Fostering the Creative Spirit in Teaching‐Learning

2009 ◽  
Vol 22 (4) ◽  
pp. 323-325 ◽  
Author(s):  
Sandra Schmidt Bunkers
Keyword(s):  
Health Sciences ◽  
Artistic Expression ◽  
Creative Spirit ◽  
Teaching Learning ◽  
Nursing Course

This author describes creativity and the development of several curriculum projects fostering the creative spirit in the nursing academy as well as in other health sciences. It introduces Dr. Barbara Condon’s column describing the use of artistic expression, framed by the humanbecoming school of thought, in a senior level nursing course at Briar Cliff University.

Artistic Expression in Teaching‐Learning

2009 ◽  
Vol 22 (4) ◽  
pp. 326-331 ◽  
Author(s):  
Barbara Backer Condon
Keyword(s):  
Nursing Students ◽  
Artistic Expression ◽  
Nursing Curriculum ◽  
Senior Year ◽  
Reflective Process ◽  
The Past ◽  
Teaching Learning ◽  
First Time ◽  
Coming To Know

The use of art to enhance teaching‐learning in nursing has proven beneficial in the past. While there are variety of methods to utilize art in education that exist, the author discusses artistic expression, as described by the humanbecoming school of thought, being used for the first time during the final term of the senior year for nursing students. This artistic expression was part of a variety of assignments connected to the students’ preceptor experiences. The author in this column demonstrates a profound coming to know and personal enlightenment through a reflective process that accentuates the importance of not only allowing, but encouraging creativity throughout a nursing curriculum.

scholarly journals Active methodologies for the teaching-learning process: the possibility of a more participative educational practice in the health sciences

2008 ◽  
Vol 8 (2) ◽  
pp. 140-145
Author(s):  
Mirelle Finkler ◽  
Silviamar Campogara ◽  
Kenya Schmidt Reibnitz ◽  
Vânia Marli Schubert Backes
Keyword(s):  
Learning Process ◽  
Educational Practice ◽  
Health Sciences ◽  
Teaching Learning

Este trabalho consiste em uma reflexão teórica sobre a utilização de metodologias ativas de ensinoaprendizagem, tais como a Metodologia da Problematização e da Aprendizagem Baseada em Problemas, no atual contexto de mudanças na formação de profissionais de saúde, buscando ressaltar os pressupostos teóricos e metodológicos que fundamentam uma prática educativa mais participativa e adequada à sociedade.

scholarly journals Critical incidents in the teaching-learning process of a nursing course through the perception of students and faculty

2006 ◽  
Vol 14 (5) ◽  
pp. 742-748
Author(s):  
Adriana Valongo Zani ◽  
Maria Suely Nogueira
Keyword(s):  
Learning Process ◽  
Critical Incidents ◽  
Descriptive Study ◽  
Qualitative Approach ◽  
Faculty Members ◽  
Student Relationships ◽  
Faculty Behavior ◽  
Efficient Learning ◽  
Teaching Learning ◽  
Nursing Course

The teaching-learning process is complex and leaves many question marks, mainly when one thinks about quality. Therefore, this study aims at identifying factors that interfere positively or negatively in the teaching-learning process, through the perspective of students and faculty of the Nursing course at the Universidade Norte do Paraná- UNOPAR. This descriptive study with a qualitative approach was carried out through the critical incidents technique. Thirty-six faculty and 140 students participated. Data analysis revealed that the students mentioned 435 critical incidents related to the category faculty behavior, being 317 negative references and 118 positive. According to the faculty members' reports, the category interaction with the group produced 58 references, being 10 positive and 48 negative. An adequate teaching-learning process requires good faculty-student and student-student relationships, favoring good interaction and efficient learning.

Visual Art and Non-verbal Sensitivity: A Teaching-learning Program in Nurse Education

2001 ◽  
Vol 7 (3) ◽  
pp. 26 ◽  
Author(s):  
Britt-Maj Wikström
Keyword(s):  
Visual Art ◽  
Student Nurses ◽  
Health Sciences ◽  
Nurse Education ◽  
Theoretical Knowledge ◽  
Learning Program ◽  
Verbal Language ◽  
Study Population ◽  
University Colleges ◽  
Teaching Learning

This study introduced paintings, reproductions of works of art, alongside textbooks in student nurses? education. The aim was to study non-verbal language. Student nurses (N=436) at three university colleges of health sciences in Sweden served as study population. In written interpretations the students combined experiences and theoretical knowledge of non-verbal language with new impressions from the depicted persons. The findings pointed at paintings as a valuable source of knowledge of the non-verbal language. Student nurses expressed their existing insights of non-verbal language in a modulated way. Awareness of non-verbal sensitivity was developed.

