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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
[Directed study as a teaching strategy in nursing education]
Eliana Suemi Handa Okane1, Regina Toshie Takahashi
1Artigo extraído da Dissertação O estudo dirigido como estratégia de ensino na educação profissional em enfermagem, Escola de Enfermagem da Universidade de São Paulo (EEUSP), 2004. elianasuemi@uol.com.br
Abstract:
This is a descriptive exploratory study aimed at evaluating directed study as a teaching strategy used in professional education. Data was collected by means of a questionnaire applied to 14 students attending a Practical Nursing course; their answers were examined according to Bardin. The strategy was considered good (86%). Eighty-three semantic units were identified in the analysis of the answers, classified as: advantages (53%); not "nice" (16%); difficulties (7%); feelings (12%); and suggestions (12%). In addition, subjects considered as didactic educational purposes of direct study to allow the development of topics that interest the student; to stimulate pleasure in studying; and to encourage the student to be the subject of his own learning process. The authors consider directed study a good teaching strategy, with features that demand skills and competences from teachers and students in order to obtain satisfactory results in the teaching-learning process.
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