La evaluación en la enseñanza de grado en enfermería en América Latina: una revisión integrativa

Vasconcelos, Christian; Backes, Vânia Marlil Schubert; Gue, J.M.

doi:10.4321/s1695-61412011000300008

Cited by 9 publications

(6 citation statements)

References 4 publications

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“…In order to make it work in practice, clear assessment criteria must be established, in line with principles that will serve as a basis for judgment. In other words, principles that foster integration among the stakeholders involved in the assessment process [21].…”

Section: Discussionmentioning

confidence: 99%

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Assessment process in dental schools: perspectives and teaching challenges

Carneiro

Pequeno

Machado

et al. 2020

RGO, Rev. Gaúch. Odontol.

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Objective: To analyze the teachers’ view on the difficulties and the contribution of the assessment process to an undergraduate program in dentistry at a university in Fortaleza, Ceará Methods: This is a descriptive research with a qualitative approach. Research subjects were undergraduate dentistry professors with teaching experience in such program of five years or more. Data collection was carried out from September to October 2014, through a documentary analysis of, among others, the pedagogical political project and a semi-structured interview. A thematic review was adopted to interpret data Results: The main difficulty in the assessment was quantifying the student’s performance. The influence of the assessment on professional education depends on the understanding of the assessment process and the acquired experience. Teachers recognize the punishing and pushing effect that still remain in such process and requires a major change Conclusion: Teachers should establish assessment criteria guided by their teaching goals, without forgetting the profile of graduates from their institutions. Besides, assessment should encourage learning by coping with unfavorable emotions, restoring confidence and the learning ability. The course should be based on a curricular pedagogical project supported by guiding principles, in order to drive the assessment practice and avoid any seclusion.

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Section: Discussionmentioning

confidence: 99%

“…The PPP of higher education institutions will have to be based on a pedagogical approach that is transformative, emancipating, liberating and sympathetic, focusing on training professionals who are fully aware of their responsibilities and duties [21].…”

Section: Discussionmentioning

confidence: 99%

Assessment process in dental schools: perspectives and teaching challenges

Carneiro

Pequeno

Machado

et al. 2020

RGO, Rev. Gaúch. Odontol.

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“…It is indicated that the evaluation should be a facilitating instrument for the individual's continuous growth, motivating and incorporating specific values and skills. 11 Questions regarding the topics covered were randomly distributed so that those involved, together with their peers, could answer considering the learning.…”

Section:  Faculty Experiencementioning

confidence: 99%

Educação permanente em saúde com profissionais do SAMU

Schmalfuss

Hanauer

Celich

et al. 2020

Rev enferm UFPE on line.

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Objetivo: descrever a experiência de docentes e discentes na realização de um projeto de extensão em Educação Permanente em Saúde com profissionais do Serviço de Atendimento Móvel de Urgência. Método: trata-se de um estudo qualitativo, descritivo, tipo relato de experiência, vivenciada durante sete encontros teóricos e práticos, totalizando 56 horas presenciais. Professores de três Instituições de Ensino Superior abordaram temas relacionados aos principais cuidados com as pessoas em situações de urgência e emergência. Resultados: participaram do projeto nove docentes, duas discentes e 19 profissionais do Serviço de Atendimento Móvel de Urgência, totalizando 30 profissionais. Conclusão: conclui-se que a experiência foi percebida como positiva para os docentes e discentes. Enfatizou-se a importância de ações extensionistas no âmbito acadêmico, com vistas a integrar e fortalecer a relação entre as Instituições de Ensino Superior e os serviços de saúde; além de agregar, transformar e (re)organizar a prática em saúde, repercutindo na qualificação dos envolvidos. Descritores: Serviços de saúde de Emergência; Educação Continuada; Enfermagem; Formação de Recursos Humanos; Relações Comunidade-Instituição. ABSTRACTObjective: to describe the experience of teachers and students in carrying out an extension project in Permanent Health Education with professionals from the Mobile Emergency Care Service. Method: it is a qualitative, descriptive study, type of experience report, lived during seven theoretical and practical meetings, totaling 56 classroom hours. Teachers from three higher education institutions addressed topics related to the main care for people in urgent and emergency situations. Results: nine teachers, two students and 19 professionals from the Mobile Emergency Care Service participated in the project, totaling 30 professionals. Conclusion: it is concluded that the experience was perceived as positive for teachers and students. The importance of extension actions in the academic scope was emphasized, with a view to integrating and strengthening the relationship between Higher Education Institutions and health services; in addition to aggregating, transforming and (re) organizing health practice, affecting the qualification of those involved. Descriptors: Emergency Health Services; Continuing Education; Nursing; Human Resources Training; Community-Institution Relations.RESUMENObjetivo: describir la experiencia de docentes y estudiantes en la realización de un proyecto de extensión en Educación Permanente en Salud con profesionales del Servicio de Atendimiento Móvil de Urgencia. Método: es un estudio cualitativo, descriptivo, tipo de informe de experiencia, durante siete reuniones teóricas y prácticas, totalizando 56 horas presenciales. Los maestros de tres Instituciones de Educación Superior abordaron temas relacionados con la atención principal de las personas en situaciones de urgencia y emergencia. Resultados: nueve profesores, dos estudiantes y 19 profesionales del Servicio de Atendimiento Móvil de Urgencia participaron en el proyecto, con un total de 30 profesionales. Conclusión: se concluye que la experiencia fue percibida como positiva para los docentes y estudiantes. Se enfatizó la importancia de las acciones de extensión en el ámbito académico buscando integrar y fortalecer la relación entre las Instituciones de Educación Superior y los servicios de salud, además de agregar, transformar y (re) organizar las prácticas de salud; con repercusiones en la calificación de los involucrados. Descriptores: Servicios de la Salud de Emergencia. Educación Contínua. Enfermería Formación de Recursos Humanos. Relaciones Comunidad-Institución.

