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Ensino de história da Enfermagem: formação inicial e identidade profissional; History of Nursing Education, training and professional identity

Carrijo, Alessandra Rosa
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 30/01/2012 PT
Relevância na Pesquisa
65.48%
A pesquisa ora apresentada trata da análise histórico-documental do ensino de história da enfermagem e suas interfaces com a construção da identidade profissional do enfermeiro durante o processo de formação inicial na Escola de Enfermagem da Universidade de São Paulo entre 1971 a 2008. A análise visou uma caracterização sobre a necessidade e essencialidade da História da Enfermagem na formação e orientação profissional do enfermeiro, cujo objetivo geral propõe discutir o lugar da disciplina História da Enfermagem na construção de competências no Curso de Graduação em Enfermagem da EEUSP. Como objetivos específicos nos propusemos a identificar o lugar ocupado pela disciplina nos currículos de formação inicial em uma perspectiva processual; identificar competências propiciadas pela disciplina História da Enfermagem e seu contributo para a identidade da profissão de enfermagem, assim como analisar as transformações encetadas pela disciplina História da Enfermagem na EEUSP. Metodologicamente privilegiamos a abordagem qualitativa e a utilização do método de pesquisa histórica, compreendido pelas etapas de coleta, organização e avaliação crítica dos dados. As fontes de pesquisa configuram-se em específico por planos de ensino referentes à disciplina no período delimitado. Foi possível verificar que o ensino de história da enfermagem no currículo do Curso de Graduação em Enfermagem da EEUSP sofreu variações significativas. Observamos que a disciplina permitia o desenvolvimento de competências em todas as suas dimensões...

Estruturação e avaliação de uma disciplina de bioquimica a distancia baseada no modelo de aprendizagem colaborativa; Design and evaluation of a distance education biochemistry course based on collaborative learning

Daniela Kiyoko Yokaichiya
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 13/10/2005 PT
Relevância na Pesquisa
65.46%
Após a realização de uma pesquisa de interesse, o curso a distância Bioquímica da Nutrição foi elaborado e oferecido em 2000, para alunos de graduação da Universidade de São Paulo (USP) e Universidade Estadual de Campinas (Unicamp) que contemplam disciplina de Bioquímica Básica na grade curricular. Os resultados da pesquisa mostraram que o interesse não se limita a alunos das duas instituições citadas, mas estende-se a estudantes e profissionais de todo país. Esta observação despertou o interesse em reestruturar o curso para ser oferecido a um público maior e mais diversificado. Em se tratando de uma iniciativa inédita, fez-se necessária a análise do uso de novas tecnologias de comunicação para o ensino e a realização de avaliações do processo de ensino-aprendizagem para verificar a eficiência de cursos a distância. Assim, através deste trabalho pretendeu-se: (1) estruturar o curso a distância Bioquímica da Nutrição baseando-se nos resultados das avaliações feitas pelos alunos; (2) oferecer o curso reestruturado a um público mais amplo e diversificado; (3) avaliar e analisar os resultados, procurando verificar quais foram as consequências das mudanças e se as estratégias de ação utilizadas são adequadas para o ensino de bioquímica. Sempre enfocando o estabelecimento do Aprendizado Colaborativo...

A classroom-based investigation of reciprocal teaching at the grade seven level

Cowan, Anne E.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.6%
This study assessed the effectiveness of a reciprocal teaching program as a method of teaching reading comprehension, using narrative text material in a t.ypical grade seven classroom. In order to determine the effectiveness of the reciprocal teaching program, this method was compared to two other reading instruction approaches that, unlike rcciprocal teaching, did not include social interaction components. Two intact grade scven classes, and a grade seven teacher, participated in this study. Students were appropriately assigned to three treatment groups by reading achievement level as determined from a norm-referenced test. Training proceeded for a five week intervention period during regularly scheduled English periods. Throughout the program curriculum-based tests were administered. These tests were designed to assess comprehension in two distinct ways; namely, character analysis components as they relate to narrative text, and strategy use components as they contribute to student understanding of narrative and expository text. Pre, post, and maintenance tests were administered to measure overall training effects. Moreover, during intervention, training probes were administered in the last period of each week to evaluate treatment group performance. AU curriculum-based tests were coded and comparisons of pre...

