Examinando por Autor "Lozano Lozano, Marilé"

Mostrando 1 - 7 de 7

Acceso abierto
Actitudes profesionales y aprendizaje significativo en estudiantes internas de enfermería de una universidad privada de Lima – 2024
(Universidad Privada Norbert Wiener, 2025-11-03) Huamán Riques, Elizabeth Nancy; Lozano Lozano, Marilé
La presente investigación tuvo como objetivo principal determinar la relación entre las actitudes profesionales y el aprendizaje significativo en estudiantes internas de Enfermería de una universidad privada de Lima en el año 2024. El estudio se enmarcó en el método hipotético-deductivo, con un enfoque cuantitativo, de tipo básico y diseño no experimental de corte transversal y alcance relacional. Se utilizaron como instrumentos de recolección de datos dos cuestionarios aplicados a una muestra poblacional de 100 estudiantes internas de Enfermería de una universidad privada de Lima durante el año 2024. Los resultados arrojaron un coeficiente de correlación de Spearman de rho = 0.884 entre las actitudes profesionales y el aprendizaje significativo, lo cual indica una relación positiva, fuerte y directa. Este coeficiente sugiere que, a medida que las actitudes profesionales mejoran, el nivel de aprendizaje significativo también aumenta en las estudiantes. Por tanto, se concluye que el fomento de actitudes profesionales positivas contribuye sustancialmente al aprendizaje significativo en el contexto de la formación en Enfermería.
Acceso abierto
Actitudes y motivación hacia la investigación en estudiantes de una universidad de Lima, 2025
(Universidad Privada Norbert Wiener, 2025-09-04) Coz Calumani, Jesus Alexander; Lozano Lozano, Marilé
The present manuscript aimed to determine the relationship between attitudes and motivation towards research in students of a university in Lima, 2025; it was framed within hypothetical deductive method, quantitative approach, basic type, non experimental design and descriptive correlational level. The sample consisted of 92 students from the 3rd and 4th year of medical technology from a university in Lima, as instruments the scale on attitudes towards research by Hidalgo et al. (2023) of 28 items and 3 dimensions, and the research motivation scale by Carranza et al. (2022) of 13 items and 2 dimensions were used. The result was a p <0.05, which indicated that there is a significant relationship between attitudes and motivation towards research, in addition, the rho = 0.497 was also identified, concluding that the link between variables is positive with moderate intensity, so that, by presenting better attitudes it favors motivation towards research.
Acceso abierto
Análisis del perfil de egreso del programa doctorado en salud de una universidad privada de Lima y su aporte a la responsabilidad social universitaria
(Universidad Privada Norbert Wiener, 2024-12-04) Mezarina García, Rosa Isabel; Lozano Lozano, Marilé
The educational programs are structured in order to provide the student with a comprehensive training with an analytical and reflective attitude, taking into consideration their relationship with the environment and the community. University social responsibility (RSU) is present in the training of students in a transversal way, in their: Responsible campus, professional and civic training, social management of knowledge and social participation. RSU is a commitment that all people must assume individually and with the community. The objective of the research was to evaluate the graduate profile of the doctoral program in health from a private university in Lima and its contribution to University Social Responsibility. The research was developed with a qualitative approach, the research design is phenomenological, the interview was used as a technique and a questionnaire as an instrument for collecting information. As a result of the study, it was evidenced that the university promotes the activities of social responsibility of the people who make up the university and include social responsibility issues in the development of subjects in the study programs in order to support society in the solution of their problems and the need to work on social responsibility issues in research subjects is mentioned. It is concluded that the doctoral program in health of a university in Lima, contributes from the field of health university social responsibility actions.
