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Uso de herramientas tecnológicas en un programa de Enfermería durante el confinamiento por COVID-19. Estudio transversal.

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Title: Uso de herramientas tecnológicas en un programa de Enfermería durante el confinamiento por COVID-19. Estudio transversal.
Alternate Title: Use of technological tools in a nursing program during the COVID-19 lockdown: a cross- sectional study.
Uso de ferramentas tecnológicas em um curso de enfermagem durante o confinamento por COVID-19. Estudo transversal.
Authors: Sánchez-Rodríguez, Javier Maurício1 (AUTHOR) jsanchez477@unab.edu.co, Martínez-Álvarez, Eddier Alexander2 (AUTHOR) eamartineza@unal.edu.co, Moscoso-Loaiza, Luisa Fernanda3 (AUTHOR) lfmoscosol@unal.edu.co, Puerto-Pedraza, Henry Mauricio4 (AUTHOR) hpuerto522@uan.edu.co
Source: MedUNAB. dic2025, Vol. 28 Issue 3, p541-553. 13p.
Subjects: ONLINE education, DIGITAL technology, STAY-at-home orders, NURSING education, HIGHER education, STUDENT engagement, VIRTUAL classrooms
Geographic Terms: BOGOTA (Colombia), COLOMBIA
Abstract (English): Introduction.: Following the COVID-19 lockdown, faculty, students, and higher education programs had to adapt to a daily routine that depended on the use of technologies, which posed challenges for the teaching-learning process. The objective of this study was to analyze how students and faculty used technological tools in teaching-learning processes in a Colombian nursing program during the COVID-19 emergency. Methodology.: An analytical cross-sectional study was conducted with 156 nursing students and 22 nursing faculty members in Bogotá, Colombia. Two questionnaires were designed in Google Forms, and information was collected from October 2020 to April 2021, allowing comparisons between groups. Results.: Most participants were women. The mean age among students was 21.7 years and 42.14 years among faculty. The main connection devices were computers and mobile phones, and participants reported performing different simultaneous activities. The median number of hours spent in front of screens was 12 and 10 hours, respectively. Both groups reported positive aspects of virtual learning; however, 25.6% of students and 31.8% of faculty reported negative aspects. Discussion.: The COVID-19 pandemic brought about a transformation in higher education, shifting traditional models toward interactive and collaborative approaches. Conclusions.: The use of virtual platforms such as Moodle, Google Classroom, Zoom, and Microsoft Teams ensured academic continuity and supported flexible methodologies, strengthening constructivist and connectivist paradigms that promoted autonomy, critical reflection, and self-regulated, technology-mediated learning. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Introducción.: Tras el confinamiento debido al COVID-19, docentes, estudiantes y programas académicos de educación superior tuvieron que adaptarse a una cotidianidad dependiente del uso de tecnologías, lo que produjo retos durante el proceso de enseñanza-aprendizaje. El objetivo de este artículo es analizar el uso que dieron estudiantes y docentes a las herramientas tecnológicas en los procesos de enseñanza-aprendizaje en un programa académico de Enfermería colombiano durante la emergencia generada por COVID-19. Metodología.: Estudio de corte transversal analítico, con 156 estudiantes y 22 docentes de Enfermería en la ciudad de Bogotá, Colombia; se diseñaron dos encuestas en Google Forms y se recolectó la información desde octubre de 2020 hasta abril de 2021, realizando comparaciones entre los grupos. Resultados.: La mayoría de la población estuvo constituida por mujeres, el promedio de edad en estudiantes fue de 21.7 años, y en docentes de 42.14 años; el principal dispositivo de conexión fueron los computadores y celulares, lo que indica que realizaban diferentes actividades simultáneas. La mediana de horas frente a las pantallas fue de 12 y 10 horas, respectivamente. Ambos