The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Saúde e Desenvolvimento Humano |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/saude_desenvolvimento/article/view/1875 |
Resumo: | This study falls within the framework of the implementation of the method Problem Based Learning (PBL) in the context of a Nursing degree course, taught in the Faculty of Health Sciences of the Catholic University of Mozambique. The main purpose of this study was to find out how finalist students of this course give meaning to their formative processes, taking as a reference a specific formative methodology: the PPL. The methodological option to collect empirical data, supporting this study, was the Discussion of Groups. This methodology struck us as adjusted since, one of the researchers involved in its formation process, as a trainer, assuming, in this way, the status of "participating investigator". Thus was created a climate of trust to express various points of view in confrontation. After analysis and discussion of the results, we saw that the PBL Method tends to create perspectives of the formation of future nurses in a perspective of "situated learning" and valuing a skills profile based on "problem solving" in context. Another result with meaning, for the participants, relates to the potential of this method that, according to the perspectives in confrontation in the Discussion Groups, seeks to facilitate the process of transition to the labor market, in particular by the fact that investing in labor practices theorizing. |
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The problem based learning method (pbl) gives in the context the formation of future nurses. One experience storyO método Problem Based Learning (PBL) no contexto da formação de futuros(as) enfermeiros(as). O relato de uma experiência.Problem Based Learning; nursing course; skills profile; labor practicesEducação e saúdeProblem Based Learning; curso de enfermagem; perfil de competências; práticas laboraisThis study falls within the framework of the implementation of the method Problem Based Learning (PBL) in the context of a Nursing degree course, taught in the Faculty of Health Sciences of the Catholic University of Mozambique. The main purpose of this study was to find out how finalist students of this course give meaning to their formative processes, taking as a reference a specific formative methodology: the PPL. The methodological option to collect empirical data, supporting this study, was the Discussion of Groups. This methodology struck us as adjusted since, one of the researchers involved in its formation process, as a trainer, assuming, in this way, the status of "participating investigator". Thus was created a climate of trust to express various points of view in confrontation. After analysis and discussion of the results, we saw that the PBL Method tends to create perspectives of the formation of future nurses in a perspective of "situated learning" and valuing a skills profile based on "problem solving" in context. Another result with meaning, for the participants, relates to the potential of this method that, according to the perspectives in confrontation in the Discussion Groups, seeks to facilitate the process of transition to the labor market, in particular by the fact that investing in labor practices theorizing.O presente estudo inscreve-se no quadro da implementação do Método Problem Based Learning (PBL) no contexto de um Curso de Licenciatura em Enfermagem, ministrado na Faculdade de Ciências da Saúde da Universidade Católica de Moçambique. O principal propósito deste estudo foi procurar perceber como é que os estudantes finalistas deste curso dão sentido aos seus processos formativos, tendo como referencial uma metodologia formativa específica: o PPL. A opção metodológica, para recolher os dados empíricos, que sustentam este estudo, foi a Discussão de Grupos. Esta metodologia pareceu-nos ajustada, uma vez que, um dos investigadores participa no seu processo formativo, como formador, assumindo, desta forma, o estatuto de “investigador participante”. Assim, foi criado um clima de confiança para expressar os vários pontos de vista em confronto. Após a análise e discussão dos resultados, percebemos que o Método PBL tende a perspetivar a formação dos futuros(as) enfermeiros(as) numa ótica de “aprendizagem situada” e valorizando um perfil de competências baseado na “resolução de problemas” em contexto. Um outro resultado com significado, para os participantes, prende-se com a potencialidade deste método que, de acordo com as perspetivas em confronto na Discussão de Grupos, procura facilitar o processo de transição para o mercado de trabalho, mormente pelo facto de investir na teorização das práticas laborais.Universidade LaSalle - Unilasalle CanoasInstituto Integrado de Apoio à Investigação da Universidade Católica de