O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/10409 |
Resumo: | INTRODUCTION: Commonly health intercurrences happen with children in the school causing fatal events or those that culminate in sequels throughout the child's life. In this sense, the teacher should be familiar with first aid techniques, in order to be able to develop skills, prevent unnecessary injuries/consequences, and provide assistance to the child until specialized health support arrive in the school institution. As a strategy for training early childhood education teachers on first aid, educational interventions in health education are satisfactory. In this context, realistic simulation is an effective teaching technology, where questions of reality are repeated, in guided and controlled experiences, and where decision-making is allowed to be potentialized. OBJECTIVES: To analyze Realist Simulation’s contributions about school-age-child health intercurrences management in the school environment, in the experience of the elementary school teacher. MATERIALS AND METHODS: It’s a qualitative study, with an evaluation design of simulated activity, as an educational practice that is based on the concepts of Experiential Learning Theory. The study was carried out in three public schools of early childhood education and elementary education I of a city in the interior of São Paulo. An educational intervention was carried out with 45 teachers, with simulated scenarios in the first aid in the children's school, before the management of cardiorespiratory arrest, airway obstruction, convulsive crisis, falling with cut and hemorrhage. For data collection, 4 simulated scenarios were used, replicated 16 times, 4 focus groups and 27 individual interviews. The analysis of the data was made through analysis of qualitative inductive content. All the ethical recommendations established in Resolution 466/12 of the National Health Council were followed. RESULTS/ DISCUSSION: The analysis allowed us to apprehend experiences that were grouped by similarity:1) Realistic simulation as an experiential learning resource; 2) Need for transformation of the teaching-learning process; 3) Accidents and health intercurrences with children: subjects for the school space; 4) (A) the 'super' teacher (r). The realistic simulation for the approach of teachers to the first aid theme is effective, as it promotes experiential learning and erupts with decontextualized teaching methods. It can be considered a teaching tool that allows the learner to sustain the knowledge throughout its life, by cognitive correlations with lived experiences. When the teacher participate in an educational intervention on first aid, can demonstrate that it is possible to reflect about the practice itself to be carried out, as well as validating the improvement of the decision making process. FINAL CONSIDERATIONS: The school environment is conducive to lifes’s risk. This study raises questions related to the professional, ethical and citizenship teacher’s role. Teacher’s professional qualification to attend health emergencies is still incipient and based on disconnected training of the work routine. Inquiries regarding the co-responsibility of the teacher over another assignment should be considered, as familiarization and approximation of first aid techniques as citizens is necessary, but not by exempting the government's responsibility to strengthen the school in the face of child safety and protection. |
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Castro, Gabriela Van Der Zwaan BroekmanDupas, Gisellehttp://lattes.cnpq.br/9461883918498554http://lattes.cnpq.br/9761123568164162eaf64ef8-c5b2-44f7-aebd-68ba7753ff8a2018-08-28T18:11:53Z2018-08-28T18:11:53Z2018-06-27CASTRO, Gabriela Van Der Zwaan Broekman. O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil. 2018. Dissertação (Mestrado em Enfermagem) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10409.https://repositorio.ufscar.br/handle/ufscar/10409INTRODUCTION: Commonly health intercurrences happen with children in the school causing fatal events or those that culminate in sequels throughout the child's life. In this sense, the teacher should be familiar with first aid techniques, in order to be able to develop skills, prevent unnecessary injuries/consequences, and provide assistance to the child until specialized health support arrive in the school institution. As a strategy for training early childhood education teachers on first aid, educational interventions in health education are satisfactory. In this context, realistic simulation is an effective teaching technology, where questions of reality are repeated, in guided and controlled experiences, and where decision-making is allowed to be potentialized. OBJECTIVES: To analyze Realist Simulation’s contributions about school-age-child health intercurrences management in the school environment, in the experience of the elementary school teacher. MATERIALS AND METHODS: It’s a qualitative study, with an evaluation design of simulated