Maestría en Docencia Universitaria

URI permanente para esta colecciónhttps://hdl.handle.net/20.500.13053/373

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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
Aplicación de Herramientas virtuales y aprendizaje significativo en estudiantes de enfermería de una universidad de Ancash, 2023
(Universidad Privada Norbert Wiener, 2023-10-06) Salcedo Garayar, Viviana; Ramos Vera, Rosario Pilar
The objective of the study was to "Determine the relationship that exists between virtual tools and meaningful learning in nursing students at a university in Ancash, 2023", for this purpose it was developed taking a quantitative approach, non-experimental design, correlational level, As a sample, 152 nursing students were considered, and two questionnaires were taken as instruments, the first belonging to Organista et al. (2017) to measure the use of virtual tools with 30 statements and 4 dimensions and the second a questionnaire to assess the level of significant learning of 12 items and 3 dimensions belonging to Oré and Villegas (2020); all applied through the survey, and had their respective validity through expert judgment and Cronbach's Alpha reliability of 0.94 and 0.86 respectively; As a result, p<0.05 and Rho= 0.354 were found between the variables studied; concluding according to the finding that there is a direct and moderate relationship between virtual tools and significant learning of nursing students at a university in Ancash, 2023.
Restringido
Aplicación de la plataforma “aula virtual” para mejorar el aprendizaje significativo en los estudiantes del III ciclo del curso de anatomía humana y aplicada de la escuela profesional de estomatología de la universidad alas peruanas. Huacho, 2019
(Universidad Privada Norbert Wiener, 2020-01-22) Viale Oré, Enzo Renato; Gao Chung, Jadmi Gina
The objective of this thesis was the application of the “virtual classroom” platform in the students of the III cycle of the Human and Applied Anatomy course of the UAPHuacho. 2019, it was a quasi-experimental study where it was carried out through two groups: one control and the other experimental, with a sample of 80 students 40 for the control group and 40 for the experimental group. In addition to the theoretical and practical classes, students used the “virtual classroom” platform to reinforce their learning. Before starting the application of the “virtual classroom” platform, a pre-test was taken and after the application of the platform a post-test was taken. For the hypothesis test, the Mann Whitney U Test was used, where it was concluded that there is a significant difference, where there is an improvement in the significant learning of the students of the III cycle of the course of Human and Applied Anatomy of UAP. Huacho, 2019.
Acceso abierto
Aplicación de un módulo educativo para el aprendizaje sobre diabetes mellitus tipo II en estudiantes de Farmacia y Bioquímica de la Universidad Interamericana para el desarrollo año 2017 – Lima, Perú
(Universidad Privada Norbert Wiener, 2018-02-08) Juárez Moreyra, Enrique; Respicio López, Patricia Milagros; Puente Saldaña, Rosa Ernestina
The objective of this work is to: Evaluate the educational module and its relationship with learning about type II diabetes mellitus in pharmacy and biochemistry students of the Inter-American University for Development, 2017 - Lima, Peru. Material and method: The study responds to a non-experimental design because these studies were conducted without the manipulation of variables; This involves collecting data at a specific time and in a single time. The sample consisted of 55 university students from the Faculty of Pharmacy and Biochemistry of the Inter-American University for Development. Two questionnaires applied after the execution of the learning module were used as an instrument. Results: The results of the independent variable: Application of an educational module obtained a general average of 4.63 and a 92.51% that shows that an expected result was achieved according to the evaluation scale and the result of the dependent variable: Learning about Diabetes Mellitus Type II in students also shows us a general average of 4.71 with 94.15% in relation to what was expected according to the rating scale. Conclusion: it is appreciated with the results that the application of an educational module is directly related to the learning about diabetes mellitus type II in pharmacy and biochemistry students of the Inter-American University for development, year 2017 - Lima, Peru.
