Construção e validação de um curso a distância para promoção da saúde mamária

Detalhes bibliográficos
Ano de defesa: 2012
Autor(a) principal: Barbosa, Izabel Cristina Falcão Juvenal
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Não Informado pela instituição
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://www.repositorio.ufc.br/handle/riufc/4271
Resumo: The aim was to construct and validate a distance learning course for mammary health promotion for Family Health Strategy (FHS) professionals in Fortaleza-CE. It is a research for development and creation of learning coursewares which can be applied whithin nursing teaching and assistance. The methodological proposal has been composed of five stages: 1) Analysis and planning; 2) Modelling; 3) Implementation; 4) Evaluation and maintenance; 5) Distribution. This Breast Learning Virtual Environment (AVAPMAMA) has been elaborated during the period from June to November 2011 and ethically approved under COMEPE/UFC protocol nº 78/10. It presents in its home page: home (presentation, structure and course schedule); library (books, manuals, reverences, glossary); my space (agenda, contact, portfolio); elaboration group; content judges and FHS nurses instruments. Beyond that, the course content is available in four learning modules which addresses 15 thematic units which contains items and subitems. Nine judges from nursing, pedagogy and web designer areas have participated in the course validation process. They attended the selection parameters: academic degree, scientific production and length of time working within the thematic. These aspects have received a minimal punctuation of five. Considering the results analysis on the sociodemographic profile of the study participants, it has been observed that 44,4% of specialists presented age varying from 28 to 40 years, by the time of diagnosis; 33,3% had specialization and doctorate degree, 44,4% were married, 55,6% had graduation time varying from 4 to 13 years and were experienced as online learning education tutors, 66,7% referred having experience as online learning education tutors less than four years. The variables related to technical, didactic-pedagogic, communication and social perspectives which presented concordance rate higher than 65% were: the information is compatible with the objectives; the autonomous learning allows the student to access his/her own sources, widening his/her learning; the sequence of the contents and the references add value to information, which helps experiences exchanging and the knowledge construction; the learning paradigm é interacionist and construtivist and helps the process of learning; the methodology is cooperative, interactive and problematized, based on problem identification and resolution. The variables which have got concordance rate equal to 50% were: the webpages graphic designer supports learning; the user has easy browsing; learning starts up from student experience; the web environment propitiates interdisciplinarity; the content is constructed in the process, without a unique sequence; the web environment access enables the subject discussion. It is concluded that the distance learning course is a tool which has the proposal of widen and enhance the acquaintanceship spaces in which nurses may interact and construct their own knowledge. It supports the interactivity, the communication, the autonomy and cooperation among the participants and offer access to educational technologies. Additionally, the process of teaching-learning develops several aspects of the individual (affective, cognitive and psychomotor), which are part of the knowledge construction.