No abstract

Objetivo identificar si el desempeño profesional de los licenciados en Optometría satisface las necesidades de los empleadores. Materiales y métodos el estudio usó los instrumentos de la Asociación Nacional de Universidades e Instituciones de Educación Superior (ANUIES), adaptados para egresados y empleadores de optometristas. Se obtuvo de la Coordinación de la carrera la lista de egresados y sus datos de ubicación, para enviarles la encuesta. Los empleadores se dividieron en cuatro áreas: ópticas, clínicas particulares, clínicas oftalmológicas y empresas. Esta encuesta se envió por internet, y un mes después se analizó. Resultados los egresados no eligieron Optometría como primera opción, y cuando concluyen, menos de un tercio se titula sin embargo, el 90 % obtuvo trabajo inmediato en ópticas con menos de quince empleados y un sueldo de $10.000 mensuales. El trabajo solo tiene como funciones refracción y ventas. Los empleadores, sin requerirlo, solicitan conocimientos especializados de los optometristas. Conclusiones para atender integralmente al paciente, los egresados realizan habitualmente refracción, sin profundizar en lo que aprendieron durante su formación. La carrera de Optometría debe vincularse con empresas para involucrar a los estudiantes en el campo laboral. La FESI y la UNAM deben promover cursos y diplomados en Optometría para que sus egresados adquieran educación continua y presten mejor atención a la población. Se deberá promover que las empresas contraten licenciados en Optometría con título y cédula profesional.

Background: The nursing master's degree program of the National Autonomous University of Mexico conducted this self-assessment as part of a larger evaluation research project. The results based on the Psychological Evaluation Manual (PEM), which is used since 2010 and which estimates the general characteristics of the psychological profile of the aspirant students, are shown. Objective: The objective of this study was to analyze the levels of performance of the aspirants to the nursing master's degree program and simultaneously, identify the related academic trajectory variables, based on the Psychological Assessment Manual, and in line with the nursing master's degree formative self-evaluation frame. Methods: The study was descriptive and transversal. The sample was constituted by 169 aspirants to the nursing master's degree program from 2015 to 2020 generations. Results: Some dimensions of the Psychological Evaluation Manual are significant to predict a successful academic trajectory. From the linear regression, it was observed that the variables Abstract reasoning and Avoidance of challenging work explain 18.9% of the variance in the average of the master's, with Abstract reasoning having a higher positive impact beta = .011) while in Avoidance of challenging work it was -.014. According to the, the expected profile of the aspirants to the nursing master's degree program implies medium-high scores on the scales of Academic aptitude, Adjustment to the reference social norms, as well as with Facilitating aspect, while medium-low scores in the scales of Deviation from the reference social norms and Limiting aspects. Conclusions: The study is that the Psychological Assessment Manual inputs valuable information which contributes to better estimate the profile of the aspirants to the program.

Background: The criteria for assessing the impact of tutoring are descriptive and results-oriented to train graduate professionals and researchers. The voice of the actors is null and void to identify thoughtful practices that promote the presence of students in academic activities abroad. Objective: To search the international experiences of teachers that enhance the international presence of the students of the master’s degree in Nursing.  Methods: Qualitative research with descriptive design and oriented in tutor experiences to empower students to participate in international academic events. The study population was intentional according to their international track record, experience in tutoring and availability and five tutors from the Master of Nursing Program participated. An interview was conducted via virtual, during pandemic confinement, lasting an hour and a half on average. Interviews were transcribed and analysis categories identified using AtlasTi. Results: Tutoring experiences were systematized into five categories: tutoring perception, tutoring conditions, tutoring objective, relevant tutoring experiences, contribution to master's internationalization. Discussion: Tutoring is a role of great complexity that does not stick to the elaboration of the thesis, it implies dissemination of academic work in international contexts, knowledge of students to plan the accompaniment, establishment of academic networks as results of the program's mobility actions. Conclusions: Postgraduate tutoring involves assessing the significance of research and its scopes that are delimited by the characteristics of the students, the international experiences of teachers, but also of institutional support to support mobility and the linkage promoted by teachers.