activity, as an educational practice that is based on the concepts of Experiential Learning Theory. The study was carried out in three public schools of early childhood education and elementary education I of a city in the interior of São Paulo. An educational intervention was carried out with 45 teachers, with simulated scenarios in the first aid in the children's school, before the management of cardiorespiratory arrest, airway obstruction, convulsive crisis, falling with cut and hemorrhage. For data collection, 4 simulated scenarios were used, replicated 16 times, 4 focus groups and 27 individual interviews. The analysis of the data was made through analysis of qualitative inductive content. All the ethical recommendations established in Resolution 466/12 of the National Health Council were followed. RESULTS/ DISCUSSION: The analysis allowed us to apprehend experiences that were grouped by similarity:1) Realistic simulation as an experiential learning resource; 2) Need for transformation of the teaching-learning process; 3) Accidents and health intercurrences with children: subjects for the school space; 4) (A) the 'super' teacher (r). The realistic simulation for the approach of teachers to the first aid theme is effective, as it promotes experiential learning and erupts with decontextualized teaching methods. It can be considered a teaching tool that allows the learner to sustain the knowledge throughout its life, by cognitive correlations with lived experiences. When the teacher participate in an educational intervention on first aid, can demonstrate that it is possible to reflect about the practice itself to be carried out, as well as validating the improvement of the decision making process. FINAL CONSIDERATIONS: The school environment is conducive to lifes’s risk. This study raises questions related to the professional, ethical and citizenship teacher’s role. Teacher’s professional qualification to attend health emergencies is still incipient and based on disconnected training of the work routine. Inquiries regarding the co-responsibility of the teacher over another assignment should be considered, as familiarization and approximation of first aid techniques as citizens is necessary, but not by exempting the government's responsibility to strengthen the school in the face of child safety and protection.INTRODUÇÃO: Intercorrências à saúde comumente acontecem com crianças no ambiente escolar, podendo causar eventos fatais ou aqueles que culminam em sequelas por toda vida da criança. O professor deve estar familiarizado com técnicas de primeiros socorros, para ser capaz de desenvolver habilidades, prevenir agravos/consequências desnecessárias, provendo auxílio à criança até que o suporte de saúde especializado chegue à instituição de ensino. Como estratégia para treinamento do professor de educação infantil sobre primeiros socorros, intervenções educativas de educação em saúde demonstram-se satisfatórias. A simulação realística é tecnologia efetiva de ensino, em que se vivenciam reproduções de situações da realidade, em experiências orientadas e controladas, e onde é permitido que a tomada de decisão seja potencializada. OBJETIVOS: Analisar as contribuições da Simulação Realística, quanto ao manejo intercorrências de saúde com crianças em ambiente escolar, na vivência do professor de educação infantil e ensino fundamental I. MATERIAL E MÉTODO: Estudo de campo, qualitativo, com desenho voltado à avaliação de atividade simulada, como prática educativa pautada no conceito da Teoria da Aprendizagem Experiencial. O estudo foi realizado em três escolas públicas de educação infantil e ensino fundamental I de um município do interior paulista. Realizou-se intervenção educativa com 45 professores, com cenários simulados na temática de primeiros socorros na escola infantil, frente ao manejo de parada cardiorrespiratória, obstrução de vias aéreas, crise convulsa, queda com corte e hemorragia. Utilizaram-se 4 cenários simulados, replicados 16 vezes; 4 grupos focais e 27 entrevistas individuais. A análise dos dados foi feita através de análise de conteúdo qualitativa indutiva. Todas as recomendações éticas estabelecidas na Resolução 466/12 do Conselho Nacional de Saúde foram seguidas. RESULTADOS/DISCUSSÃO: A análise dos dados nos permitiu apreender experiências que foram agrupadas por similaridade: 1) Simulação realística, como recurso de aprendizagem experiencial; 2) Necessidade de transformação do processo de ensino-aprendizagem; 3) Acidentes e intercorrências de saúde com crianças: assuntos para o espaço escolar; 4) (A)o ‘super’ professora(r). A simulação realística para aproximação de professores à temática de primeiros socorros, demonstra-se efetiva, à medida que propulsiona aprendizagem experiencial e irrompe com métodos de ensino descontextualizados. Através das vivências e emoções, o aprendiz sustenta o conhecimento ao longo de sua vida, por correlações cognitivas com experiências pré-vividas. O professor ao participar de intervenção educativa sobre primeiros