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Aprender a cuidar(se): programa educativo centrado en la conciencia y la regulación emocional para estudiantes de quinto y sexto semestre de medicina de la Universidad del Rosario mediante un workbook de trabajo autónomo virtual.

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dc.contributor.advisorTautiva Ochoa, Karen
dc.contributor.advisorVelásquez Merchán, Judy Viviana
dc.creatorMejía Álvarez, María Alejandra
dc.creator.degreeMagíster en Inteligencia Emocional y Bienestar
dc.creator.degreeLevelMaestría
dc.date.accessioned2025-12-05T17:29:54Z
dc.date.available2025-12-05T17:29:54Z
dc.date.created2025-12-03
dc.descriptionLa educación médica se enfoca principalmente en el cuidado del paciente, dejando de lado el bienestar emocional de los estudiantes. Esta situación se vuelve especialmente relevante para quienes están próximos a ingresar al entorno hospitalario, etapa caracterizada por cambios académicos, aumento en la carga horaria, mayores responsabilidades y situaciones emocionalmente exigentes. Estos factores se han asociado con niveles elevados de estrés, ansiedad y malestar emocional, lo que evidencia la necesidad de intervenciones preventivas que fortalezcan sus competencias emocionales antes del inicio del bloque clínico. En este contexto surge Aprender a cuidar(se), un programa educativo dirigido a estudiantes de quinto y sexto semestre de Medicina de la Universidad del Rosario. Basado en el modelo pentagonal de Bisquerra, el programa se implementó mediante un workbook digital de trabajo autónomo, acompañado de seguimiento virtual. En él, el contenido se organizó en tres módulos orientados a la sensibilización en la conciencia y la regulación emocional, integrando teoría, ejercicios prácticos y espacios de autorreflexión. Además, incluye una evaluación mixta de conciencia y regulación emocional mediante cuestionarios aplicados al finalizar cada módulo, complementada con la aplicación del TMMS-24 antes y después de la intervención. Los resultados evidencian que una intervención breve y mediada por tecnología puede favorecer la sensibilización emocional, reflejada en avances cualitativos y cambios cuantitativos, además de una alta satisfacción estudiantil. Estos hallazgos respaldan la pertinencia de fortalecer las competencias emocionales antes del ingreso al entorno clínico.
dc.description.abstractMedical education focuses primarily on patient care, leaving aside the emotional well-being of students. This situation becomes especially relevant for those who are about to enter the hospital environment, a stage characterized by academic changes, an increase in workload, greater responsibilities, and emotionally demanding situations. These factors have been associated with high levels of stress, anxiety, and emotional distress, which highlights the need for preventive interventions that strengthen their emotional competencies before the beginning of the clinical block. In this context, Aprender a cuidar(se) emerges as an educational program aimed at fifth- and sixth-semester medical students at the Universidad del Rosario. Based on Bisquerra’s pentagonal model, the program was implemented through a digital self-guided workbook accompanied by virtual follow-up. The content was organized into three modules oriented toward sensitization in emotional awareness and emotional regulation, integrating theory, practical exercises, and spaces for self-reflection. In addition, it includes a mixed evaluation of emotional awareness and regulation through questionnaires applied at the end of each module, complemented by the application of the TMMS-24 before and after the intervention. The results show that a brief intervention mediated by technology can promote emotional sensitization, reflected in qualitative advances and quantitative changes, as well as high student satisfaction. These findings support the relevance of strengthening emotional competencies before entering the clinical environment.
dc.format.extent74 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_47092
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/47092
dc.language.isospa
dc.publisherUniversidad del Rosario
dc.publisher.departmentEscuela de Medicina y Ciencias de la Salud
dc.publisher.departmentDecanatura del Medio Universitario
dc.publisher.programMaestría en Inteligencia Emocional y Bienestar
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.accesRightsinfo:eu-repo/semantics/closedAccess
dc.rights.accesoBloqueado (Texto referencial)
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.subjectEstudiantes de medicina
dc.subjectConciencia emocional
dc.subjectRegulación emocional
dc.subjectSensibilización emocional
dc.subjectWorkbook digital
dc.subject.keywordMedical students
dc.subject.keywordEmotional awareness
dc.subject.keywordEmotional regulation
dc.subject.keywordEmotional sensitization
dc.subject.keywordDigital workbook
dc.titleAprender a cuidar(se): programa educativo centrado en la conciencia y la regulación emocional para estudiantes de quinto y sexto semestre de medicina de la Universidad del Rosario mediante un workbook de trabajo autónomo virtual.
dc.title.TranslatedTitleAprender a cuidar(se): Educational program focused on emotional awareness and emotional regulation for fifth and sixth semester medical students at the Universidad del Rosario through a virtual self-guided workbook.
dc.title.alternativeAprender a cuidar(se): programa de educación emocional para estudiantes de medicina
dc.typebachelorThesis
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.spaTrabajo de grado
local.department.reportDecanatura del Medio Universitario
local.regionesBogotá
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