scholarly journals A dicotomia entre teoria e prática na formação do enfermeiro docente

2018 ◽  
Vol 8 (22) ◽  
pp. 93
Author(s):  
Marcus Vinicius da Rocha Santos da Silva ◽  
Francidalma Soares Sousa Carvalho Filha ◽  
Franc-Lane Sousa Carvalho do Nascimento ◽  
Tairo Barros Branco ◽  
Najra Danny Pereira Lima ◽  
...  
Keyword(s):  
Teacher Education ◽  
Nursing Education ◽  
Literature Review ◽  
Scientific Production ◽  
Theory And Practice ◽  
Initial Training ◽  
Teaching Activity ◽  
Nursing Professionals ◽  
Current Guidelines ◽  
Education Nursing

Analisar a produção científica sobre a dicotomia existente entre a teoria e a prática na formação do enfermeiro docente. Revisão integrativa da literatura utilizando as seguintes bases de dados: LILACS, BDENF e MEDLINE, mediante a utilização da associação dos descritores: educação em enfermagem and docentes de enfermagem and práticas do docente de enfermagem, obtendo-se 14 estudos. O período de busca foi 2006 a 2015. A formação inicial nos cursos de graduação em enfermagem apresenta deficiências quando se trata de formar profissionais enfermeiros para a atividade docente, uma vez que ela se pauta na formação norteada pelo modelo tecnicista, hospitalocêntrico, que contraria as diretrizes atuais, e privilegia um enfoque mais centrado na saúde coletiva. Há necessidade de formação, seja inicial e/ou continuada, voltada ao enfermeiro docente, para que a ciência da enfermagem seja direcionada rumo à autoconstrução de forma integral, consciente e emancipada.Descritores: Educação em Enfermagem, Docente de Enfermagem, Prática do Docente de Enfermagem.The dichotomy between theory and practice in teacher educationAbstract: To analyze the scientific production about the dichotomy existing between theory and practice in teacher education. Integrative literature review using the following databases: LILACS, BDENF and MEDLINE, using the association of descriptors: nursing education and nursing teachers and practices of the nursing teacher, obtaining 14 studies. The search period was from 2006 to 2015. The initial training in nursing undergraduate courses presents deficiencies when it comes to training nursing professionals for teaching activity, since it is based on the training guided by the technicist, hospital-centered models that contrary to current guidelines, and favors a more focused approach to collective health. There is a need for training, either initial and / or continuous, aimed at teaching nurses, so that the science of nursing is directed towards selfconstruction in an integral, conscious and emancipated way.Descriptors: Nursing Education, Nursing Teacher, Nursing Teacher Practice.La dicotomía entre teoría y práctica en la formación del enfermero docenteResumen: Analizar la producción científica sobre la dicotomía existente entre la teoría y la práctica en la formación del enfermero docente. Revisión integrativa de literatura utilizando las siguientes bases de datos: LILACS, BDENF y MEDLINE, mediante la utilización de la asociación de los descriptores: educación en enfermería y docentes de enfermería y prácticas del docente de enfermería, obteniendo 14 estudios. El período de búsqueda fue de 2006 a 2015. La formación inicial en los cursos de graduación en enfermería presenta deficiencias cuando se trata de formar profesionales enfermeros para la actividad docente, una vez que ella se pauta en la formación orientada por el modelo tecnicista, hospitalocéntrico, que contrarresta las directrices actuales, y privilegia un enfoque más centrado en la salud colectiva. Hay necesidad de formación, sea inicial y/ou continuada, orientada al enfermero docente, para que la ciencia de la enfermería se a dirigida hacia la autoconstrucción de forma integral, consciente y emancipada.Descriptores: Educación en Enfermería, Docente de Enfermería, Práctica del Docente de Enfermería.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

scholarly journals O ensino do processo de enfermagem

2018 ◽  
Vol 12 (9) ◽  
pp. 2470
Author(s):  
Iranete Almeida Sousa Silva ◽  
Josicélia Dumet Fernandes ◽  
Mirian Santos Paiva ◽  
Fernanda Rios Da Silva ◽  
Lázaro Souza Da Silva
Keyword(s):  
Nursing Education ◽  
Teaching And Learning ◽  
Scientific Production ◽  
Nursing Process ◽  
Virtual Library ◽  
Innovative Strategies ◽  
Unified Health System ◽  
Nursing Courses ◽  
Education Nursing ◽  
Process Method

