INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING
| Autor(a) principal: | |
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| Data de Publicação: | 2018 |
| Outros Autores: | , , , , |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Revista de Enfermagem da Universidade Federal de Santa Maria |
| Texto Completo: | http://periodicos.ufsm.br/reufsm/article/view/26811 |
Resumo: | Aim to report the experience of using the flipped classroom in a nursing seminar on critical-creative thinking in graduate nursing students’ training. Method: creation and development of a seminar, which lasted four hours and included the participation of ten teachers and graduate nursing students. Three flipped classroom methodologies were used: Just in time teaching, Peer Instruction and Problem Based Learning. Results: it was possible to contribute for a greater participation and knowledge appropriation on the topic as flipped classroom use in nursing, providing experimentation and sensitization of methods in teachers and students. Final considerations: through this experience, we sought to encourage reflection, since these teaching methods put the students as the active subjects in learning, leading them to search for answers once asked by themselves, in their own experiences and studies. |
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INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHINGINTRODUCCIÓN DEL FLIPPED CLASSROOM EN LA ENSEÑANZA DE ENFERMERÍAIntrodução da Flipped Classroom no ensino de enfermagem: Relato de uma aula sobre pensamento crítico-criativoNursingEducation nursingProblem-based learningTeachingMethodologyEnfermeríaEducación em enfermeríaAprendizaje basado em problemasEnseñanzaMetodologíaEnfermagemEnsinoEducaçãoMetodologia.Aim to report the experience of using the flipped classroom in a nursing seminar on critical-creative thinking in graduate nursing students’ training. Method: creation and development of a seminar, which lasted four hours and included the participation of ten teachers and graduate nursing students. Three flipped classroom methodologies were used: Just in time teaching, Peer Instruction and Problem Based Learning. Results: it was possible to contribute for a greater participation and knowledge appropriation on the topic as flipped classroom use in nursing, providing experimentation and sensitization of methods in teachers and students. Final considerations: through this experience, we sought to encourage reflection, since these teaching methods put the students as the active subjects in learning, leading them to search for answers once asked by themselves, in their own experiences and studies.Objetivos: describir la experiencia de la utilización del flipped classroom en un seminario de enfermería, sobre el pensamiento crítico creativo, en la formación de enfermeros en el postgrado. Método: construcción y desarrollo de un seminario de cuatro horas, en el cual participaron diez profesores y alumnos del postgrado en enfermería. Se utilizó tres metodologías del flipped classroom: Just in time teaching, Peer Instruction y el Problem Based Learning. Resultados: por medio del flipped classroom hubo mayor participación y acercamiento al conocimiento del tema del seminario, lo que posibilitó la experimentación y sensibilización de los métodos en profesores y alumnos. Consideraciones finales: por medio de esta experiencia se buscó ampliar la reflexión, ya que estos métodos de enseñanza ponen el estudiante como sujeto activo en el proceso de aprendizaje, lo que implica la búsqueda de respuestas, en sus vivencias o estudios, para cuestiones propias o de otras personasObjetivo: relatar a experiência do uso da flipped classroom em um seminário de enfermagem sobre a temática do pensamento crítico-criativo na formação de enfermeiros pós-graduandos. Método: construção e desenvolvimento de um seminário que teve duração de quatro horas, e contou com a participação de dez professores e alunos da pós-graduação em enfermagem. Foram utilizados três metodologias de flipped classroom: Just in time teaching, Peer Instruction e o Problem Based Learning. Resultados: foi possível contribuir para maior participação e apropriação de conhecimento acerca do tema como uso da flipped classroom, proporcionando a experimentação e sensibilização de métodos em professores e alunos. Considerações finais: através desta experiência buscou-se incentivar a reflexão, uma vez que esses métodos de ensino colocam o aluno como o sujeito ativo na aprendizagem, fazendo com que busquem em suas vivências ou estudos respostas para questões feitas por ele mesmo ou por outros.Universidade Federal de Santa Maria2018-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/reufsm/article/view/2681110.5902/2179769226811Revista de Enfermagem da UFSM; v. 8 n. 4 (2018); 829-8402179-7692reponame:Revista de Enfermagem da Universidade Federal de Santa Mariainstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/reufsm/article/view/26811/pdfCopyright (c) 2018 Revista de Enfermagem da UFSMinfo:eu-repo/semantics/openAccessVargas, Caroline PorcelisDiaz, Paola da SilvaMenegaz, Jouhanna do CarmoBackes, Vânia Marli SchubertKempfer, Silvana SilveiraLima, Daniella Karine Souza2021-04-20T12:40:58Zoai:ojs.pkp.sfu.ca:article/26811Revistahttps://periodicos.ufsm.br/reufsmPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/reufsm/oaicentraldeperiodicos@ufsm.br||reufsm@gmail.com2179-76922179-7692opendoar:2021-04-20T12:40:58Revista de Enfermagem da Universidade Federal de Santa Maria - Universidade Federal de Santa Maria (UFSM)false |
