Feedback: na prática a teoria é outra?
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/20251 |
Resumo: | The formative assessment is one of the most important pedagogical instruments available and one of the tools used is feedback, which is based on scientific grounds. In view of this, the following hypothesis arose: Does the nursing professor from ETEC Darcy Pereira de Moraes (DPM) adequately use the feedback tool in the evaluation process of the students in the supervised practice internship? If not, what is needed to change this reality? Thus, the objectives outlined for this research were: to analyze the opinions and feelings of the professors from the technical course in nursing at ETEC DPM on the use of feedback in teaching of the nursing practice; to identify the preparation for the use of feedback in teaching the nursing practice from the point of view of teachers; to contextually train the nursing professors on the feedback process; and to evaluate the results of the feedback training, through a specific road map. This is an exploratory-descriptive study, with characteristics of action research, with a qualitative approach. Socio-demographic data were collected and the completion of a focus group of seven nurses from ETEC using the following guiding questions: 1) How do you use feedback in the nursing practice assessment process? 2) Do you feel prepared to give feedback to students? What is missing? 3) In your opinion, what is the advantage/benefit of practical nursing activity feedback? The results were that although the majority show in their personal curricula/resume training to educate, they think that feedback is an important evaluation tool and essential in nursing practice, but they do not have the exact size/understanding of its potential, since they see it primarily as a group activity and synonymous with pointing out mistakes. In addition, the difficulty in providing feedback was a universal discussion among the professors. In response to the results, feedback training was given to the focus group participants, using the Problem Methodology through the Arc Method. It is expected/hoped that their training will be reverted in improving the evaluation process at the institution |
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Rodrigues, Cibele Isaac Saadhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4267370E5Montes, Lorena de Godoi2017-07-21T11:38:24Z2017-06-29Montes, Lorena de Godoi. Feedback: na prática a teoria é outra?. 2017. 86 f. Dissertação (Mestrado em Educação nas Profissões da Saúde) - Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, 2017.https://tede2.pucsp.br/handle/handle/20251The formative assessment is one of the most important pedagogical instruments available and one of the tools used is feedback, which is based on scientific grounds. In view of this, the following hypothesis arose: Does the nursing professor from ETEC Darcy Pereira de Moraes (DPM) adequately use the feedback tool in the evaluation process of the students in the supervised practice internship? If not, what is needed to change this reality? Thus, the objectives outlined for this research were: to analyze the opinions and feelings of the professors from the technical course in nursing at ETEC DPM on the use of feedback in teaching of the nursing practice; to identify the preparation for the use of feedback in teaching the nursing practice from the point of view of teachers; to contextually train the nursing professors on the feedback process; and to evaluate the results of the feedback training, through a specific road map. This is an exploratory-descriptive study, with characteristics of action research, with a qualitative approach. Socio-demographic data were collected and the completion of a focus group of seven nurses from ETEC using the following guiding questions: 1) How do you use feedback in the nursing practice assessment process? 2) Do you feel prepared to give feedback to students? What is missing? 3) In your opinion, what is the advantage/benefit of practical nursing activity feedback? The results were that although the majority show in their personal curricula/resume training to educate, they think that feedback is an important evaluation tool and essential in nursing practice, but they do not have the exact size/understanding of its potential, since they see it primarily as a group activity and synonymous with pointing out mistakes. In addition, the difficulty in providing feedback was a universal discussion among the professors. In response to the results, feedback training was given to the focus group participants, using the Problem Methodology through the Arc Method. It is expected/hoped that their training will be reverted in improving the evaluation process at the institutionA avaliação formativa é um dos mais importantes instrumentos pedagógicos existentes e uma das ferramentas utilizadas é o feedback, o qual é baseado em fundamentação científica. Diante disto, surgiu a seguinte hipótese: O professor enfermeiro da ETEC Darcy Pereira de Moraes (DPM) utiliza adequadamente a ferramenta de feedback no processo de avaliação dos discentes na prática de estágio supervisionado? Em caso negativo, o que é necessário fazer para modificar esta realidade? Assim, os objetivos delineados para esta pesquisa foram: analisar as opiniões e sentimentos dos professores do curso técnico em enfermagem da ETEC DPM no uso do feedback no ensino da prática de enfermagem; identificar o preparo para o uso do feedback no ensino da prática de enfermagem sob a ótica dos professores; capacitar de forma contextualizada os docentes enfermeiros quanto ao processo de feedback; e avaliar os resultados da capacitação em feedback, através de roteiro específico. Trata-se de um estudo exploratório-descritivo, com características de pesquisa-ação, com abordagem qualitativa. Foram coletados dados sociodemográficos e realização da técnica de grupo focal com 07 enfermeiros da ETEC utilizando as seguintes perguntas norteadoras: 1. Como você utiliza o feedback no processo de avaliação da prática de enfermagem? 2.Você se sente preparado para aplicar feedback aos alunos? O que te falta? 3.Na sua opinião, qual a vantagem/benefício de um feedback de atividade prática de enfermagem? Os resultados foram que apesar da maioria exibir em seus currículos pessoais capacitação para educar, opinam que o feedback é uma importante ferramenta de avaliação e essencial na prática da enfermagem, mas não têm a exata dimensão de suas potencialidades, pois enxergam-no primordialmente como atividade em grupo e sinônimo de apontar erros. Além disso, a dificuldade na devolutiva foi um discurso universal entre as professoras. Frente aos resultados, aplicou-se capacitação em feedback aos participantes do grupo focal, utilizando-se a Metodologia da Problematização, através do Método do Arco. Espera-se que a capacitação dos mesmos reverta-se em melhoria dos processos de avaliação na instituiçãoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/42781/Lorena%20de%20Godoi%20Montes.