Competency-based curriculum and active methodology: perceptions of nursing students

Abstract

and "Integrality in Health Care I and II", which was offered to second-year students in 2006. The courses' proposal was to adopt active methodology and competencybased curriculum. Data were collected from written tests submitted to 62 students at the end of the curse, focusing on the tests' pertinence, development of performance, structure and pedagogical dynamics, organization and settings. Thematic analysis indicated that students enjoyed the courses, highlighted the role of the professor/facilitator at points of the pedagogical cycle and learning recorded in students' portfolios. Students valued their experience in the Primary Health Care setting, which was based on, and has since the beginning of the program been based on, the theory-professional practice interlocution and closeness to the principles of the Unified Health System (SUS). Currículo por competencia y metodología activa: percepción de estudantes de enfermeríaSe tuvo por objetivo identificar la percepción de los estudiantes de bachillerato en la EERP/USP, sobre el proceso de enseñanza-aprendizaje, en las disciplinas Seminario focalizando su pertinencia, desarrollo de desempeños, estructura y dinámica pedagógica, organización y escenarios. Del análisis temático realizado sobre esas evaluaciones, se evidenció el gusto de los estudiantes por esas disciplinas, ellos destacaron el papel del profesor/facilitador en los momentos del ciclo pedagógico y su aprendizaje, registrados en portfolio. Valorizaron la experiencia en el escenario de la Atención Básica a la Salud, basada en la interlocución -de la teoría a la práctica profesional y en la aproximación a las proposiciones del SUS, desde el comienzo del curso.Descriptores: Curriculum; Educación en Enfermería; Metodología; Educación Basada en Competencias; Aprendizaje Basado en Problemas.

Avaliação da implantação do currículo integrado no programa de graduação em enfermagem

“…(12) The faculty involvement deserved credit among students who relativized their own engagement in the analysis of the unit of Educational Practice (7 points). The nursing faculty were more critical of their own performance and that of the students, apparently portraying a dubious attitude: at the same time, engaged and cautious, in face of self-defined goals of success not yet achieved.…”

Nursing care systems and complex thought in nursing education: document analysis

“…The use of diff erent scenarios is a facilitating factor of the NCS knowledge construction process because these environments provide an immersion into diff erent realities. For students, this awakens a vision that, beyond the need of physical health, includes the social, political and historical context in which the human being is inserted, allowing a signifi cant learning experience and enhancing the relationship between theory and practice (14,6) . Theoretical discussions are based on the questioning of reality, that seeks the critical construction of knowledge.…”

“…Students assume the key role in building knowledge and their actions are based on the acquired theoretical knowledge, which results in a meaningful learning experience (14) . The unique diff erence, in relation to theory and practice and the contextualization of knowledge by students, lies in the pursuit of intelligence that is contrary to the concept of reductionism, considering that separating the object and the context hinders the relationship between the two by preventing an understanding of the whole, which constitutes the complex (5) .…”

Estratégia para o ensino do metabolismo dos carboidratos para o curso de farmácia, utilizando metodologia ativa de ensino

“…Nessa proposta, os conteúdos de ciência básica, ciências aplicadas, conteúdos profissionalizantes e atividades comunitárias aconteceriam ao longo da formação acadêmica, desde o início do curso [8]. A inserção de atividades profissionais já nos primeiros anos identificaria o aluno com a profissão escolhida desde o início do curso [20]. Essa metodologia busca substituir a transmissão de conteúdos realizada pelo professor tradicional por um processo que leve a construção desse conhecimento através da investigação e da integração, criando situações que favoreçam a aprendizagem [21].…”