scholarly journals Ensino superior em enfermagem: processos e tendências de trabalho docente

2018 ◽  
Vol 12 (12) ◽  
pp. 3368
Author(s):  
Dilton Luis Soares de Farias ◽  
Ana Rafaela Souza Rodrigues ◽  
Adriana De Sá Pinheiro ◽  
Sandra Helena Isse Polaro ◽  
Márcia Maria Bragança Lopes ◽  
...  
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Teaching Practice ◽  
Practice Research ◽  
Student Body ◽  
Learning And Teaching ◽  
Enseñanza Superior ◽  
Curriculum Guidelines ◽  
Nursing Courses ◽  
Teaching Learning

RESUMOObjetivo: identificar como está a educação no ensino superior de Enfermagem, os processos e as tendências de trabalho do docente. Método: trata-se de um estudo bibliográfico tipo revisão integrativa, em artigos publicados entre os anos de 2007 a 2017, nas bases de dados MEDLINE, LILACS e BDENF. Organizaram-se os dados em categorias e se avaliou a qualidade metodológica dos artigos pela classificação segundo os sete níveis hierárquicos de evidência, e os resultados apresentam-se em figuras. Resultados: encontraram-se 13 artigos escritos por enfermeiros e publicados no período de 2010 a 2014. Emergiram-se duas categorias: Cursos de Enfermagem e Tendências do Trabalho Docente e Diretrizes Curriculares do Ensino Superior em Enfermagem. Conclusão: entende-se que a educação de Enfermagem, o ensino-aprendizagem e o trabalho docente não se articulam entre a prática do ensino, a pesquisa e a extensão, prejudicando o fazer e o pensar críticos do corpo discente. Percebe-se que as produções dos docentes ainda carecem de estratégicas inovadoras que sinalizem, aos discentes, uma prática profissional mais condizente com a realidade vigente das necessidades de saúde da população. Descritores: Ensino Superior; Educação em Enfermagem; Tendências; Docentes; Enfermagem; Revisão.ABSTRACT Objective: to identify how the education in Nursing higher education is, the processes and the work trends of the teacher. Method: this is an integrative review type bibliographical study, in articles published between 2007 and 2017, in the MEDLINE, LILACS and BDENF databases. The data was organized into categories and the methodological quality of the articles was evaluated by the hierarchical levels of evidence, and the results are presented in figures. Results: 13 articles were written by nurses and published in the period from 2010 to 2014. Two categories emerged: Nursing Courses and Teaching Work Trends and Curriculum Guidelines for Higher Education in Nursing. Conclusion: it is understood that nursing education, teaching-learning and teaching work are not articulated between teaching practice, research and extension, impairing the critical thinking and doing of the student body. It is noticed that teachers' productions still lack innovative strategies that signal to the students a professional practice more in keeping with the current reality of the health needs of the population. Descriptors: Higher Education; Nursing Education; Trends; Faculty; Nursing; Review.RESUMEN Objetivo:  identificar cómo está la educación en la enseñanza superior de Enfermería, los procedimientos y las tendencias de trabajo del docente. Método:  se trata de un estudio bibliográfico tipo revisión integrativa, en artículos publicados entre los años de 2007 a 2017, en las bases de datos MEDLINE, LILACS y BDENF. Se organizaron los datos en categorías y se evaluó la calidad metodológica de los artículos por la clasificación según los siete niveles jerárquicos de evidencia, y los resultados se presentan en figuras. Resultados: se encontraron 13 artículos escritos por enfermeros y publicados en el período de 2010 a 2014. Se emergieron dos categorías: Cursos de Enfermería y Tendencias del Trabajo Docente y Directrices Curriculares de la Enseñanza Superior en Enfermería. Conclusión: se entiende que la educación de enfermería, la enseñanza-aprendizaje y el trabajo docente no se articulan entre la práctica de la enseñanza, la investigación y la extensión, perjudicando el hacer y el pensar críticos del alumnado. Se percibe que las producciones de los docentes todavía carecen de estratégicas innovadoras que señalen a los discentes una práctica profesional más adecuado con la realidad vigente de las necesidades de salud de la población. Descriptores: Educación Superior; Educación en Enfermería; Tendencias; Docentes; Enfermería; Revisión.