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação nas Profissões da SaúdePUC-SPBrasilFaculdade de Ciências Médicas e da SaúdeAvaliação educacionalAvaliação em saúdeRetroalimentação (Psicologia)Enfermagem - Estudo e ensinoEducational evaluationHealth evaluationPsychological feedbackNursing - Study and teachingCNPQ::CIENCIAS DA SAUDEFeedback: na prática a teoria é outra?info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLorena de Godoi Montes.pdf.txtLorena de Godoi Montes.pdf.txtExtracted texttext/plain161791https://repositorio.pucsp.br/xmlui/bitstream/handle/20251/4/Lorena%20de%20Godoi%20Montes.pdf.txtf341f36f87a87f21581e470b634636efMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://repositorio.pucsp.br/xmlui/bitstream/handle/20251/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALLorena de Godoi Montes.pdfLorena de Godoi Montes.pdfapplication/pdf3679786https://repositorio.pucsp.br/xmlui/bitstream/handle/20251/2/Lorena%20de%20Godoi%20Montes.pdfc4d7075534f86630ad53467e2bf3f01bMD52THUMBNAILLorena de Godoi Montes.pdf.jpgLorena de Godoi Montes.pdf.jpgGenerated Thumbnailimage/jpeg2102https://repositorio.pucsp.br/xmlui/bitstream/handle/20251/3/Lorena%20de%20Godoi%20Montes.pdf.jpge02820398fb4754a45563a9fd7380a11MD53handle/202512022-04-28 08:32:31.753oai:repositorio.pucsp.br: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Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T11:32:31Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Feedback: na prática a teoria é outra? |
title |
Feedback: na prática a teoria é outra? |
spellingShingle |
Feedback: na prática a teoria é outra? Montes, Lorena de Godoi Avaliação educacional Avaliação em saúde Retroalimentação (Psicologia) Enfermagem - Estudo e ensino Educational evaluation Health evaluation Psychological feedback Nursing - Study and teaching CNPQ::CIENCIAS DA SAUDE |
title_short |
Feedback: na prática a teoria é outra? |
title_full |
Feedback: na prática a teoria é outra? |
title_fullStr |
Feedback: na prática a teoria é outra? |
title_full_unstemmed |
Feedback: na prática a teoria é outra? |
title_sort |
Feedback: na prática a teoria é outra? |
author |
Montes, Lorena de Godoi |
author_facet |
Montes, Lorena de Godoi |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rodrigues, Cibele Isaac Saad |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4267370E5 |
dc.contributor.author.fl_str_mv |
Montes, Lorena de Godoi |
contributor_str_mv |
Rodrigues, Cibele Isaac Saad |
dc.subject.por.fl_str_mv |
Avaliação educacional Avaliação em saúde Retroalimentação (Psicologia) Enfermagem - Estudo e ensino |
topic |
Avaliação educacional Avaliação em saúde Retroalimentação (Psicologia) Enfermagem - Estudo e ensino Educational evaluation Health evaluation Psychological feedback Nursing - Study and teaching CNPQ::CIENCIAS DA SAUDE |
dc.subject.eng.fl_str_mv |
Educational evaluation Health evaluation Psychological feedback Nursing - Study and teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE |
description |
The formative assessment is one of the most important pedagogical instruments available and one of the tools used is feedback, which is based on scientific grounds. In view of this, the following hypothesis arose: Does the nursing professor from ETEC Darcy Pereira de Moraes (DPM) adequately use the feedback tool in the evaluation process of the students in the supervised practice internship? If not, what is needed to change this reality? Thus, the objectives outlined for this research were: to analyze the opinions and feelings of the professors from the technical course in nursing at ETEC DPM on the use of feedback in teaching of the nursing practice; to identify the preparation for the use of feedback in teaching the nursing practice from the point of view of teachers; to contextually train the nursing professors on the feedback process; and to evaluate the results of the feedback training, through a specific road map. This is an exploratory-descriptive study, with characteristics of action research, with a qualitative approach. Socio-demographic data were collected and the completion of a focus group of seven nurses from ETEC using the following guiding questions: 1) How do you use feedback in the nursing practice assessment process? 2) Do you feel prepared to give feedback to students? What is missing? 3) In your opinion, what is the advantage/benefit of practical nursing activity feedback? The results were that although the majority show in their personal curricula/resume training to educate, they think that feedback is an important evaluation tool and essential in nursing practice, but they do not have the exact size/understanding of its potential, since they see it primarily as a group activity and synonymous with pointing out mistakes. In addition, the difficulty in providing feedback was a universal discussion among the professors. In response to the results, feedback training was given to the focus group participants, using the Problem Methodology through the Arc Method. It is expected/hoped that their training will be reverted in improving the evaluation process at the institution |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-07-21T11:38:24Z |
dc.date.issued.fl_str_mv |
2017-06-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Montes, Lorena de Godoi. Feedback: na prática a teoria é outra?. 2017. 86 f. Dissertação (Mestrado em Educação nas Profissões da Saúde) - Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/20251 |
identifier_str_mv |
Montes, Lorena de Godoi. Feedback: na prática a teoria é outra?. 2017. 86 f. Dissertação (Mestrado em Educação nas Profissões da Saúde) - Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, 2017. |
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https://tede2.pucsp.br/handle/handle/20251 |
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por |
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info:eu-repo/semantics/openAccess |
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application/pdf |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde |
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PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Médicas e da Saúde |
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Pontifícia Universidade Católica de São Paulo |
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