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Advisor(s)
Abstract(s)
Uma aprendizagem significativa
e permanente exige abordagens de ensino aprendizagem a nível cognitivo (Vygotsky,
1991; Jonassen, 2000) e promotoras do
desenvolvimento das capacidades e atitudes
dos estudantes, valorizando a construção
do conhecimento a partir das interações
estabelecidas entre os sujeitos (Kincheloe,
2006). Neste sentido, damos o exemplo da
simulação clínica em enfermagem, identificada
como uma estratégia de ensino-aprendizagem
inovadora na construção de conhecimento em
contexto (Martins et al., 2014). Os estudantes,
futuros educadores para a saúde, após
esta experiência, estarão mais habilitados
para criar ambientes interativos e envolver
as comunidades locais nos seus próprios
processos de aprendizagem, promovendo o
seu empoderamento na tomada de decisão
sobre a sua saúde.
Meaningful and permanent learning requires teaching-learning approaches at a cognitive level (Vygotsky, 1991; Jonassen, 2000) and promoting the development of students´ abilities and attitudes, valuing the construction of knowledge from the interactions established between the subjects (Kincheloe, 2006; Fonseca, 2021). In this sense, we give the example of clinical simulation in nursing, identified as an innovative teaching-learning strategy in the construction of knowledge in context (Martins et al., 2014; Oliveira et al., 2014). Students, future health educators, after this experience, will be better able to create interactive environments and involve local communities in their own learning processes, promoting their empowerment in decision-making about their health.
Meaningful and permanent learning requires teaching-learning approaches at a cognitive level (Vygotsky, 1991; Jonassen, 2000) and promoting the development of students´ abilities and attitudes, valuing the construction of knowledge from the interactions established between the subjects (Kincheloe, 2006; Fonseca, 2021). In this sense, we give the example of clinical simulation in nursing, identified as an innovative teaching-learning strategy in the construction of knowledge in context (Martins et al., 2014; Oliveira et al., 2014). Students, future health educators, after this experience, will be better able to create interactive environments and involve local communities in their own learning processes, promoting their empowerment in decision-making about their health.
Description
Keywords
Promoção da saúde Educação para a saúde Simulação em enfermagem Inovação pedagógica Construtivismo crítico Health promotion Health education Nursing simulation Pedagogical innovation Critical constructivism . Faculdade de Ciências Sociais Escola Superior de Saúde