Treatment of the teacher and academic performance in clinical practice of the nursing students in a private University in Lima, 2015

• Autores: Mescua Fasanando, Katherine, Calderón Tafur, Deysy, Paredes Aguirre, Ángela
• Formato: artículo
• Fecha de Publicación: 2019
• Institución: Universidad Peruana Unión
• Repositorio: Revista UPEU - Revista Científica de Ciencias de la Salud
• Lenguaje: español
• OAI Identifier: oai:ojs2.revistas.upeu.edu.pe:article/175
• Enlace del recurso: https://revistas.upeu.edu.pe/index.php/RCCS/article/view/175
• Nivel de acceso: acceso abierto
• Materia: : Clinical practice, treatment, nursing, nursing teachers practice, academic performance.; Prácticas clínicas, trato, práctica del docente de enfermería y rendimiento académico.

Objective: Determine the relationship between the treatment of the teacher and academic performance in clinicalpractice of the nursing students in a private university in Lima, 2015. Methodology: Quantity approach, nonexperimental design, transversal cut and correlational type. Sampling was non probabilistic type intentional andthe sample was composed by 130 students of nursing. A questionnaire modified about “Treatment of nursingteacher” was used by Muñasqui. The registration of student’s grades was used to the academic performance.Results: The results indicate that there is a low inverse relationship between the treatment of the teacher and theacademic performance in clinical practices, (t= -.189; p<, 05) and is similar in dimensions of empathy (t= -.145;p<, 05) and respect (t=-.137; p<, 05), less in the communication dimension (t= -.129; p>, 05). According to thetreatment of teachers it was found 46.9% concerns a regular deal with inclination to wrong. On the other hand,51.5% presents a good academic performance, followed by a regular 37.7% and 10.8% excellent. Conclusion:There is a significant relationship between the treatment of the teacher and academic performance in clinicalpractice for students of nursing.