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- ItemSomente MetadadadosAvaliação do uso de um ambiente virtual de aprendizagem, plataforma moodle, para o desenvolvimento de competências em estudantes de graduação em Enfermagem(Universidade Federal de São Paulo (UNIFESP), 2013-12-20) Cohrs, Cibelli Rizzo [UNIFESP]; Domenico, Edvane Birelo Lopes de [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Introduction: Educational technologies can assist in building skills of the students and evaluate ways to insert them is a field of current research. Objectives: To describe the sociodemographic profile and digital fluency of the students, to compare the improvement of knowledge and skills of those who participated in the activities proposed in the Virtual Learning Environment, Moodle, during hospital practice, with those who did not participate; identify the opinion of students regarding the use of Moodle. Method: Study the educational intervention, with quantitative and qualitative approach, carried out in two steps. 34 students enrolled in the fourth year of undergraduate nursing course at the Federal University of São Paulo in the years 2012 and 2013 participated in this study. In the first step, an experimental one, Moodle platform, the independent variable, was associated with the activities of hospital practice in Experiment Group (EG), compared with the traditional strategy, the Control Group (CG). The dependent variable was the result of learning measured by application of an instrument, for both groups, for the pre and post-period of hospital practice, validated by five specialists. Descriptive statistics were used to characterize the undergraduates and describe the dependent and independent variables. In the second stage, focus groups (FGs) were conducted with students in the EG at the end of hospital practice, with a central guiding question and others. The meetings were recorded, transcribed and content analysis of Bardin was applied. Results: The average of age of the Control Group was 23.0 yo, while on Experiment Group was 22.3 yo. The population of study was predominantly female. All reported using the computer for the study, to be users of social networks and present digital fluency. In the application of the instrument of pre-hospital practice evaluation, EG presented an average of right questions lower than the CG: 9.1 to 9.4, from a total of 15 questions. At the end, EG had more hits than the GC: 11.5 to 10.2 (n = 15). The content analysis applied to reports of FGs allowed the identification of categories: (1) Moodle favors the acquisition of new knowledge, skills and decision making , (2) the benefits of the Virtual Learning Environment were: development exercises; accommodation scientific material previously assessed by the teacher; flexibility of time and place, and for discussion, (3) Moodle has provided security and confidence for the development of hospital practice, (4) using a Virtual Learning Environment to study generates autonomy and freedom, (5) involving the use of Moodle in curricular subjects and days intended for using Moodle; (6) customizing Moodle: gradual release of activities, anticipate complexity, use of media and visualization of participants who are online. Conclusion: The insertion of Moodle brought improvement in the learning outcome of the EG, when compared to traditional teaching. In qualitative analysis, students reported that the use of Moodle provided more security and confidence for hospital care.
- ItemAcesso aberto (Open Access)O ensino da promoção da saúde na graduação de fonoaudiologia na cidade de São Paulo(UNICAMP - Faculdade de Educação, 2010-12-01) Casanova, Isis Alexandrina [UNIFESP]; Moraes, Ana Alcídia de Araújo; Ruiz-Moreno, Lidia [UNIFESP]; Universidade Federal do Amazonas; Universidade Federal de São Paulo (UNIFESP)The National Curriculum Guidelines (NCG) for the courses on health recommend the teaching of health promotion in order to adapt curricula to the National Health System (NHS). The aim of this study was to characterize the teaching of health promotion in courses on speech-language therapy in the city of São Paulo, identifying its curricular insertion, educational strategies and changes offered by the NCG. Data collection consisted of documental review of teaching plans and interviews with coordinators of speech-language therapy courses. Data obtained from the teaching plans were systematized considering the name, curricular integration, teaching time, goals, content and teaching strategies. The nuclei that guided the thematic analysis of the interviews were conceptions and curriculum changes. Health promotion is taught in subjects with traditional practices and during internship, in different performance settings. In the coordinators' point of view, health promotion teaching is relevant for the insertion of a speech therapist in the NHS, although it is necessary to increase the number of experienced teachers in the public health area.
