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At least 1,459 records · Page 81Linked to original sources
PubMed1998

[Patients with chronic renal insufficiency in hemodialysis: nurses educational activities].

The aim of this study is to contribute to the knowledge of the nurse's educative activity with chronic renal patients undergoing an hemodialytic treatment, providing an improvement in the patient's quality of life and using a model called "awareness education". The subjects of this study were eight chronic renal patients--four female patients and four male patients whose age varied from 17 to 63 years old. The methodological approach was the research-action and data collection about significant situations was carried out through participant observation. Data interpretation was related to the referential proposed by PAULO FREIRE, i.e. the analysis of the generating themes. Data were selected and encoded in six generating topics: Chronic Renal Failure (IRC), Causes of IRC, Hemodialytic Treatment, Chronic Renal Patient's Limitations and Possibilities when undergoing an Hemodialytic Treatment, Renal Transplantation and Family Support. The Discussion Groups were developed according to the Pedagogical Method by PAULO FREIRE. After that stage, satisfactory changes in the chronic renal patients' quality of life who participated in the teaching-learning process have been observed. This has enabled us to conclude that there has been a development of the naïve consciousness for the criticism about their situation, owing to some changes in their reality.

Adolescent↗
PubMed1998

[Process of communication in learning groups: a multiprofessional experience].

A multiprofessional experience carried out during a pedagogic course for health professionals, most of them dentists, to act on the in-service formation of middle level personnel is reported. The course was developed in group, and its task was to learn the problem posing pedagogy. The study was analyzed according to the Pichon-Rivière's theoretical framework. Data analysis has evidenced the close relationship among operativeness and the explicitness of the human relations ghosts, learning difficulties and communication disorders, evidencing the interdependence among communication and learning.

Communication↗
PubMed2004

[Undergraduate education at the University of São Paulo at Ribeirão Preto College of Nursing throughout the 50 years of its history (1953-2003)].

This study aims to describe the course of undergraduate education developed at the University of São Paulo at Ribeirão Preto College of Nursing throughout the 50 years of its history (1953-2003), offering tools for reflection about the historical and social context, about current curricular guidelines and political and pedagogical challenges with a view to nursing formation.

Brazil↗
PubMed2004

[Educational guideline for the maternal orientation concerning the care with preterm infants].

This work aimed at describing the development of educational and instructional material for maternal training, so as to prepare the mother for the preterm infants' discharge from hospital, by means of the participatory methodology. The pedagogical model used was that of education for critical consciousness, based on Paulo Freire. Study participants were two nurses, two nursing auxiliaries and four mothers of preterm babies, which were hospitalized at the Intermediate Care Unit of a university hospital in Ribeirão Preto-SP, Brazil. The participants indicated the subjects of interest for the teaching-learning process, which were grouped into the categories: daily care, feeding, hygiene, special care and family relationship. We decided to develop an educational folder with figures, which could be taken home. This educational and instructional material was produced by the researchers on the basis of literature, their professional experience and on technical and scientific advice from other professionals. The final version of the folder was validated by the participants and now constitutes a creative instrument that can be of help in health education activities oriented towards these clients. According to the participants, the educational material directed the guidelines and helped the mothers to memorize the content that had to be learned.

Curriculum↗
PubMed2004

[Being a nursing teacher in an informatized world].

The social phenomenology approach allowed us to understand that informatics projects are based on the biographic situation and the educational experiences of each teacher and their adoption happens voluntarily, in a reflection process on the favorable and unfavorable alternatives implied in the social context. Thus, we conjecture about the construction of teachers' technological and pedagogical competences and pro-active institutional policies that adhere to the contemporary society, seeking to integrate the new technologies with the needs of the profession and the human dimension of nursing.

Computer-Assisted Instruction↗
PubMed2005

[Caring, researching and teaching: meanings and implications of nursing practice].

This article aims to discuss the problem of caring, researching and teaching in hospital nursing: general characteristics of Modern Nursing -- teaching and practice paradigm; characteristics of the Nightingale System. The research methodology was based on the analysis of fundamental care, research and teaching concepts in nursing practice, involving technical and gnoseological implications for pedagogical and research practice, which are illustrated through examples of hospital research. These entail repercussions for an epistemology of nursing. We highlight professional attitudes for the state of the art. The author evokes the need for disclosure, for efficient research methods and result reliability in (oncology?) nursing care, research and teaching activities. The conclusion points towards the relevance of nursing as a social practice and the problem of nursing activities in any area of care pragmatics -- whether in or outside the hospital context.

Nursing Care↗
PubMed2006

[Reflections on nursing teaching and students' first contact with the profession].

