Active methodology in emergency remote teaching with nursing students: experience report
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Publication Date: | 2022 |
Other Authors: | , , , |
Format: | Article |
Language: | por |
Source: | Research, Society and Development |
Download full: | https://rsdjournal.org/index.php/rsd/article/view/29485 |
Summary: | In the face of a COVID-19 pandemic, digital technologies were used as essential tools for the teaching-learning process in remote teaching, which have innovative and transformative potential for skills training resulting from the combination of active learning strategies and technologies. The present study aims to describe the experience of using teaching strategies of active methodology in Emergency Remote Teaching with nursing students at a federal university in the interior of Minas Gerais. The experience was developed by a nurse remotely, as a result of the fulfillment of practical discipline in formal teaching and learning in the doctoral course, in the context of the pandemic. Initially, classes were recommended by the supervisor, followed by contact with the teachers, planning and execution of the class. In teaching practice, the nurse assumed the role of mediator using teaching strategies of active methodology. The use of these in remote teaching made it possible to reduce distances, stimulate participation and dialogue with students who acted as protagonists, and the development of skills. For nurse, it represented an experience of meeting subjects, reinforcing the belief in transforming education, including enjoying the ludic with technological resources. As a limitation of the study, there is the difficulty in monitoring the results of the experience regarding the knowledge built and skills developed. We emphasize the need for more studies that investigate the active methodology of learning in the development of competences with nursing students. |
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Active methodology in emergency remote teaching with nursing students: experience reportMetodología activa en la enseñanza a distancia de emergencia con estudiantes de enfermería: relato de experienciaMetodologia ativa no ensino remoto emergencial junto a graduandos de enfermagem: relato de experiênciaEducation, NursingCompetency-Based EducationDistance EducationProblem-Based LearningCOVID-19.Educación en EnfermeríaEducación Basada en CompetenciasEducación a DistanciaAprendizaje Basado en ProblemasCOVID-19.Educação em EnfermagemEducação Baseada em CompetênciasEducação à DistânciaAprendizagem Baseada em ProblemasCOVID-19.In the face of a COVID-19 pandemic, digital technologies were used as essential tools for the teaching-learning process in remote teaching, which have innovative and transformative potential for skills training resulting from the combination of active learning strategies and technologies. The present study aims to describe the experience of using teaching strategies of active methodology in Emergency Remote Teaching with nursing students at a federal university in the interior of Minas Gerais. The experience was developed by a nurse remotely, as a result of the fulfillment of practical discipline in formal teaching and learning in the doctoral course, in the context of the pandemic. Initially, classes were recommended by the supervisor, followed by contact with the teachers, planning and execution of the class. In teaching practice, the nurse assumed the role of mediator using teaching strategies of active methodology. The use of these in remote teaching made it possible to reduce distances, stimulate participation and dialogue with students who acted as protagonists, and the development of skills. For nurse, it represented an experience of meeting subjects, reinforcing the belief in transforming education, including enjoying the ludic with technological resources. As a limitation of the study, there is the difficulty in monitoring the results of the experience regarding the knowledge built and skills developed. We emphasize the need for more studies that investigate the active methodology of learning in the development of competences with nursing students.Con la pandemia del COVID-19, las tecnologías digitales se utilizaron como herramientas para el proceso de enseñanza-aprendizaje en la distancia, las cuales tienen un potencial innovador y transformador para la formación de habilidades resultante de la combinación de tecnologías y aprendizaje activo. El presente studio tiene como objetivo describir la experiencia de utilizar estrategias de metodología activa en Enseñanza a Distancia de Emergencia con estudiantes de enfermería de una universidad federal del interior de Minas Gerais. La experiencia fue desarrollada por una enfermera a distancia, en el cumplimiento de disciplina en el doctorado. Inicialmente, las clases eran recomendadas por el supervisor, seguido del contacto con los profesores, planificación y ejecución de la clase. En la práctica docente, la enfermera asumió el rol de mediador utilizando estrategias didácticas de metodología activa y representó una experiencia de encuentro de sujetos, reforzando la creencia en transformar la educación, incluso disfrutando de la lúdica con los recursos tecnológicos. El uso de estos en la enseñanza a distancia permitió reducir las distancias, estimular la participación y el diálogo con los estudiantes que actuaron como protagonistas, y el desarrollo de habilidades. Como limitación del estudio, está la dificultad en el seguimiento de los resultados de la experiencia en cuanto a los conocimientos construidos y habilidades desarrolladas. Destacamos la necesidad de más estudios para investigar la metodología activa de aprendizaje en el desarrollo de competencias con estudiantes de enfermería.Diante da pandemia do COVID-19 as tecnologias digitais foram utilizadas como ferramentas essenciais ao processo ensino-aprendizagem no ensino remoto, as quais possuem potencial inovador e transformador para formação de competências resultante da união de estratégias de aprendizagem ativa e tecnologias. O relato objetiva descrever a experiência do uso de estratégias de ensino da metodologia ativa no Ensino Remoto Emergencial junto a graduandos de enfermagem, em uma universidade federal no interior de Minas Gerais. A experiência foi desenvolvida, por uma enfermeira pós-graduanda, remotamente, em decorrência do cumprimento de disciplina prática em ensino-aprendizagem formal no curso de doutorado, no contexto da pandemia. Inicialmente, foram indicadas, pela orientadora, aulas nas quais a pós-graduanda realizaria sua prática, seguido