Comportamento comunicativo do docente de Enfermagem e sua influência na aprendizagem do educando

Rocha, Eliana Mara

doi:10.1590/s1414-32832001000100018

Cited by 11 publications

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“…The pace and volume of audible voice was calm and pleasing to the ears. Voice pace was separated from voice volume in this study and, according to the experts, the pace of PP's voice was repetitive, that is, he speaks many times in the same rhythm (16) , which ends up hindering communication between the professor and students, making the class tiresome and leading to the students possibly becoming distracted.…”

Section: Discussionmentioning

confidence: 97%

“…Speech rate is directly related to articulation, that is, if a person articulates with precision, her/his voice rate will automatically be considered medium because phonemes will be well spoken, and the message will be understood (13)(14)(15)(16)(17)(18) . the speech rate evaluated in another study was considered appropriate in 54% of the students attending a chemistry diploma program, though such a rate was inappropriate in 46% of the evaluated professors (12) .…”

Section: Discussionmentioning

confidence: 99%

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The expressiveness of a university professor in his classroom performance: analysis of verbal resources and implications for nursing

Romano

Alves

Sêcco

et al. 2011

Rev. Latino-Am. Enfermagem

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Expressiveness is the ability of individuals to make their thoughts alive through language and body, effectively transmitting information. This study investigated the expressiveness of a university professor during nursing classes in relation to verbal resources from the perspective of students.This descriptive and quantitative study was carried out in a Higher Education Institution using specific instruments to assess expressiveness. The professor's class was video recorded and the video was first assessed by three speech and language experts and later assessed by 141 students with whom he had no previous contact. The results reveal that students and experts agreed in relation to the professors' expressive skills, which proved the ability of students to evaluate this communication skill. La expresividad del profesor universitario durante su actuación en la sala de clases: análisis de los recursos verbales utilizados y sus implicaciones para la enfermeira La expresividad es la capacidad del individuo de tornar vivo su pensamiento por medio del lenguaje y por la expresión corporal, permitiendo la transmisión de informaciones de modo efectivo. El presente estudio objetivó investigar la expresividad del profesor universitario de enfermería dando clases en relación a sus recursos verbales, a partir de la evaluación de los alumnos. Se trata de investigación descriptiva, cuantitativa, desarrollada en una Institución de Enseñanza Superior, para lo cual fueron utilizados instrumentos específicos de evaluación de la expresividad. Se realizó una película de una clase del referido profesor, que fue primeramente evaluada por tres expertos fonoaudiólogos y después sometida a evaluación por parte de 141 alumnos que no habían tenido contacto previo con el mismo. Los resultados mostraron que alumnos y expertos coincidieron en su evaluación sobre las habilidades expresivas del profesor universitario de enfermería, lo que comprobó la capacidad y la propiedad de los estudiantes en la evaluación de esa habilidad de comunicación.Descriptores: Comunicación; Docentes de Enfermería; Fonoaudiología. IntroductionThe word 'communication' originates from the Latin word communicatione (common), which means to participate, take common action, to relate with live and conscious beings, to make something common among beings, be it information, sensation or emotions, among other objects (1) . Through various connections and the exchange of information, a message is transmitted and understood through the communication process and enables learning, resolution of activities, motivation, and cooperation, in order to obtain the best results in workplaces (2) It is the ability of an individual to make his/her thought alive through language and body expression and then seek arguments to incite in another the wish to think together and construct an idea (4) ; it is a way to use communicative resources, generating either negative or positive impressions, pleasant or not, in the listener (5) .It is related to the speaker's emotions and attitudes; the way...