scholarly journals Inserção do ensino da segurança na formação acadêmica do enfermeiro

2019 ◽  
Vol 13 ◽  
Author(s):  
Hedi Crecencia Heckler De Siqueira ◽  
Diana Cecagno ◽  
Adriane Calvetti Medeiros ◽  
Aurélia Danda Sampaio ◽  
Juliana Marques Weykamp ◽  
...  
Keyword(s):  
Patient Safety ◽  
Nursing Education ◽  
Rio Grande ◽  
Qualitative Approach ◽  
Academic Education ◽  
Rio Grande Do Sul ◽  
The Public ◽  
Enseñanza Superior ◽  
Nursing Courses ◽  
Teaching Learning

RESUMOObjetivo: averiguar, junto aos docentes e acadêmicos dos cursos de Enfermagem de Instituições de Ensino Superior (IES), a inserção do ensino da segurança do paciente na formação acadêmica do enfermeiro e verificar como este é desenvolvido no processo de ensino-aprendizagem. Método: trata-se de estudo descritivo e exploratório, com abordagem qualitativa, realizado na região sul do Rio Grande do Sul/Brasil. Coletaram-se os dados por meio de entrevistas semiestruturada, escrita/digital e assistida/dialogada, com vinte participantes, sendo dois docentes e dois acadêmicos de cada uma das cinco instituições selecionadas. Analisaram-se os dados utilizando-se a Análise de Conteúdo, na modalidade Análise Temática. Resultados: evidenciou-se que o tema é abordado, no decorrer do curso de Enfermagem, em diversas disciplinas, mas não existe a oferta de alguma específica. Ressalta-se que alguns dados sinalizam que a segurança do paciente é tratada como tema transversal. Conclusão: conclui-se que a oferta das disciplinas do ensino da segurança do paciente e seu desenvolvimento não contemplam os conteúdos de forma estruturada, objetiva, abrangente e normatizada, em conformidade com as políticas públicas preconizadas pelo Programa Nacional de Segurança do Paciente. Descritores: Ensino; Educação em Enfermagem; Segurança do Paciente; Bacharelado em Enfermagem; Projeto Pedagógico. ABSTRACT Objective: to investigate the insertion of the teaching of patient safety into the nurse's academic education and to verify how it is developed in the teaching-learning process, together with the teachers and academics of Nursing Courses at Higher Education Institutions (HEI). Method: this is a descriptive and exploratory study, with a qualitative approach, carried out in the southern region of Rio Grande do Sul / Brazil. The data was collected through semi-structured, written/digital and assisted/dialog interviews, with twenty participants, two teachers and two academics from each of the five institutions selected. Data were analyzed using Content Analysis, in the Thematic Analysis modality. Results: it was evidenced that the topic is approached, during the course of Nursing, in several disciplines, but there is no specific offer. It should be noted that some data indicate that patient safety is treated as a cross-cutting theme. Conclusion: it is concluded that the offer of the subjects of teaching of patient safety and its development do not contemplate the contents in a structured, objective, comprehensive and standardized way, in accordance with the public policies advocated by the National Program of Patient Safety. Descriptors: Teaching; Nursing Education; Patient safety; Bachelor of Nursing; Pedagogical Project.RESUMEN Objetivo: averiguar, junto a los docentes y académicos de los cursos de Enfermería de Instituciones de Enseñanza Superior, la inserción de la enseñanza de la seguridad del paciente en la formación académica del enfermero y, verificar cómo este desarrolla en el proceso de enseñanza-aprendizaje. Método: se trata de un estudio descriptivo y exploratorio con abordaje cualitativo, realizado en la región sur de Rio Grande do Sul/Brasil. Se recolectaron los datos, por medio de entrevistas semiestructuradas, escrita/digital y asistida/dialogada, con veinte participantes, siendo dos docentes y dos académicos de cada una de las cinco instituciones seleccionadas. Se analizaron los datos utilizando el Análisis de Contenido, en la modalidad Análisis Temático. Resultados: se evidenció que el tema es abordado, en el curso del curso de Enfermería, en diversas asignaturas, pero no existe la oferta de alguna específica. Se resalta que algunos datos señalan que la seguridad del paciente es tratada como tema transversal. Conclusión: se concluye que la oferta de las asignaturas de la enseñanza de la seguridad del paciente y su desarrollo no contemplan los contenidos de forma estructurada, objetiva, integral y normalizada, de conformidad con las Políticas Públicas, preconizadas por el Programa Nacional de Seguridad del Paciente. Descriptores: Enseñanza; Educación en Enfermería; Seguridad del paciente; Licenciatura en Enfermería; Proyecto Pedagógico.

