Estrategias de aprendizaje de estudiantes de pregrado en enfermería durante la pandemia de COVID-19

Lima, Ana Carolina Bezerra de; Santos, Danielle Christine Moura dos

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ORIGINAL ARTICLE • Rev. Bras. Enferm. 76 (5) • 2023 • https://doi.org/10.1590/0034-7167-2022-0764 copiar

Estrategias de aprendizaje de estudiantes de pregrado en enfermería durante la pandemia de COVID-19

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivos:

analizar las estrategias de aprendizaje utilizadas por estudiantes de enfermería de una universidad pública, en la docencia a distancia, durante la pandemia del COVID-19.

Métodos:

estudio transversal desarrollado con estudiantes de enfermería que asistieron a clases de enseñanza a distancia. La muestra se obtuvo por conveniencia, y los datos se recolectaron en línea, con 112 participantes. Se realizaron las pruebas t de Student y Mann-Whitney para el análisis de datos.

Resultados:

las estrategias de aprendizaje más utilizadas fueron la autorregulatoria y la cognitiva. Hubo un uso moderado de estrategias de búsqueda de ayuda interpersonal y control emocional. Los estudiantes varones, con un ambiente de estudio privado y buena conexión a internet, utilizaron con mayor frecuencia estrategias de control emocional.

Conclusiones:

las estrategias de autorregulación y aprendizaje cognitivo, propias de la educación superior, fueron utilizadas con frecuencia por los estudiantes de enfermería, lo que constituye una herramienta importante para la adaptación de estos estudiantes al contexto universitario.

Descriptores:
Aprendizaje; Estudiantes de Enfermería; Educación a Distancia; COVID-19; Estudios Transversales

Learning Strategies Scale (EEA) domains	Mean	Median	Standard deviation	Minimum value	Maximum value	p value^* * p values from the Kolmogorov-Smirnov normality test.
Self-regulatory strategies	7.4	7.3	1.7	3.0	10.0	0.869
Cognitive strategies	7.2	7.4	1.4	1.3	9.9	0.883
Interpersonal help-seeking	6.2	5.1	2.1	1.7	10.0	0.727
Emotion control	5.7	5.7	2.0	1.5	10.0	0.999

Learning Strategies Scale Items	Mean	Median	Standard deviation	Min	Max	p value^* * p values from the Kolmogorov-Smirnov Normality Test. T.N.: this scale has been freely translated, as it does not have an English version, only Portuguese.	Frequency of use (%)
Learning Strategies Scale Items	Mean	Median	Standard deviation	Min	Max		0-4.0	4.1-7.0	7.1-10
1. I kept calm when I had difficulties	6.0	6.0	2.2	0	10	0.064	20.5	52.7	26.8
2. I repeated to myself, when I felt anxious, that everything would be fine at the end of the course	6.9	7.0	2.7	0	10	0.020	20.5	31.3	48.2
3. I kept calm with the possibility of having a below-expected income	4.4	4.0	2.5	0	10	0.013	58.0	29.5	12.5
4. I remained calm in the face of the mistakes I made when carrying out course activities	5.4	5.4	5.0	1	10	0.183	36.6	41.1	22.3
5. I tried harder when I realized I was losing concentration	7.3	8.0	2.1	0	10	0.001	10.7	37.5	51.8
6. I forced myself to keep my attention on my studies when I felt uninterested	6.9	7.0	2.3	0	10	0.003	16.1	34.8	49.1
7. I tried harder when I realized I was losing interest in the subject	6.7	7.0	2.2	0	10	0.016	15.2	42.0	42.9
8. I revised the material to verify how much I mastered the content	6.8	7.0	2.7	0	10	0.001	20.5	31.3	48.2
9. I made an effort to check my understanding of what was being taught	7.6	8.0	2.0	2	10	0.002	6.3	34.8	58.9
10. I tried to solve my doubts by consulting the course support materials	8.1	9.0	2.0	1	10	0.000	5.4	26.8	67.9
11. I tried to better understand the contents by studying them in the course material	8.1	8.5	1.9	0	10	0.000	2.7	24.1	73.2
12. I sought help from the professor or monitor to clarify my doubts about the content	5.1	5.5	3.0	0	10	0.034	35.7	42.9	21.4
13. I sought help from colleagues to clarify my doubts	4.8	5.5	3.7	0	10	0.000	42.9	24.1	33.0
14. I exchanged messages with colleagues to clarify doubts about the course content	8.8	10.0	1.9	0	10	0.280	3.6	13.4	83.0
15. I looked for other sources of research, outside the internet, related to the course to help me learn	7.2	8.0	3.2	0	10	0.000	18.8	20.5	60.7
16. I looked for websites related to the course content to help me learn	9.0	10.0	1.6	0	10	0.296	1.8	11.6	86.6
17. I tried to understand the content by applying it in practice, instead of reading it or asking someone for help	5.2	5.0	2.8	0	10	0.015	42.9	32.1	25.0
18. I revised the contents related to the exercises in which I made mistakes	6.3	7.0	2.8	0	10	0.000	24.1	26.8	49.1
19. I learned content by mentalizing them repeatedly until I realized that I had understood	6.5	7.0	2.8	0	10	0.013	23.2	33.0	43.8
20. I mentally repeated the course contents that I would like to learn	6.6	7.0	2.9	0	10	0.003	20.5	33.0	46.4
21. I took notes on course content	8.4	9.0	2.1	0	10	0.000	6.3	17.0	76.8
22. I made summaries of course content	7.6	9.0	2.8	0	10	0.000	14.3	17.9	67.9
23. I read the course content several times	6.6	7.0	2.8	0	10	0.017	20.5	35.7	43.8
24. I made outlines of the course content	6.4	7.0	3.0	0	10	0.002	25.0	27.7	47.3
25. I reflected on the implications of the contents learned	7.4	8.0	2.3	0	10	0.000	11.6	28.6	59.8
26. I tried to develop a global idea about how the course contents related to each other	7.4	8.0	2.3	0	10	0.002	11.6	31.3	57.1
27. I associated the course contents with my previous knowledge	8.4	9.0	1.6	3	10	0.002	2.7	9.6	77.7
28. When analyzing the course contents, I differentiated the most important aspects from the least important ones	7.7	8.0	1.9	0	10	0.000	8.0	33.9	58.1
29. I identified daily situations in which I could apply the course contents	8.0	8.0	2.0	0	10	0.001	6.2	26.8	67.0

