Recontextualização da simulação clínica em enfermagem baseada em Basil Bernstein: semiologia da prática pedagógica

Santos, Mateus Casanova dos; Leite, Maria Cecília Loréa; Heck, Rita María

doi:10.1590/s1983-14472010000400019

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…Clinical simulation in healthcare aims to reproduce techniques and care measures in a controlled and protected environment to expand the theoretical-practical knowledge of professionals and students, offering minimal risks for participants (5)(6)(7)(8)(9) .…”

Section: Introductionmentioning

confidence: 99%

Clinical simulation in teaching Pediatric Nursing: students’ perception

et al. 2020

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Objectives: to comprehend the perception of undergraduate nursing students about learning to care for the child and family through clinical simulation. Methods: this is a qualitative research conducted with ten nursing students through semi-structured interviews. Data were analyzed through content analysis. Results: data were organized into two categories: “learning a new way to learn,” in which students describe their experiences during the simulation, and “learning a new way to care,” in which they reflect on learning through simulation. Final considerations: we believe that clinical simulation practice in teaching should be encouraged because of the benefits it can offer to the students, faculty, patients and their families. However, we recommend further studies to validate scenarios of child and family healthcare.

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Section: Introductionmentioning

confidence: 99%

Clinical simulation in teaching Pediatric Nursing: students’ perception

et al. 2020

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“…A essa relação social, Bernstein (2000;2003) chamou de prática pedagógica. Para o autor, essas práticas não se restringem aos espaços educativos, como escolas ou universidades, e podem ser identificadas em outras relações tais como: pais e filhos, enfermeira e paciente (Santos et al, 2010); professores e alunos (Prado et al, 2016); engenheiros e mestres de obras, dentre outras. Independentemente de onde ocorra, toda prática pedagógica é regulada por princípios que determinam como se dará a comunicação pedagógica (Bernstein, 2000) em termos de poder e controle.…”

Section: Fundamentação Teóricaunclassified

Práticas pedagógicas do Biênio da Matemática Carloman Carlos Borges: Aproximação Universidade-Escola sob a luz da teoria bernsteiniana

Grilo¹,

Rosa²,

Fadigas³

et al. 2021

Rev. Bras. Ext. Universit.

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Este trabalho foi desenvolvido com o objetivo de analisar a integração ocorrida entre universidades e escolas a partir das ações desenvolvidas pelo Biênio da Matemática Carloman Carlos Borges 2017-2018, apoiados em conceitos da teoria de Basil Bernstein. Adotamos como procedimento metodológico a Linguagem de Descrição de Basil Bernstein e, para a coleta dos dados empíricos, recorremos à observação das ações e à análise de documentos constituídos pelo projeto e pelos relatórios produzidos sobre cada ação. O nível de isolamento entre as categorias (Universidade e Escola) foi identificado a partir da análise das regras e das vozes que regularam as práticas pedagógicas do Biênio da Matemática Carloman. Os resultados apontam que as ações desenvolvidas pelo Biênio apresentaram diferentes níveis de integração entre universidade e escola, sendo que a de maior integração foi aquela que obteve financiamento externo. Palavras-chave: Extensão Universitária; Formação de Professores; Licenciatura Pedagogical practices of the ‘Biênio da Matemática Carloman Carlos Borges’: University-School approximation in the light of bernsteinian theory Abstract: The work has been developed to analyze the integration between Universities and Schools based on the actions developed by the ‘Biênio da Matemática Carloman Carlos Borges 2017-2018’ (Biennium of Mathematics Carloman), supported by concepts of Basil Bernstein's theory. As a methodological procedure, we adopted the Language of Description of Basil Bernstein. For the collection of the empirical data, we resort to observing the actions and the analysis of documents constituted by the project and the reports produced on each action. The level of isolation between the categories (University and School) has been identified from the analysis of the rules and voices that regulated the pedagogical practices of the Biennium of Mathematics Carloman. The results indicate that the actions developed by the Biennium presented different levels of integration between university and school, and the most effective integration was the one with external funding. Keywords: University Extension; Training Teacher; Teaching Degree

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Characteristics transferred into simulation-based learning of nursing programs

Nodari

Almeida

Nunes

et al. 2020

HESWBL

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PurposeThe purpose of this research is to relate the characteristics transferred from teaching into simulation-based learning in nursing by highlighting how they are presented and, thus, focus on more assertive pedagogical actions in higher education.Design/methodology/approachThe research was performed in the Brazilian context through a survey, and the data were analyzed by the structural equation modeling.FindingsThe results show meaningful relationships for the four factors that are impacted by simulation-based learning: clinical reasoning for decision-making, patient safety, self-confidence and knowledge.Practical implicationsThis research identified the importance of simulation as an alternative to improving the teaching–learning process, and it can contribute to structuring the nursing program curriculum and other training zones, by enabling the inclusion of new methodological modalities.Originality/valueThe simulation strategy becomes a differential tool in the integration between theory and practice, especially in the nursing program, and promotes teamwork, leadership and communication, self-confidence, critical thinking, clinical reasoning, priority management, decision-taking and conflict management.

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Recontextualização da simulação clínica em enfermagem baseada em Basil Bernstein: semiologia da prática pedagógica

Abstract: 746Santos MC, Leite MCL, Heck RM. Recontextualização da simulação clí-nica em enfermagem baseada em Basil Bernstein: semiologia da prática pedagógica. Rev Gaúcha Enferm., Porto Alegre (RS) 2010 dez;31(4):746-52.

Cited by 5 publications

References 8 publications

Clinical simulation in teaching Pediatric Nursing: students’ perception

Clinical simulation in teaching Pediatric Nursing: students’ perception

Práticas pedagógicas do Biênio da Matemática Carloman Carlos Borges: Aproximação Universidade-Escola sob a luz da teoria bernsteiniana

Characteristics transferred into simulation-based learning of nursing programs

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