Reflective thinking in Nursing: Use of debriefing as a pedagogical element
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Reme (Online) |
Texto Completo: | https://periodicos.ufmg.br/index.php/reme/article/view/38846 |
Resumo: | Objective: to understand how debriefing emerges as a pedagogical element in the development of reflective thinking in Nursing. Method: a single-case study with a qualitative approach developed in the Health Simulation Center (Centro de Simulación en Salud, CESISA) belonging to Universidad de Costa Rica. The data were collected between August and October 2018 through documentary analysis, non-participant observation and semi-structured interviews with professors, students and technicians. Results: the data indicate that debriefing is a pedagogical element in the development of reflective thinking when everyone understands the role of this method, they seek to follow the basic assumption that everyone is intelligent and willing to improve, ensuring a safe environment; when all stages of the simulation are planned with clear learning objectives; and when the professor assumes a facilitator stance. Conclusion: a debriefing session is a pedagogical element that needs other associated factors to fulfill its role in the development of reflective thinking. |
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Reflective thinking in Nursing: Use of debriefing as a pedagogical elementEl pensamiento reflexivo en Enfermería: El uso del debriefing como elemento pedagógicoPensamento reflexivo na Enfermagem: O uso do debriefing como elemento pedagógico Exercício de SimulaçãoAprendizagemEnfermagemEstudantes de EnfermagemPensamentoFeedback FormativoEjercicio de SimulaciónAprendizajeEnfermeríaEstudiantes de EnfermeríaPensamientoRetroalimentación FormativaSimulation ExerciseLearningNursingStudents, NursingThinkingFormative FeedbackObjective: to understand how debriefing emerges as a pedagogical element in the development of reflective thinking in Nursing. Method: a single-case study with a qualitative approach developed in the Health Simulation Center (Centro de Simulación en Salud, CESISA) belonging to Universidad de Costa Rica. The data were collected between August and October 2018 through documentary analysis, non-participant observation and semi-structured interviews with professors, students and technicians. Results: the data indicate that debriefing is a pedagogical element in the development of reflective thinking when everyone understands the role of this method, they seek to follow the basic assumption that everyone is intelligent and willing to improve, ensuring a safe environment; when all stages of the simulation are planned with clear learning objectives; and when the professor assumes a facilitator stance. Conclusion: a debriefing session is a pedagogical element that needs other associated factors to fulfill its role in the development of reflective thinking.Objetivo: comprender cómo el debriefing se constituye como elemento pedagógico en el desarrollo del pensamiento reflexivo en Enfermería. Método: estudio de caso único, abordaje cualitativo, desarrollado en el Centro de Simulación en Salud CESISA de la Universidad de Costa Rica. Datos recogidos entre agosto y octubre de 2018 mediante análisis documental, observación no participante y entrevistas semiestructuradas a profesores, alumnos y técnicos. Resultados: los datos señalan que el debriefing se constituye como un elemento pedagógico en el desarrollo del pensamiento reflexivo cuando todos comprenden el papel de este método, se busca seguir el supuesto básico de que todos son inteligentes y están dispuestos a mejorar, se garantiza un ambiente seguro, cuando todas las etapas de la simulación se planifican con objetivos claros de aprendizaje y cuando el profesor asume una postura de facilitador. Conclusión: el debriefing es un elemento pedagógico que necesita de otros factores asociados para cumplir su función en el desarrollo del pensamiento reflexivo.Objetivo: compreender como o debriefing se constitui como elemento pedagógico no desenvolvimento do pensamento reflexivo na Enfermagem. Método: estudo de caso único, de abordagem qualitativa, desenvolvido no Centro de Simulación en Salud (CESISA) da Universidad de Costa Rica. Dados coletados entre agosto e outubro de 2018 através de análise documental, observação não participante e entrevistas semiestruturadas com professores, estudantes e técnicos. Resultados: os dados apontam que o debriefing se constitui como elemento pedagógico no desenvolvimento do pensamento reflexivo quando todos compreendem o papel desse método, buscam seguir a suposição básica de que todos são inteligentes e estão dispostos a melhorar, garantindo-se um ambiente seguro; quando todas as etapas da simulação são planejadas com objetivos claros de aprendizado; e quando o professor assume uma postura de facilitador. Conclusão: o debriefing é um elemento pedagógico que necessita de outros fatores associados para cumprir seu papel no desenvolvimento do pensamento reflexivo.Universidade Federal de Minas Gerais2022-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/reme/article/view/3884610.35699/2316-9389.2022.38846REME-Revista Mineira de Enfermagem; Vol. 26 (2022)REME-Revista Mineira de Enfermagem; Vol. 26 (2022)REME-Revista Mineira de Enfermagem; v. 26 (2022)2316-93891415-2762reponame:Reme (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttps://periodicos.ufmg.br/index.php/reme/article/view/38846/32082https://periodicos.ufmg.br/index.php/reme/article/view/38846/32109Copyright (c) 2022 REME-Revista Mineira de Enfermagemhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Oliveira, Saionara Nunes deMartini, Jussara Gue Morera, Jaime Alonso Caravaca- Canever, Bruna Pedroso Prado, Marta Lenise do Sanes, Marina da Silva2023-03-30T17:09:02Zoai:periodicos.ufmg.br:article/38846Revistaremeufmg@gmail.comPUBhttps://periodicos.ufmg.br/index.php/reme/oairemeufmg@gmail.com2316-93891415-2762opendoar:2023-03-30T17:09:02Reme (Online) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Reflective thinking in Nursing: Use of debriefing as a pedagogical element El pensamiento reflexivo en Enfermería: El uso del debriefing como elemento pedagógico Pensamento reflexivo na Enfermagem: O uso do debriefing como elemento pedagógico |
title |
Reflective thinking in Nursing: Use of debriefing as a pedagogical element |
spellingShingle |
Reflective thinking in Nursing: Use of debriefing as a pedagogical element Oliveira, Saionara Nunes de Exercício de Simulação Aprendizagem Enfermagem Estudantes de Enfermagem Pensamento Feedback Formativo Ejercicio de Simulación Aprendizaje Enfermería Estudiantes de Enfermería Pensamiento Retroalimentación Formativa Simulation Exercise Learning Nursing Students, Nursing Thinking Formative Feedback |
title_short |
Reflective thinking in Nursing: Use of debriefing as a pedagogical element |
title_full |
Reflective thinking in Nursing: Use of debriefing as a pedagogical element |
title_fullStr |
Reflective thinking in Nursing: Use of debriefing as a pedagogical element |
title_full_unstemmed |
Reflective thinking in Nursing: Use of debriefing as a pedagogical element |
title_sort |
Reflective thinking in Nursing: Use of debriefing as a pedagogical element |
author |
Oliveira, Saionara Nunes de |
author_facet |
Oliveira, Saionara Nunes de Martini, Jussara Gue Morera, Jaime Alonso Caravaca- Canever, Bruna Pedroso Prado, Marta Lenise do Sanes, Marina da Silva |
author_role |
author |
author2 |
Martini, Jussara Gue Morera, Jaime Alonso Caravaca- Canever, Bruna Pedroso Prado, Marta Lenise do Sanes, Marina da Silva |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Oliveira, Saionara Nunes de Martini, Jussara Gue Morera, Jaime Alonso Caravaca- Canever, Bruna Pedroso Prado, Marta Lenise do Sanes, Marina da Silva |
dc.subject.por.fl_str_mv |
Exercício de Simulação Aprendizagem Enfermagem Estudantes de Enfermagem Pensamento Feedback Formativo Ejercicio de Simulación Aprendizaje Enfermería Estudiantes de Enfermería Pensamiento Retroalimentación Formativa Simulation Exercise Learning Nursing Students, Nursing Thinking Formative Feedback |
topic |
Exercício de Simulação Aprendizagem Enfermagem Estudantes de Enfermagem Pensamento Feedback Formativo Ejercicio de Simulación Aprendizaje Enfermería Estudiantes de Enfermería Pensamiento Retroalimentación Formativa Simulation Exercise Learning Nursing Students, Nursing Thinking Formative Feedback |
description |
Objective: to understand how debriefing emerges as a pedagogical element in the development of reflective thinking in Nursing. Method: a single-case study with a qualitative approach developed in the Health Simulation Center (Centro de Simulación en Salud, CESISA) belonging to Universidad de Costa Rica. The data were collected between August and October 2018 through documentary analysis, non-participant observation and semi-structured interviews with professors, students and technicians. Results: the data indicate that debriefing is a pedagogical element in the development of reflective thinking when everyone understands the role of this method, they seek to follow the basic assumption that everyone is intelligent and willing to improve, ensuring a safe environment; when all stages of the simulation are planned with clear learning objectives; and when the professor assumes a facilitator stance. Conclusion: a debriefing session is a pedagogical element that needs other associated factors to fulfill its role in the development of reflective thinking. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/reme/article/view/38846 10.35699/2316-9389.2022.38846 |
url |
https://periodicos.ufmg.br/index.php/reme/article/view/38846 |
identifier_str_mv |
10.35699/2316-9389.2022.38846 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/reme/article/view/38846/32082 https://periodicos.ufmg.br/index.php/reme/article/view/38846/32109 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 REME-Revista Mineira de Enfermagem https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 REME-Revista Mineira de Enfermagem https://creativecommons.org/licenses/by/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 de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
REME-Revista Mineira de Enfermagem; Vol. 26 (2022) REME-Revista Mineira de Enfermagem; Vol. 26 (2022) REME-Revista Mineira de Enfermagem; v. 26 (2022) 2316-9389 1415-2762 reponame:Reme (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Reme (Online) |
collection |
Reme (Online) |
repository.name.fl_str_mv |
Reme (Online) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
remeufmg@gmail.com |
_version_ |
1797041911702224896 |