Autonomy in Nursing Students’ Process of Knowledge Construction: the Educational Chat as a Teaching Tool

Abstract

This documental study has the qualitative approach of a case study. It analyzes how autonomy has been developed in nursing students' process of knowledge construction, in a context mediated by the use of educational chat in Learning Management Systems (LMS). The analyzed materials were eight discussions promoted by students, professors, and monitors in the chat session of TelEduc ® LMS. La autonomía en el proceso de construcción del conocimiento de alumnos de enfermería: el chat educacional como herramienta de enseñanza Investigación documental con abordaje cualitativo del tipo estudio de caso. El objetivo fue analizar como se desarrolló la autonomía en el proceso de construcción del conocimiento de alumnos de Enfermería, en un contexto mediado por un chat educacional, en AmbienteVirtual de Aprendizaje (AVA). Los materiales analizados fueron ocho discusiones promovidas por alumnos, profesores y monitores en el chat del AVA TelEduc ® . Para la categorización de los datos, se utilizó el software NVivo ® y, para el análisis de las informaciones, la técnica de análisis de contenido. El análisis estuvo de acuerdo con el marco teórico de Freire, revelando que es necesario que el alumno de Enfermería desarrolle la autonomía, mediante el darse cuenta de no estar acabado. Esto puede ser realizado con ayuda de profesores que adopten la metodología de la problematización y del desarrollo de relaciones dialógicas críticas. Se destaca el chat educacional como herramienta que incentiva a los alumnos a buscar el conocimiento de forma autónoma.

Teaching Embryology Using Models Construction in Practical Classes

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Analysis of Brazilian publications on distance education in nursing: integrative review

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Leisure in virtual social network: a possibility of an authentic dialogue

“…In order to achieve this level of understanding, it is necessary to find one's own consciousness, which only occurs through a dialogue with the other. 8,14,15 In this sense, in the moments the academics expressed their own experiences regarding leisure, presenting their world to the group, they recognized themselves in the other, and the recognition of each one by the other. 8 Such scenario permitted to build bonds and empathy enough for an authentic dialogue, as it is possible to identify in the description of the leisure activities they had: While reflecting upon their own choices for leisure time, the academics observed their own priorities in organizing the activities that involve their free time.…”

“…To promote a dialogic and problematizing education, which could break down the vertical schemes of banking education, it was necessary to use a format of dialogue that, in fact, permitted the construction of understandings supported by freedom of expression, by the autonomy of participation, and by the criticality to what is exposed. 8,9,14 Horizontal and participative dialogicity was relevant to overcome the naïve understanding, founded on lovingness, humility, and faith. 9 The use of dialogical approaches and active participation of the educating showed fundamental to the emancipatory educational process, and for the changes in educational paradigms.…”

“…This element has the central role in care-educational practices of nursing, as it guarantees more effective care and self-care, and more prepared professionals 14 to take over the demands and attributions.…”