Opinión de los estudiantes de enfermería sobre las tutorías universitarias

ABSTRACTIn Higher Education, academic mentoring with students is considered as an important axis in conclusion of studies. The process of change in Spanish universities is in line with the European Higher Education Area and with ECTS credits. In this sense, it is required monitoring the student's learning process, in which mentoring is considered as a strategy for improvement; and the role of the professor-tutor is essential for orientation, retention and academic success of the students. The aim of this study is to analyze the opinions of nursing students on different aspects of academic mentoring. A descriptive and correlational research was conducted, in which took part different teaching centers of University of Southern Spain. 1,015 nursing students were interviewed. A questionnaire was designed and validated through a panel of experts. The sociodemographic variables were: age, gender, teaching center and academic year. The variables on aspects of the tutorials were: planning, inclusion of mentoring in the syllabus, fidelity, compliance with time, compulsory nature, type of assistance, evaluation and grading. SPSS version 21.0 was used to data analysis. The results show influences of gender, academic year and kind of center on the opinions about mentoring (p <0.05). In this sense, it is needed to homogenize criteria and records used in the mentoring. In addition, professors and university managers should be encouraged to use of mentoring and to establish measures of monitoring it.RESUMENEn la Educación Superior, se plantea la tutoría académica como un eje importante para que los estudiantes finalicen sus estudios. El proceso de cambio en las universidades españolas, está en consonancia con el Espacio Europeo de Educación Superior y con los créditos ECTS. Se exige un seguimiento del proceso de aprendizaje del estudiante, en el que la tutoría se plantea como una estrategia de mejora; y la figura del profesor-tutor es primordial para la orientación, retención y éxito académico de los estudiantes. El objetivo de este estudio es analizar las opiniones de los estudiantes de enfermería sobre distintos aspectos de las tutorías académicas. Se realizó una investigación descriptiva y correlacional, en la que participaron distintos centros docentes propios y adscritos de una Universidad del sur de España. Se entrevistaron a 1.015 estudiantes de enfermería. Se diseñó un cuestionario que se validó mediante un panel de expertos. Las variables sociodemográficas fueron: Edad, sexo, centro docente y curso académico. Las variables sobre aspectos de las tutorías fueron: Planificación, inclusión en el proyecto docente, fidelidad, cumplimiento horario, obligatoriedad, tipo de atención, evaluación y calificación. Para el análisis de los datos se utilizó SPSS versión 21.0. Los resultados obtenidos evidencian influencias del sexo, curso académico y tipo de centro, sobre las opiniones acerca de las tutorías (p<0,05). Se plantea la necesidad de homogeneizar los criterios de actuación y registros utilizados en las tutorías. Además, profesores y gestores universitarios deberían fomentar el uso de las tutorías y establecer medidas de seguimiento de las mismas.ABSTRACT In Higher Education, academic mentoring with students is considered as an important axis in conclusion of studies. The process of change in Spanish universities is in line with the European Higher Education Area and with ECTS credits. In this sense, it is required monitoring the student's learning process, in which mentoring is considered as a strategy for improvement; and the role of the professor-tutor is essential for orientation, retention and academic success of the students. The aim of this study is to analyze the opinions of nursing students on different aspects of academic mentoring. A descriptive and correlational research was conducted, in which took part different teaching centers of University of Southern Spain. 1,015 nursing students were interviewed. A questionnaire was designed and validated through a panel of experts. The sociodemographic variables were: age, gender, teaching center and academic year. The variables on aspects of the tutorials were: planning, inclusion of mentoring in the syllabus, fidelity, compliance with time, compulsory nature, type of assistance, evaluation and grading. SPSS version 21.0 was used to data analysis. The results show influences of gender, academic year and kind of center on the opinions about mentoring (p <0.05). In this sense, it is needed to homogenize criteria and records used in the mentoring. In addition, professors and university managers should be encouraged to use of mentoring and to establish measures of monitoring it