Revealing the meaning of assessment in competence-based education for nurse-educators

Detalhes bibliográficos
Autor(a) principal: Prado, Rosane Aparecida do
Data de Publicação: 2012
Outros Autores: Prado, Marta Lenise do, Reibnitz, Kenya Schimdt
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Eletrônica de Enfermagem
Texto Completo: https://revistas.ufg.br/fen/article/view/12705
Resumo: ABSTRACT This is a participatory, descriptive and exploratory study, using a qualitative approach. It was developed with a group of educators of a Technical Nursing Course with the objectives of understanding the meaning of learning assessment in competency-based education, establishing a reflexive process, and recognizing the beliefs and values regarding the practice of assessment. The theoretical methodological framework was based on the premises of Paulo Freire in line with the foundations of Philippe Perrenoud’s competency-based education. Data collection was performed through interviews and discussion groups. The analysis was performed simultaneously with the data collection. Five generating themes were used, whose results point to the meanings of assessment as an alliance between technical competency and affectivity, as a space for dialogue and respect, and reveal the importance of educational/assessment interventions associating the evaluation of the educational work itself and the permanent education of the professionals. Descriptors: Educational assessment; Education based on Competence; Nursing education.
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spelling Revealing the meaning of assessment in competence-based education for nurse-educatorsComprendiendo el significado de la evaluación en la enseñanza por competencia para enfermeros educadoresDesvelando o significado da avaliação no ensino por competência para enfermeiros educadoresEducational assessmentEducation based on CompetenceNursing educationEducational assessmentEducation based on CompetenceNursing educationEvaluación educacionalEducación Basada en CompetenciasEducación en enfermeríaEvaluación educacionalEducación Basada en CompetenciasEducación en enfermeríaAvaliação educacionalEducação Baseada em CompetênciasEducação em enfermagemAvaliação educacionalEducação Baseada em CompetênciasEducação em enfermagemABSTRACT This is a participatory, descriptive and exploratory study, using a qualitative approach. It was developed with a group of educators of a Technical Nursing Course with the objectives of understanding the meaning of learning assessment in competency-based education, establishing a reflexive process, and recognizing the beliefs and values regarding the practice of assessment. The theoretical methodological framework was based on the premises of Paulo Freire in line with the foundations of Philippe Perrenoud’s competency-based education. Data collection was performed through interviews and discussion groups. The analysis was performed simultaneously with the data collection. Five generating themes were used, whose results point to the meanings of assessment as an alliance between technical competency and affectivity, as a space for dialogue and respect, and reveal the importance of educational/assessment interventions associating the evaluation of the educational work itself and the permanent education of the professionals. Descriptors: Educational assessment; Education based on Competence; Nursing education.RESUMEN Investigación participativa, de tipo descriptivo exploratorio, naturaleza cualitativa. Desarrollada con grupo de educadores de Curso Técnico de Enfermería, objetivó comprender el significado de la evaluación del aprendizaje en la enseñanza basada en competencias, establecer un proceso reflexivo y reconocer creencias y valores de la práctica evaluatoria. El referencial teórico-metodológico se basó en los supuestos de Paulo Freire, en sintonía con fundamentos de enseñanza por competencia de Philippe Perrenoud. Para recolección de datos se utilizaron las técnicas de entrevista y círculos de diálogo, realizándose el proceso de análisis en forma concomitante. Se trabajaron cinco temas generadores cuyos resultados determinan los significados de la evaluación como alianza de la competencia técnica a la afectividad, como espacio de diálogo y respeto, y explica la importancia de la acción pedagógica/evaluatoria mediante reflexión/acción asociando la evaluación del propio trabajo pedagógico y la capacitación continua de los profesionales. Descriptores: Evaluación educacional; Educación Basada en Competencias; Educación en enfermería.RESUMO Trata-se de uma pesquisa participativa, do tipo descritivo-exploratória, de natureza qualitativa, que foi desenvolvida com um grupo de educadores de um Curso Técnico de Enfermagem e teve como objetivos compreender o significado da avaliação da aprendizagem no ensino baseado em competências, estabelecer um processo reflexivo assim como reconhecer crenças e valores da prática avaliativa. O referencial teórico-metodológico baseou-se nos pressupostos de Paulo Freire em sintonia com fundamentos do ensino por competência de Philippe Perrenoud. Para coleta de dados foram utilizadas as técnicas de entrevista e círculos de diálogo, sendo o processo de análise realizado concomitantemente à coleta de dados. Foram trabalhados cinco temas geradores cujos resultados apontam os significados da avaliação como aliança da competência técnica à afetividade e como espaço de diálogo e respeito, revelando a importância da ação pedagógico-avaliativa por meio da reflexão/ação que se associa à avaliação do próprio trabalho pedagógico e à educação permanente dos profissionais. Descritores: Avaliação educacional; Educação Baseada em Competências; Educação em enfermagem.Faculdade de Enfermagem da UFG2012-03-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAbordagem Qualitativaapplication/pdfhttps://revistas.ufg.br/fen/article/view/1270510.5216/ree.v14i1.12705Revista Eletrônica de Enfermagem; Vol. 14 No. 1 (2012); 112-21Revista Eletrônica de Enfermagem; v. 14 n. 1 (2012); 112-211518-1944reponame:Revista Eletrônica de Enfermageminstname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/fen/article/view/12705/15563Prado, Rosane Aparecida doPrado, Marta Lenise doReibnitz, Kenya Schimdtinfo:eu-repo/semantics/openAccess2020-08-11T00:31:27Zoai:ojs.revistas.ufg.br:article/12705Revistahttps://revistas.ufg.br/fenPUBhttps://revistas.ufg.br/fen/oairee.fen@ufg.br1518-19441518-1944opendoar:2020-08-11T00:31:27Revista Eletrônica de Enfermagem - Universidade Federal de Goiás (UFG)false
