Educational intervention on study habits in university students in Poza Rica, Veracruz, Mexico
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Universidad Santo Tomás seccional Bucaramanga
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El objetivo de la investigación que se expone en este artículo fue conocer el efecto de los hábitos de estudio en estudiantes universitarios de enfermería de Poza Rica, Ver., México, después de una intervención educativa. Metodología. El estudio fue cuantitativo, preexperimental, prospectivo y longitudinal; con una muestra de 10 estudiantes en el período enero – noviembre 2019, el tipo de muestreo fue no probabilístico por conveniencia. Se utilizó el programa SPSS versión 21.0, para estadística descriptiva e inferencial. La investigación se basó en la Ley General de Salud en su artículo 100. Resultados. Los resultados indican una media (239.40) de hábitos de estudio del post-test, significativamente mayor que la del pre- test (174.20); la SD del pos-test (7.9) y del pre -test (21.23). El valor de t de acuerdo con los grados de libertad es de t (9) = 1.77. La significancia del p < .000. Con un intervalo de confianza del 95% la diferencia media entre las dos clasificaciones es de 52.66 a 77.73. Por lo anterior expresado se rechaza la hipótesis nula y se acepta la hipótesis alterna ya que el p-valor es < 0.05. Es evidente la detección de deficientes hábitos de estudio en el pre- test, con asombrosos resultados contrarios a lo que se detectó en el post con buenos hábitos de estudio, posterior a la intervención. Conclusiones, para la institución educativa se aconseja realizar investigaciones al ingreso de estudiantes a la facultad para detectar oportunamente los hábitos de estudio y con ello implementar intervenciones durante la vida universitaria de los estudiantes.
The objective of the research was to know the effect of study habits in nursing university students from Poza Rica, Ver., Mexico, after an educational intervention. Methodology. The study was quantitative, pre-experimental, prospective and longitudinal; With a sample of 10 students in the period January - November 2019, the type of sampling was non-probabilistic for convenience. The SPSS version 21.0 program was used for descriptive and inferential statistics. The research was based on the General Health Law in its article 100. Results. The results indicate a mean (239.40) of post-test study habits, significantly higher than that of the pre-test (174.20); the SD of the post-test (7.9) and the pre-test (21.23). The value of t according to the degrees of freedom is t(9) = 1.77. The significance of p < .000. With a 95% confidence interval, the mean difference between the two classifications is 52.66 to 77.73. Due to the above, the null hypothesis is rejected, and the alternative hypothesis is accepted since the p-value is < 0.05. The detection of poor study habits in the pre-test is evident, with surprising results contrary to what was detected in the post with good study habits, after the intervention. Conclusions, for the educational institution it is advisable to carry out research when students enter the faculty to detect study habits in a timely manner and thereby implement interventions during the students' university life.
The objective of the research was to know the effect of study habits in nursing university students from Poza Rica, Ver., Mexico, after an educational intervention. Methodology. The study was quantitative, pre-experimental, prospective and longitudinal; With a sample of 10 students in the period January - November 2019, the type of sampling was non-probabilistic for convenience. The SPSS version 21.0 program was used for descriptive and inferential statistics. The research was based on the General Health Law in its article 100. Results. The results indicate a mean (239.40) of post-test study habits, significantly higher than that of the pre-test (174.20); the SD of the post-test (7.9) and the pre-test (21.23). The value of t according to the degrees of freedom is t(9) = 1.77. The significance of p < .000. With a 95% confidence interval, the mean difference between the two classifications is 52.66 to 77.73. Due to the above, the null hypothesis is rejected, and the alternative hypothesis is accepted since the p-value is < 0.05. The detection of poor study habits in the pre-test is evident, with surprising results contrary to what was detected in the post with good study habits, after the intervention. Conclusions, for the educational institution it is advisable to carry out research when students enter the faculty to detect study habits in a timely manner and thereby implement interventions during the students' university life.
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Intervention, Study, University students, Habits, Nursing, Intervención, Estudio, Universitarios, Enfermería, Hábitos
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