Relato de experiência na educação on-line na disciplina de legislação, ética e exercício de enfermagem

2009 ◽  
Vol 3 (2) ◽  
pp. 399
Author(s):  
Alessandra Conceição Leite Funchal Camacho
Keyword(s):  
Nursing Education ◽  
Online Education ◽  
Virtual Environment ◽  
Rio De Janeiro ◽  
Family Health ◽  
Theoretical Concepts ◽  
Educación Virtual ◽  
Program Content ◽  
On Line ◽  
The University

ABSTRACTObjective: to describe the insertion of the discipline of Legislation, Ethics and Practice of Nursing online in the course of studies in Nursing at the University of Estácio Sa in Rio de Janeiro state. Methods: report of experience on the deployment of an online course for students of nursing. Results: the insertion of the discipline of Legislation, Ethics and Practice of Nursing has been under a background that included the quest for interactivity in online education aimed at continuing the planning of environmental education online through the development of abilities and skills of discipline feasible with the strategy of teaching Project Political Educational Course combining the virtual environment with the needs Current profession in terms of the constant changes in the legislation of Nursing. The construction and the theoretical concepts of discipline on-line are based on four areas: management, research, family health and ethics/bioethics. Conclusion: recommend the development of education articulated with the program content of the discipline through the tools available in the virtual environment, and developing critical and reflective of the future professional nurse. Descriptors: education; nursing; education on-line.RESUMOObjetivo: descrever a inserção da disciplina de Legislação, Ética e Exercício de Enfermagem on-line no curso de graduação em Enfermagem da Universidade Estácio de Sá no Estado do Rio de Janeiro. Métodos: relato de experiência sobre a implantação de uma disciplina on-line para discentes de Enfermagem. Resultados: a inserção da disciplina de legislação, ética e exercício de enfermagem deu-se sob uma perspectiva que contemplou a busca da interatividade na educação on-line visando o planejamento contínuo do ambiente de educação on-line através do desenvolvimento de habilidades e competências da disciplina exeqüíveis com a estratégia de ensino do Projeto Político Pedagógico do Curso combinando o ambiente virtual com as necessidades atuais da profissão no que tange as constantes modificações da legislação da Enfermagem. A construção e as concepções teóricas da disciplina on-line estão baseadas em quatro linhas: gerência, pesquisa, saúde da família e ética/bioética. Conclusão: recomendo o desenvolvimento de estratégias de ensino articuladas com o conteúdo programático da disciplina através das ferramentas disponíveis no ambiente virtual e, o desenvolvimento crítico e reflexivo do futuro profissional enfermeiro. Descritores: educação; enfermagem; educação on-line.RESUMENObjetivo: describir la inserción de la disciplina de Legislación, Ética y la Práctica de Enfermería virtual en el curso de los estudios en Enfermería en la Universidad Estácio de Sa en el Estado de Río de Janeiro. Métodos: informe de la experiencia en el despliegue de un curso en línea para estudiantes de enfermería. Resultados: la inserción de la disciplina de Legislación, Ética y la Práctica de Enfermería ha sido en una perspectiva que contempló la búsqueda de la interactividad en la educación virtual destinados a la continuación de la planificación del ambiente de educación virtual a través del desarrollo de habilidades y destrezas de la disciplina viable con la estrategia de la enseñanza del Proyecto Político Educativo del curso combina el entorno con las necesidades de la profesión actual en términos de los constantes cambios en la legislación de Enfermería. La construcción y los conceptos teóricos de la disciplina on-line se basan en cuatro áreas: gestión, investigación, salud de la familia y ética/bioética. Conclusión: recomiendo el desarrollo de la educación articulada con el contenido del programa de la disciplina a través de las herramientas disponibles en el entorno virtual, y el desarrollo de crítica y reflexiva del futuro profesional enfermero. Descriptores: Educación; Enfermería; Educación on-line.

scholarly journals PERFIL DE ENFERMEIROS FLUMINENSES DA ESTRATÉGIA DE SAÚDE DA FAMÍLIA PARTICIPANTES DE UM CURSO DE ESPECIALIZAÇÃO

