Mock panels as an active teaching methodology in the education of nursing doctors

Abstract

Objective: To analyze the experience of doctorate students in the use of mock panels as an active methodology of teaching in Nursing post-graduation. Method: Experience report on the use of mock panels in the discipline Advanced Methods for Researches in Health and Nursing II, offered in the doctorate course of the Nursing Post-graduate Program from the Universidade Federal do Rio Grande do Norte. Results: The mock panels contributed for the doctorate of nurses and enabled students to take on the role of protagonists in the teaching-learning process, through the use of critical thought and student autonomy. Conclusions: This experience made it possible to implement an active teaching-learning methodology in Nursing post-graduation, since this strategy was opposite to the traditional education model.

Mock trial as a simulation strategy allowing undergraduate nursing students to experience evidence-based practice: A scoping-review

“…Lastly, as much time and effort are required to design a typical original mock trial, a creative method should be sought to modify the mock trial design for effective operation within a limited educational period. Previous studies showed creative applications of the mock trial method of EBP education, where a selected set of students as the mock panel held discussions in a PhD course [ 27 ] or a PhD student made a presentation in an undergraduate class [ 28 ]. In addition, since running a mock trial as regular coursework would place a high burden on the educator, a method should be developed to encourage student participation in mock trials run at hospitals [ 25 ] or to provide it as part of a non-regular course, such as a mock trial club activity.…”

Use of Active Methodologies in the Nursing Teaching Process: an integrative literature review

“…In the context of practical teaching, simulation stands out among the most used strategies, which, by allowing a closer approach to professional practice, leads to the development of "clinical reasoning, communication, self-confidence, autonomy, critical and reflective learning, creativity, interdisciplinary training and articulation of cognitive, psychomotor and affective attributes" Ghezzi et al, 2021, p.7) of the student and is still associated with efficacy and better clinical results (Silva & Oliveira-Kumakura, 2018;Morais et al, 2020;Ghezzi et al, 2020;Ghezzi et al al., 2021).…”

Metodologias ativas de aprendizagem: utilização do feedback como método de potencializar o ensino-aprendizagem de estudantes de enfermagem

“…As MAA estão alicerçadas em um princípio teórico significativo que é o desenvolvimento da autonomia do discente. Isso indica que a educação contemporânea deve pressupor um estudante capaz de autogerenciar seu processo de formação (MORAIS et al, 2020).…”