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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Competency-based curriculum and active methodology: perceptions of nursing students.

Vania Daniele Paranhos¹, Maria Manuela Rino Mendes

¹Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, WHO Collaborating Centre for Nursing Research Development, Brazil. vaniadaniparanhos@gmail.com

Revista Latino-Americana De Enfermagem

|April 30, 2010

Summary

Undergraduate nursing students at EERP-USP perceived active learning positively. They valued professor facilitation and primary healthcare experiences, aligning theory with practice within the Unified Health System (SUS).

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Area of Science:

Nursing Education
Health Services Management

Background:

The study examines undergraduate nursing students' perceptions of innovative teaching methods.
Focuses on courses utilizing active methodology and competency-based curricula at the University of São Paulo at Ribeirão Preto, College of Nursing (EERP-USP).

Purpose of the Study:

To identify student perceptions of the teaching-learning process in two specific nursing courses.
To evaluate the effectiveness of active methodology and competency-based curriculum implementation.

Main Methods:

Data collected via written tests from 62 undergraduate nursing students.
Analysis focused on test relevance, performance development, pedagogical structure, and organization.
Thematic analysis was employed to interpret student feedback.

Main Results:

Students reported positive experiences and enjoyment of the courses.
The role of the professor as a facilitator was highly valued.
Learning documented in student portfolios and primary healthcare experiences were highlighted.

Conclusions:

Active methodology and competency-based curricula were perceived favorably by students.
The integration of theory and professional practice in Primary Health Care settings was a key positive aspect.
Student experiences align with the principles of the Unified Health System (SUS).