Acceso abierto
Aplicación del método de aprendizaje basado en problemas y su influencia en el rendimiento académico de los estudiantes de la asignatura de traumatología del 4to ciclo del Instituto Superior Tecnológico “Daniel Alcides Carrión” de Lima, semestre 2015-1
(Universidad Privada Norbert Wiener, 2017-10-20) Leon Solano, Luis Enrique; Caycho Cabello, Juan Eusebio
The present research had as main objective to determine the influence of problem based learning PBL method in academic performance of the students of the course of Traumatology of the 4th cycle of the of the Higher Technological Institute "Daniel Alcides Carrión" of Lima, 2015-I semester. The study was quantitative because I use the collection of data to test the hypothesis based on statistical analysis and type of quasi-experimental, the type of sampling was probabilistic. To carry out this research was taken a sample of 120 students, divided into two groups, applied to which a pre test and a post test. PBL teaching method was applied to the experimental group and the group control the traditional teaching method was applied. It was used as an instrument the survey technique, using a questionnaire is collected qualitative data and records through chips technique or payroll notes to collect quantitative data. The statistic was used for hypothesis testing student's t, obtaining a t=45,426 and the value of p=0,000 .The research concludes that the academic performance of the students has significantly improved by applying PBL teaching method according to the performance, the levels obtained, in the pretest the 83.3% (50) were low and 13.3 (8) on the middle level and 3.3% (2) in the high level; Unlike in the post - test where there were no any low level 0% (0), the 40.0% (24) were found in a middle level and 60% (36) at a high level. Which shows that the use of the ABP has a positive influence with the academic performance of students in the course of Traumatology of the 4th cycle of the of the Higher Technological Institute "Daniel Alcides Carrión" Institute of Lima, 2015-I semester.
Acceso abierto
Aprendizaje autogestivo y competencias digitales en estudiantes de obstetricia de una Universidad privada de Lima Metropolitana 2024
(Universidad Privada Norbert Wiener, 2024-06-28) Córdova Cueva, Luz Linda; Ramos Vera, Rosario Pilar
The aim of this study was to "Determine the relationship between self-managed learning and digital competences in midwifery students at a private university in Metropolitan Lima 2023". The methodology used was hypothetico-deductive, quantitative approach, applied type, non-experimental design, cross-sectional and descriptive correlational scope. A sample of 80 midwifery students was used, with two valid and reliable questionnaires to measure self-managed learning and digital competences, respectively. It was found that 100 % of the students had high self-managed learning, and with regard to digital competencies, 91.3 % had intermediate competence, while 8.8 % had advanced competence. Regarding the relationship between the two variables, Spearman's Rho test gave a coefficient of .447, while the significance level was 0.000, less than < 0.05. Therefore, it was concluded that there is a positive, medium and statistically significant correlation between self-managed learning and digital competencies in midwifery students.
Acceso abierto
Aprendizaje autorregulado y estrés académico en estudiantes internos de ciencias de la salud en un hospital público de Tarma, 2024
(Universidad Privada Norbert Wiener, 2024-11-07) Acosta López, Yeny Luz; Vásquez Tomás, Melba Rita
This research aims to determine the relationship between self-regulated learning and academic stress in internal health sciences students at a public hospital in Tarma during 2024. The study follows a quantitative approach and the hypothetical-deductive method, employing a non-experimental correlational design. The sample consists of 80 internal students from various health disciplines, selected through intentional sampling. Data collection is carried out using structured and validated questionnaires, assessed by expert judges based on Pertinence, Relevance, and Clarity criteria. The reliability of the instruments is determined using Cronbach’s alpha coefficient, confirming internal consistency. Statistical analysis reveals a significant inverse correlation between self-regulated learning and academic stress. The results indicate that higher levels of self-regulated learning are associated with lower academic stress among students. The Spearman correlation test yields a coefficient of rs = -0.800, exceeding the critical value (-0.22), with statistical significance (p = 0.000 < α = 0.05). This leads to the rejection of the null hypothesis and acceptance of the alternative hypothesis, confirming the negative relationship between the studied variables.
