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Assessoria pedagógica de projectos pessoais : método para o desenvolvimento de competências dos estudantes de enfermagem
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Advisor(s)
Abstract(s)
Formar jovens para dar resposta às orientações do Processo de Bolonha que apontam para um novo modelo de organização do Ensino Superior no que respeita aos ciclos de estudos, e simultaneamente para fazer face aos desafios da competitividade e à complexidade dos contextos dos cuidados de saúde, as Instituições de Ensino Superior necessitam de (re)pensar os planos curriculares, introduzindo unidades curriculares inovadoras. Estas últimas devem ser apoiadas em Metodologias que promovam o desenvolvimento de competências pessoais e profissionais dos estudantes. O Método de Assessoria Pedagógica de Projetos Pessoais (MAPPP) é uma metodologia inovadora, baseada em pressupostos do modelo construtivista e reflexivo que segundo Rodrigues (2001) exige a docentes e discentes uma atitude de mudança no processo de ensino-aprendizagem. A presente investigação, realizada na Escola Superior de Enfermagem de Coimbra, teve como principal objetivo desenvolver competências pessoais e profissionais dos estudantes, através de uma estratégia de implementação do MAPPP desenvolvido por Rodrigues (2001). Para dar resposta ao objetivo do estudo elaborámos um desenho de investigação constituído por uma sequência de três estudos empíricos integrados. No primeiro Estudo Empírico, optámos por realizar um estudo do tipo descritivo de abordagem quantitativa com o objetivo de compreender os significados atribuídos pelos professores ao processo educativo no contexto da unidade curricular “Projeto de Desenvolvimento Pessoal,” a partir da sua experiência de assessoria pedagógica dos estudantes de enfermagem. No segundo Estudo Empírico foi realizado um estudo de tipo descritivo, de abordagem quantitativa que pretendeu analisar e compreender o conteúdo dos registos de autoreflexão retrospetiva e prospetiva realizados no período de 1999 a 2008, por estudantes do Curso de Licenciatura em Enfermagem, no contexto da unidade curricular “Projeto de Desenvolvimento Pessoal”, explicitados nos Metaportfólios. No terceiro Estudo Empírico pretendemos implementar o MAPPP a um grupo específico de estudantes de enfermagem, em contexto particular da prática pedagógica, com o objetivo de os orientar para o desenvolvimento de competências pessoais e profissionais. A informação de natureza qualitativa recolhida nos três Estudos Empíricos foi submetida a técnicas de análise de conteúdo, e os resultados desta análise foram triangulados e validados por peritos da temática, nomeadamente o professor orientador da dissertação. Para sintetizar e realçar a informação fornecida pelos dados utilizámos, também, a análise estatística descritiva. A evidência fundamental recolhida nos três Estudos Empíricos foi que o MAPPP dos estudantes se apresenta como uma alternativa pedagógica inovadora no Ensino de Enfermagem e coerente com as orientações de Bolonha (o novo modelo do Espaço Europeu de Educação). Salienta-se a importância do MAPPP para a obtenção de ganhos, em particular, no desenvolvimento de competências pessoais e profissionais dos estudantes de enfermagem e, de igual modo, no aperfeiçoamento de valores axiológicos e no desenvolvimento de competências pedagógicas dos professores, no âmbito da metodologia de projeto.
