Universidad de Jaén (SPAIN)
About this paper:
Appears in: INTED2011 Proceedings
Publication year: 2011
Pages: 3491-3497
ISBN: 978-84-614-7423-3
ISSN: 2340-1079
Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain
In the new study plans derived from the European Space for Higher Education (ESHE), where the subject guides are elaborated from the competences to reach, the activities to get these competences appear definitively relevant. In this contribution we expose a work to assess the competence acquisition from the utilization of dynamic techniques in an essential subject for nursing students: Psychosocial Sciences for Health Cares. The competences were the same presented in the subject guide and likewise the three most important transversal competences for the nursing studies were included. As dynamic techniques we mean dynamic groups as well as role-playing for different situations techniques. Specifically, these competences were the following:

1) To identify the psychosocial answers to people in different situations (illness and suffering).
2) To select the adequate actions to promote and help people in different situations (illness and suffering).
3) To establish an empathetic and respectful relationship with the patient and his/her family, regarding with the personal situation, the health problem and his/her development period.
4) To use strategies and skills to let an effective communication with patients, families and social groups.
5) To use strategies and skills to let the patients, families and social groups’ worry and interest expressions.
6) To understand the person’s interactive behavior depending on his/her gender, group and community, within his/her social and multicultural context.
7) To understand people without prejudicing them, considering physical, psychological and social aspects, as autonomous and independent individuals.
8) To respect the individual’s believes, opinions and values.
9) To guarantee the intimacy right, through the professional secret and the confidentiality.
10) To promote and respect the patients’ participation, information, autonomy rights and the informed content in the decision making, regarding with their style living their health-illness process.
11) To encourage healthy life styles, the self-caring, boosting the maintenance of the preventive and therapeutic behavior.
12) To establish an efficient communication with patients, families, social groups and colleagues.
13) To promote the education for the health.
14) To be capable to apply the knowledge to the professional practice (transversal competence).
15) To be able to work as a team (transversal competence).
16) To be motivated to achieve as a nurse (transversal competence).

140 participants completed the questionnaire. Specifically, they should answer about how much the dynamic techniques have led the possibility to reach the competence acquisition. In the questionnaire, appeared the 16 items about the competence with a response format was a 6 points-Likert scale from “1” (“nothing”) to “6” (“it has been essential”).

The results indicated that the dynamic techniques helped to acquire the competences selected in the subject guide. A deeper analysis is shown in the full paper. In summary, the dynamic techniques enhanced and helped to learn and acquire the relevant competences, selected in the guide, to be an efficient nurse in his/her relational functions.
Competences, nursing studies, dynamic techniques.