Recursos educacionais abertos no processo ensino-aprendizagem na graduação em enfermagem: o pensar crítico-reflexivo no exercício da gestão do cuidado

• Ano de defesa: 2024
• Autor(a) principal: Facin, Grassele Denardini
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Enfermagem; Educação em enfermagem; Recursos educacionais abertos; Gestão em saúde; Tecnologia educacional; Nursing; Nursing education; Open educational resources; Health management; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/32155

Integrating Open Educational Resources (OER) into the teaching-learning process of undergraduate nursing education is seen as a potential tool to support the training process, as it aims to stimulate critical-reflective thinking in students and enhance their ability to manage care. This study focuses on the question: Insofar as the integrating OER into the teaching-learning process of undergraduate nursing education improve critical-reflective thinking for care management? Hence, this study is a research-action project that aims to investigate how integrating OER into the teaching-learning process in undergraduate nursing education promotes the development of critical-reflective thinking and improves care management. The participants were professors and students from the eighth semester of the Nursing Undergraduate Program of the Federal University of Santa Maria, specifically from the Health Services Management discipline. The data was collected through semi-structured interviews and participant observation, and analyzed using the Dialogical-Problematic Matrix, the ThematicOrganizational Matrix, and the Thematic-Analytical Matrix frameworks. The results revealed three categories: the contributions of integrating OER into the teachinglearning process into undergraduate nursing education, the challenges related to integrating OER into the teaching-learning process in undergraduate nursing education, and the potential of OER in undergraduate nursing education. The integration of OER allowed for a better understanding of OER concepts and the implementation of the 5Rs of openness, resulting in the development and availability of OER by students. Additionally, the findings showed challenges related to the knowledge of professors and students about OER, Creative Commons licenses, and the educational technologies in nursing education. However, several potentials were identified, such as the use of OER for care management and health education, fostering interaction through playfulness and creativity, promoting the interrelation of knowledge through OER, improving the teacher-student relationship, and enhancing critical-reflective thinking. Therefore, integrating OER into the teaching-learning process of undergraduate nursing education contributes to students’ education, promoting the development of critical-reflective thinking and expanding student understanding of skills and competencies, in addition to the technical aptitude required for care management.