Nursing teaching has been characterized by constant discussions on pedagogical proposals and implementation of curricular changes. The aim of this study was to reflect on nursing students' experience related to their first contacts with the profession, considering traditional perspectives and current tendencies that imprint values and attitudes in learning and practice. Nowadays, the complexity of human beings and the environment they live in is considered within a biopsychosocial, economic and cultural context, constituting resources that allow for the formation of competent professionals in order to deal with the challenges of the XXIst century. Thus, nursing schools have to follow a teaching philosophy to form trained people to attend to local and regional demands and are socially committed to change. What is aimed for is participative learning, in which teacher and student, articulated in the knowledge improvement process, do not forget about humanitarian views.

Education, Nursing↗
PubMed2004

[Acquisition of skills in medical ethics in learning-teaching small groups. Comparing problem-based learning with the traditional model].

BACKGROUND: Aiming to evaluate the acquisition of skills on Medical Ethics among medical students from Marilia Medical School, some of them from the small group learning-teaching method, others from traditional teaching method. METHODS: A prospective analytical study was done based on the application of questionnaires about general themes on Ethics, at two different times. RESULTS: There weren't significant differences on the skills' acquisition between the two methods. Students from late graduation years showed a significantly better performance than those from early years. The themes that presented worse results were medical secret, legal responsible consent, patient autonomy, medical prescription, medical handbook and corporative feeling in the presence of medical mistake. CONCLUSION: The most important difference between the groups was not the pedagogical pattern but the exposition time to the theme. PBL gives the chance to distribute the theme in different situations accelerating the acquisition of knowledge in Medical Ethics. It was realized that a revitalization on Medical Ethics teaching is necessary at our institution, aiming a better integration with the socio-economical situation in our country.

Adolescent↗
PubMed2005

[Educational research and the production of knowledge at science museums].

The article examines the processes by which scientific knowledge is socialized, based on the concepts of museographical/didactical transposition and recontextualization within the realm of science museums. Ways of producing knowledge in museums are analyzed, alongside a discussion of the potential challenges and possibilities involved when applying these concepts to research on dissemination and education in a museum setting. Some considerations are advanced on how these may contribute to the development of pedagogical practice in museums. The processes by which scientific knowledge is transformed for the purpose of educating and disseminating knowledge do not merely simplify ideas and concepts, since new knowledge is constructed inside the realm of museum culture.

Education↗
PubMedDate not supplied

[Head masters' perception of school-based hostility in Alicante, Spain: a qualitative study].

BACKGROUND: There is growing social concern about school violence but little is known about how this situation is experienced in the schools. The objective of this study was to know the perception that School's head masters have of the school-based hostility, on their causes, how they value current preventive strategies, and their recommendations to develop future preventive interventions. METHODS: We conducted an exploratory study with 14 semistructured interviews of School's head masters. Interviews were conducted at the Schools between May and June 2003 in 1 independent school, 9 state comprehensive schools, and 4 other comprehensive schools within the city of Alicante. RESULTS: The perception of the head masters is that the prevalence of violence is low, more verbal than physical and within gender. They identify lack of punctuality, absenteeism and lack of interest as forms of hostility. As causes they identified age, family problems, school environment, society, media (TV and video-games) and poor language skills. Preventive methods in use were, on one hand, extra-lessons and transversal contents foreseen in the Education Law and common to all schools, and, on the other hand, ideological and pedagogical contents which were specific of some centres. Recommendations focused in demands for increased economic support and skilled human resources. CONCLUSIONS: School-based violence is not perceived as an alarming school issue, nor by its magnitude neither by the immediate causes and students' characteristics to which it is associated. A heavier emphasis is placed on external and environmental causes perceived as much more difficult to confront.

Adolescent↗
PubMed1991

The prison of youth: generational viewpoints in works by Gabriela Mistral and Rosario Castellanos.

This article addresses the mission of the poet and teacher as a bridge spanning future and past generations. The Chilean poet Gabriela Mistral and the Mexican poet Rosario Castellanos are studied. They help us remedy the ethnocentrism and lack of feminist perspective that sometimes mark studies of aging in the United States. Though separated by more than a generation in chronological age, and by the psychic distance of never having met, their work and lives exhibit commonalities of interest to us all: feminism, explicit and implicit; the quest for justice and reform; the permutations of love, whether maternal, pedagogical, or poetic; and the continuing, eternal dialogue among the generations.

Aging↗
PubMed1998

The challenge of "teaching" large groups of learners: strategies to increase active participation and learning.

