A utilização da teoria da aprendizagem significativa no ensino da Enfermagem

Sousa, Alana Tamar Oliveira de; Formiga, Nilton Soares; Oliveira, Simone Helena dos Santos; Costa, Marta Miriam Lopes; Soares, Maria Júlia Guimarães Oliveira

doi:10.1590/0034-7167.2015680420i

Cited by 52 publications

(80 citation statements)

References 8 publications

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“…It provides an adequate and safe practice and therefore results in better quality of life for patients (Breton et al, 2012;Oliveira et al, 2014). Since it is an active teaching-learning method, it implies participation and improvement of skills and does not consider apprentices as passive recipients, since their prior knowledge rebuilds the meaning of practice in the assimilation of new knowledge (Sousa et al, 2015). In this study, after the performance of low-fidelity simulations, it was possible to observe the positive impact for patients and caregivers during CIC performance and it was especially significant when it came to choose what to do when the urine drainage was negative after catheterization, when bleeding occurred during the procedure and when there was resistance to the introduction of the urinary catheter.…”

Section: Discussionmentioning

confidence: 99%

Low‐fidelity simulation for patients and caregivers in the use of lubricants in clean intermittent catheterization

Orlandin

Mazzo

Meska

et al. 2017

Int J of Uro Nursing

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Can low‐fidelity simulation improve the knowledge and skills of patients undergoing clean intermittent catheterization (CIC) and their caregivers to prevent complications? Patients undergoing CIC are exposed to risks, such as urethral trauma and urinary tract infections. Objective of this paper was to assess the implications of low‐fidelity simulations for patients and caregivers in the use of clean intermittent catheterization in the event of urethral trauma and for its prevention. A quasi‐experimental study carried out between November 2015 and February 2016 in the rehabilitation centre of a university hospital, with patients undergoing CIC and/or their caregivers. Following the ethical precepts, data collection was performed during nursing consultations by means of interviews, structured observation, and a knowledge test applied before and after the low‐fidelity simulation. Patients undergoing CIC and/or caregivers underwent a low‐fidelity simulation of CIC with urethral trauma and then they were guided by the researchers following the protocol established in the department. They then underwent another simulation with the same characteristics. Fifty‐five patients participated in this study, in which most of them (33 [60·0%]) were men, with an average age of 31·7 years. Bleeding was reported by 19 patients (34·5%), of which 18 were men. The performance of low‐fidelity simulations proved to be effective for patients or caregivers in adverse situations, such as bleeding, resistance to the introduction of the catheter and negative urine drainage. The performance of low‐fidelity simulation is easily accessible and shows efficiency when used in teaching‐learning processes of health education and development of skills and competencies.

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Section: Discussionmentioning

confidence: 99%

Low‐fidelity simulation for patients and caregivers in the use of lubricants in clean intermittent catheterization

Orlandin

Mazzo

Meska

et al. 2017

Int J of Uro Nursing

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“…It derives from Gowin's educational theory elaborated to find meaning in educational events (9) and meaningful learning (10)(11) . V Diagrams are used to initiate, conduct, and finalize scientific research and evaluate documents, programs, or papers (9) .…”

Section: Diagram: Concepts and Purposesmentioning

confidence: 99%

O diagrama V como ferramenta de integração analítica de conhecimentos teórico-conceituais e metodológicos na saúde

Brandão

Denadai

Primo

et al. 2018

Rev. Gaúcha Enferm.