A Study of role conflict, role ambiguity, locus of control, job satisfaction and participation in decision making among front-line vocational service workers for mentally retarded adults

Findlay, Celia L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.35%
This study was an investigation of individual and organizational factors, as perceived by front-line vocational service workers from Adult Rehabilitation Centres (ARC Industries) for mentally retarded adults. The specific variables which were measured included role conflict/role ambiguity (role factors), internal/external locus of control (individual differences), job satisfaction with work and supervision (job attitudes) and participation in deci~ion making (organizational factor). The exploration of these constructs was conducted by means of self-report questionnaires which were completed by sixty-nine out of a total of ninety front-line employees. The surveys were distributed in booklet form to nine distinct rehabilitation facilities from St. Catharines, West Lincoln, Greater Niagara, Port Colborne, WeIland, Fort Erie, Hamilton, Guelph and Brantford. The survey data was evaluated by the statisti.cal Package for the Social Sciences (SPSS) which used the Pearson Product Moment Correlation procedure and a compar~son of means test. A comparison of correlation coefficients test was also conducted. This statistical procedure was calculated mathematically. The results obtained from the statistical evaluation confirmed the prediction that self-reported measures of participation in decision making and satisfaction (work and supervision) would be negatively correlated with role conflict and role ambiguity. As well...

Changes in education and student-centred learning as related to senior secondary school English

Gounden, Cyril M.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.43%
The main purpose of this thesis is to t r ace broadly the educational changes in the past two decades showing a shift of emphasis from a teacher-directed, content-centred philosophy of teaching to a self-directed, student-centred mode of learning. The major justification for an Independent or an Individualized Learning programme with emphasis on "the response to literature approach" is 2 to produce the independent learner. Comprehensive r eading and t he use of t he ERIC system reveal widespread educational thought and practice related t o Individualization and Independent Study as a really democratic way of learning with freedom, independence and responsibility.

The development of self directedness in public health nurses

Bennett, Catherine L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.36%
This qualitative study examined the perceived thoughts, feelings and experiences of seven public health nurses employed in a southern ontario health department, regarding the initial phase of the introduction of a self-directed orientation program in their place of employment. A desire to understand what factors facilitate public health nurses in the process of becoming self-directed learners was the purpose of this study. Data were gathered by three methods: 1) a standard open-ended interview was conducted by the researcher with each nurse for approximately one hour; 2) personal notes were kept by the researcher throughout the study; and 3) a review of all pertinent health department documents such as typed minutes of meetings and memos which referred to the introduction of the self-directed learning model was conducted. The meaning of the experience for the nurses provided some insights into what does and does not facilitate public health nurses in the process of becoming self-directed learners. Implications and recommendations for program planners, nurse administrators, facilitators of learning and researchers evolved from the findings of this study.

The effects of teaching a mathematics problem solving strategy on the problem solving ability of grade nine students

Smith, J. E.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.48%
Forty grade 9 students were selected from a small rural board in southern Ontario. The students were in two classes and were treated as two groups. The treatment group received instruction in the Logical Numerical Problem Solving Strategy every day for 37 minutes over a 6 week period. The control group received instruction in problem solving without this strategy over the same time period. Then the control group received the treat~ent and the treatment group received the instruction without the strategy. Quite a large variance was found in the problem solving ability of students in grade 9. It was also found that the growth of the problem solving ability achievement of students could be measured using growth strands based upon the results of the pilot study. The analysis of the results of the study using t-tests and a MANOVA demonstrated that the teaching of the strategy did not significaritly (at p s 0.05) increase the problem solving achievement of the students. However, there was an encouraging trend seen in the data.

The impact of integrated programming on student attitude and achievement in grade 9 academic mathematics and science

Cosentino, Cindy.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.42%
This research studioo the effect of integrated instruction in mathematics and~ science on student achievement in and attitude towards both mathematics and science. A group of grade 9 academic students received instruction in both science and mathematics in an integrated program specifically developed for the purposes of the research. This group was compared to a control group that had received science and mathematics instruction in a traditional, nonintegrated program. The findings showed that in all measures of attitude, there was no significant difference between the students who participated in the integrated science and mathematics program and those who participated in a traditional science and mathematics program. The findings also revealed that integration did improve achievement on some of the measures used. The performance on mathematics open-ended problem-solving tasks improved after participation in the integrated program, suggesting that the integrated students were better able to apply their understanding of mathematics in a real-life context. The performance on the final science exam was also improved for the integrated group. Improvement was not noted on the other measures, which included EQAO scores and laboratory practical tasks. These results raise the issue of the suitability of the instruments used to gauge both achievement and attitude. The accuracy and suitability of traditional measures of achievement are considered. It is argued that they should not necessarily be used as the measure of the value of integrated instruction in a science and mathematics classroom.

