Aprender a decidir em tempos de escola: a formação superior e a aprendizagem da tomada de decisão no processo de cuidados
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2015
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Este trabalho teve como objectivo identificar e caracterizar como o currículo do Curso de Licenciatura em Enfermagem promove o desenvolvimento das competências da tomada de decisão e quais as estratégias pedagógicas usadas para a sua aprendizagem, reforçando as competências dos estudantes e a capacidade para prestar cuidados de qualidade aos utentes.
Para poder compreender o efeito que a formação superior provocou na aprendizagem da competência de tomada de decisão, analisou-se a forma como um novo currículo foi construído e vivenciado pelos formadores de enfermagem (docentes de enfermagem, enfermeiros orientadores), a articulação com as suas concepções de tomada de decisão, as estratégias desenvolvidas na formação desta competência e a perspectiva dos estudantes sobre a forma como tomavam decisões.
Os resultados do estudo sugerem uma concepção de educação crítico-reflexiva, num discurso nem sempre linear e com algumas áreas menos homogéneas. Se o currículo parece centrado na promoção da aprendizagem do pensamento crítico, e embora se referenciem princípios de mudança curricular, quer pelos conceitos de currículo, quer pela participação dos docentes na elaboração do currículo, na prática a estrutura parece apostar na continuidade com laivos de inovação. As concepções dos formadores e as estratégias de ensino sugerem uma adequação com o currículo, fomentando o pensamento crítico, o incidir na aprendizagem por problemas e na reflexão, evidenciando-se uma conceptualização da tomada de decisão que os estudantes parecem demonstrar ter. Estes aspectos pouco nítidos da aprendizagem da tomada de decisão no processo de cuidados sugerem algumas situações dilemáticas que emergem entre a articulação da norma e da acção, como uma escolha difícil entre o ideal e o real.
The goal of this thesis was to identify and characterize how a curriculum of the degree in nursing promotes the development of the decision making skills and which pedagogical strategies are used in its learning, reinforcing the students’ skills and the ability to provide quality care to patients. In order to understand the impact of a higher education on the learning skills of the decision making, we analyzed how a new curriculum was built and experienced by nursing educators (nursing professors and mentors), the relation with the conceptions of the decision making, the developed strategies in the formation of this skill and the students’ point of view on how they made decisions. The study’s results suggest a conception of a critical and reflective education, in a discourse that isn’t always linear and with some areas that aren’t that clear. If the curriculum is centered in the learning of the critical thinking, and even though there are some curricular changes, whether is on its concepts or the participation of the nursing professors on its creation, it is more directed on its continuity rather than on its innovation. The nursing educators conception and their strategies of teaching look identical to the curriculum, concentrated on the development of the critical thinking, on the learning by problem solving and by reflecting, promoting a conceptualization of decision making that students seem to have. These foggy aspects of the learning of the decision making in the care process suggest some dilemmas that emerge between the articulation of the norm and the action, with a difficult choice between what’s ideal and what’s real.
The goal of this thesis was to identify and characterize how a curriculum of the degree in nursing promotes the development of the decision making skills and which pedagogical strategies are used in its learning, reinforcing the students’ skills and the ability to provide quality care to patients. In order to understand the impact of a higher education on the learning skills of the decision making, we analyzed how a new curriculum was built and experienced by nursing educators (nursing professors and mentors), the relation with the conceptions of the decision making, the developed strategies in the formation of this skill and the students’ point of view on how they made decisions. The study’s results suggest a conception of a critical and reflective education, in a discourse that isn’t always linear and with some areas that aren’t that clear. If the curriculum is centered in the learning of the critical thinking, and even though there are some curricular changes, whether is on its concepts or the participation of the nursing professors on its creation, it is more directed on its continuity rather than on its innovation. The nursing educators conception and their strategies of teaching look identical to the curriculum, concentrated on the development of the critical thinking, on the learning by problem solving and by reflecting, promoting a conceptualization of decision making that students seem to have. These foggy aspects of the learning of the decision making in the care process suggest some dilemmas that emerge between the articulation of the norm and the action, with a difficult choice between what’s ideal and what’s real.
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Orientação: António Neves Duarte Teodoro
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ENSINO SUPERIOR, ENSINO DA ENFERMAGEM, TOMADA DE DECISÃO, COMPETÊNCIAS, EDUCATION, HIGHER EDUCATION, NURSING TEACHING, DECISION MAKING, SKILLS, TEACHING STRATEGIES, ESTRATÉGIAS DE ENSINO