TEACHING STRATEGIES IN UNDERGRADUATION IN NURSING:A DESCRIPTIVE STUDY

Authors

  • Aida Maris Peres Universidade Federal do Paraná (UFPR).
  • Jessika Rodrigues Rocha Universidade Federal do Paraná (UFPR).
  • Cristiano Caveião Universidade Federal do Paraná (UFPR) http://orcid.org/0000-0003-2664-7542
  • Ana Carla Lemos Hipolito Universidade Federal do Paraná (UFPR).
  • Maria de Fátima Mantovani Universidade Federal do Paraná (UFPR).

DOI:

https://doi.org/10.5380/ce.v23i4.55543

Keywords:

Nursing, Nursing education, Higher education, Learning, Nursing students, Nursing professor.

Abstract

Objective:To identify teaching strategies that facilitate nurses’ training according to the views of nursing studentsMethod: A quantitative, descriptive and cross-sectional study carried out in three universities in the south of Brazil, through a semi-structured questionnaire, with 258 nursing students, in March and April, 2014. Data were analyzed by descriptive statistics using absolute and relative frequencies. Results:Regarding teaching strategies, it was found that the audiovisual resources: 67 (33.16%), dynamic classes: 67 (33.16%), discussion of scientific articles: 60 (29.70%), group work 47 (23.26%) were the strategies that facilitate learning during lecture classes. Less cited teaching strategies included seminars, summaries (students are asked to summarize what they learned in previous classes) and discussion of scientific articles and case studies. On facilitating strategies, 48 (20%) students sought other learning opportunities in addition to those offered in the undergraduate program.Conclusions:It is concluded that the nursing students perceive many facilitating methods as teaching strategies. The strategies most often reported were dynamic classes, group work and problematization.

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Published

2018-10-30

How to Cite

Peres, A. M., Rocha, J. R., Caveião, C., Hipolito, A. C. L., & Mantovani, M. de F. (2018). TEACHING STRATEGIES IN UNDERGRADUATION IN NURSING:A DESCRIPTIVE STUDY. Cogitare Enfermagem, 23(4). https://doi.org/10.5380/ce.v23i4.55543

Issue

Vol. 23 No. 4 (2018)

Section

ORIGINAL ARTICLE

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