2016 ◽  
Vol 7 (1) ◽  
pp. 52-55 ◽  
Author(s):  
Magda Guimarães de Araujo Faria ◽  
Sonia Acioli ◽  
Cristiane Helena Gallasch
Keyword(s):  
Social Sciences ◽  
Rio De Janeiro ◽  
Family Health ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Health Strategy ◽  
The Social ◽  
Family Health Strategy ◽  
On Line ◽  
Health Nursing

Objetivo: analisar o perfil dos enfermeiros fluminenses atuantes na Estratégia de Saúde da Família on-line participantes de curso de especialização em saúde da família. Metodologia: estudo de abordagem quantitativa, com desenho transversal e observacional, não experimental e de tipo descritivo. A coleta de dados foi feita com 131 sujeitos que responderam ao questionário on-line. Para o tratamento dos dados foi utilizado o programa Statistical Package for the Social Sciences. Resultados: o perfil de enfermeiros fluminenses atuantes na ESF é composto por maioria de mulheres, com faixa etária inferior a 40 anos, oriundas de instituições particulares de ensino e com menos de 10 anos de conclusão da graduação. Conclusão: a ESF é grande empregador das novas gerações da Enfermagem, remetendo à necessidade da adequação das unidades de ensino à formação desses profissionais, considerando a ampliação dessa cobertura.Descritores: Estratégia Saúde da Família, Enfermagem em Saúde Comunitária, Enfermagem em Saúde Pública.PROFILE OF FLUMINENSE NURSES OF FAMILY HEALTH STRATEGY PARTICIPANTS OF SPECIALIZATION COURSEObjective: analyze the profile of Rio de Janeiro nurses who working in the Family Health Strategy on-line participants of the specialization course in family health. Methodology: quantitative approach study with cross-sectional and observational design, not experimental and descriptive type. Data collection was performed with 131 subjects who answered the online questionnaire. For data analysis was used Statistical Package for the Social Sciences Results: the profile of working fluminense nurses in the ESF consists of most women, aged under 40 years, coming from private institutions of education and less than 10 years of completed the undergraduation degree. Conclusion: the ESF is a large employer of the newer generation of nurses. There is a need to adequate the educational facilities for the training of nurses prepared to work in public health.Descriptors: Family Health Strategy, Community Health Nursing, Public Health Nursing.PERFIL DE ENFERMEROS FLUMINENSES DE LA ESTRATEGIA DE SALUD FAMILIAR PARTICIPANTES DE UN CURSO DE ESPECIALIZACIÓNObjetivo: analizar el perfil de las enfermeras de Río de Janeiro que trabajan en el Estregia de Salud Familiar on-line del curso de especialización en salud de la familia. Metodología: estudio cuantitativo con diseño transversal y observacional, no experimental y descriptivo. La recolección de datos se realizó con 131 sujetos que respondieron el cuestionario en línea. Para el tratamiento de los datos se utilizó el programa Statistical Package for the Social Sciences Resultados: se observó que el perfil de las enfermeras de Río de Janeiro que trabajan en la ESF consiste principalmente de mujeres con edades inferiores a 40 años, proveniente de instituciones privadas de educación, y menos de 10 años de la finalización de la graduación. Conclusión: el ESF es el principal empleador de las nuevas generaciones de enfermería, lo que lleva a la necesidad de adecuación de las instalaciones educativas para la formación de enfermeras preparadas para trabajar en la salud pública.Descriptors: Estrategia de Salud Familiar, Enfermería en Salud Comunitaria, Enfermería en Salud Pública.

scholarly journals The COVID-19 and online education during emergencies in higher education

2020 ◽  
Vol 8 (5) ◽  
pp. 183-190 ◽  
Author(s):  
Madinah Nabukeera
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Instructional Strategies ◽  
Online Teaching ◽  
Teaching Staff ◽  
University Systems ◽  
University Instructors ◽  
On Line ◽  
The University ◽  
Laboratory Training