Acceso abierto
Aprendizaje autorregulado y la evaluación formativa en los estudiantes de la segunda especialidad en salud familiar y comunitaria de una universidad particular, 2022
(Universidad Privada Norbert Wiener, 2022-10-22) Tello Jimenez, Carmen Paula; Ramos Vera, Rosario Pilar
The objective of the study was to determine the relationship between self-regulated learning and the formative evaluation of the students of the second specialty in family and community health of a private university, 2022. The research was carried out under a quantitative approach, positivism paradigm, hypothetical-deductive method, type of applied research nonexperimental cross-correlational design, the study population was 150 students of the second specialty, the sample was 80 students with a non-probabilistic convenience sampling, two validated instruments were used that helped to collect the data. The results showed that there is a significant direct correlation using the Rho Spearman according to the non-parametric statistical non-normal data normality test and a p value of 0.000 less than 0.05, therefore there is a significant relationship. According to the general objective, it is concluded that there is a high significant relationship between self-regulated learning and formative evaluation.
Acceso abierto
Aprendizaje autorregulado y la evaluación formativa en estudiantes de la segunda especialidad en una universidad privada de Lima, 2024
(Universidad Privada Norbert Wiener, 2024-10-31) Grados Zavala, Elida Luisa; Pinto Santome, Carmen Erlinda; Ramos Vera, Rosario Pilar
El estudio propuso como objetivo “Establecer la relación existente entre el aprendizaje autorregulado y la evaluación formativa en estudiantes de la segunda especialidad en la Universidad Privada Lima, 2024”, empleando una metodología con enfoque cuantitativo, diseño no experimental y correlacional; la muestra estuvo conformada por 100 estudiantes, y se aplicaron dos instrumentos, el primero un cuestionario de la autoría de Tello (2022) y el segundo un cuestionario de la autoría de Pacheco (2019), ambos contaron con validez de contenido y validez de constructo, obteniendo en este último valores de KMO de 0.899 y 0.916 respectivamente y por la prueba de esfericidad de Bartlett un p < 0.05 en los dos instrumentos; del mismo modo, la confiabilidad fue para el primer instrumento de 0.956 y 0.971 para el segundo cuestionario; lo que indicó que ambos instrumentos contenían los valores aprobados para ser aplicados a la muestra; entre los resultados se obtuvo por medio del r de Pearson un p < 0.05 y r= 0.512 al correlacionar ambas variables; concluyendo que el aprendizaje autorregulado si se relaciona significativamente con la evaluación formativa en estudiantes de la segunda especialidad en la Universidad Privada Lima, 2024.
Acceso abierto
Aprendizaje autorregulado y las metas académicas en estudiantes universitarios de ingeniería en una universidad pública, Huancayo 2025
(Universidad Privada Norbert Wiener, 2026-04-25) Carrión Sánchez, Elizabeth Ivonne; Cubas Vilchez, Giovanna Yulissa; Lozada Urbano, Michelle Fatima
En los actuales entornos de la educación superior en el mundo, el aprendizaje autorregulado se ha constituido en una de las herramientas pedagógicas muy relevantes para la generación de la autonomía, el pensamiento crítico y el éxito de los estudiantes. El objetivo de esta investigación fue determinar cuál es la relación entre el aprendizaje autorregulado y las metas académicas en los estudiantes universitarios de ingeniería en una universidad pública, Huancayo 2025. El método utilizado fue el hipotético deductivo, con enfoque cuantitativo, tipo aplicada, de diseño no experimental, nivel correlacional y corte transversal. Se intervino a una muestra poblacional por conveniencia de 121 estudiantes a quienes se les aplicó dos instrumentos. Para la variable 1: cuatro dimensiones y para la variable 2: 3 dimensiones. Se usó de la prueba Rho de Spearman para el análisis inferencial, obteniéndose como resultado un coeficiente de correlación p = 0.460, lo cual indica una correlación moderada entre las dos variables y que presenta una dirección positiva que señala que niveles más altos de aprendizaje autorregulado están asociados a niveles más altos de metas académicas. El valor de la significancia fue ρ = 0.000, lo cual significa que tienen una correlación estadísticamente significativa. En conclusión, el aprendizaje autorregulado tiene una relación significativa en las metas académicas en los estudiantes universitarios de ingeniería en una universidad pública, Huancayo 2025.
