Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students

Detalhes bibliográficos
Autor(a) principal: Riera,José Ramón Martínez
Data de Publicação: 2010
Outros Autores: Cibanal,Juan Luis, Mora,María Jesus Pérez
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Texto & contexto enfermagem (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072010000400003
Resumo: To assess role-playing as a methodology in the teaching-learning process for the Nursing Degree. To identify the attitude of nursing students towards role-playing. To analyze the response of students to their teaching-learning process after role-playing. Relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave according to the situation. Third-year students from the Nursing School of the "X". Academic years 2006-2007 and 2007-2008. The reflexive nature of qualitative research is based on Symbolic Interactionism. The subject category chosen is role-playing and it is sorted into the subcategories and codes. Findings from the analysis of the summaries have allowed us to see what actually happens when using role-playing as a teaching-learning tool in nursing, why and what the consequences are.
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spelling Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of studentsRole-playingTeaching-learning processnursing degreeStudents from the NursingIntegration theory and practiceTo assess role-playing as a methodology in the teaching-learning process for the Nursing Degree. To identify the attitude of nursing students towards role-playing. To analyze the response of students to their teaching-learning process after role-playing. Relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave according to the situation. Third-year students from the Nursing School of the "X". Academic years 2006-2007 and 2007-2008. The reflexive nature of qualitative research is based on Symbolic Interactionism. The subject category chosen is role-playing and it is sorted into the subcategories and codes. Findings from the analysis of the summaries have allowed us to see what actually happens when using role-playing as a teaching-learning tool in nursing, why and what the consequences are.Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem2010-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072010000400003Texto & Contexto - Enfermagem v.19 n.4 2010reponame:Texto & contexto enfermagem (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSC10.1590/S0104-07072010000400003info:eu-repo/semantics/openAccessRiera,José Ramón MartínezCibanal,Juan LuisMora,María Jesus Pérezeng2011-01-05T00:00:00Zoai:scielo:S0104-07072010000400003Revistahttp://www.scielo.br/tcePUBhttps://old.scielo.br/oai/scielo-oai.phptextoecontexto@nfr.ufsc.br1980-265X0104-0707opendoar:2011-01-05T00:00Texto & contexto enfermagem (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students
title Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students
spellingShingle Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students
Riera,José Ramón Martínez
Role-playing
Teaching-learning process
nursing degree
Students from the Nursing
Integration theory and practice
title_short Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students
title_full Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students
title_fullStr Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students
title_full_unstemmed Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students
title_sort Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students
author Riera,José Ramón Martínez
author_facet Riera,José Ramón Martínez
Cibanal,Juan Luis
Mora,María Jesus Pérez
author_role author
author2 Cibanal,Juan Luis
Mora,María Jesus Pérez
author2_role author
author
dc.contributor.author.fl_str_mv Riera,José Ramón Martínez
Cibanal,Juan Luis
Mora,María Jesus Pérez
dc.subject.por.fl_str_mv Role-playing
Teaching-learning process
nursing degree
Students from the Nursing
Integration theory and practice
topic Role-playing
Teaching-learning process
nursing degree
Students from the Nursing
Integration theory and practice
description To assess role-playing as a methodology in the teaching-learning process for the Nursing Degree. To identify the attitude of nursing students towards role-playing. To analyze the response of students to their teaching-learning process after role-playing. Relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave according to the situation. Third-year students from the Nursing School of the "X". Academic years 2006-2007 and 2007-2008. The reflexive nature of qualitative research is based on Symbolic Interactionism. The subject category chosen is role-playing and it is sorted into the subcategories and codes. Findings from the analysis of the summaries have allowed us to see what actually happens when using role-playing as a teaching-learning tool in nursing, why and what the consequences are.
publishDate 2010
dc.date.none.fl_str_mv 2010-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072010000400003
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-07072010000400003
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/S0104-07072010000400003
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem
publisher.none.fl_str_mv Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem
dc.source.none.fl_str_mv Texto & Contexto - Enfermagem v.19 n.4 2010
reponame:Texto & contexto enfermagem (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Texto & contexto enfermagem (Online)
collection Texto & contexto enfermagem (Online)
repository.name.fl_str_mv Texto & contexto enfermagem (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv textoecontexto@nfr.ufsc.br
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