Teaching-learning methodologies from the perspective of nursing students

Detalhes bibliográficos
Autor(a) principal: Souto, Rafaella Queiroga
Data de Publicação: 2018
Outros Autores: Linhares, Francisca Marcia Pereira, Canêjo, Maria Isabelly de Melo, Tourinho, Francis Solange Vieira, Cordeiro, Renata Cavalcanti, Pluye, Pierre
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Rev Rene (Online)
Texto Completo: http://periodicos.ufc.br/rene/article/view/33360
Resumo: Objective: to evaluate the teaching-learning methodologies adopted by teachers of a Nursing course from the perspective of students. Methods: research with mixed methods of the convergent type. This is an excerpt of a comprehensive project of evaluation a program, using the Context, Input, Process, and Product evaluation model. Quantitative data (cross-sectional study with secondary data) and qualitative data were collected concomitantly and then triangulated. Results: regarding the teaching methodologies adopted by teachers, the participating students reported greater use of expository and dialogic classes, 161 (67.6%), among teachers of the basic subjects; and non-dialogic expository classes, 226 (92.6%), by teachers of specific subjects of the nursing area. Traditional teaching and traditional assessment methodologies predominated in all courses. Conclusion: the participating students considered predominantly traditional methodologies and wanted to experience active methods, highlighting the need for interdisciplinarity and greater teaching-service-community integration.
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spelling Teaching-learning methodologies from the perspective of nursing studentsMetodologias de ensino-aprendizagem sob a perspectiva de discentes de enfermagemFaculty; Nursing; Methodology; Nursing Evaluation Research.Docentes; Enfermagem; Metodologia; Pesquisa em Avaliação de Enfermagem.Objective: to evaluate the teaching-learning methodologies adopted by teachers of a Nursing course from the perspective of students. Methods: research with mixed methods of the convergent type. This is an excerpt of a comprehensive project of evaluation a program, using the Context, Input, Process, and Product evaluation model. Quantitative data (cross-sectional study with secondary data) and qualitative data were collected concomitantly and then triangulated. Results: regarding the teaching methodologies adopted by teachers, the participating students reported greater use of expository and dialogic classes, 161 (67.6%), among teachers of the basic subjects; and non-dialogic expository classes, 226 (92.6%), by teachers of specific subjects of the nursing area. Traditional teaching and traditional assessment methodologies predominated in all courses. Conclusion: the participating students considered predominantly traditional methodologies and wanted to experience active methods, highlighting the need for interdisciplinarity and greater teaching-service-community integration.Objetivo: avaliar as metodologias de ensino-aprendizagem adotadas por docentes de um curso de Enfermagem, sob a perspectiva discente. Métodos: pesquisa com métodos mistos do tipo convergente. Recorte de projeto amplo de avaliação de programa, com uso do modelo Contexto, Insumos, Processo e Produto. Dados quantitativos (estudo transversal com dados secundários) e qualitativos coletados concomitantes e, posteriormente, triangulados. Resultados: sobre as metodologias de ensino adotadas por docentes, os discentes participantes referiram maior utilização de aulas expositivas e dialogadas, 161 (67,6%), entre professores das disciplinas básicas; e de aulas expositivas e não dialogadas, 226 (92,6%), por docentes de disciplinas específicas da enfermagem. Em todas as disciplinas, predominaram metodologias tradicionais de ensino e avaliação. Conclusão: os discentes participantes consideraram as metodologias predominantemente tradicionais e desejaram vivenciar métodos ativos, destacando a necessidade da interdisciplinaridade e maior integração ensino-serviço-comunidade.Universidade Federal do Ceará2018-08-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionEstudo convergenteapplication/pdfapplication/pdfhttp://periodicos.ufc.br/rene/article/view/3336010.15253/2175-6783.2018193408Rev Rene; Vol 19 (2018): Rev Rene; e3408Rev Rene; v. 19 (2018): Rev Rene; e34082175-67831517-3852reponame:Rev Rene (Online)instname:Universidade Federal do Ceará (UFC)instacron:UFCengporhttp://periodicos.ufc.br/rene/article/view/33360/pdfhttp://periodicos.ufc.br/rene/article/view/33360/pdf_1Copyright (c) 2018 Northeast Network Nursing Journalhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSouto, Rafaella QueirogaLinhares, Francisca Marcia PereiraCanêjo, Maria Isabelly de MeloTourinho, Francis Solange VieiraCordeiro, Renata CavalcantiPluye, Pierre2020-05-28T15:35:25Zoai:periodicos.ufc:article/33360Revistahttp://periodicos.ufc.br/renePUBhttp://periodicos.ufc.br/rene/oairene@ufc.br||2175-67831517-3852opendoar:2020-05-28T15:35:25Rev Rene (Online) - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv Teaching-learning methodologies from the perspective of nursing students
Metodologias de ensino-aprendizagem sob a perspectiva de discentes de enfermagem
title Teaching-learning methodologies from the perspective of nursing students
spellingShingle Teaching-learning methodologies from the perspective of nursing students
Souto, Rafaella Queiroga
Faculty; Nursing; Methodology; Nursing Evaluation Research.