Acceso abierto
Aprendizaje basado en problemas (ABP) y el rendimiento académico de estudiantes de tecnología médica de una universidad peruana – 2020
(Universidad Privada Norbert Wiener, 2021-05-22) Bardales Muñoz, Llanely; Pantoja Roldán, María Belén; Yangali Vicente, Judith Soledad
The purpose of this study was to determine the influence of the Problem-Based Learning Method (PBL) and the academic performance of medical technology students from a Peruvian university - 2020. For this, a correlational quantitative investigation was applied, the Relationships between the influence of the PBL methodology and the academic performance of medical technology students, the technique used for data collection is the survey. According to Chasteauneuf (2009), the questionnaire consists of a set of questions regarding one or more variables to be measured in a sample of 80 students from a Peruvian university. Academic performance was measured from the grades obtained in the 2020 academic period by medical technology students measured through dimensions such as conceptual, procedural and attitudinal knowledge. The results found reveal that there is a correlation between the problem-based learning methodology and its influence on the academic performance of medical technology students. It is highlighted that there is a high correlation between each of the strategies measured on the scale, and between the academic performance of medical technology students. Finally, it is proposed that the Problem-Based Learning methodology can be applied in the different academic areas.
Acceso abierto
Aprendizaje basado en problemas (ABP) y su relación con el logro del aprendizaje significativo en los estudiantes del quinto año de la carrera de Terapia Física y Rehabilitación
(Universidad Privada Norbert Wiener, 2019-02-21) Morales Yancunta, Betty Nery; Saldaña Juárez, Jacobo Ezequiel; Gao Chung, Jadmi Gina
The beginning of a new era of educational training demands competent professors able to solve problems according to the society requirements. Therefore students should learn by doing, allowing a significant learning, where the development of their ability of active work, team work and problem solving is important as part of the Problem Base-Learning (PBL) methodology. This research analyse the possible relation between the PBL as didactic estrategy and a significant learning in Norbert Weiner University fifth grade students, who have recived the PBL methodology as a estrategy in the “Physioterapeutic Intervention on Sensitive Sensorial Dysfunctions” course. The population was 53 students from two diferents classrooms, moorning and late shift. The results show that there is no relation between the application of the PBL method and the significant learning, especially when it comes to active learning and team working learning dimensions, nevertheless the relation between the solving problems dimensión and the significant learning show a Spearman correlation coeficient of -0.310 and a probability value of p= 0.026 (< 0.05), meaning there is a significant relation between this two.
Acceso abierto
Aprendizaje basado en problemas y competencias profesionales en estudiantes de terapia física de un Instituto de educación superior, Lima 2022
(Universidad Privada Norbert Wiener, 2023-09-14) Alcarraz Gonzales, Iris Marisol; Ramos Vera, Rosario Pilar
The present study entitled "Problem-based learning and professional skills in Physical Therapy students of an Institute of Higher Education, Lima 2022", aimed to determine the relationship between PBL and professional skills in Physical Therapy students. It was a quantitative approach, the method used was hypothetical deductive, the type of research was descriptive correlational of non-experimental design. Applied to 66 students who met the inclusion criteria. The survey was used as a data collection technique using a questionnaire for each variable. The instruments were validated by experts who, considering the studies carried out by Morales and Saldaña (2019) and Toledo (2018), indicated that it is applicable. Reliability was by Cronbach's Alpha with results of 0.851 for ABP and 0.867 for professional skills. The statistical results measured by Spearman's Rho indicated 0.645 and p= 0.001 for the general hypothesis, evidencing a moderate direct relationship between both variables, for which the null hypothesis is rejected and the alternative hypothesis is accepted. In addition, there are connections of 0.372 and a value of p= 0.001 between active work and professional skills, being direct low; a value of 0.568 and p= 0.001 was also found between teamwork and professional skills. Lastly, connections of 0.687 and a value of p= 0.001 were found between PBL and professional skills. In conclusion, statistically there is a moderate direct relationship between problem-based learning and professional skills.