dc.title.none.fl_str_mv Revealing the meaning of assessment in competence-based education for nurse-educators
Comprendiendo el significado de la evaluación en la enseñanza por competencia para enfermeros educadores
Desvelando o significado da avaliação no ensino por competência para enfermeiros educadores
title Revealing the meaning of assessment in competence-based education for nurse-educators
spellingShingle Revealing the meaning of assessment in competence-based education for nurse-educators
Prado, Rosane Aparecida do
Educational assessment
Education based on Competence
Nursing education
Educational assessment
Education based on Competence
Nursing education
Evaluación educacional
Educación Basada en Competencias
Educación en enfermería
Evaluación educacional
Educación Basada en Competencias
Educación en enfermería
Avaliação educacional
Educação Baseada em Competências
Educação em enfermagem
Avaliação educacional
Educação Baseada em Competências
Educação em enfermagem
title_short Revealing the meaning of assessment in competence-based education for nurse-educators
title_full Revealing the meaning of assessment in competence-based education for nurse-educators
title_fullStr Revealing the meaning of assessment in competence-based education for nurse-educators
title_full_unstemmed Revealing the meaning of assessment in competence-based education for nurse-educators
title_sort Revealing the meaning of assessment in competence-based education for nurse-educators
author Prado, Rosane Aparecida do
author_facet Prado, Rosane Aparecida do
Prado, Marta Lenise do
Reibnitz, Kenya Schimdt
author_role author
author2 Prado, Marta Lenise do
Reibnitz, Kenya Schimdt
author2_role author
author
dc.contributor.author.fl_str_mv Prado, Rosane Aparecida do
Prado, Marta Lenise do
Reibnitz, Kenya Schimdt
dc.subject.por.fl_str_mv Educational assessment
Education based on Competence
Nursing education
Educational assessment
Education based on Competence
Nursing education
Evaluación educacional
Educación Basada en Competencias
Educación en enfermería
Evaluación educacional
Educación Basada en Competencias
Educación en enfermería
Avaliação educacional
Educação Baseada em Competências
Educação em enfermagem
Avaliação educacional
Educação Baseada em Competências
Educação em enfermagem
topic Educational assessment
Education based on Competence
Nursing education
Educational assessment
Education based on Competence
Nursing education
Evaluación educacional
Educación Basada en Competencias
Educación en enfermería
Evaluación educacional
Educación Basada en Competencias
Educación en enfermería
Avaliação educacional
Educação Baseada em Competências
Educação em enfermagem
Avaliação educacional
Educação Baseada em Competências
Educação em enfermagem
description ABSTRACT This is a participatory, descriptive and exploratory study, using a qualitative approach. It was developed with a group of educators of a Technical Nursing Course with the objectives of understanding the meaning of learning assessment in competency-based education, establishing a reflexive process, and recognizing the beliefs and values regarding the practice of assessment. The theoretical methodological framework was based on the premises of Paulo Freire in line with the foundations of Philippe Perrenoud’s competency-based education. Data collection was performed through interviews and discussion groups. The analysis was performed simultaneously with the data collection. Five generating themes were used, whose results point to the meanings of assessment as an alliance between technical competency and affectivity, as a space for dialogue and respect, and reveal the importance of educational/assessment interventions associating the evaluation of the educational work itself and the permanent education of the professionals. Descriptors: Educational assessment; Education based on Competence; Nursing education.
publishDate 2012
dc.date.none.fl_str_mv 2012-03-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Abordagem Qualitativa
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/fen/article/view/12705
10.5216/ree.v14i1.12705
url https://revistas.ufg.br/fen/article/view/12705
identifier_str_mv 10.5216/ree.v14i1.12705
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/fen/article/view/12705/15563
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 Faculdade de Enfermagem da UFG
publisher.none.fl_str_mv Faculdade de Enfermagem da UFG
dc.source.none.fl_str_mv Revista Eletrônica de Enfermagem; Vol. 14 No. 1 (2012); 112-21
Revista Eletrônica de Enfermagem; v. 14 n. 1 (2012); 112-21
1518-1944
reponame:Revista Eletrônica de Enfermagem
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Revista Eletrônica de Enfermagem
collection Revista Eletrônica de Enfermagem
repository.name.fl_str_mv Revista Eletrônica de Enfermagem - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ree.fen@ufg.br
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