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Objective: To produce a reflection on the ability of the V diagram to integrate theoretical, conceptual, and methodological knowledge obtained from complex, non-explicitly identifiable systems, models, and theories. Methods:Reflection study with an analytical characteristic. Results:The V Diagram is presented as an instrument that can ensure an integrated analysis between theoretical and conceptual knowledge (worldview and philosophy, theories, principles, constructs, and concepts), and the analysis or production of methodological knowledge (data records, transformations, knowledge assertions, and value assertions). Examples are related to the Unified Health System (SUS), and care in Psychosocial Care Centers for Alcohol and Drugs.Conclusions: V diagram is an instrument capable of producing an integrated analysis of the knowledge contained in productions linked to complex and non-explicitly identifiable models and theories as a theoretical model, theory or framework applying deductive and inductive procedures.Keywords: Models, theoretical. Knowledge. Nursing research. RESUMO Objetivo: Produzir uma reflexão sobre a capacidade do diagrama V de integrar os conhecimentos teóricos-conceituais e metodoló-gicos obtidos de sistemas, modelos e teorias complexas e não explicitamente identificáveis. Métodos: Estudo de reflexão com característica analítica.Resultados: Apresenta-se o diagrama V como um instrumento capaz de garantir uma análise integrada entre conhecimentos do domínio teórico-conceitual (visão de mundo e filosofia, teorias, princípios, constructos e conceitos) e a análise ou produção de conhecimentos metodológicos (registros de dados, transformações, asserções de conhecimento e asserções de valor). São usados exemplos relacionados ao Sistema Único de Saúde e atenção em Centro de Atenção Psicossocial Álcool e Drogas. Conclusões:O diagrama V é um instrumento capaz de produzir uma análise integrada dos conhecimentos contidos em produções ligadas a modelos e teorias complexas e não explicitamente identificáveis como um modelo, teoria ou referencial teórico aplicando procedimentos dedutivos e indutivos. Palavras-chave: Modelos teóricos. Conhecimento. Pesquisa em enfermagem. RESUMENObjetivo: Producir una reflexión sobre la capacidad del diagrama V de integrar los conocimientos teóricos-conceptuales y metodológicos obtenidos en los sistemas, modelos complejos y teorías que no se identifica de forma explícita.Métodos: Estudio de la reflexión con características analíticas. Resultados: Muestra el diagrama V como una herramienta para asegurar un análisis integrado de los conocimientos del dominio teórico y conceptual (visión del mundo y la filosofía, las teorías, principios, conceptos y construcciones) y el análisis de la producción de conocimientos metodológicos (registros de datos, transformaciones, afirmaciones de conocimiento y afirmaciones de valor). Utilizan ejemplos del Sistema Único de Salud y atención en el Centro de Atención Psicosocial Alcohol y Drogas. Conclusiones:El diagrama V es un instrumento ca...

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“…O método concernente à aprendizagem significativa estimula o discente a ser também protagonista na construção do seu conhecimento, haja vista que a Enfermagem precisa de profissionais habilitados para cuidar de pessoas, com conhecimentos técnicos, teóricos e práticos, balizados pela ética e responsabilidade, entre outros preceitos 3 .…”

Section: Contribuições Do Parceands Na Formação Em Enfermagemunclassified

Programa de Aprimoramento e Revitalização do Conhecimento na Enfermagem e Saúde

Silva

Soder

Oliveski

et al. 2017

Interface (Botucatu)

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Objetivo deste trabalho foi compreender como a aprendizagem significativa pode contribuir para a construção do conhecimento e formação na perspectiva de estudantes de Enfermagem. Trata-se de uma pesquisa qualitativa, descritiva e exploratória. Os sujeitos da pesquisa foram 12 estudantes de um curso de Enfermagem participantes de um programa de ensino. Os resultados permitiram a construção de duas categorias: contribuições na formação em Enfermagem e na construção do conhecimento. Conclui-se que o oferecimento de programas educativos com metodologias alternativas contribui para a construção do conhecimento, formação e Enfermagem. Um dos principais fatores contributivos refere-se à possibilidade da construção coletiva, proporcionando aos estudantes uma participação ativa, crítica e reflexiva nas atividades educativas. This paper aimed to understand how meaningful learning can contribute to the construction of knowledge and education in the perspective of Nursing students. This is a qualitative, descriptive and exploratory research involving 12 college students from a Nursing course who were in a teaching program. The results enabled the definition of two categories: contributions in Nursing education and knowledge construction. It follows that offering educational programs with alternative methodologies contributes to the construction of knowledge, education and Nursing. One of the main contributing factors is the possibility of collective edification, making the students to have a critical, reflexive and active participation in the educational activities.

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A utilização da teoria da aprendizagem significativa no ensino da Enfermagem

Abstract: it is necessary to break with the dichotomy between theory and practice and promote the articulation of content with action, introducing the student as the author of their own knowledge.

Cited by 52 publications

References 8 publications

Low‐fidelity simulation for patients and caregivers in the use of lubricants in clean intermittent catheterization

Low‐fidelity simulation for patients and caregivers in the use of lubricants in clean intermittent catheterization

O diagrama V como ferramenta de integração analítica de conhecimentos teórico-conceituais e metodológicos na saúde

Programa de Aprimoramento e Revitalização do Conhecimento na Enfermagem e Saúde

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