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Araújo, D. (2007). Noção de competência e organização curricular. Revista Baiana de Saúde Pública. 31 (Supl. 1): 32-43.

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Article

Experience-Based Learning in Nursing Teacher Education: A Historical-Cultural Research Study

1Psychiatric Nursing and Human Sciences, University of São Paulo at Ribeirao Preto College of Nursing, Ribeirao Preto, Brazil

2Maternal-Infant and Public Health, University of São Paulo at Ribeirao Preto College of Nursing, Ribeirao Preto, Brazil


American Journal of Educational Research. 2014, Vol. 2 No. 5, 316-324
DOI: 10.12691/education-2-5-12
Copyright © 2014 Science and Education Publishing

Cite this paper:
Marlene Fagundes Carvalho Gonçalves, RonildoAlves dos Santos, Marta AngélicaIossi Silva, Cinira Magali Fortuna, LucianeSá de Andrade. Experience-Based Learning in Nursing Teacher Education: A Historical-Cultural Research Study. American Journal of Educational Research. 2014; 2(5):316-324. doi: 10.12691/education-2-5-12.

Correspondence to: Marlene  Fagundes Carvalho Gonçalves, Psychiatric Nursing and Human Sciences, University of São Paulo at Ribeirao Preto College of Nursing, Ribeirao Preto, Brazil. Email: mgoncalves@eerp.usp.br

Abstract

The Ribeirão Preto College of Nursing at the University of São Paulo trains nurses and nursing teachers, providing undergraduate students with tasks within different health and education context throughout their degree course. This article analyses those students' experiences outside the university via the "Health Promotion in Basic Education" course, which adopts the following pedagogical cycle: Immersion in professional practice scenarios, provisional synthesis, searching for theoretical support, new synthesis and assessment. The investigated sample consisted of 21 portfolios written by students during this course. The data were studied in light of Bardin's theories of thematic analysis. These portfolios were personal and individual productions; however, they also referred to the groups and their experience. They showed the students' construction of knowledge and competencies. The importance of such student experience appeared during the course and supported the training of professionals who are better prepared and more critical, responsible and active in developing health promotion programs in schools.

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