Docentes; Enfermagem; Metodologia; Pesquisa em Avaliação de Enfermagem.
title_short Teaching-learning methodologies from the perspective of nursing students
title_full Teaching-learning methodologies from the perspective of nursing students
title_fullStr Teaching-learning methodologies from the perspective of nursing students
title_full_unstemmed Teaching-learning methodologies from the perspective of nursing students
title_sort Teaching-learning methodologies from the perspective of nursing students
author Souto, Rafaella Queiroga
author_facet Souto, Rafaella Queiroga
Linhares, Francisca Marcia Pereira
Canêjo, Maria Isabelly de Melo
Tourinho, Francis Solange Vieira
Cordeiro, Renata Cavalcanti
Pluye, Pierre
author_role author
author2 Linhares, Francisca Marcia Pereira
Canêjo, Maria Isabelly de Melo
Tourinho, Francis Solange Vieira
Cordeiro, Renata Cavalcanti
Pluye, Pierre
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Souto, Rafaella Queiroga
Linhares, Francisca Marcia Pereira
Canêjo, Maria Isabelly de Melo
Tourinho, Francis Solange Vieira
Cordeiro, Renata Cavalcanti
Pluye, Pierre
dc.subject.por.fl_str_mv Faculty; Nursing; Methodology; Nursing Evaluation Research.
Docentes; Enfermagem; Metodologia; Pesquisa em Avaliação de Enfermagem.
topic Faculty; Nursing; Methodology; Nursing Evaluation Research.
Docentes; Enfermagem; Metodologia; Pesquisa em Avaliação de Enfermagem.
description Objective: to evaluate the teaching-learning methodologies adopted by teachers of a Nursing course from the perspective of students. Methods: research with mixed methods of the convergent type. This is an excerpt of a comprehensive project of evaluation a program, using the Context, Input, Process, and Product evaluation model. Quantitative data (cross-sectional study with secondary data) and qualitative data were collected concomitantly and then triangulated. Results: regarding the teaching methodologies adopted by teachers, the participating students reported greater use of expository and dialogic classes, 161 (67.6%), among teachers of the basic subjects; and non-dialogic expository classes, 226 (92.6%), by teachers of specific subjects of the nursing area. Traditional teaching and traditional assessment methodologies predominated in all courses. Conclusion: the participating students considered predominantly traditional methodologies and wanted to experience active methods, highlighting the need for interdisciplinarity and greater teaching-service-community integration.
publishDate 2018
dc.date.none.fl_str_mv 2018-08-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Estudo convergente
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufc.br/rene/article/view/33360
10.15253/2175-6783.2018193408
url http://periodicos.ufc.br/rene/article/view/33360
identifier_str_mv 10.15253/2175-6783.2018193408
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv http://periodicos.ufc.br/rene/article/view/33360/pdf
http://periodicos.ufc.br/rene/article/view/33360/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2018 Northeast Network Nursing Journal
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Northeast Network Nursing Journal
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Ceará
publisher.none.fl_str_mv Universidade Federal do Ceará
dc.source.none.fl_str_mv Rev Rene; Vol 19 (2018): Rev Rene; e3408
Rev Rene; v. 19 (2018): Rev Rene; e3408
2175-6783
1517-3852
reponame:Rev Rene (Online)
instname:Universidade Federal do Ceará (UFC)
instacron:UFC
instname_str Universidade Federal do Ceará (UFC)
instacron_str UFC
institution UFC
reponame_str Rev Rene (Online)
collection Rev Rene (Online)
repository.name.fl_str_mv Rev Rene (Online) - Universidade Federal do Ceará (UFC)
repository.mail.fl_str_mv rene@ufc.br||
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