Transforming legal education: learning and teaching the law in the early twenty-first century

Maharg, Paul
Fonte: Ashgate Publishing Publicador: Ashgate Publishing
Tipo: Livro
Relevância na Pesquisa
65.39%
Presents an investigation of legal education; some of its historical episodes, its contemporary situation in the UK and US, and its alternative futures. This book analyses the tradition, taking a challenging view of legal education generally, prosing that educational theory is a key element of jurisprudential inquiry.

The association of faculty's teaching philosophy and teaching behaviour, and critical thinking and self- direction in learning

Kreber, Carolin.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.6%
The intent in this study was to investigate in what ways teachers· beliefs about education and teaching are expressed in the specific teaching behaviours they employ, and whether teaching behaviours, as perceived by their students, are correlated with students· critical thinking and self-directed learning. To this end the relationships studied were: among faCUlty members· philosophy of teaching, locus of control orientation, psychological type, and observed teaching behaviour; and among students· psychological type, perceptions of teaching behaviour, self-directed learning readiness, and critical thinking. The overall purpose of the study was to investigate whether the implicit goals of higher education, critical thinking and self-direction, were actually accounted for in the university classroom. The research was set within the context of path-goal theory, adapted from the leadership literature. Within this framework, Mezirow·s work on transformative learning, including the influences of Habermas· writings, was integrated to develop a theoretical perspective upon which to base the research methodology. Both qualitative and quantitative methodologies were incorporated. Four faCUlty and a total of 142 students participated in the study. Philosophy of teaching was described through faCUlty interviews and completion of a repertory grid. Faculty completed a descriptive locus of control scale...

Values and the classroom teacher

Jones, Donald Murray.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
75.48%
This is a descriptive study of elementary school teachers' perceptions of values transmitted in classrooms. Through circulation of a survey to teachers in Public and Separate Schools in the "Golden I-Iorseshoe" distt-ict of SOLtthern Ontario (e}{clLtding Toronto), it was found that teachers do see themselves as promoting values which tend to be conceptual or knowledge-based and receptive and pertain to self-perception and personal growth. They also show a tendency t.o Lise nlore conceptL\al teachi ng strategies SLieri as discussiona The respondents had no clear opinion regarding student disposition toward values but did feel very influential in developing that disposition. Demographic factors of gender, age, teaching division and teaching experience affected the responses to the surveYa The study was undertaken to describe a very sensitive area in education in the hope of moving closer toward a more effective school system II.

A cognitive schematic paradigm for expository essay writing in secondary schools

Duffy, Mary Cipolla.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.42%
The methodology outlined in this study for teaching exposit ory writing to advanced (five year phase) grade eleven students is based on the assumption that writing as a problem solving strategy is a high level cognitive skill . In adhering to this assumption, a cognitively based schematic organizer known as a cross-classification chart was tested for its effectiveness a t the planning stage of the writing process . Results were not significant in any of the three components that were evaluated; however , a post- hoc analysis undertaken because of recorded observed data indicated a significant difference in the mean score on the Organization component for the treatment subgroup using the cross- classification organizer . Furthermore, the treatment group's positive response from the attitude survey towards planning writing is encouraging enough that replication and extension of the application of schema theory to wri ting should be pursued in cross-section and longitud i nal studies.

Teachers' professional learning within communities of mathematics-for-teaching practice

Fleming, Glynnis
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
65.56%
Ontario bansho is an emergent mathematics instructional strategy used by teachers working within communities of practice that has been deemed to have a transformational effect on teachers' professional learning of mathematics. This study sought to answer the following question: How does teachers' implementation of Ontario bansho within their communities of practice inform their professional learning process concerning mathematics-for-teaching? Two other key questions also guided the study: What processes support teachers' professional learning of content-for-teaching? What conditions support teachers' professional learning of content-for-teaching? The study followed an interpretive phenomenological approach to collect data using a purposive sampling of teachers as participants. The researcher conducted interviews and followed an interpretive approach to data analysis to investigate how teachers construct meaning and create interpretations through their social interactions. The study developed a model of professional learning made up of 3 processes, informing with resources, engaging with students, and visualizing and schematizing in which the participants engaged and 2 conditions, ownership and community that supported the 3 processes. The 3 processes occur in ways that are complex...

