Percepción de los estudiantes de enfermería acerca del ambiente educacional tras la implantación de una innovación curricular en la Universidad de Chile

espanolIntroduccion. La Escuela de Enfermeria de la Universidad de Chile implanto en 2013 un nuevo curriculo basado en competencias profesionales. El objetivo de este estudio fue evaluar el impacto de esta innovacion curricular a traves de la percepcion del ambiente educacional de los estudiantes que, durante 2014, cursaban diferentes tipos de curriculos, antiguo o innovado. Sujetos y metodos. Estudio transversal de tres cohortes (n = 300), dos con curriculo antiguo y otra con curriculo innovado, a las cuales se aplico el cuestionario Dundee Ready Educational Environment Measure (DREEM). Este instrumento fue disenado para medir la percepcion del ambiente educacional y consta de 50 items, divididos en cinco subescalas: percepcion de la ensenanza, de los profesores y del ambiente de aprendizaje, y autopercepcion academica y social. Resultados. Las puntuaciones totales de la percepcion del ambiente educacional fueron significativamente mayores en la cohorte con curriculo innovado. No se encontraron diferencias significativas entre ambas cohortes con curriculo antiguo. De los 50 items del cuestionario DREEM, los estudiantes con curriculo innovado presentaron 23 items con puntuaciones consideradas buenas (media > 3) y solo dos items con puntuaciones preocupantes (media Conclusiones. De acuerdo con la percepcion de los estudiantes, el proceso de innovacion curricular implementado en la Escuela de Enfermeria ha logrado corregir aspectos deficitarios del curriculo antiguo. Sin embargo, aun es necesario trabajar sobre ciertos aspectos a fin de remediarlos y obtener un efectivo y exitoso proceso ensenanza-aprendizaje. EnglishIntroduction. The School of Nursing of the University of Chile implemented in 2013 a new curriculum based on professional skills. The aim of this study was to evaluate the impact of this curricular innovation through the perception of the educational environment of students who, in 2014, experienced different types of curricula, either former or innovated. Subjects and methods. This was a cross-sectional study. Three cohorts (n = 300), two of them with a former curriculum and another with an innovated curriculum, were surveyed with the DREEM questionnaire. This instrument was designed to measure the perception of the educational environment, and consists of 50 items, divided into five sub-scales: perception about teaching, teachers and learning environment, academic and social self-perception. Results. Overall scores of the perception of the educational environment were significantly higher in the innovated curriculum cohort. No differences were detected between both cohorts with former curriculum. Of the 50 items in the DREEM questionnaire, students with an innovated curriculum presented 23 items with scores considered good (mean > 3.0) and only two items with worrying scores (mean Conclusions. According to the students’ perception, the process of curricular innovation implemented in the School of Nursing has managed to correct deficient aspects of the former curriculum. However, it is still necessary to work on some aspects in order to remedy them and obtain an effective and successful teaching-learning process.