Metas académicas y estrategias de aprendizaje en futuros profesionales de la salud en entorno formativo ecuatoriano

Abstract

Two-phase research, the first was pre-experimental, with the purpose to evaluate satisfaction with a self-learning strategy action plan in 33 first semester students of the Nursing Career, Faculty of Health Sciences, National University of Chimborazo (Ecuador). The second was correlational with 1235 participants from that Faculty. Iadov's technique determined a predominance of clearly satisfied students (51.52%) and the group satisfaction index was rated as satisfactory (.7). Cronbach's alpha of the Questionnaire for the Evaluation of Academic Goals and the Autonomous Work Strategies Questionnaire were .934 and .917, respectively. No type of learning strategy predominated, with sometimes as preponderant value in each one. The category often prevailed among academic goals. The relationship between self-learning strategies was linear, positive, moderate, or strong; while weak and positive prevailed between these and the academic goals.