Situational factors affecting the learning of the taxonomy noc nursing students

Abstract

Introduction: The results are encouraging assurance programs and quality improvement. In the case of nursing education in the FES Zaragoza, this implements the use of Noc taxonomy, and therefore identify the factors that influence their learning, will allow the teacher to increase the significance of his teaching.

Objectives: To identify the situational factors that influence learning noc taxonomy in nursing students and establish the relationship between these factors and learning taxonomy.

Methodology: A cross-sectional and correlational, with a stratified cluster sampling, with a total of 224 students in the third and fourth year of the race by an instrument of 53 items, with a Cronbach alpha of 0.984, which measured student perception on situational factors that influence their learning. The analysis included measures of central tendency and Pearson correlation tests.

Results: Predominantly female with 83.5%. The best dimension evaluated was “interpersonal relations” with 89.4% of students who called it right. Dimension “Teaching Skills”, obtained a value of r p = 0.939 and an actual sig. 0.000 so it can be said to have a very strong positive relationship.

Discussion: The literature refers to “interpersonal relations” as one of the key factors in learning, unlike the present study which identified the “Teaching Skills” as a major factor.

Conclusions: The teaching skills is the main factor for learning noc taxonomy, together with adequate feedback of learning, can increase the significance it has for the nursing student.