scholarly journals Apprehension and Understanding of the Health Needs Concept for Students of an Active Curriculum

2020 ◽  
Vol 44 (2) ◽  
Author(s):  
Ana Carolina Nonato ◽  
Karen Tie Kobashikawa ◽  
Danielle Abdel Massih Pio ◽  
Juliana Ribeiro da Silva Vernasque
Keyword(s):  
Nursing Students ◽  
National Curriculum ◽  
Disease Process ◽  
Essential Elements ◽  
Health Needs ◽  
Concept Of Health ◽  
Curriculum Guidelines ◽  
Learning Scenarios ◽  
Teaching Learning ◽  
The Relationship

Abstract: Introduction: The 2001 National Curriculum Guidelines value the biopsychosocial aspects of the health-disease process and student accountability through training and active performance in health services. This study was carried out at a college in the countryside of the state of São Paulo, which has the concept of health needs as a theoretical guide. To understand the experience of medical and nursing students in relation to the concept and operationalization of the integrated curriculum. Theoretical-practical developing of the relationship between students and other health actors was carried out to identify reasons for the divergence in the understanding of the theoretical framework between them, providing subsidies to identify these inequalities in the context of teaching. Methods: 33 students from the aforementioned courses were interviewed. The study was performed using the methodological framework of Grounded Theory and theoretical context of health needs. The semi-directed interviews were recorded, transcribed in full and coded line by line, according to the microanalysis process. The codes were grouped into elements, subsidies for the creation of categories. Results: There were five emerging categories: (1) “Understanding that there are differences in approach between the groups of the Systematized Educational and Professional Practice Units and between the educational units, with difficulties for effective theoretical-practical articulation”; (2) “Identifying that there is a discrepancy in learning and experiences of the concepts of health needs among students”; (3) “Understanding that the apprehension of health needs is more effective when theory is associated with practice and vice versa”; (4) “Assimilating that the concept of health needs is related to the extension of the integrality of care focus” and (5) “Recognizing the link as essential in the school years and teaching-learning scenarios to identify health needs and practical care success”. These constitute the theoretical model: “According to the student’s perspective, the apprehension and understanding of health needs depend on the theoretical-practical articulation in the different groups of students and teaching-learning scenarios, having as essential elements the link and the integrality of care”. Final considerations: For the effective apprehension of students’ health needs, discontinuity of learning and discrepancies in how it is conducted must be avoided, a process that depends on links and comprehensive care in order to be viable.

scholarly journals Apreensão e Compreensão do Conceito de Necessidades de Saúde para Estudantes de um Currículo Ativo

2020 ◽  
Vol 44 (2) ◽  
Author(s):  
Ana Carolina Nonato ◽  
Karen Tie Kobashikawa ◽  
Danielle Abdel Massih Pio ◽  
Juliana Ribeiro da Silva Vernasque
Keyword(s):  
Nursing Students ◽  
National Curriculum ◽  
Disease Process ◽  
Essential Elements ◽  
Health Needs ◽  
Concept Of Health ◽  
Curriculum Guidelines ◽  
Learning Scenarios ◽  
Teaching Learning ◽  
The Relationship

Abstract: Introduction: The 2001 National Curriculum Guidelines value the biopsychosocial aspects of the health-disease process and student accountability through training and active performance in health services. This study was carried out at a college in the countryside of the state of São Paulo, which has the concept of health needs as a theoretical guide. To understand the experience of medical and nursing students in relation to the concept and operationalization of the integrated curriculum. Theoretical-practical developing of the relationship between students and other health actors was carried out to identify reasons for the divergence in the understanding of the theoretical framework between them, providing subsidies to identify these inequalities in the context of teaching. Methods: 33 students from the aforementioned courses were interviewed. The study was performed using the methodological framework of Grounded Theory and theoretical context of health needs. The semi-directed interviews were recorded, transcribed in full and coded line by line, according to the microanalysis process. The codes were grouped into elements, subsidies for the creation of categories. Results: There were five emerging categories: (1) “Understanding that there are differences in approach between the groups of the Systematized Educational and Professional Practice Units and between the educational units, with difficulties for effective theoretical-practical articulation”; (2) “Identifying that there is a discrepancy in learning and experiences of the concepts of health needs among students”; (3) “Understanding that the apprehension of health needs is more effective when theory is associated with practice and vice versa”; (4) “Assimilating that the concept of health needs is related to the extension of the integrality of care focus” and (5) “Recognizing the link as essential in the school years and teaching-learning scenarios to identify health needs and practical care success”. These constitute the theoretical model: “According to the student’s perspective, the apprehension and understanding of health needs depend on the theoretical-practical articulation in the different groups of students and teaching-learning scenarios, having as essential elements the link and the integrality of care”. Final considerations: For the effective apprehension of students’ health needs, discontinuity of learning and discrepancies in how it is conducted must be avoided, a process that depends on links and comprehensive care in order to be viable.

