Docência em saúde: percepções de egressos de um curso de especialização em Enfermagem

Abstract

This study is about the graduates' perception of the teachers' work on nursing specialization, and is part of a research completed in 2013, with 29 graduates. It is a qualitative study with two stages of data collection: a questionnaire with open and closedended questions and a semistructured interview. Data analysis was performed by content analysis in thematic mode, identifying the both contextual and registration units to build analytical categories. The results reveal the importance of the professors' pedagogical training to understand their role as learning mediators. There is still much to investigate about teaching training and practice in higher education, exploring trajectories, identifying gaps and proposing ways of training that will prepare them to meet the needs and interests of the twenty-first century students.

A compreensão dos docentes sobre a formação em Saúde Coletiva nos cursos de Fonoaudiologia de universidades públicas do Nordeste brasileiro

“…(P4) Os professores do ensino superior, como sujeitos implicados na formação de futuros profissionais e que possuem seus desejos, suas crenças, suas justificativas e suas ideologias, são atores constituintes dos atos de currículo 14 . Sendo assim, além de suas intencionalidades, é de fundamental importância também para os atos de currículo a sua formação pedagógica para compreender o seu papel como mediador de aprendizagem 38 . Com isso, um corpo docente comprometido e capacitado, como relatado pelos entrevistados, deverá contribuir na formação dos futuros fonoaudiólogos, embora seja necessária a avaliação dos demais atores curriculares para que essas características sejam confirmadas.…”

Construcción y validación de un Objeto Virtual de Aprendizaje (OVA) en la administración de medicamentos en pacientes pediátricos

“…M. A. de Oliveira, Kowal, Souza & Salvador (2016) reportan la fuerte influencia de la tecnología digital, ya que los estudiantes de enfermería transforman la información en conocimiento para adquirir actitudes y habilidades. Hoy en día, el aprendizaje por repetición no es visto como una buena práctica; cuando los estudiantes memorizan conceptos, no se apropian del saber, desconociendo la realidad; además, los conocimientos previos juegan un papel importante en la actualidad y el docente debe adoptar metodologías con innovación.…”

Nurses’ perception towards the teaching-learning process of Nursing management / Percepção de enfermeiras quanto ao ensino e aprendizagem da gestão em Enfermagem

“…8 It is a challenge for universities and professors, as an innovative methodology, which breaks paradigms, taking into account the students' previous knowledge, their social, political, professional and cultural reality, paying attention to the use of new educational models that study the complex phenomena that prevail today, and respond to students' needs in a dialogic and collaborative way. 9 A study carried out in São Paulo in 2009, with 110 nursing graduates from private institutions, identified that nursing schools in general have difficulties to increase the changes in professional training established by the national curricular guidelines of the nursing profession, especially those related to the development of essential skills to perform the practical activities/experiencies. 10 In this perspective, the intersectional management education during the graduation course in nursing would offer students the possibility of gradually appropriating the necessary tools for a safe practice.…”

“…Far from this, in order to learn, the student must relate the new knowledge to those already existing to those already internalized, attributing meaning to this new learning process. 9 Paulo Freire said that teaching to think and question about their reality is the best way to build knowledge, because it is from the participation that the student could understand himself as a social being participant and with potential for greater mobilization. 16…”