Abordagens pedagógicas na formação de enfermeiros : compreensão de docentes de enfermagem
In the new world order is notorious changes in social, ethical, economical and political aspects in the society, which reach incisively higher education, requiring a number of modifications and a new vision in nursing education, in order to meet the demands of the Unique Health System. Thus, the Hig...
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| Формат: | Dissertação |
| Язык: | por |
| Опубликовано: |
Universidade Federal do Rio Grande do Norte
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| Online-ссылка: | https://repositorio.ufrn.br/jspui/handle/123456789/14754 |
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| Итог: | In the new world order is notorious changes in social, ethical, economical and political aspects in the society, which reach incisively higher education, requiring a number of modifications and a new vision in nursing education, in order to meet the demands of the Unique Health System. Thus, the Higher Education Institutes (HEI) and teachers are invited
to face new challenges and reflect on their practices, using pedagogical approaches and innovative methodologies to meet the requirements of a globalized society. This study has as
an objective to analyze the perspective of teachers in what concern the pedagogical approaches used in nursing education and to identify pedagogical approaches utilized by
teachers in nursing education. This is a field research of exploratory kind, descriptive, of quantitative approach. The search was conducted at the Department of Nursing of the Federal University of Rio Grande do Norte UFRN, based in the city of Natal. The population consisted of forty-six teachers. From this population was selected a sample of twenty
teachers. Data collection occurred from August to September 2011, through the utilization of the technique of interview and questionnaire. The obtained data were analyzed in two
moments. In the first moment, was carried out the quantitative analysis that refers to the obtained data through the interview technique, methodological procedures were submitted to
the content analysis proposed by Bardin. On the second moment, concerning the quantitative analysis of the questionnaires applied to the teachers and of the identification data, which were digitized and transferred to a spreadsheet electronic of Microsoft Excel XP, tabulated and organized into tables, containing their relative and absolute frequencies. It is worth mentioning that were respected the aspects of the CNS Resolution 196/96. With regard to the characteristics of research participants, 20% were male; with a degree of titration of 55%
doctorates; regarding time of service there was a greater representation from 15 to 45 years, with 45%. The results showed that 90% of teachers who participated in the research have an appropriate understanding of non-critical pedagogical approaches, only 10% had an inadequate understanding. However, 70% of teachers, despite having an adequate
understanding, reported difficulties when attempting to implement these pedagogies. Most teachers, with representability of 80% consider the non-critical pedagogies relevant in nursing education, as well as critical pedagogies, being represented by 95% of teachers. It was concluded that both critical and non-critical pedagogies are in teachers practice of undergraduate nursing education. It feels like a moment of transition, since the presence of new ways of teaching as a part of this educational context, with educational models that give
value to scientific, ethical and personal aspects in the educational process. The research contains limitations, however highlights the contribution of new possibilities for action,
reflection on the context of performance, maximizing the pedagogical skills necessary to conduct teaching process, in line with the new educational paradigm of higher education |
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