FORMS OF ADAPTATION TO THE VIRTUAL TEACHING AND LEARNING PROCESS OF THE ADULT AND ELDERLY NURSING SUBJECT STUDENTS DURING THE COVID 19 PANDEMIC

Abstract

The National Executive Power established the confinement called ASPO(Social, Preventive and Mandatory Isolation) forcing to carry out pedagogical and social transformations that generated important changes in the educational context and ways of life in which the use of new technologies prevailed; physical spaces were replaced by virtual spaces; telematics became the main communication and information channel, teleworking and teleeducation were generated. The objective was to analyze the forms of adaptation to the teaching and learning process in relation to the course taken in virtual modality in students of the subject Adult and Elderly Nursing, during the period of social, preventive and compulsory isolation in the year 2020. Methodology: Study descriptive and cross-sectional, the student subjects were from the subject Adult and Elderly Nursing, the primary source; online structured survey technique. Results: 96.2% were able to adapt to the teaching and learning process in virtuality, presenting difficulties in the physical and pedagogical dimensions, such as technological resources and connectivity. Emphasizing the teaching predisposition in the exams, dictation of classes and tutorials. Discussion: The students accessed virtual teaching through mobile devices and sometimes, they did not have access. According to Diker (2021), less than half of households have Internet access with good signal quality and three out of ten do not have a fixed connection. The material was adequate, and despite the difficulties they were able to adapt to the platforms and the exams. According to what Chiecher, Donolo and Rinaudo (2008) expose, they indicate that it does not seem the same to organize in time to attend face-to-face classes set on certain days and times, than to do it to follow a distance course, in this sense, the moments of connection to the network are more freely determined by the student. Conclusions: The students achieved a good adaptation to the pedagogical, however, they presented difficulties in
physical aspects in the access and availability of technological equipment.