scholarly journals Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 161
Author(s):  
Esti Rahayu ◽  
Shuki Osman
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Document Analysis ◽  
Classroom Observations ◽  
Extended Time ◽  
Learning And Teaching ◽  
Teaching Learning

As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

Informatics resources in the teaching of nursing under the perspective of professors and university managers

2011 ◽  
Vol 5 (10) ◽  
pp. 2420
Author(s):  
Débora Matos de Azevedo ◽  
Luiz Carlos Santiago ◽  
Carlos Roberto Lyra da Silva ◽  
Caroline Pires Moreira
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Rio De Janeiro ◽  
Information Technologies ◽  
Graduate Courses ◽  
Pedagogical Strategy ◽  
Teaching Aids ◽  
Enseñanza Superior ◽  
Academic Activities ◽  
Informatics Infrastructure

ABSTRACTObjective: to identify and discuss the informatics resources available for the teaching of Nursing under the perspective of educators and managers of a federal institution of higher education. Method: this is a descriptive and exploratory study with a qualitative approach and analysis of the subjects’ discourse. These subjects were the professors of the undergraduate and graduate courses in Nursing and prorectors/managers of the Federal Institution of Higher Education (FIHE). The instruments used for the data collection were two semi-structured questionnaires, after the approval of the research project by the Research Ethics Committee of  Universidade do Rio de Janeiro, under the Protocol 038/2006. Results: 93% of the educators indicated that the institution under study does not have the informatics infrastructure that covers the educational activities. In its turn, 80% of the managers said that there is an informatics infrastructure favoring the academic activities. Moreover, both kinds of interviewees stressed the importance of informatics in the teaching of Nursing. Conclusion: it was possible to realize the huge contradiction present in the discourses of educators and managers, even considering the fact that the computer helps teaching aids, as far as it constitutes a didactic-pedagogical strategy, being important the informatics infrastructure in the FIHE, as well as the professor’s training for the use of information technologies. Descriptors: nursing; nursing education; information technology. RESUMO Objetivo: identificar e discutir os recursos de informática disponíveis para o ensino de Enfermagem sob a perspectiva de educadores e gestores de uma instituição federal de ensino superior. Método: trata-se de estudo descritivo e exploratório com abordagem qualitativa e análise do discurso dos sujeitos. Esses sujeitos foram os docentes dos cursos de graduação e pós-graduação em Enfermagem e pró-reitores/gestores da Instituição Federal de Ensino Superior (IFES). Os instrumentos empregados para a coleta de dados foram dois questionários semiestruturados, após a aprovação do projeto de pesquisa pelo Comitê de Ética em Pesquisa da Universidade do Rio de Janeiro, com o Protocolo 038/2006. Resultados: 93% dos educadores indicaram que a instituição pesquisada não dispõe de infraestrutura de informática que contemple as atividades de ensino. Por sua vez, 80% dos gestores afirmaram existir infraestrutura de informática que favorece as atividades acadêmicas. Além disso, ambos os tipos de entrevistados ressaltaram a importância da informática no ensino da Enfermagem. Conclusão: foi possível perceber a grande contradição presente nos discursos de educadores e gestores, mesmo considerando o fato de que o computador auxilia o ensino, à medida que constitui estratégia didático-pedagógica, sendo importante a infraestrutura de informática na IFES, bem como a capacitação docente para a utilização das tecnologias da Informação. Descritores: enfermagem; educação em enfermagem; tecnologia da Informação.RESUMENObjetivo: identificar y discutir los recursos de informática disponibles para la enseñanza de Enfermería bajo la perspectiva de educadores y gestores de una institución federal de enseñanza superior. Método: este es un estudio descriptivo y exploratorio con abordaje cualitativo y análisis del discurso de los sujetos. Eses sujetos fueron los docentes de los cursos de graduación y posgraduación en Enfermería y prorectores/gestores de la Institución Federal de Enseñanza Superior (IFES). Los instrumentos empleados para la recogida de datos fueron dos cuestionarios semi-estructurados cuestionarios, después de la aprobación del proyecto de investigación por el Comité de Ética en Investigación de la Universidade do Rio de Janeiro, bajo el Protocolo 038/2006. Resultados: 93% de los educadores indicaron que la institución no tiene infraestructura de informática que contemple las actividades de enseñanza. A su vez, 80% de los gestores afirmaron existir infraestructura de informática que favorece las actividades académicas. Además, ambos tipos de entrevistados destacaron la importancia de la informática en la enseñanza de Enfermería. Conclusión: fue posible percibir la gran contradicción presente en los discursos de  educadores y gestores, mismo considerando el facto de que el ordenador auxilia la enseñanza, al paso que constituye estrategia didáctico-pedagógica, siendo importante la infraestructura de informática en la IFES, así como la capacitación docente para la utilización de las tecnologías de la información. Descriptores: enfermería; educación en enfermería; tecnología de la información.

