Evaluación de la docencia en enfermería desde la opinión de los actores de la educación

Abstract

Teaching practice as a social praxis, must transcend dimensions for recognizing the relationship between people, for mediating a collective knowledge  culturally organized and intrinsically connected with a personal and social values array that implies its transformation.

In nursing, teaching evaluation takes relevance, not only because it quantifies an action within a didactical scope, but for inquiring personal interpersonal, social and values dimensions that are formed in students; becauses it is about social tranformers who would be responsible for individuals’ health care.

Methodology: Correlated quantitative study with students and teachers in a high level nursing school within D.F. area (“n” of teachers = 23 ; “n” of students = 250).

Outcomes:  2nd. and 8th. Semester teachers are evaluated higher regarding the performance general index;  didactical dimension is general evaluated with lower measures, and, even with a relatively lower relation, are the less age or younger teachers who receive more favorable evaluations.

Moving from students’ self-evaluation and perspective toward the discovery of the richness and complexity of teaching, it is pretended to transform ia a reflexive and critically way, the important educational  task.