RESUMOObjetivo: analisar a produção científica de enfermeiras sobre o ensino do Processo de Enfermagem. Método: trata-se de revisão integrativa de estudos publicados entre 2002 e 2012, na base de dados LILACS e biblioteca virtual SciELO. Realizou-se a busca em março de 2017, utilizando-se descritores controlados contemplados no DeCS. Resultados: caracterizaram-se sete artigos originais quanto ao periódico, ano de publicação, delineamento metodológico, área de atuação e titulação das autoras e procedência regional das produções. Suscita-se a necessidade de discutir e refletir sobre os modos de ensinar e aprender o Processo de Enfermagem entre docentes, discentes, coordenadores de cursos de enfermagem e serviços de saúde. Conclusão: considera-se que diante da complexidade do Processo de Enfermagem, o seu ensino deve ocorrer transversalmente, envolver estratégias inovadoras e promover qualificação docente contínua visando à formação de profissionais críticos, reflexivos e comprometidos com os princípios do Sistema Único de Saúde. Descritores: Enfermagem; Educação em Enfermagem; Educação Superior; Processo de Enfermagem; Revisão.ABSTRACTObjective: to analyze the scientific production of nurses on the teaching of the Nursing Process. Method: this is an integrative review of studies published between 2002 and 2012, in the LILACS database and SciELO virtual library. The search was carried out in March of 2017, using controlled descriptors contemplated in the DeCS. Results: seven original articles, characterized as periodical, year of publication, methodological design, area of action and titration of the authors and regional origin of the productions. The results raise the need to discuss and reflect on the ways of teaching and learning the Nursing Process among teachers, students, coordinators of nursing courses and health services. Conclusion: in view of the complexity of the Nursing Process, its teaching must take place transversally, involving innovative strategies and promoting continuous teaching qualification aimed at training critical professionals, reflective and committed to the principles of the Unified Health System. Descriptors: Nursing; Nursing Education; Higher Education; Nursing Process; Review.RESUMENObjetivo: analizar la producción científica de enfermeras sobre la enseñanza del Proceso de Enfermería. Método: revisión integradora de estudios publicados entre 2002 y 2012, en la base de datos LILACS y biblioteca virtual SciELO. Se realizó la búsqueda en marzo de 2017, utilizándose descriptores controlados contemplados en el DeCS. Resultados: siete artículos originales, caracterizados sobre el periódico, año de publicación, delineamiento metodológico, área de actuación y titulación de las autoras y procedencia regional de las producciones. Los resultados muestran la necesidad de discutir y reflexionar sobre los modos de enseñar y aprender el Proceso de Enfermería entre docentes, discentes, coordinadores de cursos de enfermería y servicios de salud. Conclusión: frente a la complejidad del Proceso de Enfermería, su enseñanza debe ocurrir transversalmente, envolver estrategias innovadoras y promover calificación docente continua visando la formación de profesionales críticos, reflexivos y comprometidos con los principios del Sistema Único de Salud. Descriptores: Enfermería; Educación en Enfermería; Superior Educación; Proceso de Enfermería; Revisión.

scholarly journals Estágio em ensino: fortalecendo a formação do docente enfermeiro

2020 ◽  
Vol 14 ◽  
Author(s):  
Geysa Santos Góis Lopes ◽  
Paloma Rocha Reis ◽  
Isaura Letícia Tavares Palmeira Rolim ◽  
Ana Hélia De Lima Sardinha
Keyword(s):  
Nursing Education ◽  
Theory And Practice ◽  
Graduate Faculty ◽  
Master's Students ◽  
De Se ◽  
Nursing Graduate ◽  
Methodological Approaches ◽  
Concrete Reality ◽  
Education Nursing