While teaching in a tutorial, seminar, or problem-based learning group format may be the most fun and most active/interactive for both learner and faculty mentor, there are situations in medical student education in which various constraints require the use of the "lecture" format. Similar constraints may occur in the field of continuing medical education, or graduate medical education, as well. When this occurs, the faculty mentor can increase the active participation of the learners in the audience by continuously stressing seven key pedagogical (androgogical) principles. These include: 1) begin the learning exercise with a clinical example or anecdote to show the relevance of the material to the student; 2) frequently ask the students whether they have ever seen examples of what you describe in their previous experience with patients, personal experience, experience with relatives, etc.; 3) ask students frequently whether they have heard similar material presented differently in other courses; 4) recruit students to help solve "mystery cases"; 5) show examples of similar material from real life (e.g., patient descriptions, or even excerpts from favorite TV shows); 6) ask students to help summarize key points at the end of the session; and 7) allow, or even encourage, whispering during the class. Using some or all of these techniques can help turn a "lecture format" into a much more fun, interactive, and valuable session that emphasizes "learning" rather than "teaching."

Education, Medical↗
PubMed2006

Teaching professional values in a BSN program.

Values are core to the practice of nursing, determining priorities in healthcare and forming the foundation of relationships with clients. Specific values have been recognized as essential to professional nursing practice and are considered central content within a baccalaureate nursing program. While these professional values are identified and defined, there is little guidance in nursing pedagogical literature as to teaching approaches, range and depth of content, and evaluative methods in this area. Clear discussion of an effective educational approach to professional values would be a significant contribution to the discipline of nursing. The paper expands on the brief summary of the five professional values identified by AACN as essential to professional nursing practice. It is easy to understand these values on a superficial level, but these values have many layers and are very difficult to live out in nursing practice. The discussion moves beyond definition and gives specific examples to lend clarity and depth to the topic. The discussion includes common areas in which students have difficulty, noting the inherent challenges for each of the values.

Cultural Characteristics↗
PubMed1987

Effects of achievement motives on wrestling ability, oxygen uptake, speed of movement, muscular strength, and technical performance.

In this study was tested the prediction that approach-oriented wrestlers should perform better than indifferent- and avoidance-oriented ones. The 1970 Achievement Motives Scale of Gjesme and Nygård was administered to 47 boys, and subjects' scores were sampled for four different wrestling championships on international and national level. Measured were oxygen uptake, speed of movement, muscular strength, and serial performance of five wrestling holds. Approach-oriented wrestlers performed better than indifferent-oriented ones on 9 of 15 tasks. Only in international competitive situations did the approach-oriented wrestlers perform better than the avoidance-oriented ones. Results are interpreted in terms of hypotheses about achievement motivation, and pedagogical implications are discussed.

Adolescent↗
PubMed2001

Relations of some sociocultural variables and attitudes and motivations of young Arab students learning English as a second language.

This paper examined a number of variables pertaining to the sociocultural outlooks of 412 young Arab students learning English as a foreign language and the relation of their attitudes and motivations prior to their learning of the language. Analysis indicated clearly that certain variables appeared to be correlated with their attitudes and motivations more than others. Most of the students had maids in their homes, and the presence of a maid was associated with most of the psycholinguistic variables tested. Their previous learning experience of the language was positively correlated as was their knowledge of English stories. Having some sort of English games had the highest correlations (.25 to .41). Potential pedagogical implications of these results were discussed.

Arabs↗
PubMed2006

A graphic framework for teaching critical appraisal of randomised controlled trials.

Students of evidence-based medicine often try unsuccessfully to commit to memory a particular critical appraisal framework (often lengthy), or they have to depend on pocket cards and are lost without them. We have described a pedagogic aid: a flow diagram of an RCT, which has been developed over years of teaching residents. This diagram focuses on the steps in an RCT, and by drawing arrows, it highlights the biases possible at each step. This diagram serves as a framework on which the list of critical appraisal questions can be hung and is easy to remember.

Animals↗
PubMed1990

Lecture handouts of projected slides in a medical course.

Part of the teaching of clinical haematology to our third year medical students involves lectures given to the entire class. For the past several years, we have provided, at the beginning of each lecture, handouts on which are reproduced all or most of the 35-mm slides that will be projected during that lecture. The frames are positioned vertically on the left side of each page, thus allowing the students to add notes on the right side. There are advantages and disadvantages to this pedagogical method, but we believe that the former outweigh the latter.

Audiovisual Aids↗
PubMed1993

Learning by mutual commitment: broadening the concept of learning contracts.

A learning environment where students may negotiate with the course directors on the objectives and contents of a course, and where the teachers from pre-stated teaching and pedagogical obligations, may also negotiate with the students on what realistic demands they can meet when adjusting to individual students' needs, could be regarded as a set-up where learning by mutual commitment takes place. In order to support and to elaborate on reported experiences from using contracts as a learning device (Solomon, 1992), experiences gained from the Medical School of Witten/Herdecke, Germany, will be presented.

Education, Medical↗