ABSTRACT
Me embarqué en esta experiencia en una etapa de la vida en la cual, según las costumbres hegemónicas, dejase el trabajo para dedicarse a descansar y disfrutar de la vida. Estas reflexiones tratan de la experiencia en el Curso de Especialización en Gestión de Políticas de Salud Informadas por Evidencias-ESPIE. En la partida llevaba un equipaje para permitirme emprender un camino desconocido. En el viaje visité muchos lugares nuevos que, aunque los había escuchado mencionar, pude conocerlos más cabalmente con ayuda de mis compañeros de viaje, entre ellos: el planeamiento estratégico, la gestión de políticas públicas en salud, la búsqueda de la mejor evidencia científica disponible y la metodología constructivista. La integración dialéctica entre teoría y práctica a partir de la problematización de la realidad es lo que me ha permitido encontrar el sentido a mi trabajo.(AU)
I embarked on this experience in a stage of life in which, according to the hegemonic customs, we must leave the labor life to dedicate itself to rest and enjoy the life. These reflections deal with the experience in the Specialization Course on Health Policy Management Informed by Evidence - ESPIE. At the departure I carried a baggage that allowed me to undertake an unknown road. On the trip I visited many new places that, although I had listened about them, I was able to get to know them more thoroughly with the help of my fellow travelers, among them: Strategic planning, health policy management, the search for the best available scientific evidence, and the constructivist methodology. The dialectical integration between theory and practice from the problematization of reality is what has allowed me to find meaning in my work.(AU)
Embarquei nesta experiência em uma etapa da vida na qual, segundo os costumes hegemônicos, devemos sair da vida laboral para dedicar-se a descansar e disfrutar da vida. Estas reflexões tratam da experiência no Curso de Especialização em Gestão de Políticas de Saúde Informadas por Evidências - ESPIE. Na partida levada uma bagagem que me permitiu empreender um caminho desconhecido. Na viagem visitei muitos lugares novos que, embora já houvesse escutado, pude conhecê-los mais cabalmente con a ajuda dos meus companheiros de viagem, entre eles: o planejamento estratégico, a gestão de políticas de saúde, a busca da melhor evidêwncia científica disponível e a metodologia construtivista. A integração dialética entre teoria e prática a partir da problematização da realidade é o que tem me permitido encontrar sentido ao meu trabalho.(AU)
Subject(s)
Teaching , Problem-Based Learning/methods , Problem-Based Learning/organization & administration , Health Management , Methodology as a Subject , Health PolicySubject(s)
Humans , Male , Female , Adolescent , Adult , Young Adult , Teaching/trends , Problem-Based Learning/methods , Curriculum/trends , Education, Medical, Undergraduate/methods , Students, Medical , Mentors/education , Problem-Based Learning/organization & administration , Problem-Based Learning/trends , Education, Medical, Undergraduate/organization & administration , Education, Medical, Undergraduate/trends , Academic Medical Centers/trends , Self-Directed Learning as TopicABSTRACT
Background: The idea of collaboration between key stakeholders in nursing education for the implementation of problem-based learning (PBL) may have far-reaching implications for the institutions and students.Main objective: To develop a model of collaboration to facilitate the implementation of PBL in nursing education.Methodology: An exploratory sequential design was used. Qualitative data were collected from purposively recruited nurse educators from three universities in South Africa offering PBL and nurse managers from all the three hospitals in North West Province where PBL students are placed for clinical learning. A questionnaire was used to obtain data from respondents who were conveniently recruited. Model development, concept analysis, construction of relationships, description and evaluation were followed.Results: This model has six elements: higher education and nursing education (context), institutions initiating PBL, clinical services, colleges affiliated to PBL universities, students and healthcare users (recipients), champions in PBL (agents), effective implementation of PBL (terminus), collaboration (process) and commitment, communication, trust and respect (dynamics).Conclusion: Collaboration in implementing PBL can be a functional reality in the delivery of quality educational experiences and has far-reaching implications for the institutions and students. The implementation of the model in South African nursing education institutions may be necessary for the light of the revision of the preregistration qualifications.Recommendations: Managerial commitment, training of collaborators on PBL and collaboration skills, memorandum of agreement, monitoring and evaluation are critical. More research is required to pilot the model and evaluate collaboration in implementing PBL at different levels of operations
Subject(s)
Education, Nursing , Problem-Based Learning/methods , Problem-Based Learning/organization & administration , South AfricaABSTRACT
PURPOSE: The purposes of this study were to develop a PBL program for continuing nurse education and to evaluate the program after its implementation. METHODS: The PBL program was developed in the core cardio-pulmonary nursing concepts through a collaborative approach with a nursing school and a hospital. The PBL packages with simulation on ACLS were implemented to 40 clinical nurses. The entire PBL program consisted of six 3-hour weekly classes and was evaluated by the participants' subjective responses. RESULTS: Two PBL packages in cardio-pulmonary system including clinical cases and tutorial guidelines were developed. The 57.5% of the participants responded positively about the use of PBL as continuing nurse education in terms of self-motivated and cooperative learning, whereas 20.0% of the participants answered that the PBL method was not suitable for clinical nurses. Some modifications were suggested in grouping participants and program contents for PBL. CONCLUSION: The PBL method could be utilized to promote nurses' clinical competencies as well as self-learning abilities. Further research is needed in the implementation strategies of PBL-based continuing education in order to improve its effectiveness.