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Processo educativo: a simulação clínica em enfermagem
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| 4.94 MB | Adobe PDF |
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Abstract(s)
O ambiente para a aprendizagem constitui um dos desafios mais aliciantes na atual geração
do século XXI, enriquecida em meios digitais e altamente tecnológicos. Ensinar não
representa necessariamente aprender e revela-se um processo complexo, que requer uma
estratégia pedagógica promotora de conhecimento.
A teoria histórico-cultural de Vigotsky, a fundamentação central do construtivismo crítico
de Kincheloe (2006a), a organização concetual do construcionismo de Papert e o uso das
ferramentas cognitivas descritas por Jonassen integram referências fundamentais para
compreender o fenómeno complexo da aprendizagem e os ambientes promotores de saberes.
Salientamos a zona de desenvolvimento proximal da teoria vigotskiana, que constitui uma
oportunidade para construir uma aprendizagem mediada pelo professor em cooperação ativa
com o estudante. Assim, a simulação clínica em enfermagem destaca-se como estratégia
pedagógica e metacognitiva para o desenvolvimento de novas competências, capazes de
mobilizar a construção de saberes fundamentais para a melhoria contínua do conhecimento
holístico.
O estudo desenvolvido na área do Currículo e Inovação Pedagógica, de natureza qualitativa,
como método de estudo de caso, numa Escola Superior de Saúde da Região Autónoma da
Madeira, procurou compreender o processo educativo da simulação clínica em enfermagem.
Na metodologia, utilizaram-se as entrevistas semiestruturadas e o focus group como técnicas
de colheita de dados e a análise e interpretação dos dados com a técnica de análise de
conteúdo, complementada com a triangulação dos dados colhidos.
Compreendemos a simulação clínica em enfermagem como uma metodologia diretiva com
recurso a meios tecnológicos e com potencial pedagógico para a construção de uma
aprendizagem significativa. A inovação pedagógica no ambiente de simulação é assumida
como um designo fundamental em cooperação com a comunidade educativa. Invocamos à
ação participativa do estudante, figura central da ação educativa, em todo o processo de
simulação clínica, promovendo aprendizagens críticas, criativas, flexíveis, inclusivas e
democráticas.
The learning environment constitutes one of the most exciting challenges in the current generation of the 21st century, enriched by digital and highly technological media. Teaching does not necessarily represent learning and is a complex process that requires a pedagogical strategy that promotes knowledge. Vygotsky's historical-cultural theory, the central foundation of Kincheloe's critical constructivism, the conceptual organization of Papert's constructionism, and the use of cognitive tools described by Jonassen, integrate fundamental references to understand the complex phenomenon of learning and environments that promote learning. knowledge. We highlight the zone of proximal development of Vygotskian theory, which constitutes an opportunity to build learning mediated by the teacher in active cooperation with the student. Thus, clinical simulation in nursing stands out as a pedagogical and metacognitive strategy, for the development of new skills, capable of mobilizing the construction of fundamental knowledge, for the continuous improvement of holistic knowledge. The study developed in Curriculum and Pedagogical Innovation, of a qualitative nature, as a case study method, in a Higher School of Health in the Autonomous Region of Madeira, sought to understand the educational process of clinical simulation in nursing. In the methodology, semi-structured interviews and focus groups were used as data collection techniques, and data analysis and interpretation with the content analysis technique, complemented with triangulation of the collected data. We understand clinical simulation in nursing as a directive methodology using technological means and with pedagogical potential for building meaningful learning. Pedagogical innovation in the simulation environment is assumed as a fundamental design in cooperation with the educational community. We invoke the participatory action of the student, a central figure in the educational action, throughout the clinical simulation process, promoting critical, creative, flexible, inclusive and democratic learning.
The learning environment constitutes one of the most exciting challenges in the current generation of the 21st century, enriched by digital and highly technological media. Teaching does not necessarily represent learning and is a complex process that requires a pedagogical strategy that promotes knowledge. Vygotsky's historical-cultural theory, the central foundation of Kincheloe's critical constructivism, the conceptual organization of Papert's constructionism, and the use of cognitive tools described by Jonassen, integrate fundamental references to understand the complex phenomenon of learning and environments that promote learning. knowledge. We highlight the zone of proximal development of Vygotskian theory, which constitutes an opportunity to build learning mediated by the teacher in active cooperation with the student. Thus, clinical simulation in nursing stands out as a pedagogical and metacognitive strategy, for the development of new skills, capable of mobilizing the construction of fundamental knowledge, for the continuous improvement of holistic knowledge. The study developed in Curriculum and Pedagogical Innovation, of a qualitative nature, as a case study method, in a Higher School of Health in the Autonomous Region of Madeira, sought to understand the educational process of clinical simulation in nursing. In the methodology, semi-structured interviews and focus groups were used as data collection techniques, and data analysis and interpretation with the content analysis technique, complemented with triangulation of the collected data. We understand clinical simulation in nursing as a directive methodology using technological means and with pedagogical potential for building meaningful learning. Pedagogical innovation in the simulation environment is assumed as a fundamental design in cooperation with the educational community. We invoke the participatory action of the student, a central figure in the educational action, throughout the clinical simulation process, promoting critical, creative, flexible, inclusive and democratic learning.
Description
Keywords
Aprendizagem Simulação clínica em enfermagem Conhecimento holístico Inovação Competências Estudo de caso Learning Clinical simulation in nursing Holistic knowledge Innovation Skills Case study Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais