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Modelo de Cuidado: ?Qué es y como elaborarlo?
Kuerten Rocha,Patricia; Lenise do Prado,Marta;
Index de Enfermería , 2008, DOI: 10.4321/S1132-12962008000200011
Abstract: this article develops a theory about the nursing care model?s meaning and it also offers subsidies for its elaboration. there is a diversity of terminologies on what care model and their components are, like the following ones: care model, mark, system, conceptual model, referential mark, theoretical mark, methodology and method. the stages that systematize the development of a care model are the following: planning, development, implementation and evaluation. the elaboration of a care model is dynamic and it needs the direct interaction between the researcher and the subject. the inductive-deductive-inductive logic allows the researcher to move from the practice world to the reflexive abstract one. a care model implies the construction of knowledge that favors differentiated and specific care and, at the same time, it impels knowledge itself and the nursing development. this way, care models include knowledge that qualify and improve the nursing praxis.
Estratégias de ensino-aprendizagem em cursos de gradua??o em Enfermagem
Waterkemper,Roberta; do Prado,Marta Lenise;
Avances en Enfermería , 2011,
Abstract: objective: this is a comprehensive review aimed to identify strategies used in teaching undergraduate nursing courses and their goals. methodology: the research was conducted through direct search of full articles in databases: scielo, scopus, wilsonweb, eric, lilacs and sciencedirect. results: the sample consisted of 72 papers. the analysis revealed 29 different teaching strategies used in nursing undergraduate courses. the four most commonly used strategies are: simulation (19%), online programs (16%), problem-based learning-pbl (16%) and case study (5%). discussion: they all seek, through such strategies, to achieve critical thinking and a more active approach by students, considering the active teaching methodologies. however, it is unclear in the papers how the relationship between students and teacher develops both in the classroom and in labs and in the field. conclusion: there are many teaching-learning strategies recognized as active strategies and used in nursing courses. however, the use of these strategies, despite being innovative and active, do not necessarily make students the protagonists of their learning process, nor do they make the teacher a facilitator of this process, or make him more critical and reflective, because critical thinking requires a reflection on what is done, not only on doing it skillfully and with knowledge.
Criatividade e rela??o pedagógica: em busca de caminhos para a forma??o do profissional crítico criativo
Reibnitz, Kenya Schmidt;Prado, Marta Lenise do;
Revista Brasileira de Enfermagem , 2003, DOI: 10.1590/S0034-71672003000400028
Abstract: this study is a philosophical reflection and stresses the importance of freedom spaces inside the pedagogical relationship as a tool for the constitution of a critical and creative professional. we view the teaching "art" in the educational work as a possibility for freedom, with projects arising from the objectives established within his/her contextualized reality. it is paramount to value the intersection space as a privileged space for freedom and authonomy to be expressed, where the pedagogical relationship favors a practical and thougth-provoking learning, rescuing the creative potential of individuals and their self-guidance.
Modelo de Cuidado: Qué es y como elaborarlo? Model of care: What is it? And how do you elaborate it?
Patricia Kuerten Rocha,Marta Lenise do Prado
Index de Enfermería , 2008,
Abstract: En el presente artículo se realiza una reflexión teórica sobre el significado del modelo de cuidado de enfermería, además de ofrecer elementos para su elaboración. Existe una diversidad de terminologías sobre lo que es modelo de cuidado y sus elementos, tales como: modelo de cuidado, marco/sistema/modelo conceptual, marco de referencia, marco teórico, metodología y método. En este estudio son presentadas las etapas que sistematizan el desarrollo de un modelo de cuidado, a saber: planeamiento, desarrollo, implementación y evaluación. Por ser dinámica, la elaboración de un modelo de cuidado necesita de la interacción directa entre el investigador y el sujeto. La lógica inductiva-deductiva-inductiva le permite al investigador un ir y venir del mundo de la práctica al mundo abstracto reflexivo. Un modelo de cuidado nos remite a la construcción de un conocimiento que favorece un cuidar diferenciado y específico, al mismo tiempo que estimula el conocimiento y el desarrollo de la Enfermería. De esa manera, los modelos de cuidado engloban un conjunto de conocimientos que califican y perfeccionan la praxis de la Enfermería. This article develops a theory about the nursing care model’s meaning and it also offers subsidies for its elaboration. There is a diversity of terminologies on what care model and their components are, like the following ones: care model, mark, system, conceptual model, referential mark, theoretical mark, methodology and method. The stages that systematize the development of a care model are the following: planning, development, implementation and evaluation. The elaboration of a care model is dynamic and it needs the direct interaction between the researcher and the subject. The inductive-deductive-inductive logic allows the researcher to move from the practice world to the reflexive abstract one. A care model implies the construction of knowledge that favors differentiated and specific care and, at the same time, it impels knowledge itself and the Nursing development. This way, care models include knowledge that qualify and improve the Nursing praxis.