Acceso abierto
Aprendizaje basado en problemas y desempeño académico en estudiantes de pregrado de una universidad de Lima, 2023
(Universidad Privada Norbert Wiener, 2023-11-22) Jiménez Peralta, Alejandro Erasmo; Baldeón De La Cruz, Maruja Dionisia
The main objective of this research was to determine the relationship between problembased learning (PBL) and undergraduate student academic performance at a public university in Lima, through the quantitative approach, hypothetical deductive method, non-experimental and cross-sectional design. in a sample made up of 100 students enrolled in the 2023-II semester belonging to the Faculty of Social Sciences, applying two questionnaires previously validated by 5 education experts and with high reliability. As a result, a significance of 0.0000 < (0.05) and Spearman's Rho coefficient of 0.384 were obtained; demonstrating that the correlation between both variables was direct and of a moderate level; concluding that this methodology contributes to strengthening university academic performance.
Acceso abierto
El aprendizaje basado en problemas y las competencias genéricas en estudiantes de Finanzas Básicas empresariales, Universidad Norbert Wiener, Lima, 2018
(Universidad Privada Norbert Wiener, 2018-12-13) Olivares Costa, Martha Consuela; Sindeev, Andrey
The research presented here under the title “Problem Based Learning and Generic Competencies in Business Basic Finance Students, Norbert Wiener University, Lima, 2018" The work was elaborated under the parameters of a descriptive - correlational investigation. The population and sample consisted of 50 students of the course of Business Basic Finance of Nobert Wiener University. The hypothesis test was performed using the Rho Spearman coefficient, concluding that Problem Based Learning correlates with Generic Competences, a statement supported by the statistical results obtained, where Spearman's Rho equals 0. 532 allowed to accept the alternative general hypothesis .
Acceso abierto
Aprendizaje colaborativo y habilidades blandas en estudiantes del cuarto año de la carrera de enfermería de una universidad privada, Lima 2021
(Universidad Privada Norbert Wiener, 2022-01-10) Cueva Flores de Mosquera, Liliana; Palacios Garay, Jessica Paola
Tha research work the objetive was determine the relationship between collaborative learning and soft skills in students in the fourth year of nursing careers. The method used was hypothetical deductive, with a quantitative approach, an applied type of correlational level and a non-experimental design. In the present study, the sample consisted of 100 students who are studying the IV nursing cycle of a private university in Lima, 2021; using non-probability sampling. In the data analysis, the Spearman Rho correlation coefficient was applied, which will establish the degree of relationship that exists between the variables. Among the results, the following was found: there is a direct, high and significant relationship between collaborative learning (rho: 706; p = 0.000) and soft skills; Likewise, a direct, moderate and significant relationship is observed between the individual responsibility dimension (rho: 550; p = 0.000), between the individual and team responsibility dimension (rho: 679; p = 0.000), between the stimulating interaction dimension (rho : 618; p = 0.000), between the internal team management dimension (rho: 612; p = 0.000) and between the group evaluation dimension (rho: 692; p = 0.000) and soft skills. In the end, it is concluded that there is a direct and significant relationship between collaborative learning and soft skills in students in the fourth year of the nursing career; well; It was observed that 80% of students with low soft skills had low collaborative learning and 88.1% with soft skills also had high collaborative learning.
Acceso abierto
Aprendizaje colaborativo y metas académicas de estudiantes de enfermería de universidad pública de Huaraz, 2022
(Universidad Privada Norbert Wiener, 2024-09-09) Amado Morales, Francisco Javier; Palacios Garay, Jessica Paola
The thesis set as objective. Determine the relationship between collaborative learning and the academic goals of nursing students at a public university in Huaraz, 2022. For which the research method applied was the hypothetical - deductive one, where the phenomenon was observed: collaborative learning between students, between students and teachers and evaluation of the goals achieved. To manage the data, the survey technique and the instrument were applied, a questionnaire developed and validated by Solis-Castillo (2021) for the Collaborative Learning variable and a questionnaire developed and validated by Duran and Arias (2015) for the Goals variable. Academics. From the results obtained to contrast the research hypothesis, Spearman's Rho correlation index was = 0.475, which indicates a moderate correlation in the relationship; Likewise, the trend is direct between the study variables, with ρ = 0.000 (ρ < 0.05) showing that the relationship is significant. Therefore, the null hypothesis is rejected and it is accepted that Collaborative Learning maintains a moderate degree of relationship with Academic Goals.