scholarly journals Reflections on the Production of the Formation of Physiotherapy in the Con-text of SUS

2016 ◽  
Vol 29 (1) ◽  
pp. 37-44
Author(s):  
Ana Luísa Pinho Pinto Ferreira ◽  
Mônica De Rezende
Keyword(s):  
National Curriculum ◽  
National Health System ◽  
Publication Type ◽  
Type Region ◽  
Descriptive Research ◽  
Research And Teaching ◽  
Curriculum Guidelines ◽  
Relationship Of ◽  
The Relationship ◽  
Literature Production

Abstract Background: This study was motivated by the need of understanding how the relationship of the training with the national health system is treated, both in the sphere of health services and the aca-demic area. This work aims to contribute to the debate on the inclusion of the physiotherapist in SUS (Brazil's NHS) by pointing out issues that need to be deepened in future studies. Purpose: To analyze the national literature production on the relationship between the training of therapists and their work in SUS, from 1996 to 2010. Methods: Descriptive research with literature on the bases: LILACS, SCI-ELO Bank and CAPES thesis. Results: We found 13 publications, sorted by: year, publication type, region where it was published in the categories "national curriculum guidelines," "professional respon-sibility", "integrality in health" and "conceptions of teachers in training in Physiotherapy ". There no publishing from 1996 to 2005, gradually increasing from this year. It was identified a higher number of articles compared to other types of publications; there is also an important difference between the Brazilian regions, with higher prevalence of studies in the South (53.8%) and a greater number of pub-lications in the category "national curriculum guidelines". Conclusion: It was possible to raise ques-tions that involve the applicability of the National Curriculum Guidelines on the pedagogical courses; suitability of teachers to the reality of SUS; investigation of the models covered in health care envi-ronments trainers, and the lack of contribution by higher education institutions on teaching-research and teaching and public service, contributing to form an important agenda of study. {#}

scholarly journals Background and managerial practice of nurses: paths for transforming praxis

2008 ◽  
Vol 16 (1) ◽  
pp. 71-77 ◽  
Author(s):  
Zélia Marilda Rodrigues Resck ◽  
Elizabeth Laus Ribas Gomes
Keyword(s):  
Training Programs ◽  
National Curriculum ◽  
Scientific Investigation ◽  
Hospital Environment ◽  
Work Processes ◽  
Managerial Practices ◽  
Curriculum Guidelines ◽  
Managerial Knowledge ◽  
Teaching Learning ◽  
The City

Qualitative research using a dialectics view; the objective is to analyze the demands and the expectations from the setting of managerial practices in view of the Pedagogical Project and the strategies which may or may not favor the transforming praxis. It involves 11 students, 12 professors, and 12 service nurses who are the participants in the teaching-learning process of managerial knowledge, in the interceding space, in the fields of practice and in the curricular training programs, both in the hospital environment and in the basic health services and of the Nursing graduation course from a Federal University, from the city of Alfenas-MG. It uses the collecting technique by focal group and the analysis of the contents is subsided by two great discussions: background and work. The results point that the nurse's background and praxis must go through the work processes in the caring, managerial and educative dimensions as well as in the scientific investigation, building paths for the development of competences, in the teaching and service interaction, following the current National Curriculum Guidelines.

scholarly journals CONSENSUS OF PUBLIC HEALTH PROFESSORS ON THE MAIN PEDAGOGICAL APPROACHES FOR TRAINING IN THE BRAZILIAN UNIFIED HEALTH SYSTEM

2020 ◽  
Vol 29 ◽  
Author(s):  
Jônia Cybele Santos Lima ◽  
Rafael Rodolfo Tomaz de Lima ◽  
Sávio Marcelino Gomes ◽  
Ana Patrícia de Freitas Lopes ◽  
Isaac Newton Machado Bezerra ◽  
...  
Keyword(s):  
Public Health ◽  
Health System ◽  
Professional Training ◽  
National Curriculum ◽  
Essential Elements ◽  
Constitutional Rights ◽  
Delphi Consensus ◽  
Popular Participation ◽  
Unified Health System ◽  
Curriculum Guidelines

