Keywords
ética clínica, ética profesional, ética en enfermería, formación profesional, asistentes en enfermería, bioética, Ethics clinical; ethics professional; ethics nursing; professional training; nursing assistant; bioethics.
Implementación de una unidad didáctica en ética para técnicos en cuidados auxiliares de enfermería
Abstract
La ética en enfermería se reconoce como esencial para garantizar cuidados de calidad, pero el personal técnico en cuidados auxiliares de enfermería (TCAE) suele carecer de formación estructurada en este ámbito, a pesar de su rol crucial en la atención al paciente. Este estudio tuvo como objetivo diseñar, implementar y evaluar una unidad educativa de ética para mejorar su preparación profesional. Se utilizó un enfoque mixto basado en la investigación acción participativa (IAP), con la participación de 27 estudiantes y seis docentes. Las herramientas incluyeron entrevistas, análisis DAFO, gamificación, simulaciones, juegos de roles y discusiones de casos. Los resultados mostraron una formación ética limitada previa, pero la capacitación mejoró la comprensión de principios bioéticos clave, como la autonomía, la confidencialidad y el consentimiento informado, aunque persistieron dificultades con la terminología técnica. Integrar educación ética en los programas de TCAE fomenta cuidados más éticos, humanos y competentes.
Ethics in nursing is recognized as essential to ensuring quality care, yet Technical Nursing Assistants (TNA) often lack structured training in this area despite their crucial role in patient care. This study aims to design, implement, and evaluate an ethics education unit to enhance their professional preparation. A mixed-methods approach was used, based on Participatory Action Research (PAR), involving 27 students and six teachers. Tools included interviews, SWOT analysis, gamification, simulations, role-playing, and case discussions. The results revealed limited prior ethical training among TNA students, but the program improved their understanding of key bioethical principles such as autonomy, confidentiality, and informed consent. However, challenges with technical terminology persisted. Integrating ethics education into TNA training programs fosters more ethical, humane, and competent care delivery.
Ethics in nursing is recognized as essential to ensuring quality care, yet Technical Nursing Assistants (TNA) often lack structured training in this area despite their crucial role in patient care. This study aims to design, implement, and evaluate an ethics education unit to enhance their professional preparation. A mixed-methods approach was used, based on Participatory Action Research (PAR), involving 27 students and six teachers. Tools included interviews, SWOT analysis, gamification, simulations, role-playing, and case discussions. The results revealed limited prior ethical training among TNA students, but the program improved their understanding of key bioethical principles such as autonomy, confidentiality, and informed consent. However, challenges with technical terminology persisted. Integrating ethics education into TNA training programs fosters more ethical, humane, and competent care delivery.
Información detallada
Materias, derechos, colecciones e identificadores
URI / Handle
https://doi.org/10.14422/rib.i27.y2025.007Rights
Creative Commons Reconocimiento-NoComercial-SinObraDerivada España