Abstract:

The objective of this study is the development of learning capsules and their presentation to students of the nursing degree at the University of Cadiz, with the aim of improving their knowledge of early programming and their intention to apply it, through a dynamic and participatory activity where students have a greater involvement than just listening to the traditional master class. This is a quasi-experimental research. It is a pre/post study, in which the same population group is analysed at two different points, before and after the intervention. It is therefore a longitudinal follow-up of the study group with a quantitative analysis of the data collected.
The population included in this study is the first year nursing students enrolled in the subject "Food, nutrition and dietetics" and the second year nursing students enrolled in the subject "Community nursing" in the 2019/2020 academic year at the University of Cadiz (Cadiz Campus).
The population size is estimated at 200 students as these are the students enrolled in these subjects in the indicated academic year. However, there is a loss of part of this population due to non-attendance to class on the days in which the intervention takes place, so the final sample size is 124.
For data collection, 3 self-developed questionnaires were developed. These questionnaires were used to measure the level of knowledge, intention to act and satisfaction with the learning methodology. The level of knowledge and intention to act were measured before and after the intervention in order to see the effect of the intervention. Satisfaction with the methodology was measured after the end of the intervention.
As with the scripts, these questionnaires were developed and reviewed by the expert researchers in the field, as well as by the teachers of the subjects involved, for their correct adaptation to the students and to the development within the classroom in the established time frame.
The structure of the instruments is as follows:
1. The questionnaire on the level of knowledge consists of 15 questions with 4 answer options, only one of the options being correct.
2. The Intention to Act questionnaire consists of 15 statements on early programming to be rated on a Likert scale from 1 to 7. Among these questions, there are 9 correct statements regarding early programming and 6 incorrect ones.
3. The Satisfaction with learning questionnaire consists of 4 questions with 4 response options and the nature of the response is informative, with no right or wrong answer.
These questionnaires are available as annexes at the end of the text: Annex I, knowledge questionnaire; Annex II, intention questionnaire; Annex III, satisfaction questionnaire.
The intervention was carried out in duplicate, in the two participating subjects. On both occasions it took place in the same way, so from now on we will refer to the development of one time as the development of both times.
The duration of the intervention was two hours. First of all, an explanation of the activity was given to the students in attendance. The initial knowledge and intention questionnaires were distributed to the students and an identification number was randomly assigned to each student so that the questionnaires would be linked pre/post in a way that the students would be able to identify each other.
In view of the results obtained, we can conclude that the intervention has achieved significant results in all the aspects measured.

Keywords:

nursing, early childhood obesity prevention, teaching innovation, early childhood obesity prevention, teaching innovation