Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and Semiotics

Detalhes bibliográficos
Autor(a) principal: Machado, Lucas Dias Soares
Data de Publicação: 2023
Outros Autores: Lima, Marcos Ryan Loiola, Mota, Pedro Lucas Ferreira, Leite, Thiáskara Ramile Caldas, Brito, Nayara Santana, Silva, Maria Rocineide Ferreira da
Tipo de documento: Artigo
Idioma: por
Título da fonte: ID on line. Revista de psicologia
Texto Completo: https://idonline.emnuvens.com.br/id/article/view/3672
Resumo: The aim of the study was to analyze the teaching-learning process in the discipline of nursing semiology and semiotics. Cross-sectional study, with the participation of 110 nursing students from a public university in the center-south of Ceará, Brazil. Data were obtained through an electronic questionnaire, organized in Google Forms®, grouped in a Microsoft Excel® spreadsheet and analyzed for descriptive and inferential statistics. Students who debated or were proactive had higher averages in the discipline than those who never did. These recognized the relevance of the discipline in intellectual training and its essentiality for professional practice, however, they attribute a medium to high degree of difficulty to the discipline. The teaching-learning process in the discipline of nursing semiology and semiotics requires a multiple combination of pedagogical methods that promote the development of competences for the future performance of nurses, contemplating meaningful learning and the use of active methodologies.
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spelling Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and SemioticsAnálise do Processo Ensino-Aprendizagem na Disciplina de Semiologia e Semiotécnica de EnfermagemEducação em EnfermagemExame FísicoPesquisa em Educação de Enfermagemnursing educationphysical examnursing education researchThe aim of the study was to analyze the teaching-learning process in the discipline of nursing semiology and semiotics. Cross-sectional study, with the participation of 110 nursing students from a public university in the center-south of Ceará, Brazil. Data were obtained through an electronic questionnaire, organized in Google Forms®, grouped in a Microsoft Excel® spreadsheet and analyzed for descriptive and inferential statistics. Students who debated or were proactive had higher averages in the discipline than those who never did. These recognized the relevance of the discipline in intellectual training and its essentiality for professional practice, however, they attribute a medium to high degree of difficulty to the discipline. The teaching-learning process in the discipline of nursing semiology and semiotics requires a multiple combination of pedagogical methods that promote the development of competences for the future performance of nurses, contemplating meaningful learning and the use of active methodologies.Objetivou-se analisar o processo ensino-aprendizagem na disciplina de semiologia e semiotécnica de enfermagem. Estudo de corte transversal, com participação de 110 discentes do curso de enfermagem de uma universidade pública do centro-sul do Ceará, Brasil. Os dados foram obtidos por meio de um questionário eletrônico, organizado no Google Forms®, agrupados em planilha do Microsoft Excel® e analisados quanto a estatística descritiva e inferencial. Os discentes que debatiam ou eram proativos apresentaram médias na disciplina maiores do que aqueles que nunca o faziam. Esses reconheceram a relevância da disciplina na formação intelectual e sua essencialidade para a prática profissional, todavia atribuem um grau de dificuldade de médio a alto a disciplina. O processo ensino-aprendizagem na disciplina de semiologia e semiotécnica de enfermagem exige múltipla combinação de métodos pedagógicos que promovam o desenvolvimento de competências para atuação futura do enfermeiro, contemplando aprendizagem significativa e uso de metodologias ativas.INSTITUTO PERSONA DE EDUCAÇÃO SUPERIOR2023-02-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos Paresapplication/pdfhttps://idonline.emnuvens.com.br/id/article/view/367210.14295/idonline.v17i65.3672ID on line. Revista de psicologia; v. 17 n. 65 (2023); 361-3721981-1179reponame:ID on line. Revista de psicologiainstname:Instituto Persona de Educação Superiorinstacron:IPESporhttps://idonline.emnuvens.com.br/id/article/view/3672/5745Copyright (c) 2023 Lucas Dias Soares Machado, Marcos Ryan Loiola Lima, Pedro Lucas Ferreira Mota, Thiáskara Ramile Caldas Leite, Nayara Santana Brito, Maria Rocineide Ferreira da Silvahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMachado, Lucas Dias SoaresLima, Marcos Ryan LoiolaMota, Pedro Lucas FerreiraLeite, Thiáskara Ramile CaldasBrito, Nayara SantanaSilva, Maria Rocineide Ferreira da2023-03-08T11:27:17Zoai:ojs.idonline.emnuvens.com.br:article/3672Revistahttps://idonline.emnuvens.com.br/id/indexONGhttps://idonline.emnuvens.com.br/id/oaiipdeeducacao@gmail.com1981-11791981-1179opendoar:2023-03-08T11:27:17ID on line. Revista de psicologia - Instituto Persona de Educação Superiorfalse
