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Almeida, Eros Antônio de

doi:10.1590/s0100-55022008000100018

Cited by 2 publications

(6 citation statements)

References 3 publications

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“…A plausible explanation, as found by other authors, is that, while admittedly important, there is a lack of investment in teaching communication skills to nursing professionals in feedback, and this is a skill that "needs training, requiring courage availability, and a long process of personal growth" (4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17) .…”

Section: Discussionmentioning

confidence: 99%

“…It can be difficult to have the courage to give constructive feedback, even when it is required or necessary. And if the listener puts himself on the defensive, it is easy to assume a position of self-indulgence and give up, failing to accomplish it to avoid discomfort (6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19) .…”

Section: Discussionmentioning

confidence: 99%

“…Recommendations and steps most used to provide quality feedback were described by Pendleton in 1984 (8) . "Pendleton's Rules" are a set of simple and practical rules for feedback.…”

Section: Introductionmentioning

confidence: 99%

“…"; ask "what can be improved? "; after these questions, express to the student "what has been done well"; in addition to reporting "what can be improved" (in the perception of who evaluated and is then giving feedback), and to conclude, summarize students' main points and professor's weights (2,(8)(9) .…”

Section: Introductionmentioning

confidence: 99%

“…In the context of health education, particularly in supervised internships, the ability to work successfully with feedback is of paramount importance and has proved to be effective in improving behavior, attitudes and skills. Providing feedback requires resourcefulness, understanding of the process, creation of a conducive atmosphere and a mutual trust relationship (5)(6)(7)(8)(9)(10) .…”

Section: Introductionmentioning

confidence: 99%

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Assessment of feedback for the teaching of nursing practice

2019

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Objective: to analyze the self-reported knowledge of professors in the use of feedback in the teaching of nursing practice; train professors to use this process; and evaluate the results of this training. Method: a qualitative study of research-action type. The focus group technique was used with seven collaborators of a nursing technical school. For content analysis, the Bardin framework was used and, for intervention, the Problematization Methodology supported by Pendleton’s Rules. Results: most present in their curricula training to teach. It is pointed out that feedback is a simple and essential assessment tool, although universal discourse does not express the exact dimension of feedback potentialities. The intervention was effective to solidify feedback. Final Consideration: this study shows that feedback should be disseminated and consolidated among the teaching staff of nursing technical education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…Recommendations and steps most used to provide quality feedback were described by Pendleton in 1984 (8) . "Pendleton's Rules" are a set of simple and practical rules for feedback.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessment of feedback for the teaching of nursing practice

2019

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Capacitação na atenção à saúde do adolescente: experiência de ensino

Vitalle

Almeida

Silva

2010

Rev. bras. educ. med.

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Trabalho realizado para aferir a instrumentalização recebida por pediatras em curso de Capacitação em Atenção à Saúde Integral do Adolescente. O curso foi realizado no Setor de Medicina do Adolescente da Unifesp, com 10% dos pediatras que atuam na rede municipal de saúde da cidade de São Paulo, com atividades teóricas, teórico-práticas, visitas técnicas, supervisão de intervenções/casos e atualizações nas temáticas prioritárias desta faixa etária. Foram realizados pré e pós-testes com questões de múltipla escolha, um questionário aberto. Dos 120 pediatras inscritos, 85 completaram o curso, 73 (85,8%) eram do sexo feminino, a mediana do tempo de atuação em pediatria foi de 18 anos. Se perceberam mais capazes de melhorar a qualidade no atendimento, trabalhar em grupos/equipe multiprofissional, desenvolver ações educativas, diagnosticar melhor doenças e situações de risco, fazer prevenção de doenças, discutir casos e estratégias com outros profissionais, multiplicar conhecimento. Os resultados obtidos sugerem que o modelo de capacitação desenvolvido é adequado para instrumentalizar o profissional já inserido no mercado de trabalho, embora, pela característica do conhecimento médico, deva haver um processo permanente de aquisição de novos conhecimentos e refinamento dos já adquiridos.

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Carta ao editor

Cited by 2 publications

References 3 publications

Assessment of feedback for the teaching of nursing practice

Assessment of feedback for the teaching of nursing practice

Capacitação na atenção à saúde do adolescente: experiência de ensino

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