CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O ensino de diagnÃsticos de enfermagem possibilita ao discente a realizaÃÃo da avaliaÃÃo clÃnica, o direcionamento de suas aÃÃes conforme as necessidades do cliente e o aprofundamento dos seus conhecimentos sobre a prÃtica profissional, fornecendo base e respaldo para o cuidar. Entretanto, percebe-se, na prÃtica, certa dificuldade em consolidar o ensino de tais diagnÃsticos. O desenvolvimento de estratÃgias educativas, que proporcionem aos discentes uma postura ativa, crÃtica e criativa, à necessÃrio. Este estudo teve como objetivo geral avaliar a eficÃcia de uma estratÃgia de ensino sobre diagnÃsticos de enfermagem fundamentada na Aprendizagem Baseada em Problemas (ABP) no desempenho do raciocÃnio clÃnico e julgamento diagnÃstico do discente de graduaÃÃo em enfermagem. E, como especÃficos: verificar a validade do conteÃdo dos problemas utilizados na aplicaÃÃo da estratÃgia educativa; e levantar os escores dos discentes na identificaÃÃo das caracterÃsticas definidoras, diagnÃsticos de enfermagem e fatores relacionados ou de risco antes e apÃs o desenvolvimento da estratÃgia educativa. Foi um estudo experimental, realizado em duas fases. Na primeira, participaram cinco especialistas, que validaram os conteÃdos de quatro problemas, durante os meses de junho e julho de 2009. Os problemas abordavam situaÃÃes que envolviam um adolescente com asma; uma mulher submetida a uma colecistectomia; um homem com sequelas de um acidente vascular encefÃlico, acompanhado no domicÃlio; e um cliente com hipertensÃo arterial sistÃmica, encaminhada à unidade de saÃde da famÃlia para tratamento. Os instrumentos de coleta de dados foram o roteiro para avaliaÃÃo da congruÃncia item-objetivo e o roteiro de identificaÃÃo das caracterÃsticas definidoras, diagnÃsticos e fatores relacionados ou de risco. A segunda fase do estudo foi a aplicaÃÃo da estratÃgia educativa. Participaram dessa fase 30 discentes regularmente matriculados em uma universidade federal localizada na regiÃo do Trairi do Rio Grande do Norte, selecionados por conveniÃncia. Os critÃrios de inclusÃo foram: ser discente de graduaÃÃo em enfermagem; ter concluÃdo com aprovaÃÃo a disciplina Semiologia e SemiotÃcnica na referida universidade, no semestre 2009.1, e aceitar participar de todas as fases da pesquisa. O critÃrio de exclusÃo foi: nÃo ter condiÃÃes de participar de todas as fases da pesquisa. Os discentes foram distribuÃdos de forma aleatÃria em dois grupos, 15 no experimental e 15 no de controle. O grupo experimental participou da estratÃgia educativa, durante o mÃs de agosto de 2009. A estratÃgia educativa foi organizada na modalidade de curso, com cinco mÃdulos, cada um envolvendo um problema diferente, conforme preconiza a ABP. O estudo foi aprovado pelo Comità de Ãtica e Pesquisa. Os resultados mostram que, dos quatro problemas desenvolvidos na primeira fase, apenas os dois primeiros atingiram mÃdia do Ãndice de Validade do ConteÃdo (IVC) de 90%. Os dois Ãltimos problemas foram alterados e reavaliados pelas especialistas, recebendo mÃdias de IVC de 90% e 95%, respectivamente. Esses problemas foram discutidos durante os cinco mÃdulos do curso realizado na segunda fase do estudo. A avaliaÃÃo da eficÃcia do curso foi medida por meio de um prà e um pÃs-teste. No prÃ-teste, os dois grupos identificaram as caracterÃsticas, os diagnÃsticos e os fatores relacionados de forma homogÃnea. No pÃs-teste, os discentes do grupo experimental identificaram um nÃmero maior de diagnÃsticos e fatores relacionados ou de risco. Apesar da identificaÃÃo de poucas caracterÃsticas definidoras, no pÃs-teste, pelos dois grupos, pode-se concluir que houve influÃncia positiva da estratÃgia implementada, pois os resultados mostraram melhora na capacidade de agrupamento dos dados dos alunos do grupo experimental. Como observado, a ABP favoreceu o desempenho do raciocÃnio clÃnico e do julgamento diagnÃstico do discente de graduaÃÃo em enfermagem. / The teaching of nursing diagnoses enables to the student the accomplishment of the clinical evaluation, the direction of their actions according to the needs to client and the deepening of your knowledge on the professional practice, providing basic support to deliver care. However, there is, in practice, some difficulty in consolidating the teaching of such diagnoses. The development of educational strategies that give students an active stance, critical and creative, is necessary. This study aimed to evaluate the effectiveness of a teaching strategy about nursing diagnoses based on Problem Based Learning (PBL) in the performance of nursing students clinical reasoning and diagnosis trial. And as specific: to check the validity of the content of the problems in the application of educational strategy, and raise the scores of students in identifying the defining characteristics, nursing diagnoses and related or risk factors before and after the development of educational strategy. It was an experimental study, organized in two phases. In the first, five specialists validated the contents of four problems, during June and July months 2009. The problems addressed situations involving an adolescent with asthma, one woman underwent a cholecystectomy, a man with sequelae of a stroke, together at home, and a client with hypertension was referred to the clinic for treatment of the family. The data collection instruments were a script to evaluate the item-objective congruence and a script to identify the defining characteristics, diagnoses and related factors or risk. The second phase of the study was the application of educational strategy. Participated in this phase, 30 students enrolled in a federal university located in the region of Trairi of Rio Grande do Norte, chosen for convenience. Inclusion criteria were: being a graduate student in nursing, has completed the approval Semiology and Semiotechnique at this university for the semester 2009.1, and consent to participate in all phases of research. The exclusion criteria was: not being able to participate in all phases of research. The students were distributed of aleatory form in two groups, 15 in experimental and 15 in the control. The experimental group participated in the educational strategy, during August month 2009. The educational strategy was organized in the course form, with five modules, each involving a different problem, as recommended by the PBL. The study was approved by the Committee for Ethics and Research. The results showed that of the four problems developed in the first phase, just both first reached Content Validity Index (CVI) of 90%. The third and fourth problems were changed and re-evaluated by the specialists, receiving CVI average of 90% and 95% respectively. These problems were discussed during the five modules of the course held in the second phase of the study. The course effectiveness evaluation was measure by the application of a pre and one post-test. In the pre-test, both groups identified the characteristics, the diagnoses and the related factors of homogeneous form. In the post-test, the students of the experimental group identified a larger number of nursing diagnoses and related or risk factors. Besides the identification of few defining characteristics in the post-test both of by the groups, it can complete that there was influence of the implement strategy, because the results showed improvement in the data grouping capacity of the students of the experimental group. As noted, the PBL favored the performance of clinical reasoning and diagnosis of student trial undergraduate nursing.

As dificuldades encontradas no processo de ensino-aprendizagem de disciplinas ligadas aos conteúdos de estudos quantitativos e suas tecnologias nos cursos de graduação em Administração, caso da simulação aplicada à Administração (HWARNG, 2001; JAIN, 2014), sugerem a busca por iniciativas capazes de proporcionar um ambiente de aprendizagem que integre teoria e prática empresarial conforme propõem as Diretrizes Curriculares do curso de Administração. Esta pesquisa tem por objetivo identificar os aspectos fundamentais para viabilizar o desenvolvimento do processo de ensino-aprendizagem de simulação aplicada à Administração, fundamentado na aprendizagem baseada em problemas (PBL - Problem-Based Learning), analisando as habilidades necessárias aos estudantes e professores para funcionamento do processo; o desenvolvimento e uso de problemas para contribuição à aprendizagem; os procedimentos relativos ao trabalho em grupo; e, o processo de avaliação. O estudo fundamenta-se no referencial teórico de ensino-aprendizagem em Administração envolvendo desde as abordagens pedagógicas até os métodos de ensino-aprendizagem, incluindo o PBL, onde destaca-se a sua utilização em Administração e o ponto central que são os problemas que viabilizam a aprendizagem, culminando na estruturação do seu processo de utilização. Os elementos que fundamentam a simulação são discutidos, enfatizando a aplicação da simulação no campo empresarial, habilidades gerenciais necessárias à modelagem e o ensino de simulação. O método de pesquisa classificado em estudo de caso com abordagem qualitativa envolveu a análise descritiva da aplicação do PBL por uma docente com apoio de um monitor em 4 turmas, perfazendo o total de 170 estudantes, na disciplina de simulação aplicada à Administração de um curso de graduação em Administração, em que foram utilizadas múltiplas técnicas de coleta de dados: observações, questionários, documentos e entrevistas. Considerando a estruturação do PBL em uma descrição das etapas de implementação do mesmo em sala de aula, foi realizada uma análise descritiva dos estudantes, através de um levantamento de seu perfil, desempenho e frequência nas disciplinas, e avaliação que esses estudantes realizaram do PBL apontando vantagens e desvantagens. A maioria dos estudantes (70%) apresentou melhoria de desempenho na disciplina e avaliou positivamente o PBL. Foram analisados 4 grupos de estudantes que obtiveram melhores e piores desempenhos na disciplina e que avaliaram mais positivamente e negativamente o PBL, verificando que não existe relação entre desempenho e satisfação com o PBL, mas existe um determinado perfil de estudante que prefere o método. Foi realizada uma avaliação da aplicação do PBL sob o ponto de vista da professora e do monitor. Por fim, foi concebida uma proposta de adoção do PBL em disciplinas ligadas aos conteúdos de estudos quantitativos e suas tecnologias em cursos de Administração, de modo a privilegiar a construção da autonomia do estudante para aprender a aprender, por meio da transformação do papel do professor, avaliação mais abrangente, uma maneira colaborativa de trabalhar em grupo e entre grupos, utilização da tecnologia como ferramenta de apoio e funcionamento do PBL com o uso de problemas. Conclui-se que o PBL pode melhorar o nível de desempenho, a participação e a satisfação dos estudantes, mas pode ser discriminante. Este estudo reforça o entendimento de que o PBL pode ser aplicado em uma disciplina de uma área de ensino problemática no curso de Administração, contribuindo para enfatizar a necessidade de mudança na educação gerencial, vislumbrando a oportunidade de ampliação da utilização do PBL na área de Administração e o desafio de desenvolver uma cultura em relação à aprendizagem. / The difficulties found in the teaching-learning process of disciplines related to the content of quantitative studies and their technologies in Administration undergraduate courses, in the case of simulation applied to Administration (HWARNG, 2001; JAIN, 2014), suggest the search for initiatives able to provide a learning environment which integrates theory and business practice as the Curriculum Guidelines of the Administration course propose. This research aims to identify the key aspects to enable the development of teaching-learning simulation process applied to Administration, based on Problem-Based Learning (PBL), analyzing the required abilities from students and professors for the process operation and the procedures related to group work and the evaluation process. The study is based on the teaching-learning theoretical framework in Administration, involving from pedagogical approaches to the teaching-learning methods, including PBL, where its use stands out in Administration and the central point, which are the problems that enable learning, culminating in the structuring of its usage process. The elements which underlie the simulation are discussed, emphasizing the application of simulation in the business field, the management skills necessary for its modeling and the teaching of simulation. The research method ranked as case study with qualitative approach involved the descriptive analysis of the application of PBL by a teacher with the monitor support in 4 classes, totaling 170 students, in the simulation discipline of an Administration undergraduate courses, where was used multiple data collection techniques: observations, questionnaires, documents and interviews. Considering the PBL structuring in one of the descriptions of its implementation phases in class with students, a descriptive analysis was done, through a students\' profile survey, their performance and frequency in the disciplines, and the evaluation which those students realized of PBL, pointing out advantages and disadvantages. The majority of students (70%) presented performance improvement in the discipline and evaluated PBL positively. Four groups of students were analyzed who obtained the best and worst performances in the discipline and that evaluated PBL more positively and negatively, verifying that there is no relation between performance and satisfaction with PBL, but there is a particular student profile that prefers the method. An evaluation of the application of PBL was carried out from the professor\'s and monitor\'s point of view. Finally, a proposal for the adoption of PBL was conceived in disciplines related to the contents of quantitative studies in Administration courses, in order to favor the construction of student autonomy to learn how to learn, through the professor\'s role transformation, broader evaluation methods, a more collaborative way of working in group and between groups, the use of technology as a support tool and PBL operation with the use of problems. It is concluded that PBL can improve students\' performance level, as well as their participation and satisfaction, but it might be discriminant. This study reinforces the understanding that PBL can be applied in a problematic teaching area in the Administration course, contributing to emphasize the necessity of changes in management education, glimpsing the opportunity expansion of PBL use in the Administration area and the challenge of developing a culture towards learning

Introduction: Wikis are multiuser platforms that have been used with positive results for learning in higher education. As knowledge artefacts they include both semiotic and material aspects that could potentially be realized through collaborative learning and the assessment of interprofessional and problem based learning using portfolios. Purpose: The aim of the present study is to investigate students’ perceptions of learning through the the collaborative creation and use of wikis. Method: Sixteen students from an interprofessional course module participated in the study. The thesis uses semi-structured interviews with a qualitative phenomenographic approach. Results: The informants’ perceptions of learning through the collaborative creation and use of wikis are described as a four category hierarchy that represents the outcome space: Course task oriented compilation of texts Preparatory exam compendium Representative knowledge artefact Knowledge artefact for future professional practice Conclusion: Students’ different perceptions of learning through the collaborative creation and use of wikis as presented as the outcome space can be understood as variations of how they perceive the resulting product, the process involved and the orientation of the wiki work, from a surface and task oriented work to deeper contextual learning. Well designed, wiki support problem based learning and assessment using portfolios as well as interprofessional learning for future professional practice.