Higher education faced unplanned, unwanted, un experienced, tense test in online learning with Novel Covid-19 pandemic. For all the stakeholders participating in this type of training from lecturers, students and support ICT staff its unwelcome but the university systems were stuck on how they have to go through to ensure that they end Semester II academic year 2019/20. Early January 2020, the outbreak of the Covid-19 caused Ugandan universities to close the physical campuses following a presidential directive. On 20th March 2020, from lower primary, secondary education to universities. This forced university administration to instruct teaching staff to teach all courses on-line apart from practical courses that need laboratory training. This paper focused on instructional strategies in Uganda and focuses on a case of Islamic University in Uganda Females’ Campus (IUIUFC). Fifteen specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concluded with 15 high impact principles for online education. Keywords: Covid-19, instructional strategies, online teach and learning, academic managers and IUIUFC

scholarly journals DEVELOPMENT OF STUDENTS’ INDIVIDUALITY DURING COVID-19 PANDEMIC: THE IMPACT OF DISTANT AND ONLINE EDUCATION

2021 ◽  
Vol 5 ◽  
pp. 179-187
Author(s):  
Svetlana Nesyna
Keyword(s):  
Medical Students ◽  
Online Education ◽  
Immanuel Kant ◽  
Professional Training ◽  
Professional Activity ◽  
Future Health ◽  
On Line ◽  
Key Issues ◽  
The University ◽  
The Impact

This article focuses on the problem of students' individuality developing as an important part of human individuality in the process of distance and online education during Covid-19 Pandemic. The theoretical basis is O. Grebenyuk’s individuality concept. In it, the individuality is defined as the unity of seven spheres, including intellectual, motivational, emotional, volitional, practical and subject-oriented, self-regulative and existential ones which are characterized the originality and uniqueness of a person. Positive students' individuality developing affects success of higher education and professional activity in medicine. This study adresses three key issues. First, it looks at the problem of students' individuality developing in the process of distance and online education during Covid-19 Pandemic. Second, it turns to examine dynamics of students' individuality spheres and components during one semester of professional training at the university. Finally, the paper considers gender differences in dynamics of students' individuality. The data for this study were collected using the questionnaire “The Technique of Student’s Individuality” by T. Grebenyuk. Eighty-five students were recruited for this research. The participants study at Immanuel Kant Baltic Federal University, they are future health professionals. The results suggest that in the process of distance and on-line education during Covid-19 Pandemic, positive dynamics in the development of all individuality spheres of medical students is revealed, especially in the motivational and intellectual spheres. The dynamics of all individuality spheres have differences in the male group of medical students except the existential sphere. But this problem needs deeper research.  

scholarly journals As dificuldades ensinam em cursos online

2015 ◽  
Vol 1 (3) ◽  
pp. 100
Author(s):  
José Lauro Martins ◽  
Bento Duarte Da Silva
Keyword(s):  
Online Education ◽  
Rio De Janeiro ◽  
Online Courses ◽  
Sao Paulo ◽  
Management Systems ◽  
São Paulo ◽  
Porto Alegre ◽  
Information And Communication ◽  
On Line ◽  
Learning Management

