CV Lattes
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Secretaria de Desenvolvimento Econômico (São Paulo - Estado). Faculdade de Medicina de Marília (FAMEMA) (Institutional affiliation from the last research proposal) Birthplace: Brazil
bachelor's at Enfermagem from Faculdade de Medicina de Marília (1987), master's at Nursing from Universidade de São Paulo (1997) and doctorate at Education from Universidade Estadual de Campinas (2006). Has experience in Nursing, acting on the following subjects: educação; educação em enfermagem; currículo; atenç, saúde pública, educação em enfermagem., educação em saúde and escolas de enfermagem.. (Source: Lattes Curriculum)
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Introduction: Substantial changes in the teaching model of undergraduate nursing courses have been proposed in order to indulge the necessity of forming a reflective professional, able to transform their work reality. In this context, different forms of education based on the simulation of professional practice are developed. Objective: analyze the advancements and challenges in the devel…
In institutions whose teaching model is active methodologies: such as PBL - Problem-based learning or ABP - Problem-based learning and Problematization, evaluation is an essential part of the teaching-learning process and is continually carried out by academics and tutors / Facilitators in the most diverse scenarios that compose the graduation. At FAMEMA - Marília Medical School, in addit…
The Marília Medical School (Famema) has gone through several changes culminating in the construction of an integrated and oriented dialogic competence curriculum in accordance with the national curriculum guidelines. It was created a curriculum organization leading to a consistent training to the public health sector and the national education scene. The Systematized Education Unit (UES) …
Marilia Medicine College (Famema) has constructed an integrated and oriented dialogic competence curriculum, and the Professional Practice Unit (PPU) is one of educational units developed in the teaching and learning process. In PPU, pedagogical cycles are achieved in order to facilitate the knowledge construction from professional practice experiences; the learning process is carried out…
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