Orientador: Dorival Campos Rossi / Resumo: Objetivo deste trabalho é descrever, analisar e interpretar algumas metodologias ativas no desenvolvimento do processo criativo para o ensino-aprendizagem nas interfaces do design e a educação maker. A presente pesquisa foi desenvolvida com o método da pesquisa-ação e o registro dos marcos são destacados como os resultados que apontam para ferramentas conhecidas como o design thinking e canvas, que organizam e compartilham processos de criação individual ou coletiva em diferentes organizações e agora são aplicados em processos de aprendizagem e demonstram a aplicação do uso framework Kangram em uma gama diversa de habilidades que contemplam as necessidades do século 21. / Abstract: The objective of this work is to describe, analyze and interpret some methodologies active in the development of the creative process for teaching-learning in the interfaces of design and maker education. This research was developed using the action research method and the recording of milestones is highlighted as the results that point to tools known as design thinking and canvas, which organize and share individual or collective creation processes in different organizations and are now applied in learning processes and demonstrate the application of using Kangram framework in a diverse range of skills that address the needs of the 21st century. / Mestre

Problem-based Learning: Legal Education for the 21th Century Abstract The ever-faster changing modern society results in dynamic transformation of law. Some phenomena as use of technology, liberalization of legal services or globalization of market shapes the reality of legal profession in unprecedented way. Such a turbulent process challenges law schools struggling to prepare students for the future of legal profession. As functioning democracy and the rule of law depends significantly on the work of legal professions (as judges, legislators, solicitors or human-rights lawyers) there is a concern of the whole society in the quality of legal education. However, as a result of change, tasks, skills and knowledge required from the graduates now can significantly differ from what is expected in the future. Therefore, it is argued the skills as adaptability, independence and ability to learn are becoming the crucial competencies to develop among students. Once acknowledged by the law schools there is still a question to be discussed: How? The text examines problem-based Learning as possibly a more effective tool to prepare students for the uncertain future of legal professionals opposing the traditional approach to legal education. Problem- based Learning as other educational approaches based on constructivism...

This thesis deals with Problem-Based Learning (PBL), which is almost unknown in the Czech Republic, and its application in the undergraduate course of occupational therapy. This method is widely used abroad particularly in the medical education and education of other paramedical professions. More traditional way of teaching is maintained in the Faculty of Medicine in the Czech Republic. A large amount of information from various scientific and clinical disciplines that student cannot simply connect in logical context is taught in the traditional courses. Problem-Based Learning is a method that may compensate some needs of the traditional teaching. This thesis introduces PBL and shows examples of its application in teaching occupational therapy abroad. The aim of this thesis is to determine the factors obstructing or facilitating the use of Problem-Based Learning method in the Czech Republic within the undergraduate occupational therapy curriculum, to determine the possibility of application of this method in teaching, to formulate recommendations for the implementation of PBL and to develop design of syllabus using PBL. To meet the objectives of the thesis semistructured interviews with faculty members of the occupational therapy studies at the 1st Medical Faculty of Charles University in Prague...

BACKGROUND: Problem-based learning (PBL) is a pedagogy commonly used in medical education which utilizes small discussion groups led by a facilitator to learn by discussing a problem or case study. Some research suggests that relative to conventional teaching, PBL is more effective in knowledge acquisition and retention due to its emphasis on contextualization and linking concepts, rather than memorization of facts. OBJECTIVES: The objective of this study is to compare PBL to lecture-based learning (LBL) module in pre-clinical PA and medical students. METHODS: This is a quasi-experimental crossover interventional study to be conducted with a 1st year PA class and a 2nd year medical school class from Boston University. The students will be assigned to either a control group who will take a LBL module or the interventional group who will take a PBL module. After completing the module the groups will crossover to take the opposing treatment and will be reassessed. The students will take a test at the start of the study, 1 week later before taking either the intervention