| dc.title.none.fl_str_mv |
INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING INTRODUCCIÓN DEL FLIPPED CLASSROOM EN LA ENSEÑANZA DE ENFERMERÍA Introdução da Flipped Classroom no ensino de enfermagem: Relato de uma aula sobre pensamento crítico-criativo |
| title |
INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING |
| spellingShingle |
INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING Vargas, Caroline Porcelis Nursing Education nursing Problem-based learning Teaching Methodology Enfermería Educación em enfermería Aprendizaje basado em problemas Enseñanza Metodología Enfermagem Ensino Educação Metodologia. |
| title_short |
INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING |
| title_full |
INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING |
| title_fullStr |
INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING |
| title_full_unstemmed |
INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING |
| title_sort |
INTRODUCTION OF THE FLIPPED CLASSROOM IN NURSING TEACHING |
| author |
Vargas, Caroline Porcelis |
| author_facet |
Vargas, Caroline Porcelis Diaz, Paola da Silva Menegaz, Jouhanna do Carmo Backes, Vânia Marli Schubert Kempfer, Silvana Silveira Lima, Daniella Karine Souza |
| author_role |
author |
| author2 |
Diaz, Paola da Silva Menegaz, Jouhanna do Carmo Backes, Vânia Marli Schubert Kempfer, Silvana Silveira Lima, Daniella Karine Souza |
| author2_role |
author author author author author |
| dc.contributor.author.fl_str_mv |
Vargas, Caroline Porcelis Diaz, Paola da Silva Menegaz, Jouhanna do Carmo Backes, Vânia Marli Schubert Kempfer, Silvana Silveira Lima, Daniella Karine Souza |
| dc.subject.por.fl_str_mv |
Nursing Education nursing Problem-based learning Teaching Methodology Enfermería Educación em enfermería Aprendizaje basado em problemas Enseñanza Metodología Enfermagem Ensino Educação Metodologia. |
| topic |
Nursing Education nursing Problem-based learning Teaching Methodology Enfermería Educación em enfermería Aprendizaje basado em problemas Enseñanza Metodología Enfermagem Ensino Educação Metodologia. |
| description |
Aim to report the experience of using the flipped classroom in a nursing seminar on critical-creative thinking in graduate nursing students’ training. Method: creation and development of a seminar, which lasted four hours and included the participation of ten teachers and graduate nursing students. Three flipped classroom methodologies were used: Just in time teaching, Peer Instruction and Problem Based Learning. Results: it was possible to contribute for a greater participation and knowledge appropriation on the topic as flipped classroom use in nursing, providing experimentation and sensitization of methods in teachers and students. Final considerations: through this experience, we sought to encourage reflection, since these teaching methods put the students as the active subjects in learning, leading them to search for answers once asked by themselves, in their own experiences and studies. |
| publishDate |
2018 |
| dc.date.none.fl_str_mv |
2018-12-14 |
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
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publishedVersion |
| dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/reufsm/article/view/26811 10.5902/2179769226811 |
| url |
http://periodicos.ufsm.br/reufsm/article/view/26811 |
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10.5902/2179769226811 |
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por |
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por |
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http://periodicos.ufsm.br/reufsm/article/view/26811/pdf |
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Copyright (c) 2018 Revista de Enfermagem da UFSM info:eu-repo/semantics/openAccess |
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Copyright (c) 2018 Revista de Enfermagem da UFSM |
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openAccess |
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application/pdf |
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Universidade Federal de Santa Maria |
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Universidade Federal de Santa Maria |
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Revista de Enfermagem da UFSM; v. 8 n. 4 (2018); 829-840 2179-7692 reponame:Revista de Enfermagem da Universidade Federal de Santa Maria instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Revista de Enfermagem da Universidade Federal de Santa Maria |
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Revista de Enfermagem da Universidade Federal de Santa Maria |
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Revista de Enfermagem da Universidade Federal de Santa Maria - Universidade Federal de Santa Maria (UFSM) |
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centraldeperiodicos@ufsm.br||reufsm@gmail.com |
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