Revealing the meaning of assessment in competence-based education for nurse-educators
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , |
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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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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1797049167293448192 |