Objetivo: relatar a experiência do estágio de docência do programa de pós-graduação Stricto sensu em Enfermagem enquanto prática fortalecedora na formação do enfermeiro docente. Método:  trata-se de um descritivo, tipo relato de experiência. que surgiu da iniciativa de se refletir sobre as abordagens pedagógicas e teórico-metodológicas do EDO na formação do enfermeiro docente, em um programa de Pós-Graduação Stricto sensu de Enfermagem/PPGENF, na modalidade mestrado acadêmico. Resultados: apresentou-se o estágio como um espaço de desafios, desenvolvimento de habilidades, ressignificações e oportunidade de excelência, ao aumentar a superfície de contato das mestrandas com a realidade concreta da atuação docente, oportunizando um instante único de análise e assimilação do cenário existente. Conclusão: configurou-se o estágio de docência orientado como um componente imprescindível para a formação das futuras mestras, além de possibilitar um diálogo entre a teoria e a prática, suscitando reflexões profundas sobre o papel do docente. Descritores: Educação Superior; Ensino; Enfermagem; Educação de Pós-Graduação; Educação de Pós-Graduação em Enfermagem; Docentes de Enfermagem.AbstractObjective: to report the experience of the teaching internship of the Stricto sensu postgraduate program in Nursing as a strengthening practice in the training of nurse teachers. Method: it is a descriptive, experience report type, that emerged from the initiative to reflect on the pedagogical and theoretical-methodological approaches of EDO in the training of nurse teachers, in a Postgraduate Stricto sensu Nursing / PPGENF program, in the academic master's modality. Results: the internship was presented as a space of challenges, development of skills, reframing and opportunity for excellence, by increasing the contact surface of the Master's students with the concrete reality of teaching performance, providing a unique moment of analysis and assimilation of the existing scenario. Conclusion: the oriented teaching stage was configured as an essential component for the training of future teachers, in addition to enabling a dialogue between theory and practice, giving rise to profound reflections on the role of the teacher. Descriptors: Education, Higher; Teaching; Nursing; Education, Graduate; Education, Nursing, Graduate; Faculty, Nursing.ResumenObjetivo: informar la experiencia de la pasantía docente del programa de posgrado Stricto sensu en Enfermería como práctica de fortalecimiento en la formación del enfermero docente. Método: es un tipo de informe de experiencia descriptivo que surgió de la iniciativa de reflexionar sobre los enfoques pedagógicos y teórico-metodológicos de EDO en la formación del enfermero docente, en un programa de Postgrado Stricto sensu Enfermería / PPGENF, en la modalidad de maestría académica. Resultados: la pasantía se presentó como un espacio de desafíos, desarrollo de habilidades, resignificación y oportunidad de excelencia, al aumentar la superficie de contacto de los estudiantes de maestría con la realidad concreta del desempeño docente, proporcionando un momento único de análisis y asimilación del escenario existente. Conclusión: la etapa de enseñanza orientada se configuró como un componente esencial para la formación de futuros docentes, además de permitir un diálogo entre la teoría y la práctica, dando lugar a profundas reflexiones sobre el papel del docente. Descriptores: Educación Superior. Enseñanza. Enfermería. Educación de Postgrado. Educación de Postgrado en Enfermería. Docentes de Enfermería.    

scholarly journals Using concept maps to structure a small-scale literature review: an approach to research-based learning in pre-service teacher education

2021 ◽  
pp. 1
Author(s):  
Victoria I. Marín
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Concept Maps ◽  
Theory And Practice ◽  
Small Scale ◽  
Teaching Innovation ◽  
Teacher As Researcher ◽  
Literature Reviews ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Research-based learning (RBL) is a useful tool for combining theory and practice in teacher education. However, pre-service teachers struggle with the idea of teacher as researcher. One popular (meta)methodology considered in educational research (and that is well suited to school research) is design-based research (DBR). Incorporating this approach into RBL as a method for developing teaching innovation in schools could be one way to include RBL in teacher education and place pre-service teachers in the position of teacher as researcher. This study explores the potential of using digital concept maps to support the conceptualization phase (during the literature review) of an RBL process based on DBR in a pre-service teacher-education course prior to the design of a teaching innovation strategy for schools. Quantitative and qualitative data were obtained from a questionnaire administered to pre-service teachers and from the semantic evaluation of the concept maps of these teachers. Our results show an overall consensus among pre-service teachers that concept maps are useful for structuring small-scale literature reviews. Pre-service teachers also believe there is a strong possibility that they will use concept maps when they become teachers. We use our findings to make recommendations for university lecturers to use digital concept maps to design RBL activities based on literature reviews and with emphasis on teacher education.

scholarly journals Use of active methodologies in teaching nursing practices

2019 ◽  
Vol 13 ◽  
Author(s):  
Carlos Augusto Oliveira de Freitas ◽  
Ana Caroline Melo dos Santos
Keyword(s):  
Theoretical Basis ◽  
Descriptive Study ◽  
Theory And Practice ◽  
Environment Monitoring ◽  
Toma De Decisiones ◽  
Study Type ◽  
Effective Use ◽  
Nursing Professionals ◽  
Education Nursing ◽  
Didactic Models