socorros, demonstra que é possível que reflexões acerca da própria prática sejam realizadas, assim como valida aprimoramento da própria tomada de decisão. CONSIDERAÇÕES FINAIS: O ambiente escolar é cenário propício para riscos à vida. Este estudo traz à tona questionamentos relacionados ao papel profissional, ético e de cidadania do professor. A capacitação profissional do professor para atender urgências de saúde ainda é incipiente e pautada em treinamentos desconexos da rotina de trabalho. Indagações quanto à corresponsabilização do professor sobre mais uma atribuição, devem ser consideradas, à medida que se faz necessária familiarização e aproximação das técnicas de primeiros socorros, enquanto cidadãos, porém não eximindo a responsabilidade governamental em potencializar a escola frente à segurança e proteção da criança.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Enfermagem - PPGEnfUFSCarTreinamento por simulaçãoCriançaPrimeiro socorroProfessores escolaresEnfermagemSimulation trainingChildFirst aidSchool teachersNursingCIENCIAS DA SAUDE::ENFERMAGEMCIENCIAS DA SAUDE::SAUDE COLETIVACIENCIAS DA SAUDECIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS DA SAUDE::ENFERMAGEM::ENFERMAGEM DE SAUDE PUBLICACIENCIAS DA SAUDE::ENFERMAGEM::ENFERMAGEM PEDIATRICAO ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantilThe teaching brokered by realistic simulation: healthcare intercurrences attendance by infant teachersLa enseñanza mediada por la simulación realista: atención de intercurrencias de salud por profesores de la educación infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline6006000ad349b9-e9a9-4098-87d7-46f200f6610finfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação final 2018.pdfDissertação final 2018.pdfDissertação finalapplication/pdf3232383https://repositorio.ufscar.br/bitstream/ufscar/10409/1/Disserta%c3%a7%c3%a3o%20final%202018.pdf4327ac723cbd4af0290dc55350e56c13MD51LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil |
dc.title.alternative.eng.fl_str_mv |
The teaching brokered by realistic simulation: healthcare intercurrences attendance by infant teachers |
dc.title.alternative.spa.fl_str_mv |
La enseñanza mediada por la simulación realista: atención de intercurrencias de salud por profesores de la educación infantil |
title |
O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil |
spellingShingle |
O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil Castro, Gabriela Van Der Zwaan Broekman Treinamento por simulação Criança Primeiro socorro Professores escolares Enfermagem Simulation training Child First aid School teachers Nursing CIENCIAS DA SAUDE::ENFERMAGEM CIENCIAS DA SAUDE::SAUDE COLETIVA CIENCIAS DA SAUDE CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS DA SAUDE::ENFERMAGEM::ENFERMAGEM DE SAUDE PUBLICA CIENCIAS DA SAUDE::ENFERMAGEM::ENFERMAGEM PEDIATRICA |
title_short |
O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil |
title_full |
O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil |
title_fullStr |
O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil |
title_full_unstemmed |
O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil |
title_sort |
O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil |
author |
Castro, Gabriela Van Der Zwaan Broekman |
author_facet |
Castro, Gabriela Van Der Zwaan Broekman |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9761123568164162 |
dc.contributor.author.fl_str_mv |
Castro, Gabriela Van Der Zwaan Broekman |
dc.contributor.advisor1.fl_str_mv |
Dupas, Giselle |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9461883918498554 |
dc.contributor.authorID.fl_str_mv |
eaf64ef8-c5b2-44f7-aebd-68ba7753ff8a |
contributor_str_mv |
Dupas, Giselle |
dc.subject.por.fl_str_mv |
Treinamento por simulação Criança Primeiro socorro Professores escolares Enfermagem |
topic |
Treinamento por simulação Criança Primeiro socorro Professores escolares Enfermagem Simulation training Child First aid School teachers Nursing CIENCIAS DA SAUDE::ENFERMAGEM CIENCIAS DA SAUDE::SAUDE COLETIVA CIENCIAS DA SAUDE CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS DA SAUDE::ENFERMAGEM::ENFERMAGEM DE SAUDE PUBLICA CIENCIAS DA SAUDE::ENFERMAGEM::ENFERMAGEM PEDIATRICA |
dc.subject.eng.fl_str_mv |
Simulation training Child First aid School teachers Nursing |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE::ENFERMAGEM CIENCIAS DA SAUDE::SAUDE COLETIVA CIENCIAS DA SAUDE CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS DA SAUDE::ENFERMAGEM::ENFERMAGEM DE SAUDE PUBLICA CIENCIAS DA SAUDE::ENFERMAGEM::ENFERMAGEM PEDIATRICA |
description |
