Examinando por Autor "Tacilla Ramírez, Nancy Jesús"

Mostrando 1 - 3 de 3

Acceso abierto
Alineamiento curricular: experiencias en la formación inicial docente de educación primaria de un Instituto Superior Pedagógico - Lima 2021
(Universidad Privada Norbert Wiener, 2022-01-26) Tacilla Ramírez, Nancy Jesús; Palacios Garay, Jessica Paola
The aim of the research is to analyse the process of curricular alignment in the formative proposal of the primary education syllabus of an Institute of Higher Pedagogical Education in Lima. The approach of the study is qualitative with a phenomenological design. The information was collected through the analysis of curricular documents and semistructured interviews applied to managers and teachers of the primary education curriculum involved in the processes of curriculum management, which allowed the description and interpretation of the experiences of the participants on the phenomenon of study. The discussion describes the meaning and specific nature of the curriculum alignment processes related to achieving coherence in the incorporation and approach of the National Basic Curriculum Design (DCBN) of Initial Teacher Education (ITE) in the institutional training proposal, as well as the implications of assuming the transversality of research and preprofessional practice, and its alignment in the syllabuses of the courses and modules of the curriculum. The conclusions show the starting point of the process of curriculum alignment from the experience of the training institution, the importance of the consistency of the messages for constructive alignment, the relevance of integrative projects in the articulation of the curriculum and for the development of research skills and reflective pedagogical practice.
Acceso abierto
Estresores académicos y competencias clínicas en estudiantes internos de Nutrición de hospitales de Lima, 2025
(Universidad Privada Norbert Wiener, 2026-03-28) Quispe Camino, Nery Maritza; Zeballos Alcalde, Cinthia Mónica; Tacilla Ramírez, Nancy Jesús
El estudio tuvo como objetivo determinar la relación entre los estresores académicos y las competencias clínicas en estudiantes internos de Nutrición de hospitales de Lima, 2025. La muestra estuvo conformada por 105 estudiantes internos de Nutrición, quienes participaron en el estudio. Para la recolección de datos se emplearon dos instrumentos: la Escala de Estresores Académicos (ECEA) y el Cuestionario de Evaluación de Competencias Clínicas, ambos con adecuados niveles de confiabilidad. Los resultados evidenciaron niveles variables de estresores académicos, predominando niveles moderados y severos en varias dimensiones, mientras que las competencias clínicas se ubicaron mayormente en niveles medios. El análisis inferencial mediante el coeficiente Rho de Spearman mostró que no existe relación significativa entre los estresores académicos y las competencias clínicas (rho = –0.076; p > 0.05). De igual modo, ninguna de las dimensiones del estrés académico presentó correlación significativa con las competencias clínicas. Se concluye que, en esta población, los estresores académicos no influyen de manera directa o indirecta en el desarrollo de las competencias clínicas, sugiriéndose que otros factores formativos, como la supervisión docente, la experiencia práctica y la autoeficacia, podrían desempeñar un papel más determinante.
Acceso abierto
Relación del uso de ChatGPT con el desarrollo del pensamiento crítico en estudiantes de una universidad privada, Lima – 2025
(Universidad Privada Norbert Wiener, 2026-03-24) Guerrero Gallarday, José Eduardo; Tacilla Ramírez, Nancy Jesús
The overall objective of this study was to determine how the use of ChatGPT relates to the development of critical thinking in students at a private university in Lima, 2025. A hypothetical-deductive method was used, with a quantitative approach, a non-experimental, cross-sectional, and correlational design, using a census sample of 90 university students majoring in Education, who were given two validated questionnaires to assess their use of ChatGPT (fluency, flexibility, and originality dimensions) and critical thinking (substantive, dialectical, logical, contextual, and pragmatic dimensions). The results revealed a positive and very high correlation between the main variables (rho = 0.964, p < 0.05), as well as very high positive correlations for the dimensions of fluency (rho = 0.948) and flexibility (rho = 0.932), and a high correlation for originality (rho = 0.791), all statistically significant (p < 0.05). It is concluded that there is a significant, positive, and very high relationship between the use of ChatGPT and the development of critical thinking in students, highlighting that this artificial intelligence tool is a valuable resource for enhancing analytical and critical reasoning skills in the university context, provided that its implementation is guided and ethical.