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

The expressiveness of a university professor in his classroom performance: analysis of verbal resources and implications for nursing

Romano

Alves

Sêcco

et al. 2011

Rev. Latino-Am. Enfermagem

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Section: Initial Considerationsmentioning

confidence: 99%

“…Learning is the process through which behavior is modified as a result of experience. It is not restricted to the assimilation of contents and techniques, but also includes feelings and emotions (3)(4) .In general, teaching designates the activity of teachers, and the concept of teaching refers to teacher-student, with learning as its end product (5).However, learning is neither based on teachers' pedagogical skills, nor on their specialized knowledge about the subject, nor on their curricular planning, use of audiovisual resources, preferences and expositions, nor on a large collection of books, although each of these items can be used on certain occasions. Instead, learning is based on the quality of attitudes in the personal relation between the teacher (facilitator) and the learner (student) (6) .…”

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confidence: 99%

Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty

Zani¹,

Nogueira

2006

Rev. Latino-Am. Enfermagem

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Zani AV, Nogueira MS. Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty. Rev Latino-am Enfermagem 2006 setembro-outubro; 14(5):742-8. A large number of people teach, without obtaining a degree or taking courses in didactics, without knowing how, the most incredible things, such as the ability to speak a language and, together with that, the mysteries of the world's composition and architecture (¹) . The teaching-learning process is complex and leaves many question marksHence, the act of teaching is a communication However, we know that learning does not happen through copying or memorizing certain contents, but through the individual's past experiences. Learning is the process through which behavior is modified as a result of experience. It is not restricted to the assimilation of contents and techniques, but also includes feelings and emotions (3)(4) .In general, teaching designates the activity of teachers, and the concept of teaching refers to teacher-student, with learning as its end product (5).However, learning is neither based on teachers' pedagogical skills, nor on their specialized knowledge about the subject, nor on their curricular planning, use of audiovisual resources, preferences and expositions, nor on a large collection of books, although each of these items can be used on certain occasions. Instead, learning is based on the quality of attitudes in the personal relation between the teacher (facilitator) and the learner (student) (6) . Thus, this study aimed to:-Identify factors interfering positively or negatively in the teaching-learning process, according to students and faculty members in an undergraduate nursing course. METHODOLOGYWe carried out a descriptive study and We used the critical incident technique, defined as "a set of procedures to collect direct observations of human behavior, so as to facilitate their potential use to solve practical problems and develop broad psychological principles, also outlining procedures for collecting observed incidents that present a special meaning and for finding systematically defined criteria" (7) .Incident is "any human activity that is sufficiently complete in itself to allow for inferences and provisions about the person performing the act.In order to be critical, an incident must occur in a situation where the proposition or intent of the act seems reasonably clear to the observed, and where its consequences are sufficiently defined, so as to leave little doubt about its effects".Critical incidents in the teaching-learning... Zani AV, Nogueira MS.Rev Latino-am Enfermagem 2006 setembro-outubro; 14(5):742-8 www.eerp.usp.br/rlae 744Some authors have used the critical incident technique to identify the difficulties and problems of patients submitted to sealed internal radiotherapy. The results found that the problems and difficulties observed and reported by these women were mainly related to the impositions inherent in treatment, and that the nurse's role was important in plann...

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“…É desejável que a interação em sala de aula ocorra como uma dinâmica de envolvimento e interesse, onde o professor permite ao aluno interagir com liberdade e troca de experiência (7) . O educador não deve deter-se apenas em codificar sua mensagem, precisa ter a capacidade de perceber a reação do outro, ser uma pessoa sensível nas relações humanas.…”

Section: Considerações Finaisunclassified

Ensino de enfermagem em nível médio: utilização de estratégia facilitadora com material reciclável

Tobase

Takahashi

2004

Rev. esc. enferm. USP

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Comportamento comunicativo do docente de Enfermagem e sua influência na aprendizagem do educando

Cited by 11 publications

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The expressiveness of a university professor in his classroom performance: analysis of verbal resources and implications for nursing

The expressiveness of a university professor in his classroom performance: analysis of verbal resources and implications for nursing

Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty

Ensino de enfermagem em nível médio: utilização de estratégia facilitadora com material reciclável

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