INTRODUCTION: Commonly health intercurrences happen with children in the school causing fatal events or those that culminate in sequels throughout the child's life. In this sense, the teacher should be familiar with first aid techniques, in order to be able to develop skills, prevent unnecessary injuries/consequences, and provide assistance to the child until specialized health support arrive in the school institution. As a strategy for training early childhood education teachers on first aid, educational interventions in health education are satisfactory. In this context, realistic simulation is an effective teaching technology, where questions of reality are repeated, in guided and controlled experiences, and where decision-making is allowed to be potentialized. OBJECTIVES: To analyze Realist Simulation’s contributions about school-age-child health intercurrences management in the school environment, in the experience of the elementary school teacher. MATERIALS AND METHODS: It’s a qualitative study, with an evaluation design of simulated activity, as an educational practice that is based on the concepts of Experiential Learning Theory. The study was carried out in three public schools of early childhood education and elementary education I of a city in the interior of São Paulo. An educational intervention was carried out with 45 teachers, with simulated scenarios in the first aid in the children's school, before the management of cardiorespiratory arrest, airway obstruction, convulsive crisis, falling with cut and hemorrhage. For data collection, 4 simulated scenarios were used, replicated 16 times, 4 focus groups and 27 individual interviews. The analysis of the data was made through analysis of qualitative inductive content. All the ethical recommendations established in Resolution 466/12 of the National Health Council were followed. RESULTS/ DISCUSSION: The analysis allowed us to apprehend experiences that were grouped by similarity:1) Realistic simulation as an experiential learning resource; 2) Need for transformation of the teaching-learning process; 3) Accidents and health intercurrences with children: subjects for the school space; 4) (A) the 'super' teacher (r). The realistic simulation for the approach of teachers to the first aid theme is effective, as it promotes experiential learning and erupts with decontextualized teaching methods. It can be considered a teaching tool that allows the learner to sustain the knowledge throughout its life, by cognitive correlations with lived experiences. When the teacher participate in an educational intervention on first aid, can demonstrate that it is possible to reflect about the practice itself to be carried out, as well as validating the improvement of the decision making process. FINAL CONSIDERATIONS: The school environment is conducive to lifes’s risk. This study raises questions related to the professional, ethical and citizenship teacher’s role. Teacher’s professional qualification to attend health emergencies is still incipient and based on disconnected training of the work routine. Inquiries regarding the co-responsibility of the teacher over another assignment should be considered, as familiarization and approximation of first aid techniques as citizens is necessary, but not by exempting the government's responsibility to strengthen the school in the face of child safety and protection. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-08-28T18:11:53Z |
dc.date.available.fl_str_mv |
2018-08-28T18:11:53Z |
dc.date.issued.fl_str_mv |
2018-06-27 |
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 |
CASTRO, Gabriela Van Der Zwaan Broekman. O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil. 2018. Dissertação (Mestrado em Enfermagem) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10409. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/10409 |
identifier_str_mv |
CASTRO, Gabriela Van Der Zwaan Broekman. O ensino mediado pela simulação realística: atendimento de intercorrências de saúde por professores da educação infantil. 2018. Dissertação (Mestrado em Enfermagem) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10409. |
url |
https://repositorio.ufscar.br/handle/ufscar/10409 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.authority.fl_str_mv |
0ad349b9-e9a9-4098-87d7-46f200f6610f |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Enfermagem - PPGEnf |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFSCAR instname:Universidade Federal de São Carlos (UFSCAR) instacron:UFSCAR |
instname_str |
Universidade Federal de São Carlos (UFSCAR) |
instacron_str |
UFSCAR |
institution |
UFSCAR |
reponame_str |
Repositório Institucional da UFSCAR |
collection |
Repositório Institucional da UFSCAR |
bitstream.url.fl_str_mv |
https://repositorio.ufscar.br/bitstream/ufscar/10409/1/Disserta%c3%a7%c3%a3o%20final%202018.pdf https://repositorio.ufscar.br/bitstream/ufscar/10409/3/license.txt https://repositorio.ufscar.br/bitstream/ufscar/10409/4/Disserta%c3%a7%c3%a3o%20final%202018.pdf.txt https://repositorio.ufscar.br/bitstream/ufscar/10409/5/Disserta%c3%a7%c3%a3o%20final%202018.pdf.jpg |
bitstream.checksum.fl_str_mv |
4327ac723cbd4af0290dc55350e56c13 ae0398b6f8b235e40ad82cba6c50031d 742361f7479b529911125e0ef1cbb0c0 85fd775871e8723a6c6b4c24263c8f05 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR) |
repository.mail.fl_str_mv |
|
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1802136346048856064 |