Criatividade no ensino de enfermagem - enfoque triádico: professor, aluno, currículo

Abstract

This descriptive study investigated the extent to which creativity has been fostered in a public university undergraduate Nursing program in Brasilia, Brazil. Renzulli's theoretical model was used as a reference, which encompasses three elements--teacher, learner, curriculum. Data were gathered through the Teaching Practices Evaluation Questionnaire, completed by 15 professors and 65 Nursing students. Results indicated that while professors considered that they stimulate student's creativity; students disagreed on that point. Professors rated themselves as significantly more creative than their students, whilst students judged themselves and their colleagues as significantly more creative than their professors. Both samples emphasized their opinion by saying that curriculum in their program of study does not foster creativity.

Alright, this research is different! Histories of nursing revitalized by the cordel literature

“…12 Therefore, the research that makes association between creativity and nursing can contribute to the development of creative potential and esthetic knowledge. [8][9][10][11] The universe of nursing requires from all its professionals -nurses, nursing technicians and nursing assistants -skills, attitudes and a reflective, critical, creative and complex profile, because of the variety situations and problems hard to be solved. 6,[8][9][10] The teaching and practice of nursing can be creative and enjoyable, thus encompassing the full dimension of care, as advocated by researchers who study creativity and nursing.…”

“…[8][9][10][11] The universe of nursing requires from all its professionals -nurses, nursing technicians and nursing assistants -skills, attitudes and a reflective, critical, creative and complex profile, because of the variety situations and problems hard to be solved. 6,[8][9][10] The teaching and practice of nursing can be creative and enjoyable, thus encompassing the full dimension of care, as advocated by researchers who study creativity and nursing. [8][9][10][11][12][13] Added up to this line of research, there are other areas of knowledge focused on the scientific development of the Cordel genre.…”

Criatividade no contexto educacional: três décadas de pesquisa

“…A validade de construto desse instrumento foi estabelecida, examinando-se a sua estrutura interna por meio de análise fatorial (análise dos componentes principais, com rotação oblíqua). Foram identifi cados quatro fatores, apresentados a seguir, com itens ilustrativos de cada um deles: Em alguns estudos (Alencar, 1996b(Alencar, , 1997(Alencar, , 2002Silva & Alencar, 2003), utilizamos também uma escala de um único item, que é respondido pelo aluno, considerando o seu nível de criatividade, de seus colegas e professores como especifi cado a seguir:…”

Criatividade na educação superior: fatores inibidores

“…(ALENCAR, 1995b(ALENCAR, , 1997b(ALENCAR, , 2002FLEITH, 2004;SILVA;ALENCAR, 2003, RIBEIRO; No que diz respeito a elementos que cerceiam o florescimento da criatividade na educação superior, uma análise da literatura indica que este é um tópico pouco discutido. Algumas exceções são os estudos de Jackson (2006a), Edwards, McGoldrick e Oliver (2006), Fryer (2006) e Alencar e Fleith (2008a).…”