Active methodology in emergency remote teaching with nursing students: experience report
DOI:
https://doi.org/10.33448/rsd-v11i7.29485Keywords:
Education, Nursing; Competency-Based Education; Distance Education; Problem-Based Learning; COVID-19.Abstract
In the face of a COVID-19 pandemic, digital technologies were used as essential tools for the teaching-learning process in remote teaching, which have innovative and transformative potential for skills training resulting from the combination of active learning strategies and technologies. The present study aims to describe the experience of using teaching strategies of active methodology in Emergency Remote Teaching with nursing students at a federal university in the interior of Minas Gerais. The experience was developed by a nurse remotely, as a result of the fulfillment of practical discipline in formal teaching and learning in the doctoral course, in the context of the pandemic. Initially, classes were recommended by the supervisor, followed by contact with the teachers, planning and execution of the class. In teaching practice, the nurse assumed the role of mediator using teaching strategies of active methodology. The use of these in remote teaching made it possible to reduce distances, stimulate participation and dialogue with students who acted as protagonists, and the development of skills. For nurse, it represented an experience of meeting subjects, reinforcing the belief in transforming education, including enjoying the ludic with technological resources. As a limitation of the study, there is the difficulty in monitoring the results of the experience regarding the knowledge built and skills developed. We emphasize the need for more studies that investigate the active methodology of learning in the development of competences with nursing students.
References
Aquino, L. D., & Martins, C. A. (2021). A sala de aula invertida e o mapa mental digital para aprendizagem de texto argumentativo. Research, Society and Development, 10(16), e577101623920. 10.33448/rsd-v10i16.23920
Barros, F. R. B., Silva, A. R., Rodrigues, B. H. S., Silva, I. G., Battanoli, P. A. F., Oliveira, P. B. A., & Souza, R. C. (2020). A gamificação como ferramenta lúdica no processo de ensino e aprendizagem na enfermagem: um relato de experiência. Revista Eletrônica Acervo Enfermagem, 4 (e4656), 1-7. 10.25248/REAenf.e4656.2020
Bes, P., Pereira, A. S. F., Pessi, I. G., Cerigatto, M. P., & Machado, L. R. (2019). Metodologias para aprendizagem ativa. Sagah.
Bossi, K. M. L., & Schimiguel, J. (2020). Active methodologies in the teaching of Mathematics: state of the art. Research, Society and Development, 9(4), e47942819. 10.33448/rsd-v9i4.2819
Camargo, F., & Daros, T. (2018). A sala de aula inovadora: estratégias pedagógicas para fomentar o aprendizado ativo. Penso.
Chiarella, T., Bivanco-Lima, D., Moura, J. C., Marques, M. C. C., & Marsiglia, R. M. G. (2015). A Pedagogia de Paulo Freire e o Processo Ensino Aprendizagem na Educação Médica. Rev. bras. educ. med., 39 (3), 418-425. 10.1590/1981-52712015v39n3e02062014
Coelho, M. P., & Partelli, A. N. M. (2019). Júri simulado no ensino da ética/bioética para a enfermagem. Rev enferm UFPE online, 13(1), 499-510. 10.5205/1981-8963-v13i02a238454p499-498-2019.
Cruess, R. L., Cruess, S. R., & Steinert, Y. (2016). Teaching Medical Professionalism: Supporting the Development of a Professional Identity (2a ed.). Cambridge University Press.
Delors, J. (2003). Os quatro pilares da educação. In UNESCO, Educação: um tesouro a descobrir (2a ed.). São Paulo: Cortez/ Brasília, DF: MEC/UNESCO.
Flick, U. (2013). Introdução à metodologia de pesquisa: um guia para iniciantes. Penso.
Freire, P. (1987). Pedagogia do Oprimido. Paz e Terra.
Gadelha, M. M. T., Andrade, M. E., Silva, J. M. A., Bezerra, I. C. B., Carmo, A. P., & Fernandes, M. C. (2019). Educational technologies in the training process: discourse of nursing academics. Revista de Enfermagem UFPE, 13(1), 155-161. 10.5205/1981-8963-v13i1a234817p155-161-2019
Martines, R. S., Medeiros, L. M., Silva, J. P. M., & Camillo, C. M. (2018, julho). O uso das TICs como recurso pedagógico em sala de aula. Congresso Internacional de Educação e Tecnologias – encontro de pesquisadores em educação a distância. São Carlos, SP, Brasil.
Martins, L. (2018). Jogos didáticos como metodologia ativa no ensino de ciências (Trabalho de conclusão de curso). Repositório Institucional IFSC, Instituto Federal de Santa Catarina, Jaraguá do Sul, Santa Catarina, Brasil.
Moran, J. (2018). Metodologias ativas para uma aprendizagem mais profunda. In Bacich, L., Moran, J. Metodologias ativas para uma educação inovadora: uma abordagem téorico-prática. Penso.
Moreira, K. C. C. (2019). Intervenção mediacional e promoção da saúde com crianças pré-escolares. Rev Enferm Atenção Saúde, 8(1), 129-137. 10.18554/reas.v8i1.3302
Paiva, V. L. M. O. (2020). Ensino remoto ou ensino a distância: efeitos da pandemia. Estudos Universitários: revista de cultura, 37(1/2), 58-70. 10.51359/2675-7354.2020.249044
Perrenoud, P. (1999). Construir as competências desde a escola.: Artmed.
Resolução COPPG/UFTM nº 25, de 9 de setembro de 2021. Aprova o Regulamento do Programa de Pós-Graduação em Atenção à Saúde – PPGAS da Universidade Federal do Triângulo Mineiro.
Sousa, R. A., Moreira, K. C. C., Julião, C. H., & Andrade, I. C. A. (2021). Educação em saúde com universitários em tempos de Covid-19: relato de experiência. Revista Em Extensão, (esp), 120–133. 10.14393/REE-v0n00-62497
Vygotsky, L.S. (2007). A formação social da mente: o desenvolvimento dos processos psicológicos superiores (7a ed.). Martins Fontes.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Kéllen Campos Castro Moreira; Jéssica Fernanda Marcelina Fernandes Ferreira; Bibiane Dias Miranda Parreira; Marina Pereira Rezende; Bethania Ferreira Goulart
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.
