Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Alves, Aidê de Melo
 |
| Orientador(a): |
Dias, Carmen Lúcia
|
| Banca de defesa: |
Scheide, Tereza de Jesus Ferreira
,
Horiguela, Maria de Lourdes Morales
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade do Oeste Paulista
|
| Programa de Pós-Graduação: |
Mestrado em Educação
|
| Departamento: |
Ciências Humanas
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://bdtd.unoeste.br:8080/tede/handle/tede/835
|
Resumo: |
The present study focuses on professor s conception about critical reflexive learning process of Nursing Area. Nowadays, one of the great challenges in Nursing Courses is to prepare the graduating students for professional practice with a critical-reflective profile as recommended by the Curriculum Guidelines for Undergraduate in Nursing - November 2001.The research method chosen to carry out the investigation was case study with a qualitative approach and aimed investigate the strategies used by the nurse-professor for the training of critical reflexive nurse professionals. The methodological procedures involved: data collection, semi-structured interview with six nurse-professors randomly selected in a Nursing College Graduation of Presidente Prudente/SP, data analyses and discussion of finding were realized through interpretation of answers of nurse-professors. The results indicated that professors perceived the basic needs in order to develop more critical reflexive professionals; the most commonly used strategies were lectures, group work and reading texts. It is recommended the combination of teaching strategies for the enrichment classes. This allows you to meet the individual differences among students, providing an exchange of experiences between professor and student. |
