Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class
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Data de Publicação: | 2017 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v9i1.478 |
Resumo: | Student-centred learning strategies stimulate the development of individual potential. Thepurpose of this article is to describe the implementation of an innovative strategy applied in alab session taken by 14 first year students (novice) enrolled in a Nursing Degree. The instructionand training of a technical procedure were performed by a student studying in an advancedacademic level (expert). The expert student was supervised by the teacher. At the end of thesession, a questionnaire was applied to both the novice and expert students. Data were analysedaccording to Bardin methodology. Peer coaching was important to stimulate the creation ofsynergies and interaction amongst the students, since it allowed a responsible shared reflectivespace. Novice students (i.e. first years) considered that the strategy was innovative, enabledthem to freely expressed their feelings and emotions related to the clinical context. For them,the strategy seems to enhance formal knowledge acquisition, self-awareness, self-efficacy,and reflection. For the expert student, peer coaching was important to develop reflection,responsibility, and formal, ethical and professional knowledge. |
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Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab classTeacher For A Day – O estudante no papel do professor: Relato de uma experiência em contexto de aula prática no ensino de EnfermagemStudent-centred learning strategies stimulate the development of individual potential. Thepurpose of this article is to describe the implementation of an innovative strategy applied in alab session taken by 14 first year students (novice) enrolled in a Nursing Degree. The instructionand training of a technical procedure were performed by a student studying in an advancedacademic level (expert). The expert student was supervised by the teacher. At the end of thesession, a questionnaire was applied to both the novice and expert students. Data were analysedaccording to Bardin methodology. Peer coaching was important to stimulate the creation ofsynergies and interaction amongst the students, since it allowed a responsible shared reflectivespace. Novice students (i.e. first years) considered that the strategy was innovative, enabledthem to freely expressed their feelings and emotions related to the clinical context. For them,the strategy seems to enhance formal knowledge acquisition, self-awareness, self-efficacy,and reflection. For the expert student, peer coaching was important to develop reflection,responsibility, and formal, ethical and professional knowledge.Las estrategias de aprendizaje centradas en el estudiante, favorecen el desarrollo del potencial individual. El objetivo de este artículo, es describir la implementación de una estrategia innovadora, en el laboratorio de prácticas de la licenciatura de Enfermería, aplicada a 14 estudiantes del 1er año de dicho grado. La formación del proceso técnico, a los alumnos del primer curso, se llevó a cabo a través de un estudiante más avanzado (4º curso), bajo la supervisión del profesor. Se aplicó un cuestionario tanto a los estudiantes iniciados como alavanzado, y los datos se analizaron de acuerdo con la metodología de Bardín. Esta estrategia benefició la creación de sinergias y la interacción entre los estudiantes, permitiendo un espacio de intercambio reflexivo y responsable. Los estudiantes iniciados, se refirieron a la estrategia como innovadora, ya que les permitió expresar sentimientos sobre el contexto clínico y el desarrollo de conexión con los compañeros. Para estos, la estrategia potenció la apropiación de los conocimientos formales, subyacentes a la práctica instrumental, la seguridad, la autoeficacia y la reflexión. El estudiante avanzado consideró que los beneficios se reflejaron en la reflexión, la responsabilidad y en el conocimiento formal además del ético-profesional.As estratégias de aprendizagens centradas no estudante favorecem o desenvolvimento do seu potencial individual. O objetivo deste artigo é descrever a implementação de uma estratégia inovadora aplicada numa aula de prática laboratorial a 14 estudantes do 1º ano do Curso de Licenciatura em Enfermagem. A instrução e o treino de um procedimento técnico foram realizados por um estudante de nível académico mais avançado (perito), supervisionado pelo professor, a estudantes do 1º ano (iniciados). No final da sessão, foi aplicado um questionário aos estudantes iniciados e ao perito, tendo sido a análise de dados concretizada de acordo com a metodologia de Bardin. O peer coaching beneficiou a criação de sinergias e a interação entre os estudantes, por permitir um espaço de partilha reflexiva e responsável. Os estudantes iniciados referiram, nas suas respostas ao questionário, que a estratégia foi inovadora, permitiu a livre expressão de sentimentos relativos ao contexto clínico, bem como o senso de conexão. Para eles, a estratégia parece potenciar a apropriação do conhecimento formal subjacente à prática instrumental, a segurança, a autoeficácia e a reflexão. Para o estudante perito, os benefícios foram o desenvolvimento da reflexão, da responsabilidade e do conhecimento formal e ético-profissional.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2017-01-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v9i1.478https://doi.org/10.34624/id.v9i1.478Indagatio Didactica; Vol 9 No 1 (2017); 50-62Indagatio Didactica; Vol. 9 Núm. 1 (2017); 50-62Indagatio Didactica; Vol. 9 No 1 (2017); 50-62Indagatio Didactica; vol. 9 n.º 1 (2017); 50-621647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/478https://proa.ua.pt/index.php/id/article/view/478/388Cardoso, Ana FilipaFelizardo, Helenainfo:eu-repo/semantics/openAccess2023-09-22T10:14:22Zoai:proa.ua.pt:article/478Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:29:54.473220Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class Teacher For A Day – O estudante no papel do professor: Relato de uma experiência em contexto de aula prática no ensino de Enfermagem |
title |
Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class |
spellingShingle |
Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class Cardoso, Ana Filipa |
title_short |
Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class |
title_full |
Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class |
title_fullStr |
Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class |
title_full_unstemmed |
Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class |
title_sort |
Teacher For A Day – Student as Teacher: An innovative strategy in a Nursing lab class |
author |
Cardoso, Ana Filipa |
author_facet |
Cardoso, Ana Filipa Felizardo, Helena |
author_role |
author |
author2 |
Felizardo, Helena |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Cardoso, Ana Filipa Felizardo, Helena |
description |
Student-centred learning strategies stimulate the development of individual potential. Thepurpose of this article is to describe the implementation of an innovative strategy applied in alab session taken by 14 first year students (novice) enrolled in a Nursing Degree. The instructionand training of a technical procedure were performed by a student studying in an advancedacademic level (expert). The expert student was supervised by the teacher. At the end of thesession, a questionnaire was applied to both the novice and expert students. Data were analysedaccording to Bardin methodology. Peer coaching was important to stimulate the creation ofsynergies and interaction amongst the students, since it allowed a responsible shared reflectivespace. Novice students (i.e. first years) considered that the strategy was innovative, enabledthem to freely expressed their feelings and emotions related to the clinical context. For them,the strategy seems to enhance formal knowledge acquisition, self-awareness, self-efficacy,and reflection. For the expert student, peer coaching was important to develop reflection,responsibility, and formal, ethical and professional knowledge. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-01-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v9i1.478 https://doi.org/10.34624/id.v9i1.478 |
url |
https://doi.org/10.34624/id.v9i1.478 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/478 https://proa.ua.pt/index.php/id/article/view/478/388 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 9 No 1 (2017); 50-62 Indagatio Didactica; Vol. 9 Núm. 1 (2017); 50-62 Indagatio Didactica; Vol. 9 No 1 (2017); 50-62 Indagatio Didactica; vol. 9 n.º 1 (2017); 50-62 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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