Higher Educational Institutions need to (re)think their curricula for training young people to meet the guidelines of the Bologna Process, which point out to a new organizational model of Higher Education with regard to study cycles, and, simultaneously, address the challenges of competitiveness and complexity of health care settings. Curricula may be (re)thought by the introduction of innovative course units supported by Methodologies that promote the development of the students’ personal and professional competencies. The Personal Projects Pedagogical Advice Method is an innovative methodology, based upon assumptions of the constructivist and reflective model, which, according to Rodrigues (2001), requires a change in attitude from both teachers and students in the teaching-learning process. This research, conducted at the Nursing School of Coimbra, aimed particularly at advancing the students’ personal and professional competencies through a strategic implementation of the Personal Projects Pedagogical Advice Method, which was developed by Rodrigues (2001). To meet the study objective, the research was in a sequence of three integrated empirical studies. In the first Empirical Study, a quantitative descriptive study was carried out aimed at understanding the teachers’ comprehension, within the scope of the “Personal Development Project” course unit, of the educational process from their pedagogical advice experience with the nursing students. In the second Empirical Study, a quantitative descriptive study was made to analyze and comprehend the self-reflection retrospective and prospective between the years of 1999 and 2008, by students of the Nursing Undergraduate Degree within the scope of the “Personal Development Project” course unit which are explicited in the Metaportfolios. In the third Empirical Study, we sought to implement the Personal Projects Pedagogical Advice Method with a specific group of nursing students, within the particular scope of the pedagogical practice, guiding them in developing their personal and professional competencies. The qualitative data collected from the three Empirical Studies was submitted for content analysis techniques and the results obtained were triangulated and validated by experts in the area, namely the dissertation supervisor. The descriptive statistical analysis was also used to summarize and highlight the data information gathered. The fundamental evidence collected from the three Empirical Studies presents the students’ Personal Projects Pedagogical Advice Method as an innovative pedagogical alternative in Nursing Teaching, and is consistent with the Bologna guidelines (the new European Educational model). The importance of the Personal Projects Pedagogical Advice Method is highlighted to achieve gains particularly in the development of the nursing students’ personal and professional competencies and also in the enhancement of axiological values and development of the teachers’ pedagogical competencies, within the scope of the project methodology.
Higher Educational Institutions need to (re)think their curricula for training young people to meet the guidelines of the Bologna Process, which point out to a new organizational model of Higher Education with regard to study cycles, and, simultaneously, address the challenges of competitiveness and complexity of health care settings. Curricula may be (re)thought by the introduction of innovative course units supported by Methodologies that promote the development of the students’ personal and professional competencies. The Personal Projects Pedagogical Advice Method is an innovative methodology, based upon assumptions of the constructivist and reflective model, which, according to Rodrigues (2001), requires a change in attitude from both teachers and students in the teaching-learning process. This research, conducted at the Nursing School of Coimbra, aimed particularly at advancing the students’ personal and professional competencies through a strategic implementation of the Personal Projects Pedagogical Advice Method, which was developed by Rodrigues (2001). To meet the study objective, the research was in a sequence of three integrated empirical studies. In the first Empirical Study, a quantitative descriptive study was carried out aimed at understanding the teachers’ comprehension, within the scope of the “Personal Development Project” course unit, of the educational process from their pedagogical advice experience with the nursing students. In the second Empirical Study, a quantitative descriptive study was made to analyze and comprehend the self-reflection retrospective and prospective between the years of 1999 and 2008, by students of the Nursing Undergraduate Degree within the scope of the “Personal Development Project” course unit which are explicited in the Metaportfolios. In the third Empirical Study, we sought to implement the Personal Projects Pedagogical Advice Method with a specific group of nursing students, within the particular scope of the pedagogical practice, guiding them in developing their personal and professional competencies. The qualitative data collected from the three Empirical Studies was submitted for content analysis techniques and the results obtained were triangulated and validated by experts in the area, namely the dissertation supervisor. The descriptive statistical analysis was also used to summarize and highlight the data information gathered. The fundamental evidence collected from the three Empirical Studies presents the students’ Personal Projects Pedagogical Advice Method as an innovative pedagogical alternative in Nursing Teaching, and is consistent with the Bologna guidelines (the new European Educational model). The importance of the Personal Projects Pedagogical Advice Method is highlighted to achieve gains particularly in the development of the nursing students’ personal and professional competencies and also in the enhancement of axiological values and development of the teachers’ pedagogical competencies, within the scope of the project methodology.
Description
Keywords
Projetos pessoais Teorias e modelos de aprendizagem Método de assessoria pedagógica dos projetos pessoais Competências pessoais e profissionais Personal projects Learning theories and models Personal projects pedagogical advice method Personal and professional competencies