Objective: to report the experience of academic monitoring of the discipline Theoretical Basis and Practice of Nursing I. Method: this is a descriptive study, type experience report, conducted by a monitor of the discipline Theoretical Basis and Practice of Nursing I, of the course. Bachelor of Nursing degree. The experiment was carried out from February to June 2019. The results were presented as a report. Results: it is believed that the construction of didactic models was of paramount importance, as these models helped in the realization of the practical classes with the teacher and the monitor during the monitoring times. Conclusion: it is evident that monitoring is fundamental in the training of the academic monitor and the academic-student, emphasizing the importance that is implied in their future life as a nurse. It was contributed by the use of active methodologies, workshops and didactic models built in the monitoring, in the formation of the students, being their effective use in the academic environment; Monitoring contributes to the formation of competences and skills of future Nursing professionals, who so need theory and practice to improve their decision making, often in critical situations. Descriptors: Education, Nursing; Methodology; Education, Higher; Nursing; Laboratory Experiment; Learning.RESUMO Objetivo: relatar a experiência da monitoria acadêmica da disciplina Bases Teóricas e Práticas da Enfermagem I. Método: trata-se de um estudo descritivo, tipo relato de experiência, realizado por um monitor da disciplina de Bases Teóricas e Práticas da Enfermagem I, do curso de bacharelado em Enfermagem. Realizou-se a experiência durante os meses de fevereiro a junho de 2019. Apresentaram-se os resultados em forma de relato. Resultados: acredita-se que a construção dos modelos didáticos foi de suma importância, pois tais modelos ajudaram na realização das aulas práticas com a docente e com o monitor nos horários de monitoria. Conclusão: evidencia-se que a monitoria é fundamental na formação do acadêmico-monitor e do acadêmico-aluno, ressaltando a importância que se implica na sua futura vida como enfermeiro. Contribuiu-se, pelo uso das metodologias ativas, das oficinas e dos modelos didáticos construídos na monitoria, na formação dos discentes, sendo eficaz seu uso no ambiente acadêmico; a monitoria contribui na formação de competências e habilidades dos futuros profissionais de Enfermagem, que tanto precisam da aproximação entre teoria e prática para o aperfeiçoamento de suas tomadas de decisões, muitas vezes, em situações críticas. Descritores: Educação em Enfermagem; Metodologia; Ensino Superior; Enfermagem; Experiências Laboratoriais; Aprendizagem.RESUMENObjetivo: informar la experiencia de monitoreo académico de la asignatura Bases Teóricas y Prácticas de Enfermería I. Método: se trata de un estudio descriptivo, tipo informe de experiencia, realizado por un monitor de la asignatura Bases Teóricos y Prácticas de Enfermería I, del curso de licenciatura en Enfermería. El experimento se llevó a cabo de febrero a junio de 2019. Los resultados se presentaron como un informe. Resultados: se cree que la construcción de modelos didácticos fue de suma importancia, ya que estos modelos ayudaron en la realización de las clases prácticas con el maestro y el monitor durante los tiempos de monitoreo. Conclusión: es evidente que el monitoreo es fundamental en la capacitación del monitor académico y del académico-alumno, enfatizando la importancia que implica en su vida futura como enfermero. Fue aportado por el uso de metodologías activas, talleres y modelos didácticos construidos en el monitoreo, en la formación de los estudiantes, siendo su uso efectivo en el entorno académico; el monitoreo contribuye a la formación de competencias y habilidades de los futuros profesionales de Enfermería, que necesitan teoría y práctica para mejorar su toma de decisiones, a menudo en situaciones críticas. Descriptores: Educación en Enfermería; Metodología; Educación Superior; Enfermería; Experimento de Laboratorio; Aprendizaje.

scholarly journals Costs of nursing procedures/interventions: an integrative literature review

2020 ◽  
Vol 73 (suppl 6) ◽  
Author(s):  
Paula Buck de Oliveira Ruiz ◽  
Caroline Rife Nobrega ◽  
Cínthia Prates Vigna ◽  
Antônio Fernandes Costa Lima
Keyword(s):  
Health Care ◽  
Literature Review ◽  
Indirect Costs ◽  
Direct Costs ◽  
Scientific Production ◽  
Case Study Method ◽  
Total Cost ◽  
The Cost ◽  
Nursing Professionals