scholarly journals Shared learning between health sciences university students. Teaching-learning process of hand hygiene

2020 ◽  
Author(s):  
Montserrat Sánchez-Lorente ◽  
Enrique Sanchis-Sánchez ◽  
Ángela Olmedo-Salas ◽  
Nicole Victoria Zurita-Round ◽  
Pablo García-Molina ◽  
...  
Keyword(s):  
Hand Hygiene ◽  
University Students ◽  
Learning Process ◽  
Health Sciences ◽  
Shared Learning ◽  
Teaching Learning ◽  
Innovación Docente

El objetivo principal del proyecto ha sido el uso de metodologías de enseñanza activa para crear conciencia sobre la importancia de la higiene de manos en la atención médica. Metodología: El proyecto de innovación docente ha puesto en práctica el aprendizaje compartido de conocimientos y habilidades entre iguales. 11 estudiantes de Grado de Enfermería, con un trabajo cooperativo e individual previo, participan en un proceso de enseñanza-aprendizaje sobre higiene de manos con 82 estudiantes de Grado de Fisioterapia, utilizando Tics, talleres sobre desinfección de manos con autoevaluación, evaluación de conocimiento previo y posterior y evaluación de La satisfacción con la actividad. Resultados: La evaluación de los cuestionarios previos y posteriores revela un aumento en la cantidad de respuestas correctas. El 98.8% de los estudiantes considera que podrán aplicar los conocimientos adquiridos en su práctica profesional. La metodología aplicada se considera adecuada en un 95.1%. Los estudiantes han mostrado una gran satisfacción con la actividad. Conclusiones: los estudiantes de fisioterapia han considerado que la experiencia es muy satisfactoria y útil para la práctica profesional. El uso de la metodología de enseñanza-aprendizaje ha demostrado ser una opción válida para adquirir conocimientos y habilidades sobre higiene de manos.

scholarly journals TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO E AS METODOLOGIAS ATIVAS: ELEMENTOS PARA O TRABALHO DOCENTE NO ENSINO SUPERIOR

2018 ◽  
Vol 3 (2) ◽  
pp. 798-812
Author(s):  
Priscila Miranda de Carvalho Coletto ◽  
Okçana Battini ◽  
Edenar Monteiro
Keyword(s):  
Nursing Education ◽  
Information And Communication Technologies ◽  
Private University ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Digital Information ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teaching Learning ◽  
Nursing Course

Resumo: A utilização da Tecnologias Digitais de Informação e Comunicação (TDICs) e das metodologias ativas no espaço universitário apontam para uma nova forma de estabelecer o trabalho e papel dos professores e alunos no processo de ensino aprendizagem. Nesse sentido, esse artigo traz os resultados de uma pesquisa que teve como objetivo compreender a percepção dos docentes do curso de Enfermagem sobre a utilização das TDICs como elementos mediadores da aprendizagem. Trata-se de uma pesquisa de caráter qualitativo realizada por meio estudo de caso com 6 professores do curso de Enfermagem de uma universidade privada do estado de Goiás. A incorporação das ferramentas tecnológica tende a uma prática pedagógica mais enriquecedora, potencializando a interação e integração bem como a capacidade de compreensão dos conhecimentos, por parte de professores e alunos. Na área de Enfermagem, grandes esforços têm sido realizados com a finalidade de extrair maiores benefícios da utilização das TDICs para obter e/ou garantir um grau maior de qualidade no Ensino. Diante disso permitiu apontar que o ensino de enfermagem mediado pelo uso das TDICs configura-se um desafio exigindo dos alunos, docentes e instituições de ensino superior mudanças na postura frente ao processo educacional.Palavras-chave: Tecnologias Digitais de Informação e Comunicação. Ensino de Enfermagem. Trabalho Docente. Formação de Professores. Abstract: The use of Digital Information and Communication Technologies TDICs and the active methodologies in the university space point to a new way of establishing the work and role of teachers and students in the process of teaching learning. In this sense, this research aimed to understand the perception of teachers of the Nursing course on the use of TDICs as mediators of learning. It is a qualitative research carried out through a bibliographical survey and case study with 6 teachers of the Nursing course of a Private University of the State of Goiás. The incorporation of technological tools tends to a more enriching pedagogical practice, interaction and integration as well as the ability to understand the knowledge, by teachers and students. In the Nursing area, great efforts have been made to extract greater benefits from the use of the TDICs to obtain and / or guarantee a higher degree of quality in the Teaching. Given this, it was possible to point out that nursing education mediated by the use of TDICs is a challenge requiring students, teachers and institutions of higher education changes in the posture in front of the educational process.Keywords: Digital Information and Communication Technologies. Nursing education. Teaching Work. Teacher training.

