Active methodologies as strategies to develop education in values in nursing graduation

Abstract

Objective: To reflect how active learning teaching methodologies are important strategies for teachers to work on education in values in nursing graduation. Method: It is a reflection, therefore, as theoretical reference it was used the productions of the Group of Research of Moral Education of the University of Barcelona (Spain). Results: Active methodologies contribute to create conditions that enhance moral sensitivity, situations that allow the living of moral conflicts, stimulating dialogue and scenarios that allow the recognition of difference, favoring the construction of consensus. There are numerous strategies of active methodologies that contribute to the moral formation of the individual, but this article will focus on the main forms problema based learning (PBL) and the methodology of problematization. Final considerations and implications for practice: It becomes indispensable to transform theoretical foundations on education in values into viable pedagogical practices for their implementation in nursing curricula.

Ensino da prática de cuidado em oncologia na graduação em enfermagem: estudo qualitativo

“…Os participantes também valorizaram o uso de metodologias ativas, em especial a simulação realística e estudos de caso, ainda que seja observado a prevalência de estratégias tradicionais de ensino, tal como a aula teórica. As metodologias ativas têm a capacidade de inserir o discente no seu processo educativo e aproximá-lo de vivências que podem se deparar enquanto enfermeiros (Berbel, 2011;Marques, 2018). De modo a promover a participação ativa, também têm-se a metodologia de estudos de caso, a qual demonstra um caso real ou hipotético com várias soluções que devem ser percebidos pelos discentes (Quemel, 2019).…”

Quais são os valores morais essenciais para a formação médica?

“…Teaching techniques that value active methodologies are powerful tools to stimulate the education of values. They can be applied at the institutional level, by implementing, for instance, problem-based learning, or directly in the discipline, with changes in the role of the professor and activities that value individual participation and in small groups, stimulating the joint construction of knowledge related to professional practice 31 . These transformations can cause some resistance, given the discomfort caused by the change from ignorance to knowledge, as already narrated by Plato 32 in the allegory of the cave.…”

Impacto da capacitação em primeiros socorros sobre o conhecimento de educadores e agentes escolares

“…E também, a partir das demandas que surgirão após a realização do pré-teste. 17 Os dados foram organizados em planilhas no Excel e transportados para o software Real Statistics Data Analysis Tools, onde foram analisados por meio de técnicas de estatística.…”