dc.title.none.fl_str_mv Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and Semiotics
Análise do Processo Ensino-Aprendizagem na Disciplina de Semiologia e Semiotécnica de Enfermagem
title Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and Semiotics
spellingShingle Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and Semiotics
Machado, Lucas Dias Soares
Educação em Enfermagem
Exame Físico
Pesquisa em Educação de Enfermagem
nursing education
physical exam
nursing education research
title_short Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and Semiotics
title_full Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and Semiotics
title_fullStr Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and Semiotics
title_full_unstemmed Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and Semiotics
title_sort Analysis of the Teaching-Learning Process in the Discipline of Nursing Semiology and Semiotics
author Machado, Lucas Dias Soares
author_facet Machado, Lucas Dias Soares
Lima, Marcos Ryan Loiola
Mota, Pedro Lucas Ferreira
Leite, Thiáskara Ramile Caldas
Brito, Nayara Santana
Silva, Maria Rocineide Ferreira da
author_role author
author2 Lima, Marcos Ryan Loiola
Mota, Pedro Lucas Ferreira
Leite, Thiáskara Ramile Caldas
Brito, Nayara Santana
Silva, Maria Rocineide Ferreira da
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Machado, Lucas Dias Soares
Lima, Marcos Ryan Loiola
Mota, Pedro Lucas Ferreira
Leite, Thiáskara Ramile Caldas
Brito, Nayara Santana
Silva, Maria Rocineide Ferreira da
dc.subject.por.fl_str_mv Educação em Enfermagem
Exame Físico
Pesquisa em Educação de Enfermagem
nursing education
physical exam
nursing education research
topic Educação em Enfermagem
Exame Físico
Pesquisa em Educação de Enfermagem
nursing education
physical exam
nursing education research
description The aim of the study was to analyze the teaching-learning process in the discipline of nursing semiology and semiotics. Cross-sectional study, with the participation of 110 nursing students from a public university in the center-south of Ceará, Brazil. Data were obtained through an electronic questionnaire, organized in Google Forms®, grouped in a Microsoft Excel® spreadsheet and analyzed for descriptive and inferential statistics. Students who debated or were proactive had higher averages in the discipline than those who never did. These recognized the relevance of the discipline in intellectual training and its essentiality for professional practice, however, they attribute a medium to high degree of difficulty to the discipline. The teaching-learning process in the discipline of nursing semiology and semiotics requires a multiple combination of pedagogical methods that promote the development of competences for the future performance of nurses, contemplating meaningful learning and the use of active methodologies.
publishDate 2023
dc.date.none.fl_str_mv 2023-02-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://idonline.emnuvens.com.br/id/article/view/3672
10.14295/idonline.v17i65.3672
url https://idonline.emnuvens.com.br/id/article/view/3672
identifier_str_mv 10.14295/idonline.v17i65.3672
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://idonline.emnuvens.com.br/id/article/view/3672/5745
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv INSTITUTO PERSONA DE EDUCAÇÃO SUPERIOR
publisher.none.fl_str_mv INSTITUTO PERSONA DE EDUCAÇÃO SUPERIOR
dc.source.none.fl_str_mv ID on line. Revista de psicologia; v. 17 n. 65 (2023); 361-372
1981-1179
reponame:ID on line. Revista de psicologia
instname:Instituto Persona de Educação Superior
instacron:IPES
instname_str Instituto Persona de Educação Superior
instacron_str IPES
institution IPES
reponame_str ID on line. Revista de psicologia
collection ID on line. Revista de psicologia
repository.name.fl_str_mv ID on line. Revista de psicologia - Instituto Persona de Educação Superior
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