scholarly journals Júri simulado no ensino da ética/bioética para a enfermagem

2019 ◽  
Vol 13 (2) ◽  
pp. 499
Author(s):  
Marta Pereira Coelho ◽  
Adriana Nunes Moraes Partelli
Keyword(s):  
Learning Strategy ◽  
Teaching Experience ◽  
Undergraduate Nursing ◽  
The People ◽  
The Social ◽  
Teachers And Students ◽  
Alternative Methodology ◽  
The Subject ◽  
Teaching Learning ◽  
Nursing Course

RESUMO Objetivo: relatar a experiência docente com o emprego da técnica do júri simulado no ensino da ética/bioética para a graduação em Enfermagem. Método: trata-se de um estudo descritivo, tipo relato de experiência, empregando metodologia alternativa no ensino para a graduação em saúde. Utiliza-se a técnica do júri simulado desde 2008, no 4º período, na disciplina “Interagindo com as Pessoas”. Refere-se esse relato à implementação da técnica no segundo semestre de 2018. Ocorre-se a estratégia de ensino/aprendizagem em quatro momentos distintos, sequenciais e complementares. Resultados: observou-se o envolvimento dos estudantes com a técnica do júri por meio da aplicabilidade dos conteúdos teóricos na resolução das questões discutidas com a técnica. Subsidiou-se o aprendizado com as aulas expositivo-dialogadas, que foi aprimorado e alcançado pelos próprios estudantes ao realizarem estudos complementares direcionados e colocados em prática com situações do cotidiano exposto por meio dos filmes. Conclusão: revela-se que docente e discentes aprendem a aprender, a fazer, a conviver e são sensibilizados a assumir uma postura profissional comprometida com a responsabilidade social e ética que a profissão requer. Descritores: Ensino de Enfermagem; Ética; Bioética; Aprendizagem; Estudantes; Educação Superior.ABSTRACTObjective: to report the teaching experience with the use of the simulated jury technique in ethics/bioethics teaching for the undergraduate nursing course. Method: it is a descriptive study, of experience report type, using an alternative methodology in teaching for health graduation. The simulated jury technique is used since 2008, in the 4th period, in the subject "Interacting with the People". This report refers to the implementation of the technique in the second half of 2018. The teaching/learning strategy occurs in four distinct, sequential and complementary moments. Results: the students' involvement with the jury technique was observed through the applicability of the theoretical contents in the resolution of the issues discussed with the technique. It subsidized the learning with the expository-dialoged classes, which was improved and reached by the students themselves when carrying out complementary studies directed and put into practice with daily situations exposed through the films. Conclusion: it is revealed that teachers and students learn to learn, to do, to live together and are sensitized to take a professional position committed to the social and ethical responsibility that the profession requires. Descriptors: Education; Nursing; Ethics; Bioethics; Learning; Students, Higher. RESUMENObjetivo: relatar la experiencia docente con el empleo de la técnica del jurado simulado en la enseñanza de la ética / bioética para la graduación en Enfermería. Método: se trata de un estudio descriptivo, tipo relato de experiencia, empleando metodología alternativa en la enseñanza para la graduación en salud. Se utiliza la técnica del jurado simulado desde 2008, en el 4º período, en la asignatura "Interactuando con las Personas". Se refiere este relato a la implementación de la técnica en el segundo semestre de 2018. Se produce la estrategia de enseñanza / aprendizaje en cuatro momentos distintos, secuenciales y complementarios. Resultados: se observó la participación de los estudiantes con la técnica del jurado por medio de la aplicabilidad de los contenidos teóricos en la resolución de las cuestiones discutidas con la técnica. Se apoyó el aprendizaje con las clases expositor-dialogadas, que fue perfeccionado y alcanzado por los propios estudiantes al realizar estudios complementarios dirigidos y puestos en práctica con situaciones del cotidiano expuesto por medio de las películas. Conclusión: se revela que docentes y alumnos aprenden a aprender, a hacer, a convivir y ser sensibilizados a asumir una postura profesional comprometida con la responsabilidad social y ética que la profesión requiere. Descriptores: Educación en Enfermería; Ética; Bioética; Aprendizaje; Estudiantes; Educación Superior. 

