O ensino de conteúdos atitudinais na formação inicial do enfermeiro

Nosow, Vitor; Püschel, Vilanice Alves de Araújo

doi:10.1590/s0080-62342009000600015

Cited by 8 publications

(10 citation statements)

References 10 publications

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“…To this end, the school must provide instruments that enable students to develop skills throughout their training and life, which are of a conceptual, procedural and attitudinal nature 24 .…”

Section: Resultsmentioning

confidence: 99%

State of the art of nursing education and the challenges to use remote technologies in the time of Corona Virus Pandemic

Bezerra

2020

jhgd

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Introduction: The Corona virus (COVID-19) pandemic caused, among others, the need for colleges and universities managers around the world to reinvent new ways of providing education preserving its good quality at the same time. With the new ordinances of the Ministry of Education and Health, all courses can use remote methodologies for the continuity on the current school year. With new challenges and paradigms emerging from this methodological proposal: provide for the user the feeling of immersion, of being in the class room, from the navigation and interaction in this virtual environment, at the same time that the educator, respecting the educational principles and the pedagogical approach that he believes, does not transform this moment into a simple distance education. Objective: to describe the state of the art on nursing education and the challenges of using remote technologies in the time of Corona virus pandemic. Methods: this is a reflective study based on secondary sources of literature relevant to the theme, considering articles from national and international journals and recent productions on education, health training, remote technologies, COVId-19 and public health. Results: it is evident that experiencing the effects of the corona virus pandemic (COVID-19) in the health educational sector, especially in the field of nursing, goes beyond a structural reorganization of courses. It implies change attitude of managers, teachers and students to reformulate educational practices (sometimes with traditional tools), with innovative practices preserving a methodology that provides to the student criticality reflection, dialogue, bonding and interaction; elements that are part of a training aimed at transformation, empowerment and not just the transmission of knowledge. In this context, the COVID-19 pandemic caused paradigm shifts perhaps not yet overcome by health science institutions , because when they perceived themselves within a reality that generated changes in the political, economic, cultural and social aspects at a global level, they had to reinvent and insert new ways of teaching in their work process; they had to discuss different educational approaches and, given the needs to readjust health teaching methods, they inserted remote technologies as essential tools to meet the real need for continuity of classes in non-face-to-face model. For many, it is a challenge, as it currently permeates a reflection on the attention of distance learning in the field of nursing and other courses in the health area. However, as it opened up to discussions about new ways of teaching mediated by innovation, it can be said that this will be one of the greatest impact of the pandemic in benefit the education: the contribution of new information and communication technologies in the teaching-learning process for training in health, as well as the reflection on distance education and its concepts, differentiating it from the concepts of remote methodology and the use of technologies. Conclusion: In nursing education, the discussion related to the use of remote technologies in the classroom has always been a point of debate. However, with the need to include these tools for the continuity of classes in the non-face-to-face model resulting from the social isolation strategy motivated by the pandemic of COVID-19, it can provide an opportunity to have a new look on the subject and perhaps there is an opportunity to expand the debate on the use of remote methodologies in health education, seeking a reflection on their interaction with the other teaching methods already implemented.

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Section: Resultsmentioning

confidence: 99%

State of the art of nursing education and the challenges to use remote technologies in the time of Corona Virus Pandemic

Bezerra

2020

jhgd

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“…Segundo estudo realizado com docentes de uma escola de enfermagem em São Paulo "é consenso geral (sic) dos docentes que o campo de prática é momento ímpar e fértil para trabalhar conteúdos atitudinais", porém as estratégias não são simples de serem aplicadas (NOSOW; PÜSCHEL, 2009PÜSCHEL, , p.1235.…”

Section: ) a Importância Das Aulas Práticas Para A Formaçãounclassified

Contribuições das metodologias ativas e aulas práticas para a formação do enfermeiro / Contributions of active methodologies and practical classes for the training of nurses

Barros¹,

Lima²,

Fregadolli³

2021

BJDV

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Introdução: As Diretrizes Curriculares Nacionais (DCN) orientam uma formação profissional em saúde em conformidade com os princípios do SUS e enfatizam um processo ensino-aprendizagem no qual o discente assume o protagonismo e a responsabilidade na apropriação e na produção dos conhecimentos, estimulando ações éticas, reflexivas e orientadas para mudança. As metodologias ativas estimulam o discente a refletir sobre os fenômenos sociais envolvidos na assistência à saúde, dentre elas destacamos a problematização, a aprendizagem baseada em problemas e a aprendizagem baseada em equipes. Objetivo: Verificar as oportunidades de vivência das competências do enfermeiro durante a graduação, anteriores ao estágio curricular supervisionado em Atenção Básica (AB). Metodologia: Trata-se de um recorte da pesquisa "Contribuições do estágio curricular na Atenção Básica para a formação de enfermeiros: à luz das Diretrizes Curriculares Nacionais e sob o olhar do discente", com abordagem qualitativa do tipo estudo descritivo e exploratório, que teve como participantes os discentes do curso de graduação em enfermagem da Universidade Federal de Alagoascampus Arapiraca, que haviam concluído o estágio curricular em

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“…A avaliação do componente atitudinal é complexa e requer consenso entre os docentes sobre quais seriam as atitudes a serem desenvolvidas no curso para, a partir disso, construir instrumentos de aprendizagem e de avaliação compatíveis com a proposta curricular. 20 …”

Section: Luzmarina Braccialli and Maria Amélia Oliveiraunclassified

Desafios na formação médica: a contribuição da avaliação

Braccialli

Oliveira

2012

Rev. bras. educ. med.

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O ensino de conteúdos atitudinais na formação inicial do enfermeiro

Cited by 8 publications

References 10 publications

State of the art of nursing education and the challenges to use remote technologies in the time of Corona Virus Pandemic

State of the art of nursing education and the challenges to use remote technologies in the time of Corona Virus Pandemic

Contribuições das metodologias ativas e aulas práticas para a formação do enfermeiro / Contributions of active methodologies and practical classes for the training of nurses

Desafios na formação médica: a contribuição da avaliação

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