Competency-based curriculum and active methodology: perceptions of nursing students
This study identifies the perceptions of undergraduate students at the University of São Paulo at Ribeirão Preto, Brazil, College of Nursing (EERP-USP) concerning the teaching-learning process in two courses: Integrated Seminar: Health-Disease/Care Process in Health Services Policies and Organization, which was offered to first-year students in 2005 and 2006 and Integrality in Health Care I and II, which was offered to second-year students in 2006. The courses proposal was to adopt active methodology and competency-based curriculum. Data were collected from written tests submitted to 62 students at the end of the curse, focusing on the tests pertinence, development of performance, structure and pedagogical dynamics, organization and settings. Thematic analysis indicated that students enjoyed the courses, highlighted the role of the professor/facilitator at points of the pedagogical cycle and learning recorded in students portfolios. Students valued their experience in the Primary Health Care setting, which was based on, and has since the beginning of the program been based on, the theory-professional practice interlocution and closeness to the principles of the Unified Health System (SUS).
| Main Authors: | , |
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| Format: | Digital revista |
| Language: | English |
| Published: |
Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
2010
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| Online Access: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0104-11692010000100017 |
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| Summary: | This study identifies the perceptions of undergraduate students at the University of São Paulo at Ribeirão Preto, Brazil, College of Nursing (EERP-USP) concerning the teaching-learning process in two courses: Integrated Seminar: Health-Disease/Care Process in Health Services Policies and Organization, which was offered to first-year students in 2005 and 2006 and Integrality in Health Care I and II, which was offered to second-year students in 2006. The courses proposal was to adopt active methodology and competency-based curriculum. Data were collected from written tests submitted to 62 students at the end of the curse, focusing on the tests pertinence, development of performance, structure and pedagogical dynamics, organization and settings. Thematic analysis indicated that students enjoyed the courses, highlighted the role of the professor/facilitator at points of the pedagogical cycle and learning recorded in students portfolios. Students valued their experience in the Primary Health Care setting, which was based on, and has since the beginning of the program been based on, the theory-professional practice interlocution and closeness to the principles of the Unified Health System (SUS). |
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