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

Abstract

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...

Exploring ELT Students’ Professional Identity Formation through the Perspectives of Critical Incidents

“…They generally stated that they sometimes suddenly decided to organize those activities as a part of their critical incidents. The answers given to this question support the findings of Zani and Suely Nogueira (2006) because they claimed that interaction between people in groups was highly important and it allowed students to participate in their own development.…”

Reflexos Da Gamificação No Engajamento De Alunos De Cursos De Ciências Contábeis

“…O papel do professor é o de ser um transmissor ou facilitador, mas cabe ao aluno a construção do próprio conhecimento; desta forma, o aluno também se torna ser ativo por seu conhecimento, e o ensino não fica restrito apenas ao professor, assim, no processo de ensino aprendizagem precisa ocorrer uma troca de conhecimentos e experiências entre os envolvidos (Zani & Nogueira, 2006). Ressalta-se que não existe um modelo correto, entretanto, requer-se o desenvolvimento de metodologias que proponham aos alunos desafios a serem enfrentados, pois a cada desafio que eles se sujeitam, respostas diferentes são apresentadas e, desta forma, são capazes de transformar-se e transformar a sua realidade, produzindo novos conhecimentos (Mizukami, 1986).…”

La Técnica De Incidentes Críticos: Una Herramienta Clásica Y Vigente en Enfermería

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