The closure of universities, generated by the COVID-19 pandemic, has led countries around the world to face the challenge of emergency remote education. In Latin America, the actions implemented to prevent the spread of the virus forced the Ministries of Education in the region to close educational centers, leaving in March 2020 more than 165 million students without face-to-face education. Based on the exposed realities, a 4.0 education that promotes learning not only of skills and knowledge. Under the face-to-face and distance learning inverse classroom pedagogical model, global and domain self-directed learning was evaluated on infectious and contagious diseases and isolation precautions in hospital care, in nursing university students, the domains of the Scale were evaluated. Preparation for Self-Directed Learning. Of 144 students, the age was 21.73± 1.27 years, for both AIP and AID groups, of which 61.81% (n=89) were female, the EPAD for AIP was 3 0.64 ± 0.84 and for AIP 3.89 ± 0.93 and Cronbach's alpha of 0.89. The level of self-directed learning of the students in a flipped classroom in both modalities was similar, it is explained because of the interactive, synchronous and problem-solving oriented teaching, and the development of soft skills are communicative abilities, teamwork, adaptability, empathy, proactivity, self-criticism and flexibility in the face of changing situations.
|Título traducido de la contribución||The challenge of Education 4.0 at the university level in the face of the COVID-19 emergency|
|Publicación||Boletin de Malariologia y Salud Ambiental|
|Estado||Indizado - dic. 2021|
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- Nursing. Self-directed learning
- Professional skills