[Professor as a facilitating agent of the teaching learning process: perspective of the nursing student].
This study aimed at analyzing how the undergraduate student perceives professor's performance in the teaching-learning process, in courses using the critical pedagogy and dialogical competence approach, in the Nursing Bachelor's Program, from 2005 to 2006. An instrument for the assessment of the pro...
| Publicado en: | Revista Gaucha de Enfermagem Vol. 30; no. 3; pp. 484 - 492 |
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| Autores principales: | , , |
| Formato: | research Journal Article |
| Publicado: |
Revista Gaucha de Enfermagem
2009 Sep
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105131363&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105131363 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01026933 1FYK jtl: Revista Gaucha de Enfermagem issn: 01026933 maglogo: N pubinfo: dt: 2009 Sep vid: 30 iid: 3 pid: 95293 pub: Revista Gaucha de Enfermagem artinfo: ui: 105131363 105131363 2010578998 NLM20187430 105131363 ppf: 484 ppct: 8 formats: tig: atl: [Professor as a facilitating agent of the teaching learning process: perspective of the nursing student]. aug: au: Semim GM Souza MCB Corrêa AK affil: Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo (EERP/ USP), São Paulo, Brasil. gmaschiosemim@yahoo.com.br sug: subj: Education, Nursing, Baccalaureate Faculty, Nursing Learning Student Attitudes Students, Nursing, Baccalaureate Teaching Brazil Curriculum Descriptive Research Education Research Education, Competency-Based Exploratory Research Faculty Role Faculty-Student Relations Human Problem Solving Qualitative Studies Reflection Student Performance Appraisal Thematic Analysis ab: This study aimed at analyzing how the undergraduate student perceives professor's performance in the teaching-learning process, in courses using the critical pedagogy and dialogical competence approach, in the Nursing Bachelor's Program, from 2005 to 2006. An instrument for the assessment of the professors performance was used and answers from 142 students were analyzed. Through thematic analysis, the following meaning units were outlined approaching the teaching-learning process, professor/student relationship and evaluation. For most students, professors who stimulate the critical-reflexive process, coherent with the problem-solving methodology, facilitate the teaching-learning process. For others, this process is facilitated when the professor is more demanding in contrast with the problem-solving approach. The professor-student relationship was facilitated by the establishment of bonds. Students did few comments about evaluation, indicating the need of a formative evaluation, which is a work in progress. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: Portuguese refInfo: holdings: @attributes: islocal: N |
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