scholarly journals Examining the five-stage e-moderating model: designed and emergent practice in the learning technology profession

2003 ◽  
Vol 11 (1) ◽  
Author(s):  
Bernard Lisewski ◽  
Paul Joyce
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Knowledge Base ◽  
Teaching Practice ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Technology Practice ◽  
Technology Profession

This paper highlights the need for learning technologists to establish their 'academic legitimacy' within the complexities of online learning and teaching practice. Frameworks such as the 'five stage e-moderating model' can be useful in developing the knowledge base but there are dangers in them becoming too reified within an increasingly commodified higher education (HE) environment. The paper calls for greater professional reflexivity and contestation within learning technology practice and concludes by inviting the ALT-J readership to engage in a critical debate with regard to these issues.DOI:10.1080/0968776030110106

scholarly journals empleo de videotutoriales en la era post COVID19: valoración e influencia en la identidad docente del futuro profesional

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Juan Pablo Hernández-Ramos ◽  
Fernando Martínez-Abad ◽  
José Carlos Sánchez-Prieto
Keyword(s):  
Higher Education ◽  
School Year ◽  
Enseñanza Superior ◽  
Aprendizaje Virtual ◽  
Video Tutorials ◽  
The One ◽  
Teaching Learning ◽  
High Level ◽  
Educational Potential ◽  
The Relationship

