Estratégias de ensino utilizadas para formação de enfermeiros na perspectiva da aprendizagem significativa

Abstract

This study aimed to analyze teaching-learning strategies used in the training of nurses, from the perspective of the theory of meaningful learning. This is qualitative research with a case study methodological framework. Thus, the setting was the undergraduate nursing course at a university in Maranhão. After approval by the Research Ethics Committee under CAAE: 67362623.0.0000.5084, opinion nº 5.973.467; Data collection took place from April 2023 to June 2023, through the technique of document analysis of secondary data sources transcribed from contemporary primary sources and subsequently semi-structured interviews based on nonprobabilistic sample construction pertinent to the study approach. Data collection took place in two ways, the first stage was consultation of the course's documentary collection (Course Pedagogical Project and Teaching Plan), and the second stage through semi-structured interviews with the participation of 16 teachers and 28 students. The interviews were carried out in person, through intentional sample selection; scheduled in advance contact with participants and with sample closure due to theoretical saturation. Afterwards, data analysis was carried out and systematized using the webQDA® software, anchored in Minayo for thematic categorization, under the framework of Ausubel Theory of Meaningful Learning. To interpret the data, the data triangulation technique was used, for a more detailed analysis of the transcriptions (which generated the bodies) in the webQDA® software, and to guarantee the accuracy of the data in the qualitative approach, in addition to ensuring scientific rigor, the Consolidated Criteria for Reporting Qualitative Research (COREQ) guide was respected. The results highlighted the relevance of using innovative strategies (problem-based learning, teambased learning, games, games and realistic simulation) and the relationship with the assumptions of Ausubel theory of meaningful learning, through the student's cognitive structure that uses the subsumers and previous organizers to organize the new knowledge acquired, and anchor them with previous knowledge, as well as in a more advanced stage of cognitive organization, the use of teaching methodology throughout training such as practical activities and internships, which the student assimilates knowledge, through progressive differentiation and integrative reconciliation of the theory of meaningful learning. The impacts are evident in the teaching and student perception, regarding the consolidation of gains and repercussions for the training of nurses who are more prepared and encouraged to act and think in a critical, reflective, and rational way; and mainly develop the essential skills, abilities, and attitudes in nursing practice. It is concluded that research that addresses meaningful learning is essential to improve the quality of nursing training; It is necessary to establish the theoretical and philosophical bases to innovate processes, to effectively guarantee the delivery of trained and highly qualified professionals to the labor market to meet the social demands of the future and the management of health services.