Evidencia de validez para una escala de Habilidades de Enseñanza en Salud

Gaspar, Fernanda Drummond Ruas; Abbad, Gardênia da Silva; Rodrigues, Carlos Manoel Lopes

doi:10.1590/1413-82712021260301

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Papers • Psico-USF 26 (3) • Jul-Sep 2021 • https://doi.org/10.1590/1413-82712021260301 copiar

Evidencia de validez para una escala de Habilidades de Enseñanza en Salud

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

En la literatura son escasos los estudios encontrados para analizar el contexto de los profesores universitarios, específicamente en el área de salud. Este artículo tuvo como propósito describir la construcción de una escala para evaluar la importancia de las habilidades docentes en salud y buscar evidencias de validez utilizando análisis factoriales (exploratorio y confirmatorio) basados en la estructura interna. La muestra se compuso por estudiantes universitarios de los grados de Enfermería y Medicina (n = 315). Los resultados indicaron la presencia de cuatro factores que permanecieron en el modelo después de la realización del análisis factorial confirmatorio. Son ellos: uso de las tecnologías de la información y de la comunicación en la enseñanza (trece ítems, α = 0,87); enseñanza en entornos prácticos de salud (diez ítems, α = 0,81); relación interpersonal (seis ítems, α = 0,89); didáctica (cinco ítems, α = 0,63). Se concluye que el instrumento tiene evidencias iniciales de validez y puede ser aplicado en investigaciones para diagnosticar las necesidades de aprendizaje de los profesores universitarios.

Palabras clave:
universidad; estudiantes, enfermería; medicina; análisis factorial

