Adaptación de cuestionario de creencias epistemológicas en carreras de enfermería y nutrición en contexto indígena

Abstract

Introduction

Epistemological beliefs refer to how knowledge is understood, and in the university educational field, they allow the generation of educational strategies that facilitate the process of professional training in teaching and learning. There are instruments adapted to Western contexts, but not in contexts with indigenous knowledge. The objective is to adapt and validate the questionnaire of epistemological beliefs focused on the discipline of child health, in students and teachers of nursing and nutrition and dietetics in an indigenous context.

Methods

The questionnaire of epistemological beliefs focused on the Hofer discipline was used, which consists of 18 items in four dimensions. In the first instance, it was translated by a native English speaker, followed by a back-translation by experts, through linguistic validation. Reagents on the discipline of teaching child health in an indigenous context were incorporated into the instrument, which were defined by inter-judgments of experts. The instrument had 30 reagents and was applied as a self-administered survey to 258 students and teachers of nursing and nutrition and dietetics from various Universities in the Araucanía Region.

Results

Exploratory Factor Analysis (EFA) was used for adaptation and validation. From the 5 dimensions that existed at the beginning, these were regrouped into 9 dimensions. Maintaining the 4 dimensions proposed by Hofer, 5 dimensions emerged that were specific to the context. Validation was carried out with a Cronbach's alpha of 0.823 and a Kaiser-Meyer-Olkin (KMO) measure of 0.778 and significance of < 0.001.

Conclusion

An adapted and validated instrument of epistemological beliefs is obtained. In this way, an instrument capable of evaluating the epistemological beliefs of students and teachers is developed, which allows improving educational strategies in an indigenous context. These results promote a more socially and culturally inclusive education.