ABSTRACT Objectives: to analyze the scientific production of nurses regarding the costs of procedures/interventions performed by nursing professionals. Methods: integrative literature review with a sample of 17 primary articles selected from the CINAHL, Scopus, EMBASE databases and the PubMed portal. Results: all studies were conducted in hospitals, with quantitative, exploratory-descriptive studies, considering the case study method, with the description of costs method adopted, and the number of Brazilian publications stood out (12; 70.58%). The calculation of direct costs was most common due to the absence/difficulty of accessing information in the studied hospitals. This made it impossible to obtain the indirect costs that would be necessary for the composition of the total cost. Conclusions: it was shown that studies about the cost of procedures/interventions are still scarce, often covering only the calculation of direct costs. Nurses need to develop studies on such costs using the same methodology in different contexts of health care.

Teacher Training Policy: state of the art on the Pedagogical Residency Program from 2018 to 2020

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Cíntia de Cássia Marcolan ◽  
Aline Lima de Oliveira Nepomuceno
Keyword(s):  
Teacher Education ◽  
Residency Program ◽  
State Of The Art ◽  
Theory And Practice ◽  
The Other ◽  
Pedagogical Practice ◽  
Initial Training ◽  
Collaborative Process ◽  
Curriculum Guidelines ◽  
Training Policy

The present study performs a diagnosis of the scientific productions in Brazil about the Pedagogical Residency Program (PRP), from 2018 to 2020, in the repositories CAPES Periodicals and BDTD. Three dissertations and 41 articles were found. The results showed that the contributions of the program in initial training, the experiences of pedagogical practice and the studies relating the supervised internship and the PRP were the most recurrent themes in the analyzed publications. It is possible to conclude that the program has contributed to initial and continuing teacher education from a critical and reflective perspective of pedagogical practice, highlighting the importance of the collaborative process in the dialogue between university and school, and the articulation between theory and practice. On the other hand, it also presents the concern with the implementation of the program in terms of curriculum guidelines aligned to the BNCC, the overvaluation of practice and the permanence of effective public policies for training.

Competency-based to nursing education: literature review

2011 ◽  
Vol 5 (2) ◽  
pp. 472 ◽  
Author(s):  
Manuel Matos Fernandes ◽  
João Barradas Durão ◽  
Ana maria Leitão Fonseca
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Curriculum Design ◽  
Educación Superior ◽  
Educational Strategies ◽  
Educational Models ◽  
Educacion Superior ◽  
Competency Based Education ◽  
Competency Based ◽  
Education Nursing