Content dimensions	Authors/years
Interpersonal relationships, communication, and respect for diversity	Nehring (1990Nehring, V. (1990). Nursing Clinical Teacher Effectiveness Inventory: A replication study of the characteristics of best and worst clinical teachers as perceived by nursing faculty and students. Journal of Advanced Nursing , 15(8), 934-940. doi: 10.1111/j.1365-2648.1990.tb01949.x https://doi.org/10.1111/j.1365-2648.1990... ); Kotzabassaki et al. (1997Kotzabassaki, S., Panou, M., Dimou, F., Karabagli, a, Koutsopoulou, B., &Ikonomou, U. (1997). Nursing students’ and faculty’s perceptions of the characteristics of “best” and “worst” clinical teachers: A replication study. Journal of Advanced Nursing , 26(4), 817-824. doi: 10.1046/j.1365-2648.1997.00351.x https://doi.org/10.1046/j.1365-2648.1997... ); Makoul (2001Makoul G. The SEGUE Framework for teaching and assessing communication skills. (2001). Patient education and counseling , 45(1), 23-34. doi: 10.1016/S0738-3991(01)00136-7 https://doi.org/10.1016/S0738-3991(01)00... ); Lee et al. (2002Lee, W.-S. C., Cholowski, K., & Williams, A. K. (2002). Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing. Journal of Advanced Nursing , 39(5), 412-420. doi: 10.1046/j.1365-2648.2002.02306.x https://doi.org/10.1046/j.1365-2648.2002... ); Maunye et al. (2009Maunye, T. J., Meyer, S. M., & Van Velden, C. E. (2009). An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga. Curationis, 32(3), 30-37. Retrieved from http://www.scielo.org.za/pdf/cura/v32n3/05.pdf http://www.scielo.org.za/pdf/cura/v32n3/... ); Coniel Linares et al. (2014Coniel Linares, E., Díaz Álvarez, L. M., Hernández García, G., Lorenzo, C., Cristina, M., & Vilaú Díaz, L. Á. (2014). Necesidades de aprendizaje de los docentes de la asignatura microbiología-parasitología desde la didáctica. Revista de Ciencias Médicas de Pinar del Río, 18(3), 512-524. Recuperado de http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1561-31942014000300015 http://scielo.sld.cu/scielo.php?script=s... ); Si, J. (2015Si, J. (2015). Needs assessment for developing teaching competencies of medical educators. Korean Journal of Medical Education, 27(3), 177-186. doi: 10.3946/kjme.2015.27.3.177 https://doi.org/10.3946/kjme.2015.27.3.1... ); Gaspard e Yang (2016Gaspard, J., & Yang, C. M. (2016). Training needs assessment of health care professionals in a developing country: The example of Saint Lucia. BMC Medical Education, 16(1), 1-6. doi: 10.1186/s12909-016-0638-9 https://doi.org/10.1186/s12909-016-0638-... ); Catani et al. (2018Catani, R. R., Valadares, E. D. S., Lacombe, J. B., Mendonça, T. M. D. S., Silva, C. H. M. D., & Paro, H. B. M. D. S. (2018). Cross-cultural adaptation of the Four Habits Coding Scheme (4HCS) for teaching and assessing patient-centered communication skills in Brazil. Cadernos de saude publica, 34, e00013918. doi: 10.1590/0102-311X00013918 https://doi.org/10.1590/0102-311X0001391... ).
Teaching/didactic skills	Nehring (1990Nehring, V. (1990). Nursing Clinical Teacher Effectiveness Inventory: A replication study of the characteristics of best and worst clinical teachers as perceived by nursing faculty and students. Journal of Advanced Nursing , 15(8), 934-940. doi: 10.1111/j.1365-2648.1990.tb01949.x https://doi.org/10.1111/j.1365-2648.1990... ); Kotzabassaki et al. (1997Kotzabassaki, S., Panou, M., Dimou, F., Karabagli, a, Koutsopoulou, B., &Ikonomou, U. (1997). Nursing students’ and faculty’s perceptions of the characteristics of “best” and “worst” clinical teachers: A replication study. Journal of Advanced Nursing , 26(4), 817-824. doi: 10.1046/j.1365-2648.1997.00351.x https://doi.org/10.1046/j.1365-2648.1997... ); Rozendo et al. (1999Rozendo, C. A., Casagrande, L. D. R., Schneider, J. F., & Pardini, L. C. (1999). Uma análise das práticas docentes de professores universitários da área de saúde. Revista Latino-Americana de Enfermagem, 7(2), 15-23. doi: 10.1590/S0104-11691999000200003 https://doi.org/10.1590/S0104-1169199900... ); Lee et al. (2002Lee, W.-S. C., Cholowski, K., & Williams, A. K. (2002). Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing. Journal of Advanced Nursing , 39(5), 412-420. doi: 10.1046/j.1365-2648.2002.02306.x https://doi.org/10.1046/j.1365-2648.2002... ); Salminen et al. (2013Salminen, L., Minna, S., Sanna, K., Jouko, K., & Helena, L. K. (2013). The competence and the cooperation of nurse educators. Nurse Education Today, 33(11), 1376-1381. doi: 10.1016/j.nedt.2012.09.008 https://doi.org/10.1016/j.nedt.2012.09.0... ); Coniel Linares et al. (2014Coniel Linares, E., Díaz Álvarez, L. M., Hernández García, G., Lorenzo, C., Cristina, M., & Vilaú Díaz, L. Á. (2014). Necesidades de aprendizaje de los docentes de la asignatura microbiología-parasitología desde la didáctica. Revista de Ciencias Médicas de Pinar del Río, 18(3), 512-524. Recuperado de http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1561-31942014000300015 http://scielo.sld.cu/scielo.php?script=s... ); Si, J. (2015Si, J. (2015). Needs assessment for developing teaching competencies of medical educators. Korean Journal of Medical Education, 27(3), 177-186. doi: 10.3946/kjme.2015.27.3.177 https://doi.org/10.3946/kjme.2015.27.3.1... ).
