A construção do conhecimento da enfermagem baseada no método construtivista

Heimann, Candice; Prado, Cláudia; Moraes, Rose; Vidal, Giselle Vieira; Liberal, Diana; Oliveira, Gésica Kelly da Silva; Barata, Michele Viana

doi:10.1590/s0080-623420130000400032

Cited by 13 publications

(7 citation statements)

References 4 publications

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“…These students’ ICT skills call for innovation in the pedagogical strategies in health education underpinned by a constructivist paradigm of health education [3]. Nowadays, professors play the role of learning facilitators rather than simple “lecturers” and face students as active learners who are capable of attributing individual meanings to their personal experiences and building their own knowledge over time.…”

Section: Introductionmentioning

confidence: 99%

Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

Padilha¹,

Machado²,

Ribeiro³

et al. 2019

J Med Internet Res

344

261

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Background In the field of health care, knowledge and clinical reasoning are key with regard to quality and confidence in decision making. The development of knowledge and clinical reasoning is influenced not only by students’ intrinsic factors but also by extrinsic factors such as satisfaction with taught content, pedagogic resources and pedagogic methods, and the nature of the objectives and challenges proposed. Nowadays, professors play the role of learning facilitators rather than simple “lecturers” and face students as active learners who are capable of attributing individual meanings to their personal goals, challenges, and experiences to build their own knowledge over time. Innovations in health simulation technologies have led to clinical virtual simulation. Clinical virtual simulation is the recreation of reality depicted on a computer screen and involves real people operating simulated systems. It is a type of simulation that places people in a central role through their exercising of motor control skills, decision skills, and communication skills using virtual patients in a variety of clinical settings. Clinical virtual simulation can provide a pedagogical strategy and can act as a facilitator of knowledge retention, clinical reasoning, improved satisfaction with learning, and finally, improved self-efficacy. However, little is known about its effectiveness with regard to satisfaction, self-efficacy, knowledge retention, and clinical reasoning. Objective This study aimed to evaluate the effect of clinical virtual simulation with regard to knowledge retention, clinical reasoning, self-efficacy, and satisfaction with the learning experience among nursing students. Methods A randomized controlled trial with a pretest and 2 posttests was carried out with Portuguese nursing students (N=42). The participants, split into 2 groups, had a lesson with the same objectives and timing. The experimental group (n=21) used a case-based learning approach, with clinical virtual simulator as a resource, whereas the control group (n=21) used the same case-based learning approach, with recourse to a low-fidelity simulator and a realistic environment. The classes were conducted by the usual course lecturers. We assessed knowledge and clinical reasoning before the intervention, after the intervention, and 2 months later, with a true or false and multiple-choice knowledge test. The students’ levels of learning satisfaction and self-efficacy were assessed with a Likert scale after the intervention. Results The experimental group made more significant improvements in knowledge after the intervention ( P =.001; d =1.13) and 2 months later ( P =.02; d =0.75), and it also showed higher levels of learning satisfaction ( P <.001; ...

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Section: Introductionmentioning

confidence: 99%

Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

Padilha¹,

Machado²,

Ribeiro³

et al. 2019

J Med Internet Res

344

261

View full text Add to dashboard Cite

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“…The knowledge was built along the meetings, by using mediator tools, such as: bibliographic material, shared experiences and socialized in group, videos, scientific article of the respective area, favoring, then, the development of the higher psychological functions essential for internalizing and, consequent, resignification of concepts. 10 A proposal for operationalization of the focus group, that is, a chronogram for data collection, (dates and schedules), with prior organization of the time and of addressed themes, which served as a guide for the main researcher. The meetings were held within the expected time of one and a half hours in duration.…”

Section: Ressignificating Theory Of Professional Linksmentioning

confidence: 99%

Ressignificating theory of professional links in nursing work

et al. 2020

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Objective: to construct new meanings for the concepts of the Theory of Professional Links with the nursing staff in the micro workspace. Method: qualitative, descriptive and exploratory, based on Vygotsky’s Historical-Cultural Theory. Eight care nurses from different care settings participated in the study. The data collection was conducted by the focus group technique and analysis by Minayo´ s operational proposal. Results: At the beginning of the resignification, some weaknesses have arisen for the application of the theory, among them: lack of time and physical space to meet with the teams, inexperience with approach and techniques of group dynamics. Spirituality and conflict management have emerged in the collective discourse contributing to the perfection of the theory. Conclusions and Implications for practice: from the theory application, there were gaps to be overcome both in the relational, technical and personal scope, allowing each nurse to visualize how their work process is given. Enables a reflective exercise on the doing and scope of group work and nurses’ action and discourse in the management of interpersonal relationships. Through the new concepts added to the theory it can constitute a management model for nursing work.

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“…Essa relação ocorre de maneira dialética entre os indivíduos promovendo aprendizado e transformações em si próprios e no ambiente. Portanto o conhecimento não advém de nenhum tipo de hereditariedade, mas apenas dessa construção promovida pelas relações sociais entre os indivíduos, levando em consideração os estímulos do ambiente (HEIMANN et al, 2013). O processo de construção do conhecimento, para o construtivismo, deve levar em consideração o contexto do indivíduo, que é composto pela interação entre suas disposições internas (conhecimentos prévios) e os novos estímulos recebidos no seu meio.…”

Section: Introductionunclassified

Tecnologias educativas como estratégia de construção do conhecimento com base no método construtivista

Ferreira

Andrade

Fernandes

2019

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<p class="COcorpodoresumo">O desenvolvimento de metodologias para potencializar a construção de conhecimentos no cotidiano escolar tem sido um dos temas mais abordados pelos estudiosos dessa área de conhecimento. No presente trabalho objetivamos refletir a teoria construtivista de Vygotsky realizando um estudo teórico e reflexivo acerca desta teoria na construção de novos conhecimentos, usando como instrumento mediador jogos educativos através dos quais se estimula a participação dos discentes proporcionando a aquisição dos saberes no processo ensino - aprendizagem.</p>

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A construção do conhecimento da enfermagem baseada no método construtivista

Cited by 13 publications

References 4 publications

Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

Ressignificating theory of professional links in nursing work

Tecnologias educativas como estratégia de construção do conhecimento com base no método construtivista

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