Abstract:

The education quality cannot be understood only as a quality linked exclusively to the action of the teacher. The education is framed in a set of structural and material and organizational conditions that affect its development and excellence. The goal of our project was to evaluate through the virtual campus, the cognitive, didactic, affective and communicative competitions of the professorship, as well as, the access to the virtual campus, the use of the virtual tutorship and the work practices dedication hours, in order to obtain an evaluation to fulfil a self reflection that allows us to create processes and good practices that guarantee a constant educational quality improvement. To that end, private surveys were carry out, from the virtual campus, among the pupils of first and third year of nursing community and health promotion subjects, of nursing studies. The students answered counting in a Likert scale between 1 and 5 (1, minimal valuation; 5, maximum valuation), according to their satisfaction level the professorship competences. In addition, the first year of nursing community students answered to closed questions with dichotomic answer about the access to the campus and virtual tutorship, the availability of computer in their home and with an opened question, the dedication hours to the work of practices.
The evaluation of the obtained information will help us to develop a dynamic model of constant improvement, which will turn into an educational quality improvement.

Keywords:

Education, virtual campus, teaching skills.