Debido a la pandemia del COVID19, en el curso 2019-2020 en infinidad de países, se tuvo que suspender la actividad educativa presencial en cualquiera de sus manifestaciones, teniendo los docentes que planificar y desarrollar un nuevo proceso de enseñanza-aprendizaje virtual. Ante esta circunstancia y a tenor de la incertidumbre actual, los recursos tecnológicos se convierten en un aliado para el profesorado, siendo necesaria la difusión de experiencias como la recogida en este estudio: el empleo de videotutoriales en la enseñanza superior.  A partir de un diseño de investigación pre-experimental, tras aplicar un cuestionario electrónico a 240 estudiantes, se analiza la planificación e implementación de videotutoriales para la transmisión de los contenidos teóricos y prácticos en asignaturas de Metodología de Investigación. Las valoraciones realizadas muestran un nivel alto de aceptación del recurso, especialmente para: analizar y reflexionar sobre los contenidos; resolver problemas prácticos y organizar el estudio. Así mismo, queda reflejada la relación entre la percepción de utilidad del videotutorial y la intención de uso futuro. Se concluye el estudio destacando las potencialidades educativas del empleo de videotutoriales en la enseñanza superior a distancia. Due to the COVID19 pandemic, in the 2019-2020 school year in many countries, the classroom activity had to be suspended in any of its manifestations, having the teachers to plan and develop a new process of virtual teaching-learning. In view of this circumstance and in light of the current uncertainty, technological resources become an ally for teachers, making it necessary to disseminate experiences such as the one collected in this study: the use of video tutorials in higher education.  From a pre-experimental research design, after applying an electronic questionnaire to 240 students, the planning and implementation of video tutorials for the transmission of theoretical and practical contents in Research Methodology subjects is analyzed. The assessments made show a high level of acceptance of the resource, especially for: analyzing and reflecting on the contents; solving practical problems and organizing the study. Likewise, the relationship between the perception of the usefulness of the video tutorial and the intention of future use is reflected. The study is concluded by highlighting the educational potential of the use of video tutorials in distance higher education

scholarly journals Editorial 13.1

2016 ◽  
Vol 13 (1) ◽  
pp. 2-3
Author(s):  
Romy Lawson ◽  
Keyword(s):  
Higher Education ◽  
Guest Editor ◽  
Teaching Practice ◽  
Academic Development ◽  
Learning And Teaching ◽  
The Future

In this first editorial of 2016 I have some exciting news to share with the readership. Firstly the journal has recently been accepted for inclusion in Scopus, with the increase in citations from the journal being mentioned as noteworthy. Thanks goes to Dr Alisa Percy for her work on helping the journal gain this recognition, as well acknowledgement to previous editors. Secondly this year we shall be publishing two special issues in addition to the three regular releases: Reflection for Learning in Higher Education, Guest Editor Dr Marina Harvey (April, 2016) Dystopia or Utopia: Emerging Visions for the Future of Learning and Teaching Practice in collaboration with the Council of Australian Directors of Academic Development (CADAD) (September, 2016)

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

Learning analytics performance improvement design (LAPID) in higher education: Framework and concerns

2019 ◽  
Vol 7 (2) ◽  
pp. 41-55 ◽  
Author(s):  
Amir Winer ◽  
Nitza Geri
Keyword(s):  
Higher Education ◽  
Performance Improvement ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning And Teaching ◽  
Big Data Technologies ◽  
Pedagogical Intent ◽  
Visual Description ◽  
Context Specific ◽  
Visualization Techniques

Learning Analytics Dashboards (LAD) promise to disrupt the Higher Education (HE) teaching practice. Current LAD research portrays a near future of e-teaching, empowered with the ability to predict dropouts, to validate timely pedagogical interventions and to close the instructional design loop. These dashboards utilize machine learning, big data technologies, sophisticated artificial intelligence (AI) algorithms, and interactive visualization techniques. However, alongside with the desired impact, research is raising significant ethical concerns, context-specific limitations and difficulties to design multipurpose solutions. We revisit the practice of managing by the numbers and the theoretical origins of dashboards within management as a call to reevaluate the “datafication” of learning environments. More specifically, we highlight potential risks of using predictive dashboards as black boxes to instrumentalize and reduce learning and teaching to what we call “teaching by the numbers”. Instead, we suggest guidelines for teachers’ LAD design, that support the visual description of actual learning, based on teachers’ prescriptive pedagogical intent. We conclude with a new user-driven framework for future LAD research that supports a Learning Analytics Performance Improvement Design (LAPID).

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