Metodologias ativas na formação do enfermeiro: implicações na prática profissional

Abstract

Introduction: Constant changes in the labor market associated with the growth of higher education in the fields of knowledge, have led to changes in the profiles of professionals and in the models of education, being of great importance the use of appropriate teaching methods and strategies in the education of nurses for make your training and learning more effective. Objective: To investigate the perception of students about the use and contributions of methodologies, teaching strategies and pedagogical practices used in the professional training of nurses. Methodology: The study consists of a mixed methodology and was carried out in four stages: (1) Scope review to identify the evidence available in the literature on active methodologies used in nursing education with a focus on clinical decision making. The search strategy was developed using terms related to: “students nursing”, “Clinical Decision-Making”, “Problem Solving”, “problem-based learning”. (2) cross-sectional study, which assessed the preferred learning modes of 681 nursing students from two higher education institutions, using the Index of Learning Styles questionnaire. (3) Exploratory research with a qualitative approach, developed through the technique of focus groups, with students in the last year of the nursing course at a higher education institution. The focus groups were conducted based on the same semi-structured interview, which ensured that similar key topics were discussed by each group. (4) A teacher training workshop was held on active teaching-learning methodologies and educational tools. The study was approved by the Ethics and Research Committee with Human Beings under opinion No. 2,164,579. Results: In the scope review, 18 articles met the inclusion criteria. In these, different teaching methods and strategies were mentioned, with emphasis on realistic simulations and case-based learning. The predominant learning styles among students were: active, visual, sequential and sensory. Statistical differences were found in the distribution of the learning styles of the variables: institution, age and current semester. The focus group data resulted in three categories and their units of meaning: teaching strategies, teacher training and student leadership. Nursing students were not so aware of the types of active methodologies, however, it was evident that they recognize its use as an essential component of their training and point out its importance in resourcefulness in clinical practice. Conclusion: It is evident that in the perception of students the methodologies and strategies of teaching and learning are applied in isolation in the courses, and that despite enabling skills development, they identify weaknesses focused on the teaching domain and student involvement. The results allow Higher Education Institutions to reevaluate the teachinglearning process and make changes that imply in improving pedagogical practices, resulting in improving education and the way students are prepared to work in professional practice.