Dialogical and Participative Training in Nursing Education: Contribution to The Development of Critical and Reflective and Creative Thinking of Students

Abstract

RESUMOObjetivo: identificar como as formandas de um curso de graduação em Enfermagem de uma universidade pública da região Sul do Brasil percebem as metodologias utilizadas em seu processo de formação e sua contribuição ao desenvolvimento do pensamento crítico-reflexivo e criativo. Método: pesquisa qualitativa ancorada no referencial de Paulo Freire. Participaram deste estudo 11 estudantes do último ano do curso de Enfermagem. Os dados foram coletados no primeiro semestre de 2012 por meio de entrevista semiestruturada individual, com roteiro semiestruturado e analisados a partir da proposta de análise de conteúdo. Resultados: emergiram para a análise as seguintes temáticas a formação como processo dialógico e participativo (que engloba: o professor preocupa-se com o estudante e com o processo de aprendizagem) e as metodologias que foram ativas me estimularam a "buscar o conhecimento". A análise revela que a formação do enfermeiro é dialógica e participativa e que os professores se preocupam com a aprendizagem do aluno. Conclusão: o uso de metodologias inovadoras e problematizadoras ajuda a construção do conhecimento. A relação de proximidade entre o professor e o aluno é fundamental no processo ensino-aprendizagem, em que o professor assume o papel de facilitador e o aluno de protagonista em seu processo de aprender. Palavras-chave: Educação em Enfermagem; Docentes de Enfermagem; Estudantes de Enfermagem. ABSTR ACT

Strategies of active learning methodologies in nursing education: an integrative literature review

“…In view of these assumptions, the National Curricular Guidelines (NCGs) for Nursing courses state that professionals should be able to think critically, based on principles of ethics/bioethics (2) . However, the actors involved in the formation of the nurse still find it difficult to achieve a formation within a model adverse to the hegemonic, which is contentist of technical conception, as well as to transpose the paradigms that sustain it (3) .…”

Motivation for vocational training: significance to nurses in neonatal intensive care

“…These data reinforce that the demand for training is due to several factors, which are linked to the individual desire for moments of lifelong learning. Thus, the perception of dissatisfaction with skills and competences is seen as a condition that arouses greater interest and favors the opening for new knowledge; therefore, on the other hand, recognizing yourself as a self-sufficient professional minimizes the chances of looking for educational actions (2,(24)(25) .…”

Autoscopy in the process of training reflective professors

“…However, posture is necessary that does not repress the student and, rather, motivates him to find solutions to his own mistakes. The student should be encouraged to reflect on his/her own conduct and, it is up to the professor, to stimulate him to think and question his own actions, so that, in a reflexive way, he builds his own learning (14) .…”

“…An attribute for competent teaching is the ability to self-criticism, reflect and learn from experience, and the use of videos from the lessons themselves enables the professor to learn to improve teaching through active reflection provided (6) . Thus, in order to offer reflexive teaching, the professor must first be reflective, to construct and reconstruct knowledge from what he does and starting from this epistemological curiosity, modify the teaching style, moving towards more liberating practices (14) .…”