Domain of health-specific content	Nehring (1990Nehring, V. (1990). Nursing Clinical Teacher Effectiveness Inventory: A replication study of the characteristics of best and worst clinical teachers as perceived by nursing faculty and students. Journal of Advanced Nursing , 15(8), 934-940. doi: 10.1111/j.1365-2648.1990.tb01949.x https://doi.org/10.1111/j.1365-2648.1990... ); Kotzabassaki et al. (1997Kotzabassaki, S., Panou, M., Dimou, F., Karabagli, a, Koutsopoulou, B., &Ikonomou, U. (1997). Nursing students’ and faculty’s perceptions of the characteristics of “best” and “worst” clinical teachers: A replication study. Journal of Advanced Nursing , 26(4), 817-824. doi: 10.1046/j.1365-2648.1997.00351.x https://doi.org/10.1046/j.1365-2648.1997... ); Lee et al. (2002Lee, W.-S. C., Cholowski, K., & Williams, A. K. (2002). Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing. Journal of Advanced Nursing , 39(5), 412-420. doi: 10.1046/j.1365-2648.2002.02306.x https://doi.org/10.1046/j.1365-2648.2002... ); Salminen et al. (2013Salminen, L., Minna, S., Sanna, K., Jouko, K., & Helena, L. K. (2013). The competence and the cooperation of nurse educators. Nurse Education Today, 33(11), 1376-1381. doi: 10.1016/j.nedt.2012.09.008 https://doi.org/10.1016/j.nedt.2012.09.0... ); Coniel Linares et al. (2014Coniel Linares, E., Díaz Álvarez, L. M., Hernández García, G., Lorenzo, C., Cristina, M., & Vilaú Díaz, L. Á. (2014). Necesidades de aprendizaje de los docentes de la asignatura microbiología-parasitología desde la didáctica. Revista de Ciencias Médicas de Pinar del Río, 18(3), 512-524. Recuperado de http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1561-31942014000300015 http://scielo.sld.cu/scielo.php?script=s... ); Si, J. (2015Si, J. (2015). Needs assessment for developing teaching competencies of medical educators. Korean Journal of Medical Education, 27(3), 177-186. doi: 10.3946/kjme.2015.27.3.177 https://doi.org/10.3946/kjme.2015.27.3.1... ).
Assessment and Feedback	Nehring (1990Nehring, V. (1990). Nursing Clinical Teacher Effectiveness Inventory: A replication study of the characteristics of best and worst clinical teachers as perceived by nursing faculty and students. Journal of Advanced Nursing , 15(8), 934-940. doi: 10.1111/j.1365-2648.1990.tb01949.x https://doi.org/10.1111/j.1365-2648.1990... ); Kotzabassaki et al. (1997Kotzabassaki, S., Panou, M., Dimou, F., Karabagli, a, Koutsopoulou, B., &Ikonomou, U. (1997). Nursing students’ and faculty’s perceptions of the characteristics of “best” and “worst” clinical teachers: A replication study. Journal of Advanced Nursing , 26(4), 817-824. doi: 10.1046/j.1365-2648.1997.00351.x https://doi.org/10.1046/j.1365-2648.1997... ); Rozendo et al. (1999Rozendo, C. A., Casagrande, L. D. R., Schneider, J. F., & Pardini, L. C. (1999). Uma análise das práticas docentes de professores universitários da área de saúde. Revista Latino-Americana de Enfermagem, 7(2), 15-23. doi: 10.1590/S0104-11691999000200003 https://doi.org/10.1590/S0104-1169199900... ); Lee et al. (2002Lee, W.-S. C., Cholowski, K., & Williams, A. K. (2002). Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing. Journal of Advanced Nursing , 39(5), 412-420. doi: 10.1046/j.1365-2648.2002.02306.x https://doi.org/10.1046/j.1365-2648.2002... ); Salminen et al. (2013Salminen, L., Minna, S., Sanna, K., Jouko, K., & Helena, L. K. (2013). The competence and the cooperation of nurse educators. Nurse Education Today, 33(11), 1376-1381. doi: 10.1016/j.nedt.2012.09.008 https://doi.org/10.1016/j.nedt.2012.09.0... ); Si, J. (2015Si, J. (2015). Needs assessment for developing teaching competencies of medical educators. Korean Journal of Medical Education, 27(3), 177-186. doi: 10.3946/kjme.2015.27.3.177 https://doi.org/10.3946/kjme.2015.27.3.1... ).
Teacher's personality	Kotzabassaki et al. (1997Kotzabassaki, S., Panou, M., Dimou, F., Karabagli, a, Koutsopoulou, B., &Ikonomou, U. (1997). Nursing students’ and faculty’s perceptions of the characteristics of “best” and “worst” clinical teachers: A replication study. Journal of Advanced Nursing , 26(4), 817-824. doi: 10.1046/j.1365-2648.1997.00351.x https://doi.org/10.1046/j.1365-2648.1997... ); Lee et al. (2002Lee, W.-S. C., Cholowski, K., & Williams, A. K. (2002). Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing. Journal of Advanced Nursing , 39(5), 412-420. doi: 10.1046/j.1365-2648.2002.02306.x https://doi.org/10.1046/j.1365-2648.2002... ); Salminen et al. (2013Salminen, L., Minna, S., Sanna, K., Jouko, K., & Helena, L. K. (2013). The competence and the cooperation of nurse educators. Nurse Education Today, 33(11), 1376-1381. doi: 10.1016/j.nedt.2012.09.008 https://doi.org/10.1016/j.nedt.2012.09.0... ); Si, J. (2015Si, J. (2015). Needs assessment for developing teaching competencies of medical educators. Korean Journal of Medical Education, 27(3), 177-186. doi: 10.3946/kjme.2015.27.3.177 https://doi.org/10.3946/kjme.2015.27.3.1... ).
Planning	Rozendo et al. (1999Rozendo, C. A., Casagrande, L. D. R., Schneider, J. F., & Pardini, L. C. (1999). Uma análise das práticas docentes de professores universitários da área de saúde. Revista Latino-Americana de Enfermagem, 7(2), 15-23. doi: 10.1590/S0104-11691999000200003 https://doi.org/10.1590/S0104-1169199900... ).
Active methodologies (role-playing, group discussion sessions, case studies)	Maunye et al. (2009Maunye, T. J., Meyer, S. M., & Van Velden, C. E. (2009). An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga. Curationis, 32(3), 30-37. Retrieved from http://www.scielo.org.za/pdf/cura/v32n3/05.pdf http://www.scielo.org.za/pdf/cura/v32n3/... ); Hou et al. (2011Hou, X., Zhu, D., & Zheng, M. (2011). Clinical Nursing Faculty Competence Inventory - development and psychometric testing. Journal of Advanced Nursing, 67(5), 1109-1117. doi: 10.1111/j.1365-2648.2010.05520.x https://doi.org/10.1111/j.1365-2648.2010... ).
Clinical skills in health practice settings	Salminen et al. (2013Salminen, L., Minna, S., Sanna, K., Jouko, K., & Helena, L. K. (2013). The competence and the cooperation of nurse educators. Nurse Education Today, 33(11), 1376-1381. doi: 10.1016/j.nedt.2012.09.008 https://doi.org/10.1016/j.nedt.2012.09.0... ); Gaspard e Yang (2016Gaspard, J., & Yang, C. M. (2016). Training needs assessment of health care professionals in a developing country: The example of Saint Lucia. BMC Medical Education, 16(1), 1-6. doi: 10.1186/s12909-016-0638-9 https://doi.org/10.1186/s12909-016-0638-... ); Hou et al. (2011Hou, X., Zhu, D., & Zheng, M. (2011). Clinical Nursing Faculty Competence Inventory - development and psychometric testing. Journal of Advanced Nursing, 67(5), 1109-1117. doi: 10.1111/j.1365-2648.2010.05520.x https://doi.org/10.1111/j.1365-2648.2010... ).