ABSTRACT Objective: to establish consensus from experts on the essential elements for training aimed at the Unified Health System (Sistema Único de Saúde), considering public health assumptions and the Brazilian National Curriculum Guidelines (DCN - Diretrizes Curriculares Nacionais). Method: this is an evaluability assessment carried out with public health professors based on a logical model built with a focus on DCN and on large areas of public health. Criteria matrix validation was performed through Delphi consensus, carried out in three rounds between June and August 2017. The database was built in an Excel spreadsheet and analyzed after each round. At the end of the last round, the database presented its final composition for export to the Stata software, in which statistical analysis was performed. Results: at the end of three rounds, 18 experts validated the criteria matrix composed of 40 items. The most significant approaches were related to the subdimensions Health care, Popular education, Humanization, Popular participation, Social accountability, and Planning and management. Conclusion: the validated criteria matrix is characterized as an important instrument for knowledge construction based on a premise that, by taking over the essential skills for training at DCN, the training process may be problematized by all actors involved. The current Brazilian political scenario, crossed by austerity policies that challenge consolidating the main constitutional rights, should serve as encouragement for a professional training aligned with public interests, especially DCN, in health courses.

Music as Subject Matter

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Subject Matter ◽  
Music Teachers ◽  
National Curriculum ◽  
Core Subject ◽  
Curriculum Guidelines ◽  
Affective Components ◽  
The Relationship ◽  
Music Study

This chapter discusses what makes music an activity or a discipline worthy of study and what about music is worthy of study. It shows how music, like all disciplines worthy of study, can be understood to have cognitive, psychomotor, and affective components. Understanding the hierarchies in each facet and the relationship between the various facets helps teachers understand what music should be taught and in what ways. Music was long considered a fringe subject, but in 2014 it became a core subject in the national curriculum. Leaders within the field have written standards—curriculum guidelines—to help music teachers understand what students should know and be able to do as a consequence of music study.

scholarly journals The development of communication skills and the teacher’s performance in the nursing student’s perspective

2016 ◽  
Vol 50 (spe) ◽  
pp. 32-38 ◽  
Author(s):  
Karime Rodrigues Emilio de Oliveira ◽  
Eliana Mara Braga
Keyword(s):  
Health Care ◽  
Public Schools ◽  
Nursing Students ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Disease Process ◽  
Individual Characteristics ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Teaching Learning

Objective To understand experiences in the development of communication skills and the teacher’s role in this teaching-learning process under the perspective of undergraduate nursing students by considering two types of curriculum organization. Method Descriptive study with a qualitative approach conducted in two public schools located in São Paulo state, Brazil. Data were collected by means of self-completed forms from 81 students in the second and fourth years of the undergraduate program. Results were analyzed in light of Content Analysis. Results Results showed that the development of such skills is related to: students’ individual characteristics, patients’ characteristics, those of the health-disease process, the health-care team’s profile and the theoretical knowledge acquired on communication in health-care provision and nursing. The teacher’s role was perceived as one that supports and encourages interactions with patients and health-care teams by teaching and providing orientation about interpersonal communication. Conclusions Students identify and value the importance of their teachers’ performance in the development and acquisition of communication skills. Additionally, students who experience active teaching-learning methodologies acknowledge the teacher as essential to provide opportunities for students to express their knowledge and thoughts.

scholarly journals Nurse training in health in different regions in Brazil

2017 ◽  
Vol 17 (suppl 1) ◽  
pp. S219-S228 ◽  
Author(s):  
Carinne Magnago ◽  
Celia Regina Pierantoni ◽  
Cristiana Leite de Carvalho ◽  
Sabado Nicolau Girardi
Keyword(s):  
Learning Strategies ◽  
National Curriculum ◽  
Evaluation Process ◽  
Nurse Training ◽  
Exploratory Research ◽  
Documentary Analysis ◽  
Curriculum Guidelines ◽  
Curricular Structure ◽  
The One ◽  
Teaching Learning

