Amador Ahumada, Concepción ElenaOcampo Rivero, Monica MabelBarrios Sepulveda, Andrea PaolaHernández Olascoaga, Rubi EstherSantana Gómez, Steffany Cecilia2023-02-172023-02-172023-02-16https://repositorio.unicordoba.edu.co/handle/ucordoba/7124To evaluate the perception that Nursing students of the University of Córdoba have about learning environments for the fulfillment of training achievements. Methodology. A descriptive, cross-sectional study with a quantitative approach was carried out. The type of sampling was random probabilistic, based on a population (N=272), the sample consisted of 141 nursing students of six semesters at the University of Córdoba with active enrollment in the 2022-II academic period. For the collection of information, the following instruments were used, in the first and second semester the instrument called: Evaluation Questionnaire for laboratory practices was applied, in the third and fourth semester the instrument called: Questionnaire of quality and satisfaction with clinical simulation. For the fifth and sixth semester, the instrument was applied: Clinical teachinglearning process evaluation questionnaire. Results. Most of the participants are female, between the ages of 18 and 22, live in sectors located in socioeconomic stratum 1, single marital status (91.6%) from urban areas (77.2%), affiliated with the subsidized regime (57.4%). Conclusions. The perception that students have regarding the biology and chemistry laboratories, the vast majority of the dimensions were evaluated with medium compliance, except for equipment and supplies that obtained a low score. In the perception of the use of clinical simulation as a learning environment, low compliance was found in each of the items and dimensions evaluated. The measurement of perception regarding the teaching strategies used for learning in clinical practice, obtained low compliance in all its dimensionsINTRODUCCIÓN ...........................................................................................121. OBJETIVOS...........................................................................................161.1 GENERAL ...........................................................................................161.2 ESPECÍFICOS...........................................................................................162. MARCO REFERENCIAL...........................................................................................172.1 ANTECEDENTES HISTÓRICOS...........................................................................................172.2 ANTECEDENTES INVESTIGATIVOS...........................................................................................232.3 MARCO TEÓRICO..........................................................................................282.3.1 Teorías de aprendizaje ...........................................................................................282.3.1.1 Teorías del aprendizaje social………………………………………...……...292.3.1.2 Modelo de Inter-estructuracion……………………………………………….312.3.1.3 Recursos de aprendizaje…………………………………………..………....322.3.1.4 Prácticas formativas...........................................................................................372.5 MARCO LEGAL..........................................................................................413. METODOLÓGIA.........................................................................................423.1 TIPO DE ESTUDIO..........................................................................................433.2 ESCENARIO DE ESTUDIO..........................................................................................433.3 POBLACIÓN..........................................................................................443.4 MUESTRA.........................................................................................453.4.1 Cálculo de la muestra..........................................................................................453.4.2 Tipo de muestra..........................................................................................453.4.3 Unidad de análisis..........................................................................................463.5 CRITERIOS DE INCLUSIÓN.........................................................................................463.6 CRITERIOS DE EXCLUSIÓN...........................................................................................463.7. TÉCNICAS E INSTRUMENTOS PARA LA RECOLECCIÓN DE LA INFORMACIÓN..........................................................................................473.8 MÉTODOS...........................................................................................513.9 PROCESAMIENTO Y ANÁLISIS DE LOS DATOS...........................................................................................523.10 ASPECTOS ÉTICOS........................................................................................534. ANÁLISIS Y DISCUCION DE RESULTADOS…………………………………………….534.1 CARACTERÍSTICAS SOCIODEMOGRÁFICAS……………………………………… 534.2. PERCEPCIÓN DE LOS ESTUDIANTES CON RESPECTO A LOS LABORATORIOS DE BIOLOGÍA Y QUÍMICA, UTILIZADOS COMO AMBIENTE DE APRENDIZAJE………………………………………………………………………………… 564.3. PERCEPCIÓN ANTE EL USO DE LA SIMULACIÓN CLÍNICA COMO AMBIENTE DE APRENDIZAJE………………………………………………………………………………604.4. PERCEPCIÓN DE LAS DIMENSIONES CLÍNICAS COMO AMBIENTE DE APRENDIZAJE…………………………………………………………………………………..63BIBLIOGRAFÍA..........................................................................................74ANEXOS...........................................................................................83application/pdfspaCopyright Universidad de Córdoba, 2023Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Evaluación educacionalEducación en EnfermeríaAprendizajeEstudiantesEducational MeasurementEducationNursingLearningStudents