Metodologias Ativas no processo de ensino da Enfermagem: revisão integrativa
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2019-04-09
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Schwertner, Suzana Feldens
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As Metodologias Ativas buscam favorecer a motivação e despertam a curiosidade, ao mesmo tempo em que os alunos se inserem na teorização e despertam para novos elementos ainda não buscados nas aulas ou na própria perspectiva do professor. Desta forma surgiu o interesse em pesquisar sobre as Metodologias Ativas no processo de ensino da Enfermagem, pois há uma necessidade de que o acadêmico exerça parte fundamental na construção, elaboração e aquisição de novos conhecimentos, devendo estar incluso neste processo de formação de um novo profissional que possa suprir as necessidades que o mercado de trabalho exige desta profissão secular e de suma importância para o equilíbrio entre a saúde e a doença. O objetivo
geral desta investigação é identificar e analisar a produção científica brasileira sobre o uso das Metodologias Ativas no ensino da Enfermagem. Os objetivos específicos são: identificar as Metodologias Ativas utilizadas no ensino da Enfermagem; caracterizar a produção científica brasileira dos estudos no tema; e analisar a produção científica acerca das Metodologias Ativas no processo de ensino da Enfermagem à luz das Diretrizes Curriculares Nacionais (DCNs). Trata-se de uma pesquisa exploratória, do tipo revisão integrativa, de abordagem qualitativa. Os critérios de inclusão foram: estudos originais (primários), trabalhos e livros
completos (gratuitos pela internet), apresentar resumos para pré-seleção, publicados em português por autores brasileiros, a partir de 2001 até 2017, nas bases de dados da Biblioteca Virtual da Saúde (BVS) e na base de dados eletrônica Scielo (Scientific Eletronic Library Online).A amostra final desta pesquisa contabilizou 22 artigos que, após leitura sistematizada, foram subdivididos em categorias emergentes, assim intituladas: 1) Objetivo das Metodologias Ativas para a formação do enfermeiro, que ressalta a importância das
Metodologias Ativas no ensino de graduação da Enfermagem; 2) A inserção do estudante de Enfermagem nos cenários de prática, que enfatiza como as Metodologias Ativas contribuem com as atividades práticas dos discentes; 3) Os impactos do uso das Metodologias Ativas sobre o processo de aprendizagem do estudante de enfermagem, que aborda como as Metodologias Ativas influenciam no ensino-aprendizagem do curso de Enfermagem); e 4) O olhar docente sobre as Metodologias Ativas de ensino-aprendizagem, que apresenta os
desafios e as dificuldades da implementação das Metodologias Ativas pelos professores de Enfermagem. Os resultados desse estudo apontam que, cada vez mais, os cursos de Enfermagem têm buscado estratégias pedagógicas pautadas em cenários de práticas, embora ainda esteja enraizada a premissa de que o professor é detentor do saber. Esta pesquisa se propôs a contribuir para a rediscussão dessas metodologias nos cursos de Graduação em bacharelado em Enfermagem, sua funcionalidade e auxílio para o crescimento acadêmico e
profissional de futuros enfermeiros. Mesmo com as dificuldades para modificar os métodos tradicionais de ensino, algumas instituições educacionais e assistenciais de Enfermagem, através de seus educadores, estão cientes da necessidade de mudança na formação e na atuação de cada profissional enfermeiro.