MoçambiqueCanastra, Fernando2014-12-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/saude_desenvolvimento/article/view/187510.18316/1875Saúde e Desenvolvimento Humano; v. 2, n. 2 (2014); p. 105-114Saúde e Desenvolvimento Humano; v. 2, n. 2 (2014); p. 105-1142317-8582reponame:Saúde e Desenvolvimento Humanoinstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/saude_desenvolvimento/article/view/1875/1209info:eu-repo/semantics/openAccess2022-04-11T18:11:55Zoai:ojs.revistas.unilasalle.edu.br:article/1875Revistahttp://www.revistas.unilasalle.edu.br/index.php/saude_desenvolvimentohttps://revistas.unilasalle.edu.br/index.php/saude_desenvolvimento/oaisdh@unilasalle.edu.br2317-85822317-8582opendoar:2022-04-11T18:11:55Saúde e Desenvolvimento Humano - Universidade La Salle (UNILASALLE)false |
dc.title.none.fl_str_mv |
The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story O método Problem Based Learning (PBL) no contexto da formação de futuros(as) enfermeiros(as). O relato de uma experiência. |
title |
The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story |
spellingShingle |
The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story Canastra, Fernando Problem Based Learning; nursing course; skills profile; labor practices Educação e saúde Problem Based Learning; curso de enfermagem; perfil de competências; práticas laborais |
title_short |
The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story |
title_full |
The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story |
title_fullStr |
The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story |
title_full_unstemmed |
The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story |
title_sort |
The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story |
author |
Canastra, Fernando |
author_facet |
Canastra, Fernando |
author_role |
author |
dc.contributor.none.fl_str_mv |
Instituto Integrado de Apoio à Investigação da Universidade Católica de Moçambique |
dc.contributor.author.fl_str_mv |
Canastra, Fernando |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Problem Based Learning; nursing course; skills profile; labor practices Educação e saúde Problem Based Learning; curso de enfermagem; perfil de competências; práticas laborais |
topic |
Problem Based Learning; nursing course; skills profile; labor practices Educação e saúde Problem Based Learning; curso de enfermagem; perfil de competências; práticas laborais |
description |
This study falls within the framework of the implementation of the method Problem Based Learning (PBL) in the context of a Nursing degree course, taught in the Faculty of Health Sciences of the Catholic University of Mozambique. The main purpose of this study was to find out how finalist students of this course give meaning to their formative processes, taking as a reference a specific formative methodology: the PPL. The methodological option to collect empirical data, supporting this study, was the Discussion of Groups. This methodology struck us as adjusted since, one of the researchers involved in its formation process, as a trainer, assuming, in this way, the status of "participating investigator". Thus was created a climate of trust to express various points of view in confrontation. After analysis and discussion of the results, we saw that the PBL Method tends to create perspectives of the formation of future nurses in a perspective of "situated learning" and valuing a skills profile based on "problem solving" in context. Another result with meaning, for the participants, relates to the potential of this method that, according to the perspectives in confrontation in the Discussion Groups, seeks to facilitate the process of transition to the labor market, in particular by the fact that investing in labor practices theorizing. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-12-05 |
dc.type.none.fl_str_mv |
|
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://revistas.unilasalle.edu.br/index.php/saude_desenvolvimento/article/view/1875 10.18316/1875 |
url |
https://revistas.unilasalle.edu.br/index.php/saude_desenvolvimento/article/view/1875 |
identifier_str_mv |
10.18316/1875 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/saude_desenvolvimento/article/view/1875/1209 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Saúde e Desenvolvimento Humano; v. 2, n. 2 (2014); p. 105-114 Saúde e Desenvolvimento Humano; v. 2, n. 2 (2014); p. 105-114 2317-8582 reponame:Saúde e Desenvolvimento Humano instname:Universidade La Salle (UNILASALLE) instacron:UNILASALLE |
instname_str |
Universidade La Salle (UNILASALLE) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Saúde e Desenvolvimento Humano |
collection |
Saúde e Desenvolvimento Humano |
repository.name.fl_str_mv |
Saúde e Desenvolvimento Humano - Universidade La Salle (UNILASALLE) |
repository.mail.fl_str_mv |
sdh@unilasalle.edu.br |
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1749120542847270912 |