Metodologias participativas no ensino da administração em Enfermagem

Abstract

O trabalho relata a experiência de docentes da área de administração e gerência em saúde no processo de construção e desenvolvimento de uma prática de aprendizagem significativa e participativa, desenvolvida no segundo semestre de 2010, com 23 estudantes de um curso de graduação em Enfermagem, na cidade de Curitiba-PR. As estratégias de trabalho em grupo e a dramatização na modalidade do role playing foram escolhidas por facilitarem a participação e a motivação para a aprendizagem. O sistema de saúde, planejamento em saúde e funções gerenciais foram temáticas definidas para compor a prática. O aprendizado permitiu o exercício das funções gerenciais em uma situação real, concreta e com significados a todos, e, ainda, o destaque das docentes sobre a construção de práticas de aprendizagem com metodologias participativas, que requerem tempo, motivação, dedicação e comunicação, mas, sobretudo, a mudança do processo de trabalho.

Teaching-learning tendencies and strategies used in the leadership development of nurses

“…Consequently, conceptual maps encourage the clarification of existing concepts for the stimulation of critical thinking (16,31) and leadership exercise. Several international (32)(33)(34) and national studies (3)(4)(5)(6)(7)(10)(11)16,(35)(36) have mentioned simulation as a strategy for leadership teaching in nursing, which diverges from this research, as it denotes that its use is still scarce and of low frequency. Simulation with realistic scenarios enables the exploration of situations that encourage development of managerial skills such as leadership.…”

“…These strategies are considered active methodologies that seek to incorporate tendencies that are driving forces of transformation (4) . In Brazil, the teaching strategies described as active methodologies that stimulate critical thinking in the education of leadership-related content in the discipline of Nursing Administration were: group dynamics, case study, laboratory simulation, dramatization, movies, integrative panel, creative games, group work, portfolio, online programs (Wesites, WebCT), pedagogical workshop, verbalization and observation group (VG-OG), seminars, e-learning platform, teaching with research, and strategic planning (3)(4)(5)(6)(7)(8)(9) . Certain studies mention that professors do recognize the need for modification in their pedagogical practice; however, due to the lack of training, of interest and/or resources, the active methodology of the professor may itself suffer adaptations, which can lead to dubious results (1,4,(10)(11)(12) .…”

O ambiente educacional do curso de Graduação em Enfermagem na perspectiva dos estudantes

“…In addition to teacher training, a Brazilian study (27) on the use of participatory strategies in teaching nursing administration pointed out that to adopt these strategiesin the teaching-learning process, it is necessary to consider factors such as time, motivation, dedication, communication, and above all changes in teachers' work process.…”

“…The criteria adopted for maintaining items in the factor were as follows: theoretical reasonableness or degree of interpretability of the groupings; significant load factor equal to or greater than 0.30, which excluded five items on the instrument (18,24,27,30, and 44); and item-total correlation index (r it ) equal to or greater than 0.30, particularly in those cases where deleting the item contributed to anincrease in theinternal consistency of the factor, which resulted in the deletion of four items (3,33,34, and 43). In factor 4, although the index r it was below 0.30 for items 15 and 35, their exclusion did not contribute to increasing the factor's consistency, so that is why they were kept.…”

Programa de Aprimoramento e Revitalização do Conhecimento na Enfermagem e Saúde

“…Por sua vez, a aprendizagem significativa permite a exploração de conhecimentos dentro de um determinado contexto, impreterivelmente, valorizando conhecimentos, experiências e envolvendo os estudantes no processo educativo. Nesta estratégia de aprendizado, cabe aos docentes assumirem o papel de construtor de possibilidades de aprendizagem 16 .…”