Luciana Schleder Gonçalves

Metodologias participativas no ensino da administração em Enfermagem

O trabalho relata a experiencia de docentes da area de administracao e gerencia em saude no processo de construcao e desenvolvimento de uma pratica de aprendizagem significativa e participativa, desenvolvida no segundo semestre de 2010, com 23 estudantes de um curso de graduacao em Enfermagem, na cidade de Curitiba-PR. As estrategias de trabalho em grupo e a dramatizacao na modalidade do role playing foram escolhidas por facilitarem a participacao e a motivacao para a aprendizagem. O sistema de saude, planejamento em saude e funcoes gerenciais foram tematicas definidas para compor a pratica. O aprendizado permitiu o exercicio das funcoes gerenciais em uma situacao real, concreta e com significados a todos, e, ainda, o destaque das docentes sobre a construcao de praticas de aprendizagem com metodologias participativas, que requerem tempo, motivacao, dedicacao e comunicacao, mas, sobretudo, a mudanca do processo de trabalho.

O uso do Escore de Bologna na avaliação da assistência a partos normais em maternidades

OBJECTIVE To assess care during labor and delivery in habitual risk maternity units in a capital in southern Brazil. METHOD It is an evaluation research, retrospective, quantitative, developed in three hospitals. The variables relating to the Bologna Score (presence of a companion, use of partograph, absence of stimulation to labor, delivery in non-supine position; skin-to-skin mother with newborn) were collected in 406 records, tabulated in spreadsheets and submitted to simple frequency analysis. Collection lasted from June to September 2014. RESULTS The assigned scores range from 0 to 5, according to the performance or not of practical activities. The following scores were obtained: 0 (7%); 1 (44,1%); 2 (40,4%); 3 (12,1%), 4 (2,5%), e 5 (0,2%). CONCLUSION In the usual risk maternities evaluated, the labor and birth care provided do not match the standards recommended by the World Health Organisation.

The use of gamification to teach in the nursing field

OBJECTIVES To investigate whether the course offer with elements of gamification contributes to the formation of competences in Informatics in Nursing; and evaluate it based on teaching and learning criteria and content structure. METHOD Exploratory, applied and technological innovation research, with a qualitative and quantitative approach, developed at a university in the southern region of the country between February and November 2016. Participants were professors (5) and nursing students (10). RESULTS The adoption of gamification was considered an interesting and innovative approach, as an alternative to traditional practices and applicable to Nursing teaching. In the quantitative analysis, it was observed that the course contemplates the set of evaluated criteria. Final considerations: Gamification contributes to the formation of competences among Nursing students for positively influencing the teaching-learning process. It can be understood as one more resource in the teaching work with a view to student motivation and meaningful learning.