Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Espadaro, Renato Fábio
 |
| Orientador(a): |
Baptista, Ana Maria Haddad
|
| Banca de defesa: |
Baptista, Ana Maria Haddad
,
Navas, Diana
,
Silva, Maurício Pedro da,
Martins, Edson Soares,
Fusaro, Márcia do Carmo Felismino |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Palavras-chave em Espanhol: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2842
|
Resumo: |
The object of study in this research is the nursing education in contemporaneity with the use of realistic simulation as a “pedagogy”. The aims are: to verify the training in the nursing degree by using realistic simulation as an action of knowledge transformation, and the development of management, care and educational skills in health for the future professional; to compare the National Curriculum Guidelines for the nursing degree (2001) to the new National Curriculum Guidelines regulation proposal sent to the Brazilian National Education Council and analyze mainly the use of active teaching methodologies emphasized by the realistic simulation; to qualify realistic simulation as a teaching pedagogy due to its theoretical foundations, procedures and methodology. The categories involved in the pursuit of this knowledge are Paulo Freire’s “autonomy” concept and the “care” from the nursing, training and professional qualification perspectives. Field research of qualitative, descriptive and exploratory types was the chosen methodology. The population that constituted the sample of this research was formed by three undergraduates from the 8th semester of the undergraduate nursing course in 2021, three graduates from 2019 to 2021 from the nursing course, three professors who belong to groups of curricular units that use the realistic simulation as a teaching tool in the undergraduate nursing course and three health professionals who carry out their activities in spaces that receive students from the researched institution. The research was registered and approved by the Ethics and Research Committee. Data analysis allowed us to verify that the 2001 nursing course's National Curriculum Guidelines do not recognize simulation as a teaching strategy for training nursing undergraduate students, while the new National Curriculum Guidelines regulation proposal includes this methodology as part of the overall course load for qualification of training. In the field research carried out, 100% of respondents indicate simulation as a teaching strategy in nursing since the first semester, the graduates realized that the use of simulation generated more confidence when searching for their first job and at the beginning of their activities, professors understand that the technique makes it possible to add new knowledge, skills and attitudes, in addition to being realistic, and managers perceive students of curricular internships to be more prepared, safe and autonomous. During the literature review we identified theoretical foundations, technical procedures and scientific methodology in realistic simulation, which can be indicated as a pedagogy, the pedagogy of simulation. |