PHYSIOLOGY COMICS: POTENTIAL OF GRAPHIC NARRATIVE RESOURCES FOR THE TEACHING-LEARNING PROCESS IN HEALTH SCIENCES

2020 ◽  
Author(s):  
Carlos Romá-Mateo ◽  
Conrado Javier Calvo ◽  
Gloria Olaso-González ◽  
Antonio Alberola ◽  
Álvaro M. Pons ◽  
...  
Keyword(s):  
Learning Process ◽  
Health Sciences ◽  
Graphic Narrative ◽  
Teaching Learning

scholarly journals Blended Learning Methods in Specialization Graduate Courses Improve the Knowledge Gain Metric

2020 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Caíque Costa Dias ◽  
Júlio César André ◽  
Emerson Roberto dos Santos ◽  
Heloísa Cristina Caldas ◽  
Sérgio Luíz Aparecido Brienze ◽  
...  
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Health Sciences ◽  
Knowledge Gain ◽  
Learning Methods ◽  
Face To Face ◽  
Online Forms ◽  
Teaching Learning

Information and communication technologies (ICT) have been proven beneficial in teaching of health sciences courses. Combined e-learning strategies with face-to-face activities, among others, are defining characteristics of a new learning perspective called blended learning methods. The paucity of data to confirm the benefits of online forms of learning, in isolation or as a part of a blended learning method, indicates that more studies are still required to assess their influence on the teaching-learning process. This study measured knowledge gained using face-to-face (FtFA) and distance educational on virtual learning environments (DA-VLE) strategies in health sciences. For two consecutive years, FtFA and DA-VLE education strategies were used in a discipline of specialization graduate course, each discussing two topics. The knowledge gained using each strategy was assessed for each topic using a pre (PT) and post-test (PoT). The performance frequency (PF) of participants was categorized based on the number of correct answers in each assessed. The PF frequency increased between the PA and PoT in both strategies (FtFA and - DA-VLE), although higher scores were observed in DA-VLE strategies when compared to FtFA strategies. These data indicate that such strategies, within this context, are vital, and can bring benefits to the teaching-learning process in combination.

scholarly journals La evaluación formativa y compartida como aspecto fundamental en la formación del profesorado novel universitario. Experiencia en las Facultades de Ciencias y Farmacia de la Universidad de Granada

2017 ◽  
Vol 4 (1) ◽  
pp. 59 ◽  
Author(s):  
Isabel María Plaza del Pino ◽  
Juan Manuel Bosque Sendra ◽  
Pilar Cerezo González ◽  
Monsalud Del Olmo Iruela ◽  
Cesar Viseras Iborra
Keyword(s):  
Novice Teachers ◽  
Learning Process ◽  
Chemical Engineering ◽  
Environmental Science ◽  
Fine Arts ◽  
Health Sciences ◽  
Experienced Teachers ◽  
Teaching Team ◽  
Teaching Learning ◽  
The University

Resumen: Se presenta la experiencia de un equipo docente de la Universidad de Granada, constituido por cinco profesores experimentados y trece principiantes pertenecientes a las áreas de ciencias experimentales y de la salud. En dicha experiencia se han llevado a cabo una serie de acciones de formación, reflexión y puesta en práctica de estrategias dirigidas a la mejora del proceso de enseñanzaaprendizaje. En este artículo se detallan: los antecedentes del equipo, sus intereses e inquietudes y la situación actual especificando las actividades realizadas y los resultados obtenidos en el trabajo desarrollado con el profesorado principiante. Entre las tareas desarrolladas podemos destacar las innovaciones realizadas en evaluación formativa y compartida en asignaturas de características muy diversas, pertenecientes a las titulaciones de Bellas Artes, Biología, Ciencias Ambientales, Farmacia, Ingeniería Química y Química. Asimismo la experiencia del equipo como grupo de trabajo cooperativo ha servido de punto de referencia tanto a los profesores noveles como a los experimentados. Formative and shared assessment as a key aspect in the training of novice university teacher. Field experience in the Faculties of Science and Pharmacy at the University of Granada. Abstract: We present the experience of a teaching team at the University of Granada made up of five experienced teachers and thirteen novices all working in the areas of Health Sciences and Experimental Sciences. This experience involved processes of training, self-criticism and putting into practice some strategies aimed at improving the teaching-learning process. In this article the following points are covered: The background of the team and the current situation, specifically the activities carried out and the results obtained with respect to the novice teachers. Among the developments we can point out innovations in Formative and Shared Evaluation in diverse subjects within the departments of Fine Arts, Biology, Environmental Science, Pharmacy, Chemical Engineering, and Chemistry. The experience of the teaching team as a collaborative workgroup is useful not only to the novice teachers but also to the experienced teachers.

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