O presente artigo apresenta uma reflexão sobre a gestão da aprendizagem e a construção da autonomia a partir dos usos das Tecnologias Digitais de Informação e Comunicação (TDIC) na educação. São questionamentos sobre o modelo tradicional de educação e as dificuldades para superar o desafio de construir uma educação que atenda as necessidades dos jovens do século XXI. Neste contexto, apresentamos o resultado da pesquisa em 402 memoriais elaborados por professores que frequentaram, na condição de alunos, um curso online, tendo-se verificado que os professores não apresentaram dificuldades relevantes no que respeita ao uso e ao acesso da tecnologia.PALAVRAS-CHAVE: Gestão da aprendizagem, autonomia, aprendizagem online. ABSTRACTThis article presents a reflection on the uses of a learning management systems and the construction of autonomy parting from the application of Digital Technologies of Information and Communication (DTIC) in education. Inquiries are presented about the traditional model of education and the difficulties to overcome the challenge of building an education that meets the needs of young people of the 21st century. Within this framework, we present the result of a survey of 402 briefs produced by teachers that attended, in condition of students, in online courses, having been verified that the teachers haven't presented relevant difficulties in regards to the use and access to technology. KEYWORDS: Learning management, autonomy, online education. RESUMENEn este artículo se presenta una reflexión sobre la gestión del aprendizaje y la construcción de la autonomía de las Tecnologías Digitales de la Información y la Comunicación (TDIC) en la educación. Son las preguntas sobre el modelo tradicional de la educación y las dificultades para superar el desafío de construir una educación que responda a las necesidades de los jóvenes del siglo XXI. Se presentan los resultados de la investigación de 402 memoriales elaborados por maestros que asistieron, en la  condición de estudiantes de un curso en línea, ya que se encontró que los profesores no mostraron dificultades significativas cuanto al uso y acceso a la tecnología.PALABRAS CLAVE: Aprendizaje de la gestión, la autonomía, el aprendizaje en línea. ReferênciasALMEIDA, F. Tecnologia e escola: nossas aliadas. In J. A. Valente et al., Formação de professores a distância e integração de mídias. São Paulo: Avercamp, 2007.ALMEIDA, M. E. & Valente, J. A. Tecnologias e Currículo: trajetórias convergentes ou divergentes? São Paulo: Paulus, 2011.BARBERO, J. Heredando el futuro. Pensar la educación desde la comunicación. Rev. Nómadas, Nº 5, 1996.BELLONI, M. Educação à distância. Campinas: Autores associados, 2003.BORGES, M. Apropriação das tecnologias de informação e comunicação pelos gestores educacionais. São Paulo: PUC (Tese de Doutorado em Educação), 2009.HASSMANN, H. Redes digitais e metamorfoses do aprender. Petropolis-RJ: Vozes, 2005.KENSKI, V. M. Educação e Tecnologia: O ritmo da informação. Campinas: Papirus, 2007.LÉVY, P. As Tecnologias da inteligência. São Paulo: Editora 34, 1993.LION, C. Mitos e Realidade da Tecnología Educacional. In E. Litwin, Educação á Distância: Temas para o debate de uma nova agenda educativa. Porto Alegre: Artes Médicas, 1997.MORAN, J., Masetto, M. & Behrens, M. Novas tecnologias e mediações pedagógicas. Campinas: Papirus, 2003.OKADA, A. Memorial reflexivo em cursos on-line: um caminho para avaliação formativa emancipadora. In J. A. Valente et al., Formação de professores a distância e integração de midias. São Paulo: Avercamp, 2007.POSTMAN, N. O fim da educação: Redefinindo o valor da escola. Rio de Janeiro: Graphia, 2002.SANTOS, E. & Alves, L. Praticas pedagógicas e tecnologias digitais. Rio de Janeiro: E-papers, 2006.SILVA, B. Educação e Comunicação. Braga: CEEP - Universidade do Minho, 1998.SILVA, B. A tecnologia é uma estratégia. In Paulo Dias & Varela de Freitas (org.). Actas da II Conferência Internacional Desafios - 2001. Braga: Centro de Competência da Universidade do Minho do Projecto Nónio, pp. 839-859, 2001.SILVA, B. A inserção das tecnologias de informação e comunicação no currículo. In A. M. Flávio & E. Macedo (Orgs) Currículo, Práticas Pedagógicas e Identidades. Pp. 65-91. Porto: Porto Editora, 2002.SILVA, B. & Pereira, M. Reflexões sobre dinâmicas e conteúdos da cibercultura numa comunidade de prática educacional. In M. Silva (org.) Formação de Professores para Docência online. Pp 29-51. S. Paulo: Loyola, 2012.TAPSCOTT, D. A geração digital. Rio de Janeiro: Agir Negócios, 2010.TEIXEIRA, A. Mestres de amanhã. Revista Brasileira de Estudos Pedagógicos, Vol. 40 (92), pp. 10-19, 1963. Disponível em:Url: http://opendepot.org/2701/ Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks):Issuu / Calameo

scholarly journals LA EDUCACIÓN EN LÍNEA EN LA UNIVERSIDAD TÉCNICA DE MANABÍ. RESULTADOS EN EL APRENDIZAJE DE LOS ESTUDIANTES DE LA CARRERA DE EDUCACIÓN BÁSICA

2020 ◽  
Vol 5 (1) ◽  
pp. 43
Author(s):  
Diana Paola Medina Sánchez ◽  
Wilson Jesús Villaprado Alava ◽  
Silvio Alejandro Alcívar Molina
Keyword(s):  
Online Education ◽  
Basic Education ◽  
Virtual Training ◽  
Social Projection ◽  
Information Technology Education ◽  
New Information ◽  
Educación Virtual ◽  
Technical University ◽  
Teaching Learning ◽  
The University

