Knowledge Management in Second and Third Period Nursing Students of the Metropolitan University of Ecuador
Study habits are among the most relevant topics in the academic field, considering that they have a relationship closely related to the academic performance of students. In this context, a teaching team was motivated to carry out this research, with the objective of identifying the characteristics o...
| Authors: | , , , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2020 |
| Country: | Ecuador |
| Institution: | Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Repository: | Revista Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Language: | Spanish |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/395 |
| Online Access: | https://revistas.pucese.edu.ec/hallazgos21/article/view/395 |
| Access Level: | Open access |
| Keyword: | hábitos de estudio; rendimiento académico; estudiantes; gestión del conocimiento. study habits; academic performance; students; knowledge management. |
| Summary: | Study habits are among the most relevant topics in the academic field, considering that they have a relationship closely related to the academic performance of students. In this context, a teaching team was motivated to carry out this research, with the objective of identifying the characteristics of the knowledge management process in students of Second and Third Periods of the Nursing studies, from the Metropolitan University of Ecuador, Quito, Coruña Campus. A descriptive, observational and retrospective study was carried out in the period from October to December 2019. A survey was used as the technique for collecting information. The universe consisted of 200 students and the sample was 186. The information collected was submitted to the corresponding process of coding, tabulation and statistical analysis. It was known that most students spent between 60 and 120 minutes daily on individual study; however, a significant number only spent less than 30 minutes. It was determined that the majority of them began to study just one day before the test. Those who studied at home predominated. It was significant that almost half of them said they used memorization as a technique to learn and that only a few made concept maps, comparative tables or schematic diagrams. Among the states that generated the greatest loss of concentration at the time of studying were the use of cell phones, problems with work and economic difficulties. Many students considered that most of the time there was a relationship between what was studied and laboratory and pre-professional practices. The majority declared that, by increasing the hours of practical activities and complementing the classes with audiovisual materials, they would learn the contents better. These results evidence the need to create a strategy to improve the study habits of students from the beginning of the university studies, in each of the educational settings. |
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