Paranhos Vania Daniele, Mendes Maria Manuela Rino
Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, WHO Collaborating Centre for Nursing Research Development, Brazil.
Rev Lat Am Enfermagem. 2010 Jan-Feb;18(1):109-15. doi: 10.1590/s0104-11692010000100017.
This study identifies the perceptions of undergraduate students at the University of São Paulo at Ribeirão Preto, Brazil, College of Nursing (EERP-USP) concerning the teaching-learning process in two courses: Integrated Seminar: Health-Disease/Care Process in Health Services Policies and Organization, which was offered to first-year students in 2005 and 2006 and Integrality in Health Care I and II, which was offered to second-year students in 2006. The courses proposal was to adopt active methodology and competency-based curriculum. Data were collected from written tests submitted to 62 students at the end of the curse, focusing on the tests pertinence, development of performance, structure and pedagogical dynamics, organization and settings. Thematic analysis indicated that students enjoyed the courses, highlighted the role of the professor/facilitator at points of the pedagogical cycle and learning recorded in students portfolios. Students valued their experience in the Primary Health Care setting, which was based on, and has since the beginning of the program been based on, the theory-professional practice interlocution and closeness to the principles of the Unified Health System (SUS).
本研究确定了巴西圣保罗大学里贝朗普雷图护理学院（EERP-USP）的本科学生对两门课程教学过程的看法：综合研讨会：卫生服务政策与组织中的健康-疾病/护理过程，该课程于2005年和2006年面向一年级学生开设；以及医疗保健整体性I和II，于2006年面向二年级学生开设。课程方案旨在采用主动教学法和基于能力的课程。数据收集自课程结束时提交给62名学生的书面测试，重点关注测试的相关性、表现的发展、结构和教学动态、组织和环境。主题分析表明，学生们喜欢这些课程，强调了教授/促进者在教学周期各点的作用以及学生档案中记录的学习情况。学生们重视他们在初级卫生保健环境中的经历，该环境自项目开始以来一直基于理论-专业实践对话，并贴近统一卫生系统（SUS）的原则。
