ObjectiveTo discuss the problem-solving approach in the training of healthcare professionals who would be able to act both in academic life and in educational practices in services and communities. Methods This is an analytical description of an experience of problem-based learning in specialization-level training that was developed within a university-level healthcare education institution. The analysis focuses on three perspectives: course design, studentcentered learning and the teacher's role. ResultThe problem-solving approach provided impetus to the learning experience for these postgraduate students. There was increased motivation, leadership development and teamworking. This was translated through their written work, seminars and portfolio preparation. The evaluation process for these experiences presupposes well-founded practices that express the views of the subjects involved: self-assessment and observer assessment. The impact of this methodology on teaching practices is that there is a need for greater knowledge of the educational theories behind the principles of significant learning, teachers as intermediaries and research as an educational axiom. ConclusionsThe problem-solving approach is an innovative response to the challenges of training healthcare professionals. Its potential is recognized, while it is noted that educational innovations are characterized by causing ruptures in consolidated methods and by establishing different ways of responding to demands presented at specific moments. The critical problems were identified, while highlighting the risk of considering this approach to be a technical tool that is unconnected with the design of the teaching policy. Experiences and analyses based on the problem-solving assumptions need to be shared, thus enabling the production of knowledge that strengthens the transformation of educational practices within healthcare.
The aim of this paper is to present a study on the Continuing Education Program of a Teaching Hospital in the city of São Paulo, aiming to raise subsidies for its improvement from an interdisciplinary point of view. Data were collected with the program coordinators by means of a semi-structured interview and the questionnaire consisted of open and multiple-choice questions applied to 100 nurses into the Hospital. The results suggested some thoughts on the development of nursing educational processes, identifying challenges to be exceeded by the group. It was concluded that to change the nursing professional education into a continuous process, it must be considered the daily work as a support of the educational process, source of knowledge and object of transformation, which will favor a collective and interdisciplinary participation.
635Rev Bras Enferm, Brasília 2007 nov-dez; 60(6): 635-40.Formação docente e o ensino de Pós-Graduação em Saúde: uma experiência na UNIFESP RESUMO O artigo trata do significado atribuído à Disciplina de Formação Didático-Pedagógica em Saúde por egressos, nos Programas de Pós-Graduação Stricto Sensu da UNIFESP. O percurso metodológico compreendeu pesquisa bibliográfica sobre docência universitária; pesquisa documental à legislação nacional sobre ensino superior, docência e pós-graduação, e documentos relacionados à Disciplina; mapeamento dos egressos no período de 1998 a 2003, para composição da amostra dos sujeitos que estivessem exercendo a docência; aplicação de questionário semi-estruturado a 112 egressos e análise dos dados orientada pela técnica de análise de conteúdo. Os resultados revelam influência da Disciplina na atuação da docência desses egressos, indicando sua importância para o processo de formação docente para o magistério superior em saúde. Descritores: Docentes; Centros educacionais de áreas de saúde; Educação de pós-graduação. UNIFESP. Enferm. Rev Bras Enferm 2007 nov-dez; 60(6): 635-40. ABSTRACT The aim of this study was to analyze the views and conceptions shared by the graduate students who attended the Pedagogy and Didactics in Health Sciences
Este artigo tem como objetivo apresentar resultados preliminares da produção científica sobre a formação profissional do enfermeiro divulgada em periódicos científicos brasileiros. As fontes deste estudo são a Revista Latino-Americana de Enfermagem e a Revista Mineira de Enfermagem (Reme), escolhidas entre 129 periódicos brasileiros na área da enfermagem, cujos textos completos estão disponibilizados on-line no Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). Entre editoriais, artigos de pesquisa, artigos originais, revisões bibliográficas, relatos de experiências, notas/informativos, foram selecionados 36 textos da Revista Latino-Americana de Enfermagem e 15 da Reme. A análise desse material compreendeu a leitura dos resumos para a identificação do tema central - formação do enfermeiro - e a leitura dos textos completos selecionados, da qual emergiram três núcleos temáticos: fundamentos pedagógicos, ensino de enfermagem e currículo. A análise das produções evidencia uma articulação entre a formação e as recentes políticas públicas para saúde e educação, representando contribuições relevantes para repensar o perfil profissional do enfermeiro a ser formado e a proposta curricular desenvolvida nas instituições de ensino de nível superior.
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