Problem-based learning in the curriculum for dialogic competence: view of nursing course teachers

• Grant number: 17/23083-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: February 01, 2018
• End date: December 31, 2018
• Field of knowledge: Health Sciences - Nursing
• Principal Investigator: Mara Quaglio Chirelli
• Grantee: Flávia Allegretti Alvares
• Host Institution: Faculdade de Medicina de Marília (FAMEMA). Secretaria de Desenvolvimento Econômico (São Paulo - Estado). Marília , SP, Brazil

Abstract

The transformations in context of health and education policies mobilize changes in nursing graduation. It is pointed out to the necessity of reorientation of the formation, reviewing curricular contents, including the pedagogical ones. Considering the implementation of Problem-Based Learning (PBL) in a faculty in São Paulo's state inner city, it is questioned how teachers understand the teaching-learning process, since its application can occur in different ways. The purpose of this study will be to analyze the teaching-learning process in the Systematized Educational Unit (in Portuguese, abbreviation is UES) from the perspective of the nursing's professors of the higher education institution (in Portuguese, abbreviation is IES), which has two full-time courses, medicine and nursing. The qualitative study will have an intentional sample, with 35 teachers linked to the course, UES1 and UES 2 in the year 2017. After the opinion of the Research Ethics Committee (in Portuguese, abbreviation is CEP) and the participants' consent, a semi-structured interview will be audio recorded. The methodological framework will be Content Analysis in the Thematic modality, with data processing through WebQDA (Qualitative Data Analysis) software. The analysis steps include insertion of interview text data, followed by coding and use of search and feedback tools from the researchers' initial questions. (AU)