Writing and science connections : integrated instruction and assessment

Morawek, Alison
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
65.43%
Learning to write is a daunting task for many young children. The purpose of this study was to examine the impact of a combined approach to writing instruction and assessment on the writing performance of students in two grade 3 classes. Five forms and traits of writing were purposefully connected during writing lessons while exhibiting links to the four strands of the grade 3 Ontario science curriculum. Students then had opportunities to engage in the writing process and to self-assess their compositions using either student-developed (experimental group/teacher-researcher's class) or teachercreated (control group/teacher-participant's class) rubrics. Paired samples t-tests revealed that both the experimental and control groups exhibited statistically significant growth from pretest to posttest on all five integrated writing units. Independent samples t-tests showed that the experimental group outperformed the control group on the persuasive + sentence fluency and procedure + word choice writing tasks. Pearson product-moment correlation r tests revealed significant correlations between the experimental group and the teacher-researcher on the recount + ideas and report + organization tasks, while students in the control group showed significant correlations with the teacher-researcher on the narrative + voice and procedure + word choice tasks. Significant correlations between the control group and the teacher-participant were evident on the persuasive + sentence fluency and procedure + word choice tasks. Qualitative analyses revealed five themes that highlighted how students' self-assessments and reflections can be used to guide teachers in their instructional decision making. These findings suggest that educators should adopt an integrated writing program in their classrooms...

Creativity and the working artist/teacher : the relationships

De Cosson, Alex,|d1953-
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.36%
The purpose of this qualitative study was to understand the relationships between creativity and the working artist/teacher employed by an art college. The topic emerged from my job as an instructor at The Ontario College of Art which was used as the primary data resource and provided the highest caliber of professionals to chose from. Existent data were used to facilitate the study generated by the research of Cawelti, Rappaport, and Wood (1992). The data were generated by a group of 5 faculty members from The University of Northern Iowa, recognized for their expertise in the arts (a painter, a poet, a sculptor, a novelist, and a photographer). They were asked to respond to the following statement: "In as much detail as you like, list the things that you did, thought, or felt the last time you created an artistic product. II Cawelti, Rappaport, and Wood (1992) produced three models of the creative process, each building on the previous, with the resultant third,being in my opinion, an excellent illustration (text/visual) of the creative process. Model three (Appendix D) presented a "multi-dimensional view of the creative process: time, space, observatility, and consciousnessll (p. 90). Model three utilized a visual mapping device along the bottom of the page linked to text segments above. Both the visual and the text were interrelated so that they harmonized into a comprehensive "picture." The parti'cipants of this qualitative study were asked to consider model three from their professional perspective as artist/teachers. The interpretive sciences directed the methodology. The hermeneutic circle of continuous reflection from the whole to the part and back to the whole was an important aspect of the data analyses. Four members of the Foundation Department at The Ontario College of Art were the key participants. A series of conversational interviews was the primary source of data collection...

Facilitating self-directed learning: the nurse educators' perspective

Bilsky, Millie.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.42%
The concept of self-directed learning was examined from the nurse educators' perspective. One structured interview, lasting between one and one-and-a half hours, was conducted with each of 14 nurse educators in two community college continuing education programs in nursing. One community college program encourages selfdirected learning; the other encourages self-study and active participation in the teaching/learning process. All 14 interviews were tape-recorded and transcribed verbatim. Verbatim transcripts were analyzed for themes, patterns, and relationships utilizing analyst-constructed typologies. six prerequisites or necessary conditions for facilitating self-directed learning in a community college continuing education program in nursing were identified. ~he crucial issue in facilitating self-directed learning was found to be the issue of teacher-control.

Entrepreneurship education for european students: a way to exchange students and teaching staff

Pires, José Adriano; Fernandes, Paula O.
Fonte: IADIS-International Association for Development of the Information Society Publicador: IADIS-International Association for Development of the Information Society
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
65.48%
Participation in Erasmus Programme in the framework of the Lifelong Learning Programme will improve the excellence of education in Institutions of Higher Education by providing the possibility of bilateral student and teaching staff exchange with leading European academic institutions. In additional, another important aspect of Erasmus is the possibility of organizing Intensive Programmes (IP) where students and teachers from different academic European Institutions will study specific topics in a compact way - short time. Is common knowledge that the experience of studying abroad enriches students' lives in the academic and professional fields. Teaching Staff exchanges have similar beneficial effects. In order to improve the quality and to increase the volume of student and teaching staff mobility in Europe, to develop the quality and to increase the volume of multilateral cooperation between higher education institutions in Europe was born this Intensive Programme entitled Entrepreneurship Education for European Students, already approved by the Portugal National Agency for the Management of the Lifelong Learning Programme and will be operational next academic year. So, this paper describes the Entrepreneurship Education for European Students Intensive Programme as playing an important role in the lives of participants and in the development of Higher Education in Europe.

