Students' and graduates' perceptions on problem-based learning in nursing undergraduate education

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Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorFac Med Marilia-
Autor(es): dc.creatorRodrigues, Paula Sales-
Autor(es): dc.creatorMarin, Maria Jose Sanches-
Autor(es): dc.creatorSouza, Aline Pereira-
Autor(es): dc.creatorVernasque, Juliana Ribeiro da Silva-
Autor(es): dc.creatorGrandin, Gabriela Martins-
Autor(es): dc.creatorAlmeida, Karina Roberta Vieira de-
Autor(es): dc.creatorOliveira, Carolina Saab Rocha de-
Data de aceite: dc.date.accessioned2025-08-21T18:44:23Z-
Data de disponibilização: dc.date.available2025-08-21T18:44:23Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2024-08-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1590/1413-81232024298.06042024-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/305570-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/305570-
Descrição: dc.descriptionThis study aimed to analyze students' and graduates' perceptions regarding the use of Problem-Based Learning (PBL) in nurse education. This is a qualitative study that employs the comprehensive and interpretative approach proposed by Dialectical Hermeneutics. Four focus groups were conducted with the participation of 17 students and 16 graduates from a higher education institution that implements PBL in nurse education. The analysis of results allowed for the identification of five thematic categories: difficulty in adapting to the method; attainment of autonomy in one's own learning; encouragement of clinical reasoning development; enhancement of communication and interpersonal relationships; and integration between theory and practice. It is evident that the use of PBL promotes alignment with the propositions of curriculum guidelines for nurse education by fostering the development of skills and competencies such as autonomy, communication, interpersonal relationships, and clinical reasoning through comprehensive and contextualized practices. However, students encounter challenges with the changes observed when introduced to PBL, which are overcome during the implementation process.-
Descrição: dc.descriptionUniv Estadual Paulista, Programa Posgraduacao Enfermagem, Ave Prof Mario Rubens Guimaraes Montenegro S-N,Cam, BR- 18618687 Botucatu, SP, Brazil-
Descrição: dc.descriptionFac Med Marilia, Curso Enfermagem, Marilia, SP, Brazil-
Descrição: dc.descriptionUniv Estadual Paulista, Programa Posgraduacao Enfermagem, Ave Prof Mario Rubens Guimaraes Montenegro S-N,Cam, BR- 18618687 Botucatu, SP, Brazil-
Formato: dc.format10-
Idioma: dc.languageen-
Publicador: dc.publisherAbrasco - Brazilian Association Of Collective Health-
Relação: dc.relationCiencia & Saude Coletiva-
???dc.source???: dc.sourceWeb of Science-
Palavras-chave: dc.subjectProblem-Based Learning-
Palavras-chave: dc.subjectActive Learning-
Palavras-chave: dc.subjectNursing students-
Palavras-chave: dc.subjectTeaching-
Palavras-chave: dc.subjectNursing education-
Título: dc.titleStudents' and graduates' perceptions on problem-based learning in nursing undergraduate education-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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