Project-based learning in remote teaching for undergraduate nursing students

Abstract

Objective: To report the experience of using the Project-Based Learning methodology, in emergency remote teaching, with undergraduate nursing students. Method: The study was carried out in the course “Educational Actions in Nursing Practice”, developed remotely in 2020, during the pandemic caused by the new coronavirus, in the Bachelor’s and Licanciate Degrees in Nursing at a public university in the state of São Paulo. The course used Project-Based Learning through the following phases: anchoring; driving question; investigation and research; creation and development; and presentation of the results as an active learning methodology, with the formation of small groups of students and tutors and process evaluation. Results: The students developed educational projects in health through a virtual learning environment, platforms, and digital tools. Conclusion: The methodology adopted and the use of digital technologies allowed the achievement of the proposed objectives, the motivation and autonomy of the students throughout the remote teaching process, and the development of competences for the elaboration of projects in health education for nursing training.

Project-Based Learning as a Strategy in Physical Education Teacher Training: Creating A Cultural Route Promoting Active Commuting

“…While in this study the main results were improved interdisciplinary and learning, a study conducted in nursing students in Brazil found that PBL associated with the use of new information technologies allows the achievement of learning objectives, increasing motivation and autonomy, favoring meaningful learning (Pascon et al, 2022). Another study conducted in Chile shows that PBL is a good teaching methodology for school children to solve problems in the real world, encouraging a participatory role in the learning process (Borroni et al, 2021).…”

Processos de aprendizagem sobre equidade para reflexão da prática social da Enfermagem

“…Para tanto, a atividade que previa a imersão nas realidades regionais se ancorava no estudo de grupos vulnerabilizados, o que potencializou o trabalho em equipe e a interação, essenciais para treinar habilidades de liderança e de comunicação (4,5) . Nesse sentido, percebeu-se como as estratégias mediadoras foram essenciais para excitar tais quesitos (6,7) .…”

“…Para alcançar essas competências e seus resultados, as estratégias mediadoras são as apresentações visuais e escritas, revelando constructos sobre equidade que dialogam sobre as práxis do enfermeiro (7,8) . Nota-se que os desfechos colocam o aluno como protagonista da aprendizagem, considerando sua realidade, inclusive por meio de análises coletivas, de problemas emergentes e de estímulos para investigação, usando recursos de E-learning que possibilitem práticas colaborativas, as quais permitem a construção de conhecimentos pelo estímulo entre pares e por meio da realidade do aluno, observadas as necessidades do SUS (9) .…”

“…Na circunstância da modalidade remota imposta às instituições de Ensino Superior no período da pandemia, as tipologias digitais ganharam destaque quando alinhadas a métodos tradicionais, como o método do Arco de Maguerez, que propõe o desenvolvimento de ações crítica, reflexiva e investigativa, instigando um raciocínio crítico (5,6) . No processo de aprendizagem, pode-se ancorar experiências inovadoras e politicamente comprometidas, a fim de diminuir lacunas, em virtude das suas múltiplas possibilidades de apresentação (6,7) .…”

Design-based Research Method in PBL/PjBL: A case in Nursing Education

“…Figure 1 depicts the Gold Standard PjBL model, which highlights both the design elements and teaching practices that are key in PjBL (BIE, n.d.). In nursing education, PjBL has been linked to improved learning outcomes as well as critical thinking and problem-solving skills (Arif & Putri, 2022;Bassi, 2011;Daley & Sciegaj, 2021;Hanklang & Sivasan, 2019;Koo et al, 2022;Pascon et al, 2022;Sung & Wu, 2018;Wahyuningsih et al, 2020).…”