Epidemiologia para graduação em enfermagem : processo ensino-aprendizagem

• Autor(a) principal: Kolchraiber, Flavia Cristiane [UNIFESP]
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5012137; http://repositorio.unifesp.br/handle/11600/50470
• topic: Epidemiology; Nursing education; Learning; Teaching; Epidemiologia; Educação em enfermagem; Aprendizagem; Ensino

Objective: To evaluate the implementation of a pedagogical practice in the course of epidemiology of an undergraduate degree in nursing from a public university. Method: This is an interventional prospective study in order to contribute to the training of nurses for graduation oriented by critical Epidemiology, from the student's worldview towards the theoretical conception of science. The study was divided into three stages: a literature review to search for new pedagogical practices, a field recognition to systematize pedagogical proposals and development to implement and evaluate a new course. Results: the implementation of the new pedagogical practice proved effective for Epidemiology learning. The characterization of the study population pointed out that 67 participants (91%) were female, 54% predominantly between 20 and 29 years. Prior knowledge of the epidemiology evidenced in the nuclei of meaning, was mostly clinical/ biological: 41.1%. The teaching methodology potentiated scientifical knowledge for 80% of students, both critically and reflexively for 29.7% of the students, followed by 26.7% and 23.7%, motivating and generating teamwork respectively. Conclusion: Although few studies about the learning process of Epidemiology in nursing, the effective systematization of educational proposals that occurs through teaching based on significant relearning, broadening horizons, longitudinality and affection, has the power to increase curiosity about the process of teaching and learning of this science, thus increasing the interest in the subject and contributing to the formation of more critical professionals, creative and active.