Publication: La diversidad cultural en los procesos de formación académica de
enfermeria requiere el manejo de la ética pedagógica, la
corresponsabilidad y un pensamiento mediador
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Date
2013
Authors
Sánchez Sanabria, Marina ; Rondón Contreras, Blanca Josefina
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Publisher
Murcia: Servicio de Publicaciones de la Universidad de Murcia
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Description
Abstract
En continua introspección del quehacer propio de la pedagogía, se encontró la necesidad de fortalecer
la autoestima de los saberes populares y étnicos de los estudiantes de Enfermeria de la Universidad
Popular del César como fuente de conocimiento y diálogo intercultural, desde la perspectiva de “un
cuidado culturalmente sensitivo”
(1)
o la de expandir los componentes del modelo de “competencia
cultural” de Leininger a la investigación de los cuidados
(2)
, como también el interés de la docencia por
incluir elementos transversales en el currículo, una perspectiva intercultural; de ahí que se trabajó con
la tradición cualitativa, método etnográfico procesal enfocado; configurando 6 participantes con la
técnica del grupo focal; se grabaron entrevistas a profundidad sobre su vida cotidiana y académica;
surgieron cuatro grandes categorías: diversidad, corresponsabilidad, pensamiento mediador y ética
pedagógica como base de las estrategias para enseñar el cuidado culturalmente competente
ABSTRACT In the continuous introspection of the typical duty of the pedagogy, it was found the necessity of strengthen the self-esteem of the popular and ethnical knowledge of the Nursing students from the “Universidad Popular del César” as a source of knowledge and intercultural dialogue, since the perspective of “a cultural sensible care (1) ” or the one of expanding the components of the “cultural competence” by Leininger to the research of care (2) , as much as the interest of the instruction for including transversal elements in the curriculum, an intercultural perspective; as a result we worked with the qualitative tradition, an ethnographic procedural focused method; configuring 6 participants with the technique of the focal group, interviews in depth about their daily and academic life were recorded: four categories emerged: diversity, corresponsability, mediator thought and pedagogical ethic as a basis of the strategies for teaching the culturally competent care.
ABSTRACT In the continuous introspection of the typical duty of the pedagogy, it was found the necessity of strengthen the self-esteem of the popular and ethnical knowledge of the Nursing students from the “Universidad Popular del César” as a source of knowledge and intercultural dialogue, since the perspective of “a cultural sensible care (1) ” or the one of expanding the components of the “cultural competence” by Leininger to the research of care (2) , as much as the interest of the instruction for including transversal elements in the curriculum, an intercultural perspective; as a result we worked with the qualitative tradition, an ethnographic procedural focused method; configuring 6 participants with the technique of the focal group, interviews in depth about their daily and academic life were recorded: four categories emerged: diversity, corresponsability, mediator thought and pedagogical ethic as a basis of the strategies for teaching the culturally competent care.
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