Abstract Objectives: to identify on the one hand whether there has been any changes in the nurse training in Brazil and on the other if regionalizing health incurred interference in this process. Methods: an exploratory research of a multiple case study in a qualitative approach developed between November 2015 and March 2017, in seven regions in Brazil. The data were collected by in-depth interviews with 16 administrators of the undergraduate courses in nursing and by documentary analysis of the Projetos Políticos Pedagógicos (Political Pedagogical Projects). Content analysis was undertaken by having the theoretical references of the Diretrizes Curriculares Nacionais (National Curriculum Guidelines). Results: varied profiles of undergraduates were observed with higher tendency for the basic level in health practice or for hospital level with competencies in health care that is still fragmented and not interdisciplinary. The curricular structure of the courses focuses on isolated disciplines with little or no interdisciplinary integration and the pedagogical model is based on traditional teaching-learning strategies and additional evaluation process. There were no differences in health among the regions. Conclusions: it is necessary in concomitance with the changes that are required in the field of training to undertake efforts in the development of health units and training institutions, which has already proven to be a factor of professional retention and regional development.

scholarly journals Intensive care unit: a significant space for the professor-student relationship

2012 ◽  
Vol 25 (spe2) ◽  
pp. 146-150 ◽  
Author(s):  
Glauteice Freitas Guedes ◽  
Conceição Vieira da Silva Ohara ◽  
Gilberto Tadeu Reis da Silva
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Public Institution ◽  
Private Institution ◽  
Semantic Categories ◽  
Student Relationship ◽  
Teaching Learning ◽  
The Relationship

OBJECTIVE: To address the relationship between professor and student within the ICU environment, from the perspective of professors. METHODS: Qualitative study in the phenomenological modality, in which six professors were interviewed - three from a public institution and three from a private institution, they supervised nursing students in an adult ICU. RESULTS: From the study individuals statements, semantic categories emerged that allowed the learning of the essence of the phenomenon studied. During the analytical process, there was separation into two subcategories: An approximation and facilitating the process of teaching-learning. CONCLUSIONS: The practice of nursing internships in ICU provides an inter-relationship between student and professor, favoring an approximation with others and a personalization of learning, which significantly contributes to enrich the teaching and learning process and the student-professor relationship.

scholarly journals Saber é sentir, sentir é saber: O ponto de partida do LABSensi

2019 ◽  
Vol 5 (9) ◽  
pp. 155
Author(s):  
Maria Verônica Araújo de Santa OLIVEIRA ◽  
Rafaela Alves PACHECO
Keyword(s):  
Healthcare Professionals ◽  
Clinical Skills ◽  
National Curriculum ◽  
Holistic View ◽  
Educational Processes ◽  
Starting Point ◽  
Curriculum Guidelines ◽  
Teaching Learning ◽  
Collective Construction ◽  
De Medicina

