Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/4044 |
Resumo: | This study aims to demonstrate the features and the importance of questioning the methodology and the traditional methodology in the training of the nursing technician of the National Commercial Training Service (Senac) Rio Verde, Goias. We used a qualitative-quantitative research approach in a convenience sample composed of two classes of students attending the course Cancer Treatment in twelve meetings (classes) for each class, under the analysis of two external observers. To evaluate the characteristics of the teaching methodologies, we used the method of formal assessment of learning; to analyze the perceptions of students regarding the teaching methodologies applied, we used three instruments: script dail y observation, analysis instrument of observers, containing range of values from zero to ten, analyzing five aspects (participation, the syllabus, satisfaction, critical thinking and learning disability), and an anonymous, self -administered at the end of the course to analyze the same aspects. The data were entered into Excel software for further analysis in SPSS 17.0 statistical software. Descriptive analysis (absolute and relative frequency) and comparison tests between groups was performed to detect po ssible differences between the methodologies used. For analysis Chi-square and T tests, the variables were dichotomized. For analyzing qualitative data content analysis was used. Study participants were 53 (98.15%) students. In formal evaluation, there were no differences between the methodologies of questioning and traditional; was no statistically significant difference (p <0.041) for the item "participation" in the questionnaire to students, and the participation was higher in questioning. Scales of values applied by the two observers, was no statistical difference between the two methods (p <0.001). In analyzing the reports of observers, there were differences between the methodologies in all observed items. It is concluded that in this study, with students from technical nursing program Senac- Rio Verde / Goiás that learning occurs similarly in both methodologies; perception of students both methodologies are similar with the exception of the item 'participation', which is larger in the methodology of questioning; the perception of observers to questionable methodology overlaps in several aspects to traditional methodology. |
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Nunes, Maria de FátimaNunes, Maria de FátimaMohn Neto, Carlos RodolfoMartins, Cleusa Alveshttp://lattes.cnpq.br/8229155027357817Araújo, Reila Campos Guimarães de2015-01-30T14:36:00Z2014-09-18ARAÚJO, Reila Campos Guimarães de. Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional. 2014. 105 f. Dissertação (Mestrado em Ensino na Saúde) - Universidade Federal de Goiás, Goiânia, 2014.http://repositorio.bc.ufg.br/tede/handle/tede/4044ark:/38995/0013000003cpjThis study aims to demonstrate the features and the importance of questioning the methodology and the traditional methodology in the training of the nursing technician of the National Commercial Training Service (Senac) Rio Verde, Goias. We used a qualitative-quantitative research approach in a convenience sample composed of two classes of students attending the course Cancer Treatment in twelve meetings (classes) for each class, under the analysis of two external observers. To evaluate the characteristics of the teaching methodologies, we used the method of formal assessment of learning; to analyze the perceptions of students regarding the teaching methodologies applied, we used three instruments: script dail y observation, analysis instrument of observers, containing range of values from zero to ten, analyzing five aspects (participation, the syllabus, satisfaction, critical thinking and learning disability), and an anonymous, self -administered at the end of the course to analyze the same aspects. The data were entered into Excel software for further analysis in SPSS 17.0 statistical software. Descriptive analysis (absolute and relative frequency) and comparison tests between groups was performed to detect po ssible differences between the methodologies used. For analysis Chi-square and T tests, the variables were dichotomized. For analyzing qualitative data content analysis was used. Study participants were 53 (98.15%) students. In formal evaluation, there were no differences between the methodologies of questioning and traditional; was no statistically significant difference (p <0.041) for the item "participation" in the questionnaire to students, and the participation was higher in questioning. Scales of values applied by the two observers, was no statistical difference between the two methods (p <0.001). In analyzing the reports of observers, there were differences between the methodologies in all observed items. It is concluded