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“…Se realizó una revisión integrativa que busca sintetizar el conocimiento con un enfoque sistemático y riguroso 7 . La revisión se realizó por etapas: en la primera se identificaron las escalas más utilizadas para medir calidad de vida en pacientes con ERCA, para ello se establecieron 3 ecuaciones de búsqueda utilizando palabras clave según los descriptores MeSH y DeCS (Quality of Life, Kidney Diseases, SCALE, Dialysis, kidney transplantation, Conservative Treatment) en las diferentes combi-naciones posibles con los operadores booleanos (AND, OR) en las bases de datos: CINAHL, CUIDEN, MED-LINE, NURSING OVID, y metabuscador BIBLIOTECA VIRTUAL DE SALUD.…”

Section: Materials Y Métodounclassified

Escalas para evaluar la calidad de vida en personas con enfermedad renal crónica avanzada: Revisión integrativa

et al. 2018

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Introducción: La calidad de vida es un indicador de bienestar percibido por personas diagnosticadas con Enfermedad Renal Crónica Avanzada (ERCA), al respecto la literatura reporta diferentes instrumentos para su medición y de algunos de ellos describe las características psicométricas y adaptación transcultural. Objetivo: Identificar los instrumentos reportados por la literatura para evaluar la calidad de vida en la persona con ERCA y describir las características psicométricas y validación transcultural de los mismos. Material y Método: Se realizó una revisión integrativa de la literatura científica publicada en el periodo 2013 a 2018, en español, inglés y portugués. La búsqueda se realizó en 2 etapas, utilizando los operadores booleanos AND y OR, y los términos DeCS y MeSH para identificar escalas que evalúan la calidad de vida de los pacientes con ERCA, posteriormente se realizó una búsqueda focalizada para identificar cuales contaban con adaptación transcultural y las características psicométricas de las mismas. Resultados: La búsqueda inicial reportó 364 títulos elegibles, se seleccionaron 20, que comprendían instrumentos genéricos y específicos, de ellos 5 escalas se han usado en pacientes con ERCA: SF-12, SF-36, KDQOL 36, WHOQOL BREF, WHOQOL OLD. Conclusión: La escala KDQOL 36, posee dimensiones específicas para evaluar al paciente con ERCA , se encuentra adaptada transculturalmente en varios países de habla hispana y sus características psicométricas son confiables, el Alfa de Cronbach es >0.7, y su utilidad es adecuada porque es de fácil aplicación, poco compleja y a un bajo costo.

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La evaluación en la enseñanza de grado en enfermería en América Latina: una revisión integrativa

Cited by 9 publications

References 4 publications

Assessment process in dental schools: perspectives and teaching challenges

Assessment process in dental schools: perspectives and teaching challenges

Educação permanente em saúde com profissionais do SAMU

Escalas para evaluar la calidad de vida en personas con enfermedad renal crónica avanzada: Revisión integrativa

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