RESUMO Este artigo tem por objetivo resgatar o processo histórico que levou à criação, estruturação e organização do Laboratório de Sensibilidades do Curso de Medicina da UFPE/CAA. Iremos apresentar os questionamentos e referenciais teóricos e metodológicos que nos inspiraram para sua concepção. Partimos da crítica do alijamento da sensibilidade nos processos educativos em decorrência da hegemonia da racionalidade instrumental. Dentre suas consequências, evidenciam-se a estruturação de práticas questionáveis eticamente e impactos na saúde dos estudantes e profissionais de saúde. Buscamos, então, a construção de um espaço pedagógico para a incorporação do sensível no ensino de medicina através de estratégia multifacetada. Orientamo-nos pelas DCNs de Medicina, Medicina Centrada na Pessoa, visão holística do ser humano e do processo de ensino aprendizagem a partir da complexidade. Utilizamos metodologias ativas, vivências corporais e artísticas na construção coletiva, crítica e criativa de conhecimentos sensíveis visando a autonomia dos estudantes no desenvolvimento de habilidades clínicas. Educação Médica. Educação Sensível. Corporeidade. Sensibilidade. Habilidades clínicas.Knowing is feeling, feeling is kwnowing: LABSENSI’s starting pointABSTRACTThis article aims to rescue the historical process that led to the creation, structuring and organization of UFPE / CAA’s Medical School Laboratório de Sensibilidade (Sensitivity Laboratory). We will present the theoretical and methodological questions and references that inspired its conception. The starting point is our critique of thesensitivity avoidance in educational processes due to hegemony of the instrumental rationality. Among its consequences, we can put in evidence ethically questionable structuring practices and health impacts on students and healthcare professionals. By teaching medicine through a multifaceted strategy, we seek the construction of a pedagogical space for incorporation of the sensitive. We are guided by the Medicine’s National Curriculum Guidelines, Person Centered Medicine, holistic view of the human being and complexity-based teaching learning process. We use active methodologies, body and artistic experiences in collective construction, critical and creative sensible knowledge aiming students’ autonomy in the clinical skills’ development.Medical education. Sensible education. Corporeity. Sensibility. Clinical skills.Conoscere è sentire, sentire è conoscere: il punto di partenza di LABSensiRIASSUNTOQuesto articolo vorrebe presentare il processo storico che ha portato alla creazione, alla strutturazione e all'organizzazione del Laboratorio di Sensibilità del corso di medicina de la Universitá Federal de Pernambuco, Caruaru, Brasile. Presenteremo le domande e i riferimenti teorici e metodologici che ci hanno ispirato per la sua concezione. Partiamo dalla critica dell'eliminazione della sensibilità nei processi educativi dovuta all'egemonia della razionalità strumentale. Tra le sue conseguenze c'è la strutturazione di pratiche eticamente discutibili e impatti sulla salute di studenti e professionisti della salute. Cerchiamo quindi la costruzione di uno spazio pedagogico per l'incorporazione del sensibile nell'insegnamento della medicina attraverso una strategia poliedrica. Siamo guidati dai DCN della medicina, dalla medicina centrata sulla persona, dalla visione olistica dell'essere umano e dal processo di insegnamento che apprende dalla complessità. Usiamo metodologie attive, esperienze corporee ed artistiche nella costruzione collettiva, critica e creativa di conoscenze sensibili che mirano all'autonomia degli studenti nello sviluppo delle abilità cliniche.Educazione Medica. Educazione Sensibile. Corporeità. Sensibilità. Abilità Cliniche.Saber es sentir, sentir es saber: el punto de partida de LABSensi RESUMENEste artículo tiene como objetivo rescatar el proceso histórico que condujo a la creación, estructuración y organización del Laboratorio de Sensibilidad de la Facultad de Medicina de la UFPE / CAA. Presentaremos las preguntas y referencias teóricas y metodológicas que nos inspiraron para su concepción. Partimos de la crítica a la eliminación de la sensibilidad en los procesos educativos debido a la hegemonía de la racionalidad instrumental. Entre sus consecuencias está la estructuración de prácticas e impactos éticamente cuestionables en la salud de los estudiantes y profesionales de la salud. Buscamos, entonces, la construcción de un espacio pedagógico para la incorporación de lo sensible en la enseñanza de la medicina a través de una estrategia multifacética. Nos guiamos por los DCN de medicina, la medicina centrada en la persona, la visión holística del ser humano y el proceso de enseñanza que aprende de la complejidad. Utilizamos metodologías activas, experiencias corporales y artísticas en la construcción colectiva, crítica y creativa de conocimiento sensible con el objetivo de la autonomía de los estudiantes en el desarrollo de habilidades clínicas. Educación médica Educación sensible. Corporeality. Sensibilidad Habilidades clínicas

scholarly journals Conception of undergraduate nursing students on the practice of health education on first aid

Rev Rene ◽  
2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Marília Rosa de Oliveira ◽  
Ana Rita Arrigo Leonel ◽  
Julliana Helena Montezeli ◽  
Andréia Bendine Gastaldi ◽  
Eleine Aparecida Penha Martins ◽  
...  
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
National Curriculum ◽  
First Aid ◽  
Academic Learning ◽  
Teacher Competence ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Curriculum Guidelines ◽  
Integrated Project

Objective: to present the conception of undergraduate nursing students participating in an integrated project on healtheducation on first aid. Methods: qualitative research conducted at the Universidade Estadual de Londrina with five seniornursing students, participating in the project “Nursing in clinical and surgical urgent and emergency care.” We applied semistructuredinterviews with content analysis. Results: the following categories emerged: Health education as a facilitatorfor academic learning; Health education on first aid as a facilitator in the construction of teacher competence in futurenurses; Feelings experienced by students when performing health education on first aid. Conclusion: participating in healtheducation enables the consolidation of the teacher competence of nurses advocated by the National Curriculum Guidelines.

Sign in / Sign up

Export Citation Format

Share Document