Instrument of student assessment based on nursing managerial competences
01 Jan 2008-Acta Paulista De Enfermagem (Escola Paulista de Enfermagem, Universidade Federal de São Paulo)-Vol. 21, Iss: 2, pp 356-360
TL;DR: In this article, the authors describe the experience of building up an instrument for students assessment related to the nursing managerial competences and report the following prognosticators: planning, decision-taking, supervision, human resource management, material resource management and information system, interpersonal relationship, responsibility, commitment and case study.
Abstract: When the students conclude the Curricular Training on Nursing Management discipline from the Professional Guidance Department at USP School of Nursing (EE-USP), they answer a self-assessment which scores from zero to ten the trainee program and a also participates in a group assessment, carried out by the professor and nurses from the units, practice fields. In this process, it was applied an instrument aiming at measuring students performance concerning managerial contents. With the purpose of accompanying students' background development according to the Pedagogical-Political Project by EE-USP, aiming at a meaningful learning that minimizes the theory/practice dichotomy, a new instrument was developed to assess students having nursing managerial competences as baseline. This study aims at describing the experience of building up an instrument for students assessment related to the nursing managerial competences. This paper has the purpose of reporting the following prognosticators: planning, decision-taking, supervision, human resource management, material resource management, information system, interpersonal relationship, responsibility, commitment and case study.
Citations
More filters
29 Jun 2014
TL;DR: In this article, the authors identify the knowledge, skills and attitudes learned by 22 graduates from an undergraduate course in the issue of Management in Nursing, using the technique of the Discourse of the Collective Subject, which is based on Social Representation Theory.
Abstract: The objective of this exploratory-descriptive study was to identify the knowledge, skills and attitudes learned by 22 graduates from an undergraduate course in the issue of Management in Nursing. The data collection period was February – April 2010; for data analysis it used the technique of the Discourse of the Collective Subject, which is based on Social Representation Theory. Results: Discourses of the Collective Subject appeared referent to the use of managerial instruments in managerial actions: knowledge regarding management of human, material, physical, environmental and nursing care related resources; managerial skills such as communication, continuous education, and decision-making; problem resolution and leadership; and attitude based on knowledge and influenced by the institutional role of nursing. The teaching of management at the undergraduate level stands out through the support which this provides for the development of knowledge, skills and attitudes which form a base for managerial practice in nursing.
5 citations
Cites background from "Instrument of student assessment ba..."
...[Internet] 2009;22(6) [acesso 25 mai 2010]....
[...]
...A articulação da teoria e da prática pode propiciar, ao futuro trabalhador, uma visão crítica da realidade, considerando a complexidade do indivíduo e o contexto em que este vive e trabalha(6)....
[...]
TL;DR: In this paper, the potential of permanent education regarding development of technical, relationship/ communicative and ethical/political competences of nursing professionals was identified, which indicated the predominance of the technical dimension as a way of ensuring security and professional recognition.
Abstract: This study aimed at identifying the potential of permanent education regarding development of technical, relationship/ communicative and ethical/political competences of nursing professionals. The study is a qualitative research undertaken with 12 nursing professionals. Data collection took place through documental analysis, interviews, observation. Data was analysed from pre- determined categories: technical competence, communicational/relationship competence and ethic/political competence. Results show that permanent education significantly contributes towards the development of professional competences; they indicate the predominance of the technical dimension as a way of ensuring security and professional recognition. However, relationship/ communicative and ethical/political competences are being consolidated and contribute towards interpersonal relationships as well as in working organization form. A permanent education process that includes the various dimensions of competence favours the integration of professionals in a changing world and it is also one of aspects that potentiate such process.
4 citations
References
More filters
TL;DR: In this article, the authors argue that liberating pedagogy can produce better results than the others by allowing the student's active participation in the learning process, thus fostering continuous development of human skills in both the health services clientele and health workers.
Abstract: Educational practices are widely used in the health field, both in continuing education for health professionals and health education for the general population. These two fields intersect through the development of educational knowledge oriented by a set of target representations of man and society. Such representations are demonstrated by teaching/learning processes in the four main pedagogical trends in Brazil: traditional, renewed, conditioning-based, and liberating (or the Paulo Freire approach). Based on their respective principles, methods, and individual and social consequences, we contend that liberating pedagogy can produce better results than the others by allowing the student's active participation in the learning process, thus fostering continuous development of human skills in both the health services clientele and health workers.
217 citations
TL;DR: In this article, a pesquisa for alunos do 4o ano do Curso de Enfermagem, sendo utilizados o grupo focal e a entrevista semi-estruturada como tecnicas de pesquisas.
Abstract: Objetivou-se neste estudo, captar atraves dos alunos do Curso de Enfermagem da FAMEMA como esta sendo construido seu processo de formacao, visando a constituicao de um profissional critico-reflexivo, e identificar as marcas diferenciais deste processo percebidas pelos alunos a partir da logica do Projeto Politico-Pedagogico (PPP). Os sujeitos da pesquisa foram alunos do 4o ano do Curso de Enfermagem, sendo utilizados o grupo focal e a entrevista semi-estruturada como tecnicas de pesquisa. O material empirico foi organizado segundo a tecnica do Discurso do Sujeito Coletivo, e procedeu-se em seguida a analise tematica. Evidenciou-se que os alunos conseguiram elaborar uma critica com relacao ao PPP, discriminando e percebendo problemas apontados, mudancas que ocorreram, conflitos gerados num projeto dessa natureza. Ao vivenciarem a realidade concreta, os alunos tambem convivem com os conflitos que permeiam as relacoes construidas no cotidiano, questionando o papel do enfermeiro, refletindo sobre sua postura etica, a fundamentacao para a argumentacao e a sustentacao de sua pratica na equipe.
26 citations
01 Jan 2002
TL;DR: A reflection in the nurse's formation is shown on the point of view of educators, philosophers and contemporary researchers to untie the notts that are to be overcome in the conformation of critic nursing professionals, competent and agents of social transformation.
Abstract: The present article proposes to show a reflection in the nurse's formation on the point of view of educators, philosophers and contemporary researchers. Moacir Gadotti, Edgar Morin e Philippe Perrenoud's theories and reflections were used, as well as the four pillars of the contemporary education, presented in the Delors Account. The adoption of tools like learning to know, learning to do, learning to be and learning to live together as well as the competences abording, are indispensable devices in the formation of professionals in the modern world. It is believed that in incorporating these new dimensions to the nurse's formation, it will be possible to untie the notts that are to be overcome in the conformation of critic nursing professionals, competent and agents of social transformation.
24 citations
"Instrument of student assessment ba..." refers background in this paper
...Confirming these ideas, Faustino and Egry(8), point out that the term competence may be employed in a broader context, referring to the development of ethical, political, and technical competences, which enable the nurse to become, in the practice, the agent of social transformation....
[...]
...Faustino RLH, Egry EY....
[...]