Learning Strategies Scale	Sociodemographic and digital variables	Mean ± standard deviation (Min-Max)	p value
Sex
Emotion control	Female	5.6 ± 2.0 (1.5 - 10)	0.017^* * Student’s t test;
	Male	6.7 ± 1.3 (5 - 9)	0.017^* * Student’s t test;
Self-regulatory strategies	Female	7.4 ± 1.7 (3 - 10)	0.117^ Mann-Whitney test.
	Male	6.9 ± 1.2 (5.3 - 8.6)	0.117^ Mann-Whitney test.
Interpersonal help-seeking	Female	6.3 ± 2.1 (1.7 - 10)	0.725^* * Student’s t test;
	Male	6.1 ± 1.6 (3.3 - 8.3)	0.725^* * Student’s t test;
Cognitive strategies	Female	7.3 ± 1.5 (1.3 - 9.9)	0.259^ Mann-Whitney test.
	Male	6.9 ± 1.4 (3.7 - 8.7)	0.259^ Mann-Whitney test.
Study environment with privacy to attend remote classes
Emotion control	No	5.2 ± 0.3 (1.5 - 9)	0.012^* * Student’s t test;
	Yes	6.1 ± 0.2 (2 - 10)	0.012^* * Student’s t test;
Self-regulatory strategies	No	7.1 ± 0.2 (3 - 9.7)	0.156^ Mann-Whitney test.
	Yes	7.6 ± 0.2 (3.6 - 10)	0.156^ Mann-Whitney test.
Interpersonal help-seeking	No	6.5 ± 0.3 (1.7 - 10)	0.241^* * Student’s t test;
	Yes	6 ± 0.3 (1.7 - 10)	0.241^* * Student’s t test;
Cognitive strategies	No	7.2 ± 0.2 (3.7 - 9.9)	0.940^ Mann-Whitney test.
	Yes	7.3 ± 0.2 (1.3 - 9.8)	0.940^ Mann-Whitney test.
Good internet connection quality to attend remote classes
Emotion control	No	4.8 ± 0.4 (1.5 - 9)	0.023^***
	Yes	5.9 ± 0.2 (2 - 10)	0.023^***
Self-regulatory strategies	No	7.3 ± 0.3 (4.6 - 9.3)	0.636^****
	Yes	7.4 ± 0.2 (3 - 10)	0.636^****
Interpersonal help-seeking	No	6.4 ± 0.4 (3 - 10)	0.700^***
	Yes	6.2 ± 0.2 (1.7 - 10)	0.700^***
Cognitive strategies	No	7.3 ± 0.3 (3.7 - 8.8)	0.636^****
	Yes	7.2 ± 0.2 (1.3 - 9.9)	0.636^****

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[1] Corresponding author: Ana Carolina Bezerra de Lima, E-mail: carolina.lima@upe.br