Navegando por Palavras-chave "Competency-based education"
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- ItemAcesso aberto (Open Access)Competências desenvolvidas em um curso de especialização em gestão em enfermagem à distância(Escola Paulista de Enfermagem, Universidade Federal de São Paulo (UNIFESP), 2013-01-01) Okagawa, Fabiana Silva [UNIFESP]; Bohomol, Elena [UNIFESP]; Cunha, Isabel Cristina Kowal Olm [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)OBJECTIVE: The aim of the research was to identify managerial competencies developed in nursing management distance learning specialization course, based on the responses of students who completed the course. METHODS: This was an exploratory, transversal study using a quantitative approach, with a convenience sample of 197 graduates of the first Course was conducted in eight cities within three Brazilian regions, between may and July 2009. Transcripts were analyzed using an established Brazilian theoretical framework for nursing managerial competencies. RESULTS: Participants cited 274 competencies, and identified 14 primary managerial competencies. Leadership was most frequently cited, followed by communication, knowledge acquisition and teamwork. CONCLUSION: This study identified 14 essential nursing managerial competencies for practice, and indicated a strong potential for distance learning as an educational tool to improve professional qualifications.
- ItemAcesso aberto (Open Access)Escola médica e Sistema Único de Saúde (SUS): criação do curso de medicina da Universidade Federal de São Carlos, SP, Brasil (UFSCar) sob perspectiva de docentes e estudantes(Univ Estadual Paulista-Unesp, 2018) Adler, Maristela Schiabel; Claramonte Gallian, Dante Marcello [UNIFESP]The Federal University of Sao Carlos (UFSCar) launched in 2006 the UFSCar Medical School, with constructivist, competency curriculum and practice based learning, interweaved in the SUS structure. The objective of the present study is to analyze the perceptions of teachers and students from the first group of graduates about their experience usingthe methodology called Life Oral History. Despite reports of infrastructure deficiencies, the narratives suggest that the curriculum favored the development of competencies such as search capability, critical and reflective thinking and self-managed learning. The fad of having practice integrated into the SUS, especially within the Family Health Units, improved intellective, relational and affective dimensions of patient care, favoring professional autonomy.
- ItemAcesso aberto (Open Access)Novo olhar para a gestão por competências: estudo de caso no Departamento de Oftalmologia e Ciências Visuais da Universidade Federal de São Paulo - Escola Paulista de Medicina(Universidade Federal de São Paulo (UNIFESP), 2016-11-29) Roque, Loane Aparecida Carvalho [UNIFESP]; Carvalho, Fábio Ramos de Souza [UNIFESP]; http://lattes.cnpq.br/1910912718767159; http://lattes.cnpq.br/5022011472149835; Universidade Federal de São Paulo (UNIFESP)Objective: To analyze and identify the teaching model of the Department of Ophthalmology and Visual Sciences at the Paulista School of Medicine, Federal University of São Paulo, seeking to present a proposal to improve under the scrutiny of competency management. Methods: We analyzed the documents of courses and programs related to the Department. Exploratory literature review on the concepts that permeate the teaching model was conducted with the main objective to develop and clarify concepts and ideas in the organizational aspect. Results: The Curriculum Units and programs are oriented skills. The work environment extols the teaching-learning using the theory and practice as guiding premises for the training and the provision of services with standard of excellence. Conclusions: The used teaching methodology by the Department of Ophthalmology and Visual Sciences brings the challenge to actively participate in the construction of the professional profile. The actors involved - students, teachers and institutions - play roles that complement each other in solidarity and ethical manner. The new look for management skills is presented as a consistent and strategic alternative to training in teaching areas, extension and research.
- ItemAcesso aberto (Open Access)Programa de Resposta à Intervenção: modelo de estimulação no ambiente educacional para aprimoramento de habilidades subjacentes à leitura(Universidade Federal de São Paulo (UNIFESP), 2017-02-24) Damasceno, Esmeralda Sandra Santos [UNIFESP]; Avila, Clara Regina Brandao de [UNIFESP]; Kida, Adriana de Souza Batista; http://lattes.cnpq.br/5978149518137369; http://lattes.cnpq.br/4265004102490366; http://lattes.cnpq.br/9757434203350336; Universidade Federal de São Paulo (UNIFESP)Introduction: The National Assessment of Basic Education (Sistema de Avaliação da Educação Básica – SAEB) has noted difficulties Brazilian students face concerning proper reading at the end of the second half of the Primary Education (EF). The challenge of schools is to offer proper strategies and support in order to improve learning process, and identifying potential reading disorders, which may require specific pedagogical and/or clinical support. The Response to Intervention Program (RTI) is characterized by a controlled learning stimulation in the school environment. Since the RTI approach stimulates all students with scientifically-based programs, it prevents the interference of external factors in the learning process and, through monitoring of gains, it identifies students with disabilities in an opportune and accurate way. Purpose: Elaborate and test an RTI model, in its first layer, which comprises the stimulation of underling skills regarding decoding abilities. Method: Prospective and quantitative research. Certificate of Presentation for Ethical Consideration No. 47579715.9.0000.5505, carried out in two studies: Study 1 elaborated a response to intervention program from evidences collected on scientific studies. Study 2 has sought to investigate the effectiveness of the proposed program. 124 children enrolled from the 1st to the 3rd grade of EF at a single public school in the city of São Paulo have taken part in the study. They were divided into two groups: Research Group (RG) – 62 students (30 boys) from first to third grade, who have undergone RTI intervention; and Control Group (CG) – 62 students (29 boys) from first to third grade who have not received stimulation. The students’ reading performance has been individually assessed (before and after the intervention) through a task of individual words. Results: Study 1 - The program aimed at stimulating: auditory discrimination, morphosyntactic skills, phonological access to mental lexicon, phonological awareness, letter recognition, reading fluency and vocabulary (sight words) has been developed, created to improve word recognition (ten collective stimulation sessions). Study 2 - The RG has presented greater performance differences between the assessments taking place before and after the intervention when compared to the CG for accuracy (RG: mean = 5.9, dp = 0.8; CG: mean = 3.5, dp = 0.8; p = 0.014) and score in the word reading (RG: mean = 2.6, dp = 0.4; CG: mean = 0.5, dp = 0.4; p = 0.000). By considering the effects as per school grade, in the performance difference comparison between the RG and the CG in moments 1 and 2, it was observed that the RG presented a higher increase in performance for all reading parameters (1st grade: rate – p = 0.020; accuracy – p = 0.023; total hits: p = 0.004; 2nd grade: rate – p = 0.028; accuracy – p = 0.002; total hits: p = 0.002). The underlying variables that differentiated the gain in the groups were auditory discrimination (RG: mean (dp): 2.04 (1.5), CG: 0.13 (1.5); p = 0.000) and phonological awareness (RG: mean (dp): 1.08 (1.2), CG: 0.61 (1.3); p = 0.015) for 1st grade students; and phonological awareness (RG: mean (dp): 1.72 (1.3), CG: 0.40 (1.1); p = 0.004) for 2nd grade students. Conclusion: The RTI program has improved reading fluency of students from 1st and 2nd grades of EF. Significant increases have been observed for auditory discrimination, phonological awareness and reading automaticity. Results varying due to school grade.