that in this study, with students from technical nursing program Senac- Rio Verde / Goiás that learning occurs similarly in both methodologies; perception of students both methodologies are similar with the exception of the item 'participation', which is larger in the methodology of questioning; the perception of observers to questionable methodology overlaps in several aspects to traditional methodology.O presente estudo tem por objetivo demonstrar as características e a importância da metodologia da problematização e da metodologia tradicional na formação do técnico de enfermagem do Serviço Nacional de Aprendizagem Comercial (SENAC) de Rio Verde-Goiás. Utilizou-se de uma pesquisa de abordagem quali-quantitativa em uma amostra de conveniência composta por duas turmas de estudantes cursando a disciplina Tratamento Oncológico, em doze encontros (aulas) para cada turma, sob a análise de duas observadoras externas. Para avaliar as características das metodologias de ensino, utilizou-se o método da avaliação formal do aprendizado; para analisar a percepção dos estudantes, referente às metodologias de ensino aplicadas, utilizou-se três instrumentos: roteiro de observação diária, instrumento de análise das observadoras, contendo escala de valores de zero a dez, analisando cinco aspectos (participação, aproveitamento dos conteúdos, nível de satisfação, senso crítico e dificuldade de aprendizagem), e um questionário anônimo, autoaplicável ao final da disciplina para análise dos mesmos aspectos. Os dados foram digitados no Software Excel, para posterior anális e no software estatístico SPSS 17.0. Foi realizada análise descritiva (frequência absoluta e relativa) e testes de comparação entre grupos para detectar possíveis diferenças entre as metodologias utilizadas. Para análise do Qui-quadrado e Teste T, as variáveis foram dicotomizadas. Para a análise dados qualitativos foi utilizada análise de conteúdo. Participaram do estudo 53 (98,15%) estudantes. Na avaliação formal, não houve diferenças entre as metodologias da problematização e tradicional; houve diferença estatisticamente significantes (p<0,041) para o quesito “participação” no questionário aplicado aos estudantes, sendo que a participação foi maior na problematização. Nas escalas de valores aplicadas pelas duas observadoras, houve diferença estatística entre as duas metodologias (p<0,001). Na análise do relato das observadoras, houve diferenças entre as metodologias em todos os itens observados. Conclui-se que neste estudo, com alunos do curso técnico de enfermagem do Senac- Rio Verde/Goiás que o aprendizado ocorre semelhantemente em ambas as metodologias; na percepção dos estudantes as duas metodologias são semelhantes com exceção do quesito „participação‟, que é maior na metodologia da problematização; na percepção dos observadores a metodologia problematizadora se sobrepõe em diversos aspectos à metodologia tradicional.Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-01-30T11:10:24Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Reila Campos Guimarães de Araújo - 2014.pdf: 1397254 bytes, checksum: 57234aeb1023198a2de456a42282b6fa (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-30T14:36:00Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Reila Campos Guimarães de Araújo - 2014.pdf: 1397254 bytes, checksum: 57234aeb1023198a2de456a42282b6fa (MD5)Made available in DSpace on 2015-01-30T14:36:00Z (GMT). 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dc.title.eng.fl_str_mv |
Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional |
title |
Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional |
spellingShingle |
Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional Araújo, Reila Campos Guimarães de Metodologias de ensino Técnico em enfermagem Ensino na saúde Enfermagem Teaching methods Technical nursing Education in health CIENCIAS DA SAUDE |
title_short |
Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional |
title_full |
Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional |
title_fullStr |
Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional |
title_full_unstemmed |
Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional |
title_sort |
Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional |
author |
Araújo, Reila Campos Guimarães de |
author_facet |
Araújo, Reila Campos Guimarães de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Nunes, Maria de Fátima |
dc.contributor.referee1.fl_str_mv |
Nunes, Maria de Fátima |
dc.contributor.referee2.fl_str_mv |
Mohn Neto, Carlos Rodolfo |
dc.contributor.referee3.fl_str_mv |
Martins, Cleusa Alves |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8229155027357817 |
dc.contributor.author.fl_str_mv |
Araújo, Reila Campos Guimarães de |
contributor_str_mv |
Nunes, Maria de Fátima Nunes, Maria de Fátima Mohn Neto, Carlos Rodolfo Martins, Cleusa Alves |
dc.subject.por.fl_str_mv |