En la investigación realizada se exponen algunas consideraciones teóricas respecto al papel y características del aprendizaje en línea en su aplicación a la educación virtual en la Universidad Técnica de Manabí, teniendo en cuenta el papel de la nueva educación tecnológica de la información en el enriquecimiento de la formación virtual universitaria. La cultura Social Universitaria, entendida como proyección social, extensión universitaria o servicio social, entraña una realidad como consecuencia inevitable de la enseñanza-aprendizaje y la investigación y responde al principio universal de hacer el bien y compartirlo con los demás. En esa búsqueda de la verdad universal, a través de la investigación, que luego se comparte en el proceso enseñanza-aprendizaje, está presente en potencia un acto de servicio y utilidad del conocimiento para la sociedad. PALABRAS CLAVE: educación en línea; educación tecnológica; formación virtual; proyección social; extensión universitaria ONLINE EDUCATION AT THE MANABÍ TECHNICAL UNIVERSITY. RESULTS IN THE LEARNING OF THE STUDENTS OF THE BASIC EDUCATION CAREER ABSTRACT In the research carried out some theoretical considerations regarding the role and characteristics of online learning as applied to virtual education at the Technical University of Manabí are presented, considering the role of new information technology education in enriching the virtual training. The university Social culture, understood as social projection, university extension and social service entails a reality as inevitable consequence of the teaching-learning and research and respond to the universal principle of doing good and share it with others. In the search for universal truth through research, which is then shared in the teaching -learning process, power is present in an act of service and knowledge useful to society. KEYWORDS: online education; technologic education; virtual training; social projection; university extension.

A Local Area Network for Medical Research; Planning, Realization and Experience

1991 ◽  
Vol 30 (01) ◽  
pp. 53-64 ◽  
Author(s):  
R. Schosser ◽  
C. Weiss ◽  
K. Messmer
Keyword(s):  
Medical Research ◽  
Word Processing ◽  
Local Area Network ◽  
Local Area ◽  
Area Network ◽  
Test Installation ◽  
Cost Performance ◽  
The Public ◽  
On Line ◽  
The University

This report focusses on the planning and realization of an interdisciplinary local area network (LAN) for medical research at the University of Heidelberg. After a detailed requirements analysis, several networks were evaluated by means of a test installation, and a cost-performance analysis was carried out. At present, the LAN connects 45 (IBM-compatible) PCs, several heterogeneous mainframes (IBM, DEC and Siemens) and provides access to the public X.25 network and to wide-area networks for research (EARN, BITNET). The network supports application software that is frequently needed in medical research (word processing, statistics, graphics, literature databases and services, etc.). Compliance with existing “official” (e.g., IEEE 802.3) and “de facto” standards (e.g., PostScript) was considered to be extremely important for the selection of both hardware and software. Customized programs were developed to improve access control, user interface and on-line help. Wide acceptance of the LAN was achieved through extensive education and maintenance facilities, e.g., teaching courses, customized manuals and a hotline service. Since requirements of clinical routine differ substantially from medical research needs, two separate networks (with a gateway in between) are proposed as a solution to optimally satisfy the users’ demands.

Principles of economic security management of institutions of higher education

2019 ◽  
pp. 174-181
Author(s):  
Nataliia Tsymbalenko
Keyword(s):  
Management System ◽  
Semantic Analysis ◽  
Security Management ◽  
Economic Security ◽  
Theoretical Concepts ◽  
Economic Role ◽  
Social Mission ◽  
Analysis And Synthesis ◽  
Definition Of ◽  
The University

The subject of research-theoretical concepts of economic security managementof universities. The purpose of the article. The study of the essence of the economicsecurity management system of the university and the definition of its main tasks,the formulation of principles of economic security management of the university.Methodology. The dialectical method, methods of analysis and synthesis, methodsof structural-logical and semantic analysis were used to study and summarizescientific papers on the research topic. The results of the work. The essence of theuniversity’s economic security management system has been reviewed. The maintasks of the control system have been identified. A definition of the university’seconomic security system has been proposed. Principles of management of economicsecurity of the university have been formulated. These are: scientific andorganizational and social principles. Conclusions. The proposed principles allow totake into account the economic role and social mission of universities in managingeconomic security.

scholarly journals A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

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