Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Góis, Fernanda Arruda de
 |
| Orientador(a): |
Azevedo, Gisele Regina de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde
|
| Departamento: |
Faculdade de Ciências Médicas e da Saúde
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22022
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Resumo: |
Introduction: In 1968, the nursing degree was created with the aim of to promote the pedagogical training of teaching nurses. However, few undergraduate courses in Nursing build up the degree. Owing to the essentially technical curriculum, the nurses usually begin the teaching without due qualification for education and out sufficient baggage that to ensure a pedagogical training for qualified performance in the classroom. Objective: to identify and analyze the didactic and pedagogical difficulties experienced for the nurses of a nursing technical course and to enable them to teach from their difficulties. Method: a qualitative study, of a descriptive and exploratory nature. A focus group was held to capture the data with questions guided for the pedagogical didactic difficulties of the group. They were categorized into 3 themes: 1. Teacher enhancement: challenges and strategies to facilitate learning; 2. Student's commitment to the teaching-learning process; and 3. Student's educational deficiency. After the collecting and analyzing the data, an intervention was organized on the difficulties raised through the problematization. Results: the importance of new methodologies, changes in teaching practice, difficulties in using new methods and continuous training process. It was possible to find solutions by the interviewees themselves, which were reported in this work. At the end, a permanent education model was proposed for the SENAC-SP nursing technical course teachers. In the course of this study I conclude that the teacher, being encouraged to rethink his practice, is able to seek solutions for the solving of his daily problems |