- ItemAcesso aberto (Open Access)Ensino de saúde mental nos cursos de graduação em enfermagem no estado do Acre(Universidade Federal de São Paulo (UNIFESP), 2013-08-01) Costa, Alexsandra Pinheiro Cavalcante [UNIFESP]; Sonzogno, Maria Cecilia [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Current situation of Mental Health education in undergraduate courses, in the state of Acre. A document analysis of the studied Political Pedagogical Project (PPP) course’s and the teaching plans of disciplines related to mental health were performed to gather information, as well as semi-structured interviews with teachers responsible for teaching process of this content. This study was approved by the Ethics Committee of the Universidade Federal de São Paulo, under the Opinion. º 8312. Analysis of thematic content was used for data analysis. Data were analyzed according to four categories: i) the relationship between objectives, cited contents, documents and legislation, ii) teachers´ profile and conceptions about Mental Health iii) characterization of the Mental Health teaching; iv) teaching-learning process. We interviewed five teachers, one of whom with Ph.D. title, two with master's degree, one specialist and one graduated. One of them had more than 30 years of service, and the one with a shorter career has a year and a half of activity in teaching. The teacher’s conception on Mental Health showed that they understand it within the current transformation process in which the Psychiatric Reform precepts prevail for community assistance aiming at psychosocial rehabilitation. Regarding the characterization of the three analyzed courses, we found that they bring in their PPP proposals the objective of learning to learn from the perspective of the National Curriculum Guidelines (DCN), but we observed a linear and fragmented curriculum structure that contributed to the continuity of a conservative education. The mental health area is restricted to the mentioned disciplines and it does not permeates the whole curriculum, so students only have contact with the topics during the disciplines , that is, in two semesters for two courses and in one semester for the other course. As for the workload, the proposed disciplines include theoretical classes and practice, ranging from 120 to 150 hours, corresponding to approximately 3.16% of the total workload of the courses. The courses do not have interdisciplinary activities and among the educational practices, we identified the use of a traditional pedagogical approach with expositive classes in most of the teaching-learning process. As practice settings, besides the Hospital for Mental Health setting, the Centers for Psychosocial Care (CAPS), Therapeutic Communities, Family Health Centers and others were used in which case studies were performed as well as procedures aiming the user´s care, visits for the community for active search for possible cases of mental health disorders and discussions with service professionals. In assessing the learning process, the use of summative assessment was observed, in which the student must accumulate grades for his approval in written tests. Based on the results, it was noted that the teaching of Mental Health in undergraduate nursing courses in Acre state tries to fit the current model of mental health care recommended by the guidelines of the Psychiatric Reform, but is still ruled by a traditional view of learning.
- ItemAcesso aberto (Open Access)Estudo da utilização do short message service na educação a distância: experiência do curso de especialização em saúde da família UNA-SUS/Unifesp(Universidade Federal de São Paulo, 2018) Portugal, Mariana Corrêa Nonato [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; http://lattes.cnpq.br/5091970329164141; http://lattes.cnpq.br/9599031393522284Objective: This study aims to analyze students' perceptions regarding the use of short messages in the health specialization course of the UNA-SUS / UNIFESP family offered in the distance modality. Materials and methods: This is an exploratory research in which the following instruments were used: a) semi-structured questionnaire to collect information about the participant's profile; and b) semi-open questionnaire for data collection about perceptions of students regarding the experience of using text messages. In addition to these instruments, the secondary information extracted from the Moodle virtual learning environment was used for the students' participation in the course activities during the sending of the text messages. Results Analysis: The results were analyzed based on the qualitative and quantitative approaches. Results: In the conclusion, it was identified that the use of short messages is configured as a resource to support and guide students in distance learning activities.