Desafios na prática pedagógica na educa o profissional em enfermagem
Edilmara Gubert,Marta Lenise do Prado
Revista Eletr?nica de Enfermagem , 2011,
Abstract: Estudo descritivo de abordagem qualitativa, que teve por objetivo desvelar como a forma o dos enfermeiros determina a sua prática pedagógica na educa o profissional em enfermagem, principalmente no que se refere ao princípio da interdisciplinaridade. A coleta foi realizada por meio de entrevistas semiestruturadas e como procedimentos de análise foram adotadas as etapas de codifica o aberta e axial da Teoria Fundamentada de Dados. Os resultados apontam que um dos maiores desafios está relacionado à forma o inicial e permanente do educador para atuar em conformidade com os princípios propostos pela Lei de Diretrizes e Bases (LDB), especialmente a interdisciplinaridade. Conclui-se, que há ainda um distanciamento dos princípios propostos pela LDB e a prática de ensino, evidenciando a necessidade da capacita o docente para trabalhar na perspectiva da interdisciplinaridade.
O agir comunicativo na constru??o do conhecimento em enfermagem
Nascimento, Suzana Rodrigues do;Prado, Marta Lenise do;
Revista Brasileira de Enfermagem , 2004, DOI: 10.1590/S0034-71672004000200021
Abstract: it is a theoretical essay aiming at proposing the usage of the communicative action theory, by philosopher jürger habermas, as a mediator of educational technologies in building nursing knowledge. based on the contributions by the philosopher and authors such as demo, morin, assman, perrenoud, waldow, and ramos, we reflect on technological advances and the necessary innovations in the field of nursing education. we believe that this proposal can contribute to implementing the national curriculum guidelines in undergraduate courses.
Formative Evaluation of the Nursing Program at a University in the South of Brazil: Technological Tool to the Approach of the Unified Health System  [PDF]
Marta Lenise do Prado, Ana Karolliny Testoni, Silvana Silveira Kempfer, Fabiane Ferraz, Christiny Regina Lopes, Mariely Carmelina Bernardi
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.22001
Abstract:

Background: The educational evaluation focused on the critical training, creative and reflective is wanted on the need for competent nursing professionals, acting effectively to the present challenges in the context in which the Health System performs in Brazil. Aims: Identify how the formative assessment process is expressed in the syllabus of Nursing Federal University of Santa Catarina and in what features it is configured as a tool of educational technology that promotes the approach with the Unified Health System. Method: Qualitative research, exploratory and descriptive in documentary base. Data were collected from May to December 2012 and analyzed descriptively, from the perspective of the proposed evaluation on the National Curriculum Guidelines/ Nursing. Results: There were 23 types of evaluation on 33 teaching plans. The category that emerged was: “Expression of competence evaluation on plans of teaching on nursing course”, which presents the different types of evaluation related to three dimensions: knowledge, skills and attitudes. Conclusion: Perceives a movement of structural changes in some disciplines, making the evaluation exit of the traditional matrix to a constructive matrix, characterized as a technological tool that enhances professional development focused on the Health System.

Educación continua en el trabajo: Nuevos desafíos para los profesionales de Enfermería
Salum,Nádia Chiodelli; Lenise do Prado,Marta;
Investigación y Educación en Enfermería , 2007,
Abstract: a reflection about the continuous education for nursing professionals in the working place is the purpose of the present article. it deals with general aspects about the educational process and the conceptions regarding continuous education in the working place and continuous education in nursing. it stresses the new theoretical and methodological perspectives necessary for continuous education in the working place enhancing the subjective and objective dimensions of the staff.
A experiência de realizar um Estágio Docência aplicando metodologias ativas
Wall, Marilene Loewen;Prado, Marta Lenise do;Carraro, Telma Elisa;
Acta Paulista de Enfermagem , 2008, DOI: 10.1590/S0103-21002008000300022
Abstract: knowledge has become our society's main resource. it is organized around the areas of application, where teaching institutions are expected to use it in actions focused on society and building the knowledge linked with reality. this article presents the report of a teaching internship experience in a nursing undergraduate course at a federal educational institution, where the teaching-learning process happened through an innovative pedagogy with the application of active methodologies. by sharing this experience, we present a brief and critical reflection in the light of the consulted literature. classroom theory needs to be articulated with reality, with practice, trying to explain it, aiming at understanding it, so that interventions and changes can be made, turning our students into citizens and subjects.
Enfermagem e servi?o de atendimento pré-hospitalar: descaminhos e perspectivas
Martins, Pedro Paulo Scremin;Prado, Marta Lenise do;
Revista Brasileira de Enfermagem , 2003, DOI: 10.1590/S0034-71672003000100015
Abstract: the present paper is about a reflection related to the emerging of pre-hospital care in brazil ant its respective models of care during the last few decades. by drawing out a basic historical trajectory we were able to point out the successful and dead end paths of this modality of health assistance in our country. the most recent attempts of standardization at a national level of this kind of service were analyzed, especially the health ministry decree no. 2048/02, which constitutes itself as a starting point, offering subsidies to institutions and to those involved in this specific field of health knowledge, in order to remake the path within another perspective.
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