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10:07
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
[Forming teachers: the educational practice in a graduate nursing program].
Cassandra Genoveva Rosales Martins Leon de Ponce1, César Cavalcanti da Silva
1Enfermagem Fundamental pela Universidade Federal da Paraiba, João Pessoa, PB. casandraleon@yahoo.com.br
Revista Brasileira De Enfermagem
|March 8, 2007
Summary
This study examined educational practices in a graduate nursing program, revealing that teachers primarily use non-emancipatory teaching methods, as confirmed by student feedback. The research highlights contradictions within the program
Area of Science:
- Nursing Education
- Pedagogy in Higher Education
- Qualitative Research Methods
Context:
- Graduate Nursing Program at the Federal University of Paraiba (UFPB)
- Analysis of educational practices and their contradictions
- Exploration through emancipatory and non-emancipatory pedagogical frameworks
Purpose:
- To understand the educational practices within the UFPB Graduate Nursing Program
- To identify contradictions in teaching and learning
- To evaluate practices against emancipatory and non-emancipatory pedagogical theories
Summary:
- Qualitative study involving teachers and students from the UFPB Graduate Nursing Program
- Data collected via semi-structured interviews and analyzed using speech analysis
- Key findings include contradictions in teacher formation and the influence of non-emancipatory practices, corroborated by student accounts
Impact:
- Highlights the prevalence of non-emancipatory educational practices in graduate nursing
- Provides insights into the formation of nursing educators
- Informs potential improvements in pedagogical approaches within nursing programs
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