Métodos ativos de aprendizagem ou tradicional?: similaridades e diferenças entre dois cursos de enfermagem
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Data
2018-03-02
Autores
Pinto, Adriana Avanzi Marques
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Para acompanhar as mudanças necessárias ao mundo do trabalho e atender as políticas de saúde, a formação do enfermeiro vem passando por modificações pautadas nas Diretrizes Curriculares de Enfermagem (DCN – Enf), propostas em 2001. Frente a isso, as Instituições de Ensino Superior (IES) avançaram de formas distintas na estrutura curricular e na utilização de métodos ativos de ensino e aprendizagem. Esse estudo teve como objetivo analisar as similaridades e as principais diferenças entre dois cursos de enfermagem, em relação à formação proporcionada por duas IES do interior paulista, no período de 2012 a 2014. Trata-se de um estudo que se utiliza das modalidades da pesquisa qualitativa e quantitativa na perspectiva da complementaridade. Para a coleta dos dados qualitativos, foi utilizado um roteiro semiestruturado, aplicado a oito coordenadores de curso que estiveram em exercício da função no período de 2001 a 2017, sendo quatro de cada instituição, e 32 egressos, sendo 17 da IES1 e 15 da IES2. A coleta dos dados quantitativos foi realizada por meio de um instrumento de coleta de dados elaborado a partir dos dados obtidos nas entrevistas, contendo 20 assertivas, seguidas por uma escala de Likert com cinco alternativas, sendo duas para apontar a tendência positiva (concordo totalmente e parcialmente), duas para a tendência negativa (discordo totalmente e parcialmente) e uma neutra. Responderam a esse instrumento 56 egressos, (30%) do universo de 165 egressos formados no período de 2012 a 2014 de ambas IES. O estudo contou com a aprovação do Comitê de Ética e Pesquisa com Seres Humanos sob parecer CAAE 43653915.0.0000.5411. Para a apresentação dos resultados e respectiva análise, considerando o grande volume de informações geradas, os mesmos foram dispostos em quatro recortes, conforme seguem: 1. As inovações utilizadas no ensino de graduação em enfermagem: uma revisão de literatura; 2. A formação do enfermeiro em métodos ativos e o mundo do trabalho: percepção dos egressos sob a perspectiva da teoria da complexidade; 3. Inserção do enfermeiro no mundo do trabalho a partir de diferentes modelos de formação: uma perspectiva dialética; 4. Avanços e desafios da reformulação curricular de dois cursos de graduação em enfermagem sob distintas perspectivas. Depreende-se que mesmo com formatos distintos, os dois cursos caminham entre avanços e desafios, sendo preciso constante reflexão, com vistas a compreensão das lacunas existentes e assim, avançar continuamente, tendo como parâmetro as transformações necessárias aos espaços ocupados pelo enfermeiro no mundo do trabalho.
In order to follow the necessary changes, to the world of work and to attend to health policies, nurses' education has been undergoing changes based on the Curricular Nursing Guidelines (CNG - Nursing), proposed in 2001. Because of this, Higher Education Institutions (HEIs) have advanced in different ways in curricular structure and in the use of active teaching and learning methods. This study aimed to analyze the similarities and the main differences between two nursing courses, in relation to the training provided by two HEIs in the upstate of São Paulo, from 2012 to 2014. A study uses the qualitative and quantitative research modalities in the perspective of complementarity. In order to collect the qualitative data, a semi-structured script was used, applied to eight course coordinators who were working in the period from 2001 to 2017, four of each institution, and 32 graduates, 17 of HEI1 and 15 of HEI2 . The collection of quantitative data was carried out by means of facts collection instrument based on the information obtained in the interviews, containing 20 assertions, followed by a Likert scale with five alternatives, two of them indicating the positive trend (I totally agree and partially), two for the negative trend (totally and partially disagree) and a neutral one. Fifty-six graduates (30%) from the universe of 165 graduates graduated in the period between 2012 and 2014 from both HEIs responded to these questions. The study was approved by the Ethics and Research Committee with Human Beings under CAAE 43653915.0.0000.5411. In order to present the results and their analysis, considering the large amount of information generated, they were arranged in four cutouts, as follows: 1. The innovations used in undergraduate nursing education: a literature review; 2. The training of the nurse in active methods and the world of work: the perception of the graduates from the perspective of complexity theory; 3. Insertion of the nurse in the job market from different training models: a dialectical perspective; 4. Advances and challenges of curricular reformulation of two nursing undergraduate courses from different perspectives. It should be noted that even with different formats, the two courses walk between advances and challenges, and constant reflection is needed, with a view to understanding the existing gaps and thus to advance continuously, taking as a parameter the needed changes to the spaces occupied by nurses in the job world.
In order to follow the necessary changes, to the world of work and to attend to health policies, nurses' education has been undergoing changes based on the Curricular Nursing Guidelines (CNG - Nursing), proposed in 2001. Because of this, Higher Education Institutions (HEIs) have advanced in different ways in curricular structure and in the use of active teaching and learning methods. This study aimed to analyze the similarities and the main differences between two nursing courses, in relation to the training provided by two HEIs in the upstate of São Paulo, from 2012 to 2014. A study uses the qualitative and quantitative research modalities in the perspective of complementarity. In order to collect the qualitative data, a semi-structured script was used, applied to eight course coordinators who were working in the period from 2001 to 2017, four of each institution, and 32 graduates, 17 of HEI1 and 15 of HEI2 . The collection of quantitative data was carried out by means of facts collection instrument based on the information obtained in the interviews, containing 20 assertions, followed by a Likert scale with five alternatives, two of them indicating the positive trend (I totally agree and partially), two for the negative trend (totally and partially disagree) and a neutral one. Fifty-six graduates (30%) from the universe of 165 graduates graduated in the period between 2012 and 2014 from both HEIs responded to these questions. The study was approved by the Ethics and Research Committee with Human Beings under CAAE 43653915.0.0000.5411. In order to present the results and their analysis, considering the large amount of information generated, they were arranged in four cutouts, as follows: 1. The innovations used in undergraduate nursing education: a literature review; 2. The training of the nurse in active methods and the world of work: the perception of the graduates from the perspective of complexity theory; 3. Insertion of the nurse in the job market from different training models: a dialectical perspective; 4. Advances and challenges of curricular reformulation of two nursing undergraduate courses from different perspectives. It should be noted that even with different formats, the two courses walk between advances and challenges, and constant reflection is needed, with a view to understanding the existing gaps and thus to advance continuously, taking as a parameter the needed changes to the spaces occupied by nurses in the job world.
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Palavras-chave
Currículos, Educação em enfermagem, Enfermagem, Ensino, Instituições acadêmicas, Curriculum, Schools, Teaching, Education, Nursing