- ItemSomente MetadadadosA formação de enfermeiros licenciados em Moçambique: da realidade ás perspectivas futuras(Universidade Federal de São Paulo (UNIFESP), 2013-05-29) Mondlane, Lidia Justino [UNIFESP]; Barbieri, Marcia Barbieri [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The study now presented aimed to identify the competences acquired by the nurses during their undergraduate and professional practice in Mozambique. Ten graduated nurses, between 2008 and 2010, working in the southern part of Mozambique, at the health units, in the provinces of Maputo, Gaza and Inhambane, participated in the research. Data collection occurred between November 2011 to February 2012, being conducted through individual interviews, the content of which was recorded and later transcribed. There was also consultation desk for gathering information in order to enhance the data collected in the interviews. We used the qualitative content analysis method proposed by Bardin. From the testimonies collected with the interview originated eight analytical categories: Learn to care, managing nursing care management, interpersonal Skills, teach, Learn to lead, Learn search and Skills have not yet acquired-limitations on nurses work. From the statements of the interviewees, it was clear that the process of learning during the undergraduate program in nursing was enough, however, there are shortcomings such as the lack of qualified professionals for the follow-up of the stages, in practice in the fieldwork, the lack of material, creating limitations on learning some techniques and appropriate patient care. Important gap was given to a lack of delimitation of boundaries of nursing actions between different levels of practitioners in the field. After document analysis of research found that does not exist in any legal device legislation about nursing courses curriculum guidelines in the country, with each institution adopting the pedagogic project. It is intended that this study has important implications for the IES that make up nursing graduates in Mozambique and bring positive impact on the development of skills, resulting from the participation of the Ministries of Education and Health, in consideration for the process of preparation of national curriculum guidelines that can effectively guide the higher education institutions, in the design of its educational projects in the country. It is hoped that this study will further investigation in particular, about the creation of specific National Curriculum Guidelines for nursing courses in the country and that this becomes one of the inspirational sources.
- ItemSomente MetadadadosFormação docente do enfermeiro na educação superior: uma contribuição para o ensino em saúde(Universidade Federal de São Paulo (UNIFESP), 2014-11-26) Marchiori, Mara Regina Caino Teixeira [UNIFESP]; Viana, Ligia de Oliveira [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The main objective of the present study is the process of teaching education of nurses in higher education. Its general objective is to understand the process of teaching education of nurses in higher education. And, the specific objectives are: to describe knowledge, abilities and behavior developed by the nurse/teacher in the construction of skills in higher education; to analyze the strategies used by the nurse/teacher in his education during his professional path; and to discuss the process of teacher education of nurses in higher education in Brazil. A qualitative, exploratory and descriptive research was done in federal and private Higher Education Institutions, from the North, Northwest and Midwest regions of the Rio Grande do Sul State, authorized by the Ethics Committee in Research with Human Beings of the University of São Paulo, under the nº 126.083. the individuals of this research were eight nurse/teachers from the Nursing Graduation Course and from Post-Graduation Courses and members of the staff in those Higher Education Institutions. To answer the proposal of this study, the data collection was done through a narrative interview, of individual semi structured type. The results were organized in two thematic categories with its respective subcategories: Professional Education of e nurse/teacher (the contribution of the initial education course in Nursing and the move of lato sensu and the Construction of the Teachers? Knowledge of nurses through the pedagogical practice (networks of the nurse/teacher know-how relations; and the construction of the producing experience of education through auto education). Results evidence the thesis that the professional education of nurse/teachers in higher education has been constructed from the moves of graduation and post-graduation, and the teachers? knowledge of a nurse, through the pedagogical practice. It is concluded that the various skills were developed by the nurse/teacher determined by personal, professional and institutional strategies, contributing to base the creation of policies of teaching education of nurses in higher education in Brazil.