de contato com os professores, planejamento e execução da aula. Na prática docente, a pós-graduanda assumiu a função de mediadora utilizando estratégias de ensino da metodologia ativa. O uso destas no ensino remoto possibilitou reduzir distâncias, estimular participação e diálogo com estudantes que, atuaram como protagonistas, e o desenvolvimento de competências. Para a pós-graduanda representou experiência de encontro de sujeitos, reforçadora da crença na educação transformadora, inclusive desfrutando do lúdico com recursos tecnológicos. Como limitação do estudo tem-se a dificuldade em acompanhar os resultados da experiência quanto aos conhecimentos construídos e competências desenvolvidas. Ressalta-se a necessidade de mais estudos que investiguem acerca da metodologia ativa de aprendizagem no desenvolvimento de competências com estudantes de enfermagem.Research, Society and Development2022-05-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2948510.33448/rsd-v11i7.29485Research, Society and Development; Vol. 11 No. 7; e0711729485Research, Society and Development; Vol. 11 Núm. 7; e0711729485Research, Society and Development; v. 11 n. 7; e07117294852525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/29485/25564Copyright (c) 2022 Kéllen Campos Castro Moreira; Jéssica Fernanda Marcelina Fernandes Ferreira; Bibiane Dias Miranda Parreira; Marina Pereira Rezende; Bethania Ferreira Goularthttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMoreira, Kéllen Campos Castro Ferreira, Jéssica Fernanda Marcelina Fernandes Parreira, Bibiane Dias MirandaRezende, Marina PereiraGoulart, Bethania Ferreira2022-06-06T15:12:05Zoai:ojs.pkp.sfu.ca:article/29485Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:46:33.053368Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Active methodology in emergency remote teaching with nursing students: experience report Metodología activa en la enseñanza a distancia de emergencia con estudiantes de enfermería: relato de experiencia Metodologia ativa no ensino remoto emergencial junto a graduandos de enfermagem: relato de experiência |
title |
Active methodology in emergency remote teaching with nursing students: experience report |
spellingShingle |
Active methodology in emergency remote teaching with nursing students: experience report Moreira, Kéllen Campos Castro Education, Nursing Competency-Based Education Distance Education Problem-Based Learning COVID-19. Educación en Enfermería Educación Basada en Competencias Educación a Distancia Aprendizaje Basado en Problemas COVID-19. Educação em Enfermagem Educação Baseada em Competências Educação à Distância Aprendizagem Baseada em Problemas COVID-19. |
title_short |
Active methodology in emergency remote teaching with nursing students: experience report |
title_full |
Active methodology in emergency remote teaching with nursing students: experience report |
title_fullStr |
Active methodology in emergency remote teaching with nursing students: experience report |
title_full_unstemmed |
Active methodology in emergency remote teaching with nursing students: experience report |
title_sort |
Active methodology in emergency remote teaching with nursing students: experience report |
author |
Moreira, Kéllen Campos Castro |
author_facet |
Moreira, Kéllen Campos Castro Ferreira, Jéssica Fernanda Marcelina Fernandes Parreira, Bibiane Dias Miranda Rezende, Marina Pereira Goulart, Bethania Ferreira |
author_role |
author |
author2 |
Ferreira, Jéssica Fernanda Marcelina Fernandes Parreira, Bibiane Dias Miranda Rezende, Marina Pereira Goulart, Bethania Ferreira |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Moreira, Kéllen Campos Castro Ferreira, Jéssica Fernanda Marcelina Fernandes Parreira, Bibiane Dias Miranda Rezende, Marina Pereira Goulart, Bethania Ferreira |
dc.subject.por.fl_str_mv |
Education, Nursing Competency-Based Education Distance Education Problem-Based Learning COVID-19. Educación en Enfermería Educación Basada en Competencias Educación a Distancia Aprendizaje Basado en Problemas COVID-19. Educação em Enfermagem Educação Baseada em Competências Educação à Distância Aprendizagem Baseada em Problemas COVID-19. |
topic |
Education, Nursing Competency-Based Education Distance Education Problem-Based Learning COVID-19. Educación en Enfermería Educación Basada en Competencias Educación a Distancia Aprendizaje Basado en Problemas COVID-19. Educação em Enfermagem Educação Baseada em Competências Educação à Distância Aprendizagem Baseada em Problemas COVID-19. |
description |
In the face of a COVID-19 pandemic, digital technologies were used as essential tools for the teaching-learning process in remote teaching, which have innovative and transformative potential for skills training resulting from the combination of active learning strategies and technologies. The present study aims to describe the experience of using teaching strategies of active methodology in Emergency Remote Teaching with nursing students at a federal university in the interior of Minas Gerais. The experience was developed by a nurse remotely, as a result of the fulfillment of practical discipline in formal teaching and learning in the doctoral course, in the context of the pandemic. Initially, classes were recommended by the supervisor, followed by contact with the teachers, planning and execution of the class. In teaching practice, the nurse assumed the role of mediator using teaching strategies of active methodology. The use of these in remote teaching made it possible to reduce distances, stimulate participation and dialogue with students who acted as protagonists, and the development of skills. For nurse, it represented an experience of meeting subjects, reinforcing the belief in transforming education, including enjoying the ludic with technological resources. As a limitation of the study, there is the difficulty in monitoring the results of the experience regarding the knowledge built and skills developed. We emphasize the need for more studies that investigate the active methodology of learning in the development of competences with nursing students. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/29485 10.33448/rsd-v11i7.29485 |
url |
https://rsdjournal.org/index.php/rsd/article/view/29485 |
identifier_str_mv |
10.33448/rsd-v11i7.29485 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/29485/25564 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 7; e0711729485 Research, Society and Development; Vol. 11 Núm. 7; e0711729485 Research, Society and Development; v. 11 n. 7; e0711729485 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052766309318656 |