The Active Methodologies seek to encourage motivation and arouse curiosity, while students are inserted in theorizing and awaken to new elements not yet sought in the classroom or in the teacher's own perspective. In this way, the interest in researching on Active Methodologies in the Nursing teaching process arose, since there is a need for the academic to play a fundamental part in the construction, elaboration and acquisition of new knowledge, and should be included in this process of training a new professional which can meet the needs that the labor market demands of this secular profession and of utmost importance for the balance between health and disease. The general objective of this research is to identify and analyze the Brazilian scientific production on the use of Active Methodologies in nursing teaching. The specific objectives are: to identify the Active Methodologies used in Nursing teaching; characterize the Brazilian scientific production of the studies in the subject; and to analyze the scientific production about Active Methodologies in the Nursing teaching process in the light of the National Curricular Guidelines (DCNs). It is an exploratory research, of the type integrative review, of qualitative approach. Inclusion criteria were: original (primary) studies, papers and complete books (free of charge on the Internet), present abstracts for pre-selection, published in Portuguese by Brazilian authors, from 2001 to 2017, in the databases of the Biblioteca Virtual de Saude and Scielo (Scientific Eletronic Library Online) the final sample of this research counted 22 articles that, after systematized reading, were subdivided into emergent categories, as follows: 1) Objective of the Active Methodologies for the nurse training, which highlights the importance of the Active Methodologies in Nursing undergraduate education; 2) The insertion of the Nursing student in the practice scenarios, which emphasizes how the Active Methodologies contribute to the practical activities of the students; 3) The impacts of the use of Active Methodologies on the learning process of the nursing student, which deals with how the Active Methodologies influence the teaching- learning of the Nursing course); and 4) The teacher's view on Active Teaching-learning Methodologies, which presents the challenges and difficulties of the implementation of Active Methodologies by Nursing teachers. The results of this study indicate that, more and more, Nursing courses have sought pedagogical strategies based on practice scenarios, although the premise that the teacher is the holder of knowledge is still rooted. This research aims to contribute to the re-discussion of these methodologies in the undergraduate courses in Nursing, its functionality and assistance for the academic and professional growth of future nurses. Even with the difficulties of modifying traditional teaching methods, some educational and nursing institutions, through their educators, are aware of the need for change in the training and in the performance of each nurse professional.
The Active Methodologies seek to encourage motivation and arouse curiosity, while students are inserted in theorizing and awaken to new elements not yet sought in the classroom or in the teacher's own perspective. In this way, the interest in researching on Active Methodologies in the Nursing teaching process arose, since there is a need for the academic to play a fundamental part in the construction, elaboration and acquisition of new knowledge, and should be included in this process of training a new professional which can meet the needs that the labor market demands of this secular profession and of utmost importance for the balance between health and disease. The general objective of this research is to identify and analyze the Brazilian scientific production on the use of Active Methodologies in nursing teaching. The specific objectives are: to identify the Active Methodologies used in Nursing teaching; characterize the Brazilian scientific production of the studies in the subject; and to analyze the scientific production about Active Methodologies in the Nursing teaching process in the light of the National Curricular Guidelines (DCNs). It is an exploratory research, of the type integrative review, of qualitative approach. Inclusion criteria were: original (primary) studies, papers and complete books (free of charge on the Internet), present abstracts for pre-selection, published in Portuguese by Brazilian authors, from 2001 to 2017, in the databases of the Biblioteca Virtual de Saude and Scielo (Scientific Eletronic Library Online) the final sample of this research counted 22 articles that, after systematized reading, were subdivided into emergent categories, as follows: 1) Objective of the Active Methodologies for the nurse training, which highlights the importance of the Active Methodologies in Nursing undergraduate education; 2) The insertion of the Nursing student in the practice scenarios, which emphasizes how the Active Methodologies contribute to the practical activities of the students; 3) The impacts of the use of Active Methodologies on the learning process of the nursing student, which deals with how the Active Methodologies influence the teaching- learning of the Nursing course); and 4) The teacher's view on Active Teaching-learning Methodologies, which presents the challenges and difficulties of the implementation of Active Methodologies by Nursing teachers. The results of this study indicate that, more and more, Nursing courses have sought pedagogical strategies based on practice scenarios, although the premise that the teacher is the holder of knowledge is still rooted. This research aims to contribute to the re-discussion of these methodologies in the undergraduate courses in Nursing, its functionality and assistance for the academic and professional growth of future nurses. Even with the difficulties of modifying traditional teaching methods, some educational and nursing institutions, through their educators, are aware of the need for change in the training and in the performance of each nurse professional.
Descrição
Palavras-chave
Ensino; Enfermagem; Educação em Enfermagem; Metodologias Ativas; Teaching; Nursing; Nursing Education; Active Methodologies
Citação
WEBER, Lidia Catarina. Metodologias Ativas no processo de ensino da Enfermagem: revisão integrativa. 2018. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 out. 2018. Disponível em: http://hdl.handle.net/10737/2494.