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

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorFaculdade de Medicina de Marília-
Autor(es): dc.creatorRodrigues, Paula Sales-
Autor(es): dc.creatorMarin, Maria José Sanches-
Autor(es): dc.creatorSouza, Aline Pereira-
Autor(es): dc.creatorda Silva Vernasque, Juliana Ribeiro-
Autor(es): dc.creatorGrandin, Gabriela Martins-
Autor(es): dc.creatorde Almeida, Karina Roberta Vieira-
Autor(es): dc.creatorde Oliveira, Carolina Saab Rocha-
Data de aceite: dc.date.accessioned2025-08-21T20:11:47Z-
Data de disponibilização: dc.date.available2025-08-21T20:11:47Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2023-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1590/1413-81232024298.06042024EN-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/308074-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/308074-
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.descriptionPrograma de Pós- Graduação em Enfermagem Universidade Estadual Paulista, Av. Prof. Mário Rubens Guimarães Montenegro s/n, Campus de Botucatu, SP-
Descrição: dc.descriptionCurso de Enfermagem Faculdade de Medicina de Marília, SP-
Descrição: dc.descriptionPrograma de Pós- Graduação em Enfermagem Universidade Estadual Paulista, Av. Prof. Mário Rubens Guimarães Montenegro s/n, Campus de Botucatu, SP-
Idioma: dc.languageen-
Idioma: dc.languagept_BR-
Relação: dc.relationCiencia e Saude Coletiva-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectActive-
Palavras-chave: dc.subjecteducation-
Palavras-chave: dc.subjectLearning-
Palavras-chave: dc.subjectNursing-
Palavras-chave: dc.subjectNursing students-
Palavras-chave: dc.subjectProblem-Based Learning-
Palavras-chave: dc.subjectTeaching-
Título: dc.titleStudents’ and graduates’ perceptions on problem-based learning in nursing undergraduate education-
Título: dc.titlePerspectivas de estudantes e egressos sobre a aprendizagem baseada em problemas na formação de enfermeiros-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

Não existem arquivos associados a este item.