grupos señalaron aspectos positivos de la virtualidad, sin embargo, el 25.6% de estudiantes y el 31.8% de los docentes reportaron aspectos negativos. Discusión.: La pandemia por COVID-19 generó una transfonnación en la educación superior, desplazando los modelos tradicionales hacia enfoques interactivos y colaborativos. Conclusiones.: El uso de plataformas virtuales como Moodle, Google Classroom, Zoom y Microsoft Teams garantizó la continuidad académica y favoreció metodologías flexibles, fortaleciendo paradigmas constructivistas y conectivistas que promovieron la autonomía, la reflexión crítica y el aprendizaje autorregulado mediado por tecnología. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): Introdução.: Após o confinamento devido à COVID-19, professores, alunos e programas acadêmicos de ensino superior tiveram que se adaptar a um cotidiano dependente do uso de tecnologias, o que gerou desafios durante o processo de ensino e aprendizagem. O objetivo foi analisar o uso que alunos e professores fizeram das ferramentas tecnológicas nos processos de ensino-aprendizagem em um programa acadêmico de enfermagem colombiano durante a emergência gerada pela COVID-19. Metodologia.: Estudo transversal analítico, com 156 estudantes e 22 professores de enfermagem na cidade de Bogotá, Colômbia. Foram elaborados dois questionários no Google Forms, e as informações foram coletadas entre outubro de 2020 e abril de 2021, realizando-se comparações entre os grupos. Resultados.: A maioria da população era composta por mulheres; a média de idade dos estudantes foi de 21.7 anos, e a dos professores, de 42.14 anos. Os principais dispositivos de conexão foram computadores e celulares, indicando que eles realizavam diferentes atividades simultâneas. A mediana de horas em frente às telas foi de 12 e 10 horas, respectivamente. Ambos os grupos indicaram aspectos positivos da virtualidade; no entanto, 25.6% dos estudantes e 31.8% dos professores relataram aspectos negativos. Discussão.: A pandemia da COVID-19 gerou uma transformação no ensino superior, deslocando os modelos tradicionais por abordagens interativas e colaborativas. Conclusões.: O uso de plataformas virtuais como Moodle, Google Classroom, Zoom e Microsoft Teams garantiu a continuidade acadêmica e favoreceu metodologias flexíveis, fortalecendo paradigmas construtivistas e conectivistas que promoveram a autonomia, a reflexão crítica e a aprendizagem autorregulada mediada pela tecnologia. [ABSTRACT FROM AUTHOR]
Copyright of MedUNAB is the property of Universidad Autonoma de Bucaramanga, UNAB and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Uso de herramientas tecnológicas en un programa de Enfermería durante el confinamiento por COVID-19. Estudio transversal.
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  Data: Use of technological tools in a nursing program during the COVID-19 lockdown: a cross- sectional study.<br />Uso de ferramentas tecnológicas em um curso de enfermagem durante o confinamento por COVID-19. Estudo transversal.
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  Data: <searchLink fieldCode="AR" term="%22Sánchez-Rodríguez%2C+Javier+Maurício%22">Sánchez-Rodríguez, Javier Maurício</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jsanchez477@unab.edu.co</i><br /><searchLink fieldCode="AR" term="%22Martínez-Álvarez%2C+Eddier+Alexander%22">Martínez-Álvarez, Eddier Alexander</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> eamartineza@unal.edu.co</i><br /><searchLink fieldCode="AR" term="%22Moscoso-Loaiza%2C+Luisa+Fernanda%22">Moscoso-Loaiza, Luisa Fernanda</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> lfmoscosol@unal.edu.co</i><br /><searchLink fieldCode="AR" term="%22Puerto-Pedraza%2C+Henry+Mauricio%22">Puerto-Pedraza, Henry Mauricio</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> hpuerto522@uan.edu.co</i>
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  Data: <searchLink fieldCode="JN" term="%22MedUNAB%22">MedUNAB</searchLink>. dic2025, Vol. 28 Issue 3, p541-553. 13p.