Acceso abierto
Autoeficacia académica de los egresados de las maestrías y prevención de la ansiedad académica en los procesos de sustentación en la Universidad Privada Norbert Wiener, 2019
(Universidad Privada Norbert Wiener, 2019-12-04) Córdova Ccasa, Fanny Paquita; Lozano Lozano, Marilé
Anxiety is a human emotion for adaptive processes, if it overflows it becomes a mental health problem; academic anxiety prevents us from adapting to educational contexts; then we can say that we are with low levels of academic self-efficacy. Educational psychology defines the existence of two types of anxiety, according to Martínez-Otero (2014), state and trait. The anxiety state is what we see in academic contexts and it is transitory, but it influences the performance and the achievement of the objectives, so the prevention of pathological states of anxiety is necessary. As for the academic Anxiety before the thesis support processes, it is a variant of the Anxiety before the exams, which causes similar symptoms and covers low academic performance, low grades, university absenteeism and avoidance behaviors such as leaving aside the work of thesis. Being an emotion of an unpleasant nature, which implies indefinite fear and prevents well-being, significantly interferes with activities. (Alarcón, 2008). The general objective is to establish the level of relationship between academic selfefficacy and the prevention of academic anxiety in the support processes at Norbert Wiener Private University. The type of research is applied, the non-experimental design, and correlational methodology; The population was made up of the graduates of the masters of the 2018 period that total 277 and the sample 161 graduates. Regarding the techniques, the survey was used and as instruments the questionnaires
Acceso abierto
El estrés y las estrategias de aprendizaje en estudiantes de pregrado de odontología de una universidad nacional del Cusco - 2025
(Universidad Privada Norbert Wiener, 2026-03-18) Quintanilla Bocangel, Juan Jesus; Lozano Lozano, Marilé
Academic stress has increased significantly among university students in the health sciences, affecting both their psychological well-being and the appropriate use of learning strategies necessary for effective academic performance in dental education. In this context, the objective of the study was to determine the relation of stress on learning strategies and their affective, support, control, and cognitive components in undergraduate Dentistry students at a national university in Cusco during 2025. The research was basic in nature, with a correlational level, a non-experimental design, and a quantitative approach. The sample consisted of 124 Dentistry students selected through probabilistic sampling, and data collection was carried out using the SISCO Academic Stress Inventory and the CEVEAPEU Learning Strategies Questionnaire, both validated and reliable (α = 0.776). Data analysis was conducted using descriptive and inferential statistical procedures. The results showed a very strong and statistically significant negative correlation between academic stress and learning strategies (r = –0.855; p = 0.000), as well as between stress and cognitive strategies (r = 0.806; p = 0.000), indicating that higher levels of stress are associated with less effective use of learning strategies. In conclusion, academic stress is significantly associated students’ emotional, cognitive, and metacognitive management, affecting their ability to self-regulate learning and maintain optimal academic performance.
Acceso abierto
Factores de influencia en el rendimiento académico en los estudiantes de la maestría de Gestión en Salud Universidad Wiener
(Universidad Privada Norbert Wiener, 2019-12-11) Dueñas Chang, Susana Patricia; Lozano Lozano, Marilé
It is shown that there are factors of different nature that intervene in academic performance, which makes it a multi-causal phenomenon, in which psychosocial, sociodemographic, pedagogical, socioeconomic and institutional components must be analyzed, as they interact with each other and jointly , determine the final result; what entails an explanatory complexity that can not be ignored. (Garbanzo, 2013). The objective of the study was to evaluate the factors influencing academic performance in students of the Master of Health Management at the Norbert Wiener University, 2018. The type of research is applied, with a quantitative approach, the nonexperimental design. The population was conformed by the students of the masters in health management of the University and the probabilistic sample was represented by 49 students. With respect to the techniques, the survey was used and the questionnaires as instruments. In conclusion, it is demonstrated that there are no influence factors (working times, study habits, social skills, institutional academic) over the academy performance of Health Management Master students of Wiener University, 2018.
Acceso abierto
La recursividad no paradigmática y sus implicaciones en el aprendizaje significativo en estudiantes universitarios de la ciudad de Lima Metropolitana, 2025
(Universidad Privada Norbert Wiener, 2025-09-15) Sánchez Brito, Franklin Rafael; Lozano Lozano, Marilé
The present research, entitled “Non-paradigmatic Recursiveness and its Implications for Meaningful Learning in University Students of Metropolitan Lima, 2025,” aimed to analyze the relationship between non-traditional pedagogical practices and the development of meaningful learning. The study adopted a mixed-methods approach with an explanatory sequential design, integrating quantitative and qualitative findings to provide a comprehensive understanding of the phenomenon. Validated questionnaires were administered to a stratified probabilistic sample of 2,753 university students, complemented by expert interviews and systematic observations. The results revealed a significant and positive correlation between the implementation of non paradigmatic recursive strategies—conceived as a process of continuous feedback, reconstruction, and re-signification of knowledge—and the achievement of meaningful learning, particularly in contexts that foster autonomy, critical thinking, and reflective engagement. Qualitative data from experts highlighted that traditional teaching methods fall short in meeting the cognitive demands of today’s students. Innovative pedagogical approaches were identified as key to enabling the active appropriation of knowledge, reinforcing the premise that non-paradigmatic recursiveness constitutes a viable pathway to enrich higher education learning processes. This study provides theoretical and empirical foundations for rethinking university-level teaching strategies, underscoring the need for more dynamic, inclusive, and contextually grounded pedagogical models.