Ensino Das Habilidades Do Pensamento Crítico Por Meio De Problem Based Learning

Abstract

Objective: to comparatively analyze the perception of nursing students from two class groups, regarding the implicit teaching of critical thinking in a Basic Life Support course.Method: educational intervention with a qualitative approach based on historical-cultural theory. A total of 102 students participated in the study, 52 in the intervention group, who were taught using Problem Based Learning methodology associated with guiding questions, and 50 in the control group, taught only using Problem Based Learning. Data were collected from November 12 to 30 in 2015 at the Federal University of Viçosa, through a sociodemographic questionnaire, an evaluation instrument and semi-structured interviews. The evaluative tool and interviews were explored using Bardin's content analysis.Results: the course stimulated critical thinking skills in students from both groups. However, the intervention group portrayed more perceptions about the characteristics of a critical thinker. The students in the control group, to which only the Problem Based Learning methodology was applied to, mentioned the acquisition of technical skills. In the intervention group, to which the Problem Based Learning methodology associated with the guiding questions was applied to, the students reported the skills of a critical thinker in addition to the technical skills.Conclusion: the comparative analysis allows us to conclude that teaching methodologies that stimulate critical thinking become mediators in the development and improvement of higher mental functions in teaching, encompassing cognitive and metacognitive capacities. The study represents contribution and advancement in the scope of nursing teaching, considering that the questions add to the technologies of health education. DESCRIPTORS:Nursing. Nursing education. Nursing students. Problem-based learning. Teaching ENSINO DAS HABILIDADES DO PENSAMENTO CRÍTICO POR MEIO DE PROBLEM BASED LEARNING ENSEÑANZA DE LAS HABILIDADES DEL PENSAMIENTO CRÍTICO POR MEDIO DE LA PROBLEM BASED LEARNING RESUMENObjetivo: analizar comparativamente la percepción de estudiantes de enfermería, en dos clases, sobre la enseñanza implícita del pensamiento crítico en un curso de soporte básico de vida.Método: intervención educativa, con abordaje cualitativo, fundamentada en la teoría históricocultural. En el estudio participaron 102 estudiantes, siendo 52 en el grupo de intervención, que fueron enseñados por medio de la metodología del Problem Based Learning asociada a cuestiones orientadoras, y 50 en el grupo control, enseñados sólo con el Problem Based Learning. Los datos fueron recolectados de 12 a 30 de noviembre de 2015, en la Universidad Federal de Viçosa, a través de cuestionario sociodemográfico, instrumento evaluativo y entrevistas semiestructuradas. El instrumento de evaluación y las entrevistas fueron exploradas por el análisis de contenido de Bardin.Resultados: el curso movilizó habilidades de pensamiento crítico en los estudiantes de ambos grupos. Sin embargo, en el grupo de intervención, expusier...

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