Design para a aprendizagem significativa na pós-graduação em enfermagem em tempos de pandemia / Diseño para un aprendizaje significativo en estudios de postgrado de enfermería en tiempos de pandemia / Design for significant learning in graduate studies in nursing in times of pandemic

Objetivo: Analisar as experiências do planejamento para a modalidade de ensino remoto emergencial da disciplina de didática do ensino superior. Método: Estudo de caso único, em um curso de Pós-graduação em Enfermagem de universidade pública de Pernambuco, Brasil. Realizado entre maio e dezembro de 2020. Participaram 15 mestrandos, 11 doutorandos e 03 docentes. A unidade de análise foi a disciplina de Didática do Ensino Superior. Os dados foram coletados através do questionário do perfil dos discentes, diário de campo das docentes e documentos. A análise ocorreu pela técnica da construção da explicação. Resultados: O novo planejamento da disciplina ocorreu após a suspensão das aulas presenciais devido a pandemia do coronavírus. Foram utilizados os 12 passos propostos no "design para a aprendizagem significativa". Houve a utilização das ferramentas: google classroom ®, google forms, google jamboard ®, Google meet ®, Google Documentos ®, Google Apresentações ® e padlet ®. Conclusão: O planejamento exigiu novos conhecimentos das docentes diante do atual contexto. A utilização dos passos do design para a aprendizagem significativa contribui para a sistematização do processo de mudanças e reinvenção que se fez necessário e urgente.

Objetivo: Analizar las experiencias de planificación para la modalidad de enseñanza a distancia de emergencia en la disciplina de didáctica de la educación superior. Método: Estudio de caso único, en un curso de Posgrado en Enfermería de una universidad pública de Pernambuco, Brasil. Realizado entre mayo y diciembre de 2020. Participaron 15 estudiantes de maestría, 11 estudiantes de doctorado y 03 profesores. La unidad de análisis fue la disciplina de Didáctica de la Educación Superior. Los datos fueron recolectados a través de un cuestionario sobre el perfil de los estudiantes, diario de campo de los docentes y documentos. El análisis se realizó mediante la técnica de construcción de la explicación. Resultados: La nueva planificación de la disciplina se produjo tras la suspensión de las clases presenciales por la pandemia de coronavirus. Se utilizaron los 12 pasos propuestos en el "diseño para un aprendizaje significativo". Se utilizaron herramientas: Google Classroom ®, Google Forms ®, Google Jamboard ®, Google Meet ®, Google Documents ® , Google Presentations ® y Padlet ®. Conclusión: La planificación requirió nuevos conocimientos por parte de los docentes en el contexto actual. El uso de pasos de diseño para un aprendizaje significativo contribuye a la sistematización del proceso de cambio y reinvención que era necesario y urgente.

Objective: To analyze the experiences of planning for the modality of emergency remote teaching in the discipline of higher education didactics. Method: Single case study, in a Postgraduate course in Nursing at a public university in Pernambuco, Brazil. Held between May and December 2020. 15 Master's students, 11 PhD students and 03 professors participated. The unit of analysis was the discipline of Higher Education Didactics. Data were collected through a questionnaire on the profile of students, field diaries of teachers and documents. The analysis took place through the technique of constructing the explanation. Results: The new planning of the discipline took place after the suspension of in-person classes due to the coronavirus pandemic. The 12 steps proposed in the "design for meaningful learning". Tools were used: google classroom ® , google forms ®, google jamboard ® , Google meet ® , Google Documents ® , Google Presentations ® and padlet ®. Conclusion: The planning required new knowledge from teachers in the current context. the use of design steps for meaningful learning contributes to the systematization of the process of change and reinvention that was necessary and urgent.

Caring to Nurses in a Hospital Setting: Meanings Unveiled by Photography.

BACKGROUND AND PURPOSE: Care represents a human need and as a fundamental component of the social practice of nursing it should be reified in interpersonal relationships and in patients' biopsychosociocultural needs, thus requiring thinking on a regular basis. This study aims to analyze the senses and meanings of the caring process experienced by nurses in a hospital setting. METHODS: Qualitative research oriented by Symbolic Interactionism as the theoretical framework. The data were collected through photography and by semi-structured interviews with 16 nurses from a University Hospital of Northeastern Brazil. After a narrative analysis, four representative themes were perceived. RESULTS: The nurses' perception of caring was related to building relationships based upon complicity, solidarity, care, love, and technico-scientific competence but also upon the work overload and working conditions and difficulty to deal with human emotions and feelings of suffering, which are exposed and perceived in the social interacting process. IMPLICATIONS FOR PRACTICE: The senses and meanings of caring converge into a rupture of the nurses' regular and crystallized actions. That assumes a critical and reflexive review of ways of interacting with the patient, family, and environment. It is necessary that nurses choose communicative strategies, such as photography, that can unfold feelings and emotions which are essential requirements in the process and in the evaluation of care in a hospitalization setting.

Violence in the eye of adolescents: education intervention with Culture Circles.

OBJECTIVE: to apply the methodology of Culture Circles on adolescents as a strategy for health education of nurses in the construction of the collective knowledge of the thematic violence. METHOD: action research type and qualitative study. Participants were 11 adolescents from a public school in Recife, PE, Brazil. Data production in Culture Circles included the participant observation with field diary, photographic recording and filming, as well as the photovoice technique. The analysis was performed by triangulating data in dialogue with the literature. RESULTS: it was shown that the problematizing action provided by the Culture Circle made possible to create situations in which adolescents felt invited to critically refl ect on the phenomenon of violence in all its complexity. CONCLUSION: the health education intervention, performed by Culture Circles, added learning and mutual growth subsidizing nursing care actions that excel at leadership and autonomy of adolescents.

Culture Circles in adolescent empowerment for the prevention of violence.

An action research based on Paulo Freire's Culture Circles was developed to implement a health education intervention involving adolescents, in collective knowledge construction about strategies for the prevention of violence. The data collection in the Culture Circles involved 11 adolescents and included observation and field diary, photographic records and recording. The educational action aroused a critical socio-political and cultural position in the adolescents towards the situations of vulnerability to violence, including the guarantee of human rights, justice and the combat of inequities; changes in the social relations, combat against discrimination and intolerance; expansion of access and reorientation of health services through intersectoral public policies. The intervention empowered the group of adolescents for the prevention of violence and permitted the inclusion of health professionals in the school context, from an interdisciplinary perspective, contributing to the establishment of social support and protection networks.