said they have difficulty in selecting the type of questions in terms of content and in the development of the table of contents, 31.0% presented difficulties as to correspond with the objective requirements for content and to make the types of questions. In assessing the level of knowledge regarding the characteristics of the questions, a low level (37.9%) was identified for the development of multiple-choice questions, grouped as complement test type in 41.4 %. Conclusions: the Nursing major teachers lack methodological skills to develop written boards.

Keywords : Teaching; Professional competence; Nursing.

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