Relação entre os estilos de aprendizagem dos discentes e docentes do curso de graduação em enfermagem

• Ano de defesa: 2017
• Autor(a) principal: Silva, Ana Cecília Silvestre da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Ensino na Saúde; UFAL
• Palavras-chave em Português: Aprendizagem; Enfermagem – Estudo e ensino; Estudantes de enfermagem; Professores de enfermagem; Enfermagem; Enfermeiro – Formação; Learning; Teaching; Students; Teacher; Nursing; CNPQ::CIENCIAS DA SAUDE::MEDICINA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/1818

Each individual has unique organic-psychological and cognitive characteristics, responsible for determining different learning styles. The study aimed to analyze the relationship of learning styles of nursing students and teachers. It presents a quantitative, exploratory, cross-sectional approach and was carried out in the undergraduate nursing course of a Private Higher Education Institution of Maceió. The David Kolb Learning Style Inventory was applied to 164(100%) nursing students, being: 47(100%) from the 3rd period, 36(100%) from the 7th period, 51(100%) from the 8th period and 30(100%) from the 9th period. The same instrument was applied to 5(100%) teachers who are nurses and teach classes in the disciplines of research methodology. The results show that the female sex is predominant with 90.75% of the students and 80% of the professors of the course, predominant pattern of the nursing courses in the country. The average age of the students was between 20-24 years old, 55.5% were white, 75% were single, 84% were enrolled in the selection process, and 42% participated in research / extension activities. All teachers were masters and had recent pedagogical training. The population of all periods presented as predominant learning styles the assimilating style with 30.4%, followed by the diverging pattern with 25%. Fisher's exact intra-period test had a p <0.01 result for each period, confirming highlights of all styles. The Chi-square test between the periods confirmed the diverging style. The assimilating learning style (exhibitor) corresponded to 60% of the teachers and 20% were converging (tutor) and accommodating (innovative) respectively. Regarding the teaching effort to reach all periods, the teachers who presented the least effort were in the sequence Teachers 2, 3, 1, 4 and 5. Conclusion: From this study, which is the beginning of a broader work, it was possible to identify the assimilating / expositor learning style as predominant for students and teachers in the nursing course the relation between these related styles favor the teaching-learning process and the diversity of styles promote the methodological challenges that should lead to improvement in the way of learning.. The teacher methodological reach presented a teacher accommodating with less effort for all classes. Although the students and teachers assimilating are and have the most representativeness in the course. It corroborates with the hypothesis that there is a relationship between students and teachers that can be favored by the learning styles and with the adequacy of teaching methodologies.