Diseño y evaluación de una escala para valorar la efectividad de una experiencia de innovación docente en el contexto del aprendizaje basado en problemas (ABP) en el grado de Enfermería

Abstract

Antecedents: Adaptation to EHEA involves the use of actives methodologies. While instruments are needed to assess the effectiveness of these methodologies. In this paper the design and evaluation of a scale is described to assess the effectiveness of the PBL methodology in acquiring competences of students. Method: Quasi-experimental controlled desing freshmen Degree Nursing using PBL (experimental) methodology and second and third with traditional methodology (control). Competences acquisition was measured by a Likert scale 0-4 points designed ad hoc composite 26 item. Reliability was determined by -Cronbach and construct validity for Exploratory Factor Analysis. Results: The internal consistency of the scale, applied to 472 subjects, was 0,942. The factorial structure was determined by three factors, "classroom environment", "personal skills" and "competences". No significant differences by gender and access to university find themselves while they were between the control and experimental groups. Conclusions: Allows the instrument designed to assess the effectiveness of PBL in terms of competences development and personal skills. Reliability for the three factors is greater than 0.9 wherein the amount of the total variance explained 69.73%. All items load on one factor and the three factors Ssow a coherent content.