Acceso abierto
Aprendizaje cooperativo e interacción en entornos virtuales de enseñanza aprendizaje en discentes de enfermería de posgrado en una universidad privada, Lima-2022
(Universidad Privada Norbert Wiener, 2022-12-21) Príncipe Cahuana, Ana Ysabel; Palacios Garay, Jessica Paola
The objective of the study was to establish the relationship between cooperative learning and interaction in virtual teaching-learning environments in postgraduate nursing students at a private university, Lima-2022, the research was carried out under a positivist paradigm, quantitative approach, hypothetical deductive method. , non-experimental design, the variables of the correlational cross-sectional study were not manipulated, with a population of 176 nursing students in postgraduate intensive care, the sample was 107 students and the sampling was non-probabilistic for convenience, two instruments were used: the Learning questionnaire cooperative and IEVEA for interaction in validated and highly reliable virtual environments. The descriptive results showed that the students were at a high level in terms of cooperative learning 81.3% and in the interaction in virtual environments 61.7%, the inferential results showed a significant direct relationship according to Rho Spearman of 0.497. It is concluded that cooperative learning in virtual environments favors learning based on collaboration, communication skills and interaction between students, teachers and the learning community.
Acceso abierto
Aprendizaje cooperativo y autoeficacia académica en estudiantes de terapia física y rehabilitación de una universidad privada de Lima, 2023
(Universidad Privada Norbert Wiener, 2023-11-28) Muñico Gonzales, Franz Elson; Baldeón De La Cruz, Maruja Dionisia
The present research work was developed in order to determine the relationship that exists between cooperative learning and academic self-efficacy in physical therapy and rehabilitation students of a Private University of Lima, 2023. To do so, the quantitative approach was followed, the hypothetical method - deductive, non-experimental design and correlational scope; where the sample was represented by 89 students chosen through non-probabilistic convenience sampling. The instruments that were used to collect the data were the cooperative learning scale of Atxurra et al. (2015) and the inventory of academic self-efficacy expectations (IEAA) by Barraza (2010), both validated and with a high level of reliability. As a result, ρ = 0.000 < 0.05 was obtained and the Spearman correlation coefficient (Rho) was 0.567, indicating a positive and moderate correlation between these variables.
Acceso abierto
Aprendizaje cooperativo y competencias genéricas en estudiantes de la Escuela de Sanidad Naval, 2021
(Universidad Privada Norbert Wiener, 2022-12-15) García Bernaola, Nina Jeanette; Ramos Vera, Rosario Pilar
This investigation has the objective of determining if there is a relation between cooperative learning and generic competences of nursing students of the Naval Superior School of Healthcare, 2021. The study design was non-experimental, cross-sectional, correlational in scope and with a quantitative approach. It was worked with a census sampling on a population of 90 students of the Naval Superior School of Healthcare. The technique used was the survey, with a questionnaire on cooperative learning taken from Guevara (2014) and a generic competencies questionnaire taken from Arévalo (2017). The instruments were validated by five experts and obtained a reliability of 0.880 and 0.911 in Cronbach's Alpha. The Spearman's Rho correlation test was applied to determine if there is a relation between both variables and it was concluded that there is a positive relations between cooperative learning and generic competencies, with a value of 0.765 in Spearman’s Rho and a significance value of p = 0.00 < 0.05, based on which the general hypothesis was accepted, as well as the specific ones.

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Examinando Maestría en Docencia Universitaria por Materia "Aprendizaje"