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El aprendizaje del liderazgo compasivo en residentes de cuidado intensivo pediátrico: una indagación narrativa sobre su relación con el equipo de trabajo

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dc.contributor.advisorVergel Guerrero, John Alexander
dc.creatorAlcalá Lozano, Catalina
dc.creator.degreeMagíster en Educación para Profesionales de la Salud
dc.date.accessioned2026-07-09T21:00:53Z
dc.date.available2026-07-09T21:00:53Z
dc.date.created2026-06-26
dc.descriptionLa formación médica de posgrado de cuidado intensivo pediátrico exige que los residentes aprenden a liderar equipos en escenarios de alta complejidad clínica, emocional y moral. Aunque el liderazgo suele entenderse como una competencia curricular asociada a gestión, comunicación y toma de decisiones, se conoce menos sobre la manera como se aprende el liderazgo compasivo en la práctica cotidiana cuando no está explícitamente incorporado en el currículo. El objetivo fue comprender las narrativas que los residentes de cuidado intensivo pediátrico cuentan sobre el aprendizaje del liderazgo compasivo durante su formación posgradual y su relación con el equipo interprofesional en la UCIP. Se realizó un estudio cualitativo con diseño de indagación narrativa, desde un paradigma constructivista-interpretativo. Participaron seis residentes de cuidado intensivo pediátrico de un hospital universitario, mediante entrevistas narrativas semiestructuradas y reconstrucción interpretativa de sus experiencias. Los hallazgos muestran que el liderazgo compasivo no está ausente de la formación, sino que se aprende como currículo oculto en escenas cotidianas de cuidado, jerarquía, retroalimentación, comunicación interprofesional y alta carga emocional. Este aprendizaje fue implícito y desigual: se aprendió tanto desde modelos que orientaron y habilitaron la palabra, como desde experiencias que produjeron miedo, silenciamiento o daño formativo. Las narrativas mostraron que liderar compasivamente implica ejercer autoridad con responsabilidad relacional: escuchar al equipo, corregir sin humillar, reconocer el sufrimiento y proteger la dignidad. Se concluye que formar líderes compasivos en la UCIP requiere, más que añadir contenidos curriculares, reconocer y transformar las escenas donde este liderazgo ya se enseña y se aprende.
dc.description.abstractPostgraduate medical training in pediatric intensive care requires residents to learn how to lead teams in settings of high clinical, emotional, and moral complexity. Although leadership is usually understood as a curricular competency associated with management, communication, and decision-making, less is known about how compassionate leadership is learned in everyday practice when it is not explicitly incorporated into the curriculum. The aim of this study was to understand the narratives that pediatric intensive care residents tell about learning compassionate leadership during their postgraduate training and in relation to the interprofessional team in the Pediatric Intensive Care Unit. A qualitative study was conducted using a narrative inquiry design, grounded in a constructivist-interpretive paradigm. Six pediatric intensive care residents from a university hospital participated through semi-structured narrative interviews and the interpretive reconstruction of their experiences. The findings show that compassionate leadership is not absent from training; rather, it is learned as a hidden curriculum in everyday scenes of care, hierarchy, feedback, interprofessional communication, and high emotional burden. This learning was implicit and uneven: it emerged both from role models who guided residents and enabled their voices, and from experiences that produced fear, silencing, or formative harm.The narratives showed that leading compassionately involves exercising authority with relational responsibility: listening to the team, correcting without humiliating, recognizing suffering, and protecting dignity. The study concludes that training compassionate leaders in the Pediatric Intensive Care Unit requires more than adding curricular content; it requires recognizing and transforming the scenes in which this leadership is already being taught and learned.
dc.format.extent117 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_48028
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/48028
dc.language.isospa
dc.publisherUniversidad del Rosario
dc.publisherPontificia Universidad Javeriana. Facultad de Medicina
dc.publisher.departmentEscuela de Medicina y Ciencias de la Salud
dc.publisher.programMaestría en Educación para Profesionales de la Salud
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
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dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
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dc.source.instnameinstname:Universidad del Rosario
dc.source.reponamereponame:Repositorio Institucional EdocUR
dc.subjectLiderazgo compasivo
dc.subjectEducación médica de posgrado
dc.subjectCuidado intensivo pediátrico
dc.subjectRelaciones interprofesionales
dc.subjectInvestigación cualitativa
dc.subject.keywordCompassionate leadership
dc.subject.keywordGraduate medical education
dc.subject.keywordPediatric intensive care
dc.subject.keywordInterprofessional relations
dc.subject.keywordQualitative research
dc.titleEl aprendizaje del liderazgo compasivo en residentes de cuidado intensivo pediátrico: una indagación narrativa sobre su relación con el equipo de trabajo
dc.typemasterThesis
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.spaTesis de maestría
local.department.reportEscuela de Medicina y Ciencias de la Salud
local.regionesBogotá
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