ABSTRACTObjectives: to characterize the scientific production of models and educational strategies for nursing education based on competencies; Identify results of model implementation/education strategies; discuss the commonalities and divergences on the use of models / educational strategies. Methodology: literature review in November 2010, on the bases of the Virtual Health Library (VHL) using the following keywords: Competency-based Education, Nursing Education and Higher Education, being selected one. In EBSCO, using the same descriptors in English (Competency-Based Education, Education, Nursing, Education, Higher), same time period, are found on 36 articles and 9 were selected. The inclusion criteria were research papers published between 2005 to 2010, available online as full text, to be in Portuguese, English or Spanish and focus further study. Also excluded were review articles, editorials and theses. Results: we characterized studies of educational models and strategies for a competency-based learning experiences in which emphasize teaching methods, curriculum design or evaluation. Conclusion: It was evident advantage in competency-based education, especially with the use of predefined models and use of educational strategies and models of interactive nature. Descriptors: competency-based education; education, nursing; education higher.RESUMOObjetivos: caracterizar produção científica sobre modelos e estratégias educacionais para educação em enfermagem  baseada em competências; Identificar resultados da implementação de modelo/estratégias educacionais; Discutir aspectos convergentes e divergentes sobre uso dos modelos/estratégias educacionais. Metodologia: revisão de literatura em Novembro de 2010, nas bases da Biblioteca Virtual em Saúde (BVS) utilizando os seguintes descritores: Educação baseada em competências, Educação em enfermagem e Ensino Superior, sendo selecionado um. Na EBSCO, utilizando os mesmos descritores em língua inglesa (Competency-Based Education; Education, Nursing;  Education, Higher), igual período de tempo, encontaram-se 36 artigos e foram seleccionados 9. Os critérios de inclusão foram: artigos de pesquisas publicados   no   período  2005 a 2010, estar  disponível on-line como texto completo, estar nos idiomas português, inglês ou espanhol e focalizar objecto de estudo. Excluíram-se artigos de opinião, editoriais e teses. Resultados: Foram caracterizados estudos sobre modelos e estratégias educacionais para uma aprendizagem baseada em competências nos quais as experiências enfatizam os métodos de ensino, o desenho curricular ou a avaliação. Conclusão: Ficou evidenciada vantagem na educação baseada em competências, sobretudo com a utilização de modelos prédefinidos e uso de estratégias e modelos educacionais de carácter interativo. Descritores: educação baseada em competências; educação em enfermagem; ensino superior.RESUMENObjetivos: caracterizar la producción científica de los modelos y estrategias educativas para la educación de enfermería basada en competencias; Identificar los resultados de la implementación del modelo y estrategias en la educación, discutir los puntos comunes y divergencias sobre el uso de modelos y estrategias educativas. Metodologia: revisión de la literatura en noviembre de 2010, sobre las bases de la Biblioteca Virtual en Salud (BVS) con las siguientes palabras: Educación Basada en Competencias, Educación en Enfermería y Educación Superior, siendo seleccionada uno. En EBSCO, utilizando los mismos descriptores en Inglés (Competency-Based Education; Education, Nursing; Education, Higher), mismo período de tiempo, se encuentran en 36 artículos y 9 fueron seleccionadas. Los criterios de inclusión fueron artículos de investigación publicados entre 2005 y 2010, disponible en línea en texto completo, para estar en Portugués, Inglés o Español y el foco mayor estudio. También se excluyeron los artículos de revisión, editoriales y tesis. Resultados: Se han caracterizado los estudios de los modelos educativos y estrategias de experiencias basadas en las competencias de aprendizaje que hacen hincapié en los métodos de enseñanza, diseño curricular o la evaluación. Conclusión: Es evidente ventaja en la educación basada en la competencia, especialmente con el uso de modelos predifinidos y el uso de estrategias educativas y modelos de carácter interactivo. Descriptores: educación basada en competencias; educación en enfermería; educación superior.

scholarly journals HISTORY OF THE DEVELOPMENT OF NURSING EDUCATION IN UKRAINE OF THE XX ‒ EARLY XXI CENTURY (HISTORIOGRAPHICAL REVIEW)

2021 ◽  
pp. 6-17
Author(s):  
Iryna Radziievska ◽  
Halyna Stepanova
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Nursing Education ◽  
Health Care Reform ◽  
Professional Training ◽  
Theory And Practice ◽  
Medical Professionals ◽  
Practical Training ◽  
History Of ◽  
Education Nursing

Medical and, in particular, nursing education is an important part of health care reform. The ability of a health worker to take an active part in the implementation of reforms (both as a leader and as an executor) implies continuous professional development, improvement of specialist competencies, starting from the first steps in professional education and ending with postgraduate education throughout the professional period. In this context, the study of the experience of training medical professionals, in particular, junior and middle level, in the past becomes extremely relevant, because it is obvious that to create a new one is possible only on the basis of historical experience.Unfortunately, during the former Soviet Union and the first years of Ukraine's independence, scientists did not have enough opportunities to conduct unbiased research on the history of medical education in the Soviet and post-Soviet periods based on modern methodological bases.The authors reviewed the literature on the development of nursing education in Ukraine in the 20th ‒ early 21st century. The scientific works of this period present a rich factual material that allows us to consider them an important contribution to the history of medical education in Ukraine.The authors note that independent research on the theory and practice of nursing education in the Soviet period was not carried out, so of great value in studying the principles of theoretical and practical training of nurses is the publication of certain aspects of training in specialized professional periodicals.During the years of “perestroika” and the first years of independence, a number of publications were published on generalizing foreign experience on this topic and substantiating proposals to improve the training of nurses, midwives, paramedics, pharmacists and other professionals in the field.The works of Ukrainian medical educators, who have enriched the historical and pedagogical field with new knowledge on the theoretical and professional training of future medical professionals, identified new areas of education and health care reform processes are of particular importance.At the same time, the authors conclude that scientific research reveals primarily various aspects of professional training of future medical professionals with higher education, and there is almost no research on the training of “mid-level” specialists, including nurses. Keywords: medical education, nursing education, nursing, paramedical staff, medical workers, health care system, medical science, professional training, historiography.

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