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  Data: <searchLink fieldCode="DE" term="%22ONLINE+education%22">ONLINE education</searchLink><br /><searchLink fieldCode="DE" term="%22DIGITAL+technology%22">DIGITAL technology</searchLink><br /><searchLink fieldCode="DE" term="%22STAY-at-home+orders%22">STAY-at-home orders</searchLink><br /><searchLink fieldCode="DE" term="%22NURSING+education%22">NURSING education</searchLink><br /><searchLink fieldCode="DE" term="%22HIGHER+education%22">HIGHER education</searchLink><br /><searchLink fieldCode="DE" term="%22STUDENT+engagement%22">STUDENT engagement</searchLink><br /><searchLink fieldCode="DE" term="%22VIRTUAL+classrooms%22">VIRTUAL classrooms</searchLink>
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– Name: Abstract
  Label: Abstract (English)
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  Data: Introduction.: Following the COVID-19 lockdown, faculty, students, and higher education programs had to adapt to a daily routine that depended on the use of technologies, which posed challenges for the teaching-learning process. The objective of this study was to analyze how students and faculty used technological tools in teaching-learning processes in a Colombian nursing program during the COVID-19 emergency. Methodology.: An analytical cross-sectional study was conducted with 156 nursing students and 22 nursing faculty members in Bogotá, Colombia. Two questionnaires were designed in Google Forms, and information was collected from October 2020 to April 2021, allowing comparisons between groups. Results.: Most participants were women. The mean age among students was 21.7 years and 42.14 years among faculty. The main connection devices were computers and mobile phones, and participants reported performing different simultaneous activities. The median number of hours spent in front of screens was 12 and 10 hours, respectively. Both groups reported positive aspects of virtual learning; however, 25.6% of students and 31.8% of faculty reported negative aspects. Discussion.: The COVID-19 pandemic brought about a transformation in higher education, shifting traditional models toward interactive and collaborative approaches. Conclusions.: The use of virtual platforms such as Moodle, Google Classroom, Zoom, and Microsoft Teams ensured academic continuity and supported flexible methodologies, strengthening constructivist and connectivist paradigms that promoted autonomy, critical reflection, and self-regulated, technology-mediated learning. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Introducción.: Tras el confinamiento debido al COVID-19, docentes, estudiantes y programas académicos de educación superior tuvieron que adaptarse a una cotidianidad dependiente del uso de tecnologías, lo que produjo retos durante el proceso de enseñanza-aprendizaje. El objetivo de este artículo es analizar el uso que dieron estudiantes y docentes a las herramientas tecnológicas en los procesos de enseñanza-aprendizaje en un programa académico de Enfermería colombiano durante la emergencia generada por COVID-19. Metodología.: Estudio de corte transversal analítico, con 156 estudiantes y 22 docentes de Enfermería en la ciudad de Bogotá, Colombia; se diseñaron dos encuestas en Google Forms y se recolectó la información desde octubre de 2020 hasta abril de 2021, realizando comparaciones entre los grupos. Resultados.: La mayoría de la población estuvo constituida por mujeres, el promedio de edad en estudiantes fue de 21.7 años, y en docentes de 42.14 años; el principal dispositivo de conexión fueron los computadores y celulares, lo que indica que realizaban diferentes actividades simultáneas. La mediana de horas frente a las pantallas fue de 12 y 10 horas, respectivamente. Ambos grupos señalaron aspectos positivos de la virtualidad, sin embargo, el 25.6% de estudiantes y el 31.8% de los docentes reportaron aspectos negativos. Discusión.: La pandemia por COVID-19 generó una transfonnación en la educación superior, desplazando los modelos tradicionales hacia enfoques interactivos y colaborativos. Conclusiones.: El uso de plataformas virtuales como Moodle, Google Classroom, Zoom y Microsoft Teams garantizó la continuidad académica y favoreció metodologías flexibles, fortaleciendo paradigmas constructivistas y conectivistas que promovieron la autonomía, la reflexión crítica y el aprendizaje autorregulado mediado por tecnología. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: Introdução.: Após o confinamento devido à COVID-19, professores, alunos e programas acadêmicos de ensino superior tiveram que se adaptar a um cotidiano dependente do uso de tecnologias, o que gerou desafios durante o processo de ensino e aprendizagem. O objetivo foi analisar o uso que alunos e professores fizeram das ferramentas tecnológicas nos processos de ensino-aprendizagem em um programa acadêmico de enfermagem colombiano durante a emergência gerada pela COVID-19. Metodologia.: Estudo transversal analítico, com 156 estudantes e 22 professores de enfermagem na cidade de Bogotá, Colômbia. Foram elaborados dois questionários no Google Forms, e as informações foram coletadas entre outubro de 2020 e abril de 2021, realizando-se comparações entre os grupos. Resultados.: A maioria da população era composta por mulheres; a média de idade dos estudantes foi de 21.7 anos, e a dos professores, de 42.14 anos. Os principais dispositivos de conexão foram computadores e celulares, indicando que eles realizavam diferentes atividades simultâneas. A mediana de horas em frente às telas foi de 12 e 10 horas, respectivamente. Ambos os grupos indicaram aspectos positivos da virtualidade; no entanto, 25.6% dos estudantes e 31.8% dos professores relataram aspectos negativos. Discussão.: A pandemia da COVID-19 gerou uma transformação no ensino superior, deslocando os modelos tradicionais por abordagens interativas e colaborativas. Conclusões.: O uso de plataformas virtuais como Moodle, Google Classroom, Zoom e Microsoft Teams garantiu a continuidade acadêmica e favoreceu metodologias flexíveis, fortalecendo paradigmas construtivistas e conectivistas que promoveram a autonomia, a reflexão crítica e a aprendizagem autorregulada mediada pela tecnologia. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of MedUNAB is the property of Universidad Autonoma de Bucaramanga, UNAB and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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