Abstract
The objective of this research was to implement the application of b-learning in a course to analyze the impact on the digital competencies and learning styles of students of the Bachelor of Nursing at the Universidad Autónoma de Querétaro. The study was a quantitative and quasi-experimental level. A group 54 of nursing students was selected. The collection of information was done in three stages: 1) A pre-test was carried out, by means of the application of the questionnaire for the study of the Digital Competence of the Student of Higher Education (CDAES) and the application of the Learning Styles Questionnaire of Honey-Alonso, 2) By four months, b-learning was implemented in a course of the nursing program with a group, and 3) At the end of the period, the post-test was carried out by applying the CDAES to know the effects. The results show that the use of b-learning impacted the digital competences of the students. The biggest difference was in Dimension 1 (Technological Literacy), followed by Dimension 4 (Communication and collaboration). There is not a strong correlation between the study dimensions. The highest correlation was obtained in the dimensions: 3 (pre intervention), 5 (post intervention) and 4 (pre and post intervention). In the gender aspect, leaving aside a couple of dimensions, there is not significant difference in the comparison of digital competences. The most considerable impact on digital competences is presented by women in Dimension 1 (Technological Literacy) with a value of 15 units. Multiple linear regression analysis showed the existence of a relationship between being a woman, years of computer use, and Dimension 6 (Creativity and innovation) in post intervention. The predominant learning style was reflexive in women (52.6%) and reflexive (25%) and reflexive-pragmatic (25%) in men. From the study it can be concluded that b-learning is a model that facilitates the development of digital competences as well as the adoption of other learning styles. Also, b-learning gradually promotes collaborative work in students. Finally, it is established that institutions of higher education for nursing resources must elaborate a comprehensive plan that includes a diagnosis of digital competences and learning styles within institutions to adopt an effective and equal use of digital technology.
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