- ItemAcesso aberto (Open Access)Formação pedagógica na pós-graduação em saúde no ambiente Moodle: um compromisso social(UNICAMP - Faculdade de Educação, 2011-12-01) Ruiz-Moreno, Lidia [UNIFESP]; Sonzogno, Maria Cecilia [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The objectives of our study are to reflect on the academic education process and analyze the concepts and practices regarding didactic-pedagogical aspects of post-graduate students attending the 'Bimodal Didactic-Pedagogical Education in Health' discipline. Questionnaires and messages posted on discussion forums in the Moodle platform were used for data collection. The data analysis was based on the following areas: curriculum conceptions and practices, biopsychosocial model, teachers' education, teaching-learning and evaluation. Our results revealed that there is a predominance of reports concerning the traditional curriculum model in undergraduate courses experienced by the post-graduate students, although it was possible to identify some progress related to the diversity of practices and learning settings. The concepts and practices reflect the transition faced by the Brazilian Higher Education nowadays, where approaches based on the biomedical model coexist with very subtle changes, on which we must reflect critically during teaching education in Health.
- ItemAcesso aberto (Open Access)Metacognição e ensino de enfermagem: uma combinação possível?(Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo, 2003-12-01) Stedile, Nilva Lúcia Rech; Friendlander, Maria Romana [UNIFESP]; Universidade de Caxias do Sul; Universidade Federal de São Paulo (UNIFESP)Teaching students to learn how to learn is a challenge for schools that intend to form autonomous people who are capable of taking decisions. These are essential aspects for health professionals who are permanently confronted with complex situations and a multiplicity of problems to be solved by professional actions. The desire for changes, which is explicit in educators' discourse, does not guarantee substantial changes in the form teaching is being developed. The question about how to promote these alterations still remains unanswered. Studies developed in the last two decades about cognition and metacognition seem to indicate a possible strategy to transform knowledge into relevant professional behavior, since it favors thinking about the thinking process as well as the development and control of mental abilities that are capable of maximizing the use of the individual potentialities necessary for a nurse to solve health problems.
- ItemRestritoReflections on the insertion of the nutrition discipline in nursing education(Univ Sao Paolo, 2007-11-01) Feresin, Catia; Sonzogno, Maria Cecilia [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This study aimed to characterize the Nutrition discipline in six undergraduate courses in nursing regarding to the professor background, workload, content, strategies of education and evaluation from the perspective of the professor who teaches it. This is a descriptive research, carried out through semi-structured interviews, analyzed through the Thematic Analysis. It was verified that the discipline content approaches Nutrition in the vital cycle in the prevention of illnesses, as well as, in the healing aspect. the importance of the professor to be attentive to the content complexity necessary to the Nursing Education is highlighted. Nutrition knowledge favors the performance of the Nurse in a multifunctional health team. the formation of study groups with professors from Nutrition disciplines in the health area of undergraduate programs is suggested.
- ItemSomente MetadadadosSucesso e evasão em cursos de especialização a distância na área da saúde da UNIFESP(Universidade Federal de São Paulo (UNIFESP), 2014-06-30) Garbe, Gisele Grinevicius [UNIFESP]; Sigulem, Daniel Sigulem [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Objective: Investigate factors associated with adoption (success) of students in the specialization courses in Nursing Management, Prenatal Care, Health and Indigenous and in Health Management, offered in distance education mode from the Federal University of São Paulo at Open University System of Brazil. Methods: After the closure of the four courses of specialization defined for the study, we applied an instrument specially developed for this study, to investigate the following members to the success of students in courses factors: experience, interest, relevance to professional activity, organization, satisfaction and adequacy. We also investigated the participation factor in travel, measured by collecting information on the course management environments. The information of the 439 students who answered the survey were subjected to statistical analysis for the association of factors to the success of students in the courses could be evaluated. Analyses were performed separately for each course and also for all four strokes. Results: The organization factor was a predictor of success in both the analysis of the four courses together as each course separately. In the analysis of the set of four courses the factors experience and the course offered in distance mode category were also predictors of success, reducing and increasing the chance of approval respectively. In the course Management in Nursing, beyond the organization, the experience proved predictive factor increasing the chance of success and the relevance factor was a predictor reducing the chance of this outcome. In the course of Indigenous Health, besides organizing the adequacy factor was a predictor of success. In analyzes seeking association between factors and success was not considered the participation factor in the course because it showed divergent parameters. Conclusions: A statistical model for the prediction of success was developed and among the covariates studied predictors of student success have been identified in the set of four courses and each separately.