Metodologias de ensino Técnico em enfermagem Ensino na saúde Enfermagem |
topic |
Metodologias de ensino Técnico em enfermagem Ensino na saúde Enfermagem Teaching methods Technical nursing Education in health CIENCIAS DA SAUDE |
dc.subject.eng.fl_str_mv |
Teaching methods Technical nursing Education in health |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE |
description |
This study aims to demonstrate the features and the importance of questioning the methodology and the traditional methodology in the training of the nursing technician of the National Commercial Training Service (Senac) Rio Verde, Goias. We used a qualitative-quantitative research approach in a convenience sample composed of two classes of students attending the course Cancer Treatment in twelve meetings (classes) for each class, under the analysis of two external observers. To evaluate the characteristics of the teaching methodologies, we used the method of formal assessment of learning; to analyze the perceptions of students regarding the teaching methodologies applied, we used three instruments: script dail y observation, analysis instrument of observers, containing range of values from zero to ten, analyzing five aspects (participation, the syllabus, satisfaction, critical thinking and learning disability), and an anonymous, self -administered at the end of the course to analyze the same aspects. The data were entered into Excel software for further analysis in SPSS 17.0 statistical software. Descriptive analysis (absolute and relative frequency) and comparison tests between groups was performed to detect po ssible differences between the methodologies used. For analysis Chi-square and T tests, the variables were dichotomized. For analyzing qualitative data content analysis was used. Study participants were 53 (98.15%) students. In formal evaluation, there were no differences between the methodologies of questioning and traditional; was no statistically significant difference (p <0.041) for the item "participation" in the questionnaire to students, and the participation was higher in questioning. Scales of values applied by the two observers, was no statistical difference between the two methods (p <0.001). In analyzing the reports of observers, there were differences between the methodologies in all observed items. It is concluded that in this study, with students from technical nursing program Senac- Rio Verde / Goiás that learning occurs similarly in both methodologies; perception of students both methodologies are similar with the exception of the item 'participation', which is larger in the methodology of questioning; the perception of observers to questionable methodology overlaps in several aspects to traditional methodology. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-09-18 |
dc.date.accessioned.fl_str_mv |
2015-01-30T14:36:00Z |
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 |
ARAÚJO, Reila Campos Guimarães de. Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional. 2014. 105 f. Dissertação (Mestrado em Ensino na Saúde) - Universidade Federal de Goiás, Goiânia, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/4044 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000003cpj |
identifier_str_mv |
ARAÚJO, Reila Campos Guimarães de. Ensino no curso técnico em enfermagem: metodologias problematizadora e tradicional. 2014. 105 f. Dissertação (Mestrado em Ensino na Saúde) - Universidade Federal de Goiás, Goiânia, 2014. ark:/38995/0013000003cpj |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/4044 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
513421144313530010 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
1545772475950486338 |
dc.relation.cnpq.fl_str_mv |
8765449414823306929 |
dc.relation.sponsorship.fl_str_mv |
-2555911436985713659 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Saúde (FM) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Medicina - FM (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/52e4478c-e761-4f09-bb7e-3bec6425bcfe/download http://repositorio.bc.ufg.br/tede/bitstreams/b1719c49-f081-459d-b9c6-3084f62fd56f/download http://repositorio.bc.ufg.br/tede/bitstreams/e22e1318-09b1-476b-bfdb-69483749d146/download http://repositorio.bc.ufg.br/tede/bitstreams/c4884a58-565e-4133-bce4-c7cec5f60c02/download http://repositorio.bc.ufg.br/tede/bitstreams/e7f004f9-6e91-4431-8261-4fc317255ff1/download http://repositorio.bc.ufg.br/tede/bitstreams/76416381-c8ad-4905-9325-0d88df90bec7/download http://repositorio.bc.ufg.br/tede/bitstreams/b0a66e44-74ef-43cb-86bf-4fb87fb57ec9/download |
bitstream.checksum.fl_str_mv |
57234aeb1023198a2de456a42282b6fa bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f 29b9d5e95be03707f9d4a2e110421c11 9da0b6dfac957114c6a7714714b86306 bb841cda94fa3ef646935275226f2702 b10437a0a80c906169bca3395722a70c |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1811721367455793152 |