Teaching, monitoring and promoting health in times of COVID-19 pandemic
Keywords:Nursing students; Distance education; COVID-19; Technology; Teaching.
Objective: To discuss the experiences in the remote teaching and monitoring process, with a view to care, in times of pandemic. Method: An experience report type study with a qualitative, descriptive and exploratory approach, carried out based on the experiences and interactions promoted through virtual meetings between professor, student-monitor and students of the Nursing Course, in the discipline of Methodology of Scientific Work, with 30-hour workload, from the Department of Nursing in Collective Health at the Federal University of Paraíba (UFPB). Results: The activities were planned and organized in three main stages, reception, development of the programmed content and closure. They developed synchronously and asynchronously, using the following platforms and applications: Google (Meet, Forms, Docs and Agenda), Moodle Classes, e-mail and Whatsapp. Most of the (15) students were female, thirteen (13) were approved (87%). In all synchronous meetings, different cultural resources and strategies for the care and promotion of health (songs, poems, parables and ice breaking dynamics) were used to welcome, develop and close the activities. The monitoring was dynamic and creative using information and communication technologies. Conclusion: Teaching and monitoring with a view to care and health promotion, were a challenge in times of pandemic, a unique experience and an important component of contribution to the success of the academic education process in the format of remote teaching. A new look and way of doing was developed that allowed advancing and taking care of the teaching-learning process.
Andrade, E. G. R., Rodrigues, I. L. A., Nogueira, L. M. V., & Souza, D. F. de (2018). Contribution of academic tutoring for the teaching-learning process in Nursing undergraduate studies. Revista Brasileira de Enfermagem [Internet], 71(4), 1596-603. [Thematic Issue: Education and teaching in Nursing] DOI: http://dx.doi.org/10.1590/0034-7167-2017-0736.
Aristovnik, A. Keržiˇc, D., Ravšelj, D., Tomaževiˇc, N., & Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(8438), 1-24. DOI: 10.20944/preprints202008.0246.v2.
Barreto, A.P. (2008). Terapia Comunitária Integrativa: passo a passo. 3 ed. Fortaleza: Gráfica LCR.
Bessa, B. (2018). Recomece .Sextante.
Brasil. Ministério da Saúde (2007). Política Nacional de Humanização da Saúde. Documento Base. Brasília: Ministério da Saúde; 4 ed.
Brant, L. (2009). O poder da cultura. 1 ed. São Paulo: Peirópolis.
Dotta, S (org) (2014). Aulas virtuais síncronas: Condução de webconferência multimodal e multimídia em Educação a Distância. São Paulo: Editora UFABC.
Edital Simplificado nº 018 de 11 de agosto de 2020 da Universidade Federal da Paraíba, João Pessoa, 2020 ago. 11. Acesso em 07 dez 2020. Disponível em: http://www.prg.ufpb.br/prg/codesc/processos-seletivos/noticias/edital-simplificado-no-018-2020-cppa-prg-ufpb-monitoria-para-o-ensino-remoto/vf-018-2020-edital-de-monitoria-para-o-ensino-remoto-10-de-agosto-de-2020.pdf.
Fawaz, M. & Samaha, A. (2020). E‐learning:Depression,anxiety, and stress symptomatology among Lebanese university students during COVID‐19 quarantine. Nursing Forum, 1–6. DOI: https://doi.org/10.1111/nuf.12521.
Freire, P. (2020). Pedagogia da autonomia: saberes necessários à prática educativa. 65ª ed. Rio de Janeiro/São Paulo: Paz e Terra.
Freire, P. (2020). Educação como prática de liberdade. 47ª ed. São Paulo: Paz e Terra.
Jowsey, T., Fosterb, G. Cooper-Ioeluc, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice, 44:1-10. DOI: 10.1016/j.nepr.2020.102775.
Leigh, J., Vasilica, C., Dron, R., Gawthorpe, D., Burns, E., Kennedy, S. Kennedy, R., Warburton, T., & Croughan, C. (2020). Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies. British Journal of Nursing, 29(10), 566-569. DOI: https://doi.org/10.12968/bjon.2020.29.10.566.
Lovri´c, R., Farcic, N., Miksic, S., & Vcecv, A. (2020). Studying During the COVID-19 Pandemic: A Qualitative Inductive Content Analysis of Nursing Students’ Perceptions and Experiences. Education. Science. 10(188), 1-18. DOI:10.3390/educsci10070188.
Martini, G. (2017). Dinâmicas de grupos, jogos relacionais: dinâmicas, jogos, brincadeiras terapêuticas testadas em grupos e comunidades. Porto Alegre. Caifcom Editora.
Morcillo, A. J. R., Costa, C. L., Garcia, J.E.M., & Martínez, M.R. (2020). Experiences of Nursing Students during the Abrupt Change from Face-to-Face to e-Learning Education during the First Month of Conﬁnement Due to COVID-19 in Spain. International Journal Environmental Research and Public Health, 17(5519), 1-15. Citado em PubMed. PMID: 32751660.
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemp Secur Policy, 41(3), 492-505. DOI: https://doi.org/10.1080/13523260.2020.1761749.
Neto, E. B. (2017). O ensino híbrido: processo de ensino mediado por ferramentas tecnológicas. Ponto e Virgula, (22), 50-72. Disponível em: https://revistas.pucsp.br/index.php/pontoevirgula/article/view/31521/24901.
Othman, N., Ahmad, Farah., Morr, E. C., & Ritvo, P (2019). Perceived impact of contextual determinants on depression, anxiety and stress: a survey with university students. International Journal of Mental Health Systems .13(1), 17. https://doi.org/10.1186/s13033‐019‐0275‐x.
Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan — a web and mobile app for systematic reviews. Systematic Reviews, 5:210. DOI: 10.1186/s13643-016-0384-4.
Pizzimenti, C. (2017). Cris Pizzimenti. https://www.pensador.com/autor/cris_pizzimenti/.
Prieto, H. & Saxe, J. G. (2021). A história dos sete homens sábios e o elefante. https://www.esalq.usp.br/visoes-da-ciencia/vc-a-lenda
Resolução Nº 19 de 06 de agosto de 2020 da Universidade Federal da Paraíba, João Pessoa, 2020 ago. 06. Acesso em 07 dez 2020. Disponível em: http://www.ccae.ufpb.br/antropologia/contents/documentos/resp19-20.pdf.
Resolução Nº 02 de 22 de fevereiro de 1996 2020 da Universidade Federal da Paraíba, João Pessoa, 2020 ago. 06. Acesso em 07 dez 2020. Disponível em: http://www.prg.ufpb.br/antigo/sites/default/files/Resolu%C3%A7%C3%A3o%20N%C2%BA%2002%20DE%201996%20do%20CONSEPE.PDF.
Stott, A. & Mozer, M. (2016). Connecting learners online: challenges and issues for nurse education‐Is there a way forward? Nurse Educ Today, 39:152‐154. Citado em PubMed. PMID: 27006048.
Vianna, R. (2018). EndNote Online - Como Organizar suas Referências. São Paulo: Pontifícia Universidade Católica de São Paulo.
Zhou, P., Yang, X.L., & Shi, Z.L. (2020). A pneumonia outbreak associated with a new coronavirus of probable bat origin. Nature, 579:270-273. https://doi.org/10.1038/s41586-020-2012-7.
How to Cite
Copyright (c) 2021 Semírames Cartonilho de Souza Ramos; Laura Ferreira Brochin ; Ana Lúcia Basílio Carneiro; Orácio Carvalho Ribeiro Junior; Kaio Vinícius Paiva Albarado; Tayane Moura Martins
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.