Estres académico en los docentes de la carrera de enfermería de la Universidad de Guayaquil
Fecha
2019-09
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Universidad de Guayaquil, Facultad de Ciencias Medicas, Carrera de Enfermería
Resumen
El estrés académico en los docentes ha sido uno de los inconvenientes y problemas que se ha presentado durante
el último año debido a la presencia mundial de la pandemia conocida como COVID – 19, por este motivo la presente
investigación planteó conseguir el objetivo de describir los factores que lo causan, además se aplicó la metodología
cualitativa con enfoque etnográfica mediante entrevistas abiertas a cinco docentes de la carrera de enfermería hasta
saturar la información, cuyas aportaciones reflejaron los factores estresantes de esta modalidad online ,
manifestaciones físicas y emocionales que se dieron en ellos, resaltando de esta manera la importancia de la constante
adaptación al medio. Se destaca que dentro de los factores estresantes que crean una mayor tensión en los docentes se
encuentra la inestabilidad de las plataformas digitales para brindar las clases, las diferentes ocupaciones a desempeñar
en el hogar a la par de las actividades académicas, la capacitación insuficiente para el cambio de clases presenciales a
virtuales, la falta de escenarios didácticos para visualizar la práctica de enfermería en las asignaturas , causando
insatisfacción por no llegar a cumplir los objetivos de enseñanza de la cátedra. En conclusión, es importante señalar,
que el estrés causó síntomas físicos y emocionales tales como: cefaleas, dolores articulares, dolores de espalda,
inapetencia, ansiedad, depresión, ira, irritabilidad, entre otros. Para mitigar estos factores desencadenantes los
docentes tuvieron adaptarse al medio a través de la autocapacitación, mejorando de esta manera sus conocimientos y
facilitando su desempeño en esta nueva forma de impartir la materia.
Academic stress in teachers has been one of the inconveniences and problems that has arisen in the last year due to the global presence of the pandemic known as COVID-19, for this reason the present investigation proposed to achieve the objective of describing the factors that cause it, in addition, the qualitative methodology with an ethnographic approach was applied through open interviews with five teachers of the nursing career until the information was saturated, whose contributions reflected the stressors of this online modality, physical and emotional manifestations that occurred in them, highlighting in this way the importance of constant adaptation to the environment. It is highlighted that among the stressors that create greater tension in teachers is the instability of digital platforms to provide classes, the different occupations to perform at home along with academic activities, insufficient training for the change from face-to-face to virtual classes, the lack of didactic scenarios to visualize the nursing practice in the subjects, causing dissatisfaction for not meeting the teaching objectives of the chair. In conclusion, it is important to note that stress caused physical and emotional symptoms such as: headaches, joint pain, back pain, loss of appetite, anxiety, depression, anger, irritability, among others. To mitigate these triggers, teachers had to adapt to the environment through self-training, thus improving their knowledge and facilitating their performance in this new way of teaching the subject.
Academic stress in teachers has been one of the inconveniences and problems that has arisen in the last year due to the global presence of the pandemic known as COVID-19, for this reason the present investigation proposed to achieve the objective of describing the factors that cause it, in addition, the qualitative methodology with an ethnographic approach was applied through open interviews with five teachers of the nursing career until the information was saturated, whose contributions reflected the stressors of this online modality, physical and emotional manifestations that occurred in them, highlighting in this way the importance of constant adaptation to the environment. It is highlighted that among the stressors that create greater tension in teachers is the instability of digital platforms to provide classes, the different occupations to perform at home along with academic activities, insufficient training for the change from face-to-face to virtual classes, the lack of didactic scenarios to visualize the nursing practice in the subjects, causing dissatisfaction for not meeting the teaching objectives of the chair. In conclusion, it is important to note that stress caused physical and emotional symptoms such as: headaches, joint pain, back pain, loss of appetite, anxiety, depression, anger, irritability, among others. To mitigate these triggers, teachers had to adapt to the environment through self-training, thus improving their knowledge and facilitating their performance in this new way of teaching the subject.
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Palabras clave
ESTRES, DOCENTES, ENFERMERIA