Item	F1	F2	F3	F4
24. Play videos and films that illustrate the subject’s content and discussions.	0.67
28. Use cell phone applications, tablets, or other mobile devices as resources to support teaching and learning.	0.66
20. Use several didactic and support materials related to the contents taught (e.g. texts, magazines, websites, videos).	0.65
25. Share relevant information and content with students using social networks (e.g. Blogs, Facebook).	0.65
26. Teach statistical analysis techniques using specific software.	0.65
27. Recommend academic Internet sites that enrich the content taught in class.	0.65
3. Identify situations in which the use of objects in three dimensions can facilitate the teaching and learning of health contents (virtual reality).	0.56
16. Use more than one didactic strategy in class (ex: oral exposure, clinical case studies, role playing, games).	0.54
13. At the beginning of each class, review the student’s previous knowledge about the contents to be taught.	0.51
21. Use virtual learning platforms (e.g. moodle) to promote discussions with students.	0,48
22.Use text editor (e.g. Word, Libre Office) as a resource in preparing classes and teaching materials.	0.44
6. Use high-fidelity robots/simulators for the reproduction of complex clinical procedures.	0.41
23. Use programs to create and display graphic presentations during classes (ex: Power Point, Prezi).	0.37
9. Demonstrate to students the accomplishment of patient assistance procedures (ex: physical examination, monitoring of the clinical condition and evolution of the patient, peripheral and / or deep venous puncture).		0.83
8. Conduct rounds with the students to monitor the clinical condition and the patient’s evolution.		0.80
12. Conduct discussions with students about probable patient diagnoses in a practice setting.		0.79
11. Analyze the results of laboratory tests and / or imaging with students to monitor the clinical condition and evolution of the patient.		0.67
7. Promote clinical case discussion sessions with students and the multi-professional health team.		0.66
33. Stimulate collaborative work in multi-professional teams in teaching activities.		0.63
1.Promote activities that encourage students to interact with patients, families, caregivers and other health professionals.		0.62
2. Monitor teaching activities based on situations / problems in the health scenario.		0.62
10. Supervise students while performing patient care procedures.		0.52
4. Promote technical visits or field trips to deepen the contents of the discipline.		0.52
30. Respect students’ opinions.			0.92
29. Encourage the student to freely express his or her opinion on the content of the discipline.			0.70
32. Be willing to help the student with his or her individual learning needs.			0.70
34. Willingness to accept changes in teaching activities suggested by students.			0.65
19. Provide constructive feedback to the student about his or her academic performance.			0.53
5. Demonstrate clinical procedures with mannequins or objects that represent parts of the human body.			-0.49
15. Exemplify the contents taught, discussing real clinical cases with students.				0.62
14. Explain the contents of the course in a logical sequence.				0.49
17. Perform different forms of student assessment (e.g. tests, classroom activities, teamwork).				0.42
31. Treat patients, professionals, and students indistinctly well, respecting human diversity.				0.40
18. Adjust the level of complexity of the assessments (assignments, tests, exercises) to the content taught in the subject.				0.35

Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia R. Waldemar César da Silveira, 105, Vl. Cura D'Ars (SWIFT), Campinas - São Paulo, CEP 13045-510, Telefone: (19)3779-3771 - Campinas - SP - Brazil
E-mail: revistapsico@usf.edu.br

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