Distance learning and e-learning in Portugal : a study of the perceptions, concepts and teaching practices in the Institute of Education : University of Minho

Gomes, Maria João; Coutinho, Clara Pereira; Guimarães, Fernando; Casa-Nova, Maria José; Caires, Susana
Fonte: International Association of Technology, Education and Development Publicador: International Association of Technology, Education and Development
Tipo: Artigo de Revista Científica
Publicado em //2011 ENG
Relevância na Pesquisa
65.56%
This paper aims to update a method of understanding the domain in question. It is the outcome of a research carried out by a Working Group on Distance Education and e-Learning (GT-EADEL), based on the principles and initiatives stated by the executive board of the University of Minho’s Institute of Education. This study was based on the need to identify perceptions, concepts, teaching practices and requirements in distance learning (EaD) and e-learning among lecturers at the Institute of Education, University of Minho (IE-UM) in order to better plan an intervention in awareness-raising and teaching in this field. Despite the specificity of the study in relation to the subjects involved, we believe that some of the aspects tackled, particularly those regarding what leads lecturers to use or not use an e-learning platform, may be useful indicators for other institutions committed to stimulating distance and e-learning teaching practices. The data were gathered via an electronic version of the questionnaire 'Perceptions, teaching practices and requirements in the domain of distance education and e-learning'. This instrument was devised from scratch by GT-EADEL researchers. Seventy lecturers (from a total of 115) from the University of Minho’s Institute of Education took part in the study. This paper presents the data collected and the conclusions arising from their analysis in relation to some of the aspects studied. Of particular interest are the reasons given by lecturers for using or not using an e-learning platform...

Distance learning and e-learning in Portugal : a study of the perceptions, concepts and teaching practices at the Institute of Education – University of Minho

Gomes, Maria João; Coutinho, Clara Pereira; Guimarães, Fernando; Casa-Nova, Maria José; Caires, Susana
Fonte: International Association of Technology, Education and Development (IATED) Publicador: International Association of Technology, Education and Development (IATED)
Tipo: Conferência ou Objeto de Conferência
Publicado em 04/07/2011 ENG
Relevância na Pesquisa
65.56%
This paper aims to update a method of understanding the domain in question. It is the outcome of a research carried out by a Working Group on Distance Education and e-Learning (GT-EADEL), based on the principles and initiatives stated by the executive board of the University of Minho’s Institute of Education. This study was based on the need to identify perceptions, concepts, teaching practices and requirements in distance learning (EaD) and e-learning among lecturers at the Institute of Education, University of Minho (IE-UM) in order to better plan an intervention in awareness-raising and teaching in this field. Despite the specificity of the study in relation to the subjects involved, we believe that some of the aspects tackled, particularly those regarding what leads lecturers to use or not use an elearning platform, may be useful indicators for other institutions committed to stimulating distance and e-learning teaching practices. The data were gathered via an electronic version of the questionnaire 'Perceptions, teaching practices and requirements in the domain of distance education and e-learning'. This instrument was devised from scratch by GT-EADEL researchers. Seventy lecturers (from a total of 115) from the University of Minho’s Institute of Education took part in the study. This paper presents the data collected and the conclusions arising from their analysis in relation to some of the aspects studied. Of particular interest are the reasons given by lecturers for using or not using an e-learning platform...

Integration of research and teaching practices and the training of reflective professionals; A integração das práticas de pesquisa e de ensino e a formação do profissional reflexivo

Therrien, Jacques; Universidade Federal do Ceará e Universidade Estadual do Ceará; Therrien, Silvia Maria Nóbrega; Universidade Estadual do Ceará
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 27/09/2013 POR
Relevância na Pesquisa
65.47%
This study approaches critical reflexivity as a mediating element of the integration between research and teaching practices in the training of the education professional. Based on the parameter of research as an educational principle associated to the presupposition that involvement in research activities encourages the development of rationalities that support reflective practices, which lead the most significant and independent learning processes, this essay aims at, on the one hand, identifying “macro” theoretic schemes that may support the analysis of different knowledge types and therefore, the rationalities that affect theory-practice dynamics in education initiatives and on the other hand, finding “micro” theoretical-practical schemes for reflective training related to the practice in learning contexts. The study analyzes proposals made by reference authors, as well as educational practices that support enunciated presuppositions.; http://dx.doi.org/10.5902/198464449266 O estudo aborda areflexividade crítica como elemento mediador da integração entre as práticas depesquisa e de ensino na formação do profissional de educação. Apoiado noparâmetro da pesquisa como princípio educativo associado ao pressuposto que oenvolvimento em atividades de pesquisa favorece o desenvolvimento de racionalidadesque dão suporte a práticas reflexivas que conduzem a aprendizagens maissignificativas e autônomas no ensino...