Investigación formativa: Análisis conceptual en el contexto de la enfermería
Date
2022-10
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Journal Title
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Publisher
Elsevier España
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1575-1813
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Abstract
Introducción: se ha constatado en un número considerable de publicaciones disciplinares, el uso del concepto investigación formativa (IF). Sin embargo, no se cuenta con suficientes publicaciones científicas que permitan definir su utilización. Por lo que resulta necesario identificar los antecedentes, sus atributos esenciales y analizar su aplicación en el campo de la investigación en enfermería.
Material y métodos: el análisis conceptual se llevó a cabo en 8 etapas: 1) selección del concepto, 2) establecimiento de objetivos, 3) identificación de los usos del concepto, 4) identificación de atributos esenciales, 5) construcción de un modelo de casos, 6) construcción de casos adicionales, 7) identificación de los antecedentes, 8) definición de referentes empíricos. Resultados: se determinaron 5 atributos esenciales producto del análisis de 35 artículos y 5 textos. La investigación formativa como: tipo de investigación (n=13; 37,1%), fase de una intervención (n=10; 28,1%), investigación educativa (n=5; 14,2%), estrategia para la enseñanza de la investigación (n=4; 11,4%) y evaluación de carácter formativo (n=3; 9,2%).
Conclusión: los 5 atributos de la IF identificados en este estudio se acogen al marco epistemológico de la enfermería, evidenciando la forma en que este concepto se ha desarrollado en la disciplina. El análisis de los datos permitió elaborar una definición operacional en el campo en la indagación científica, lo cual potencia la utilización de la IF como elemento esencial de la práctica asistencial y educativa de la enfermería.
Introduction: The formative research (FR) concept has been reported in diverse disciplinary publications. However, there is still no consensus on this concept and there are not enough scientific publications to standardize and define its use. Therefore, it is necessary to identify the background and essential attributes of the concept of FR and to analyze its application in the field of scientific inquiry in nursing. Methods: The conceptual analysis was carried out in eight stages: I) selection of the concept, II) determine the purpose of analysis III) identify the use of the concept, IV) determine the defining attributes, V) construction of a model case, VI) construction of additional cases, VII) identify antecedents and VIII) define empirical referents. Results: Five essential attributes were identified from the analysis of 35 articles and five disciplinary texts. Formative research as: research design (n = 13; 37,1%), phase of an intervention (n = 10; 28,1%), educational research (n = 5; 14,2%), strategy for teaching research (n = 4; 11,4%) and formative evaluation (n =3; 9,2%). Conclusion: The findings identified in this study are in line with the epistemological tenets of nursing, showing the way in which FR has been developed in the discipline. Additionally, the operational definition of FR opens a field of scientific enquiry in nursing. This result enhances the use of this concept as an essential element in educational and clinical practice in nursing.
Introduction: The formative research (FR) concept has been reported in diverse disciplinary publications. However, there is still no consensus on this concept and there are not enough scientific publications to standardize and define its use. Therefore, it is necessary to identify the background and essential attributes of the concept of FR and to analyze its application in the field of scientific inquiry in nursing. Methods: The conceptual analysis was carried out in eight stages: I) selection of the concept, II) determine the purpose of analysis III) identify the use of the concept, IV) determine the defining attributes, V) construction of a model case, VI) construction of additional cases, VII) identify antecedents and VIII) define empirical referents. Results: Five essential attributes were identified from the analysis of 35 articles and five disciplinary texts. Formative research as: research design (n = 13; 37,1%), phase of an intervention (n = 10; 28,1%), educational research (n = 5; 14,2%), strategy for teaching research (n = 4; 11,4%) and formative evaluation (n =3; 9,2%). Conclusion: The findings identified in this study are in line with the epistemological tenets of nursing, showing the way in which FR has been developed in the discipline. Additionally, the operational definition of FR opens a field of scientific enquiry in nursing. This result enhances the use of this concept as an essential element in educational and clinical practice in nursing.
Description
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Citation
Hernández Cortina, A., Busquets Losada, P., Gafas González, C. Investigación formativa: Análisis conceptual en el contexto de la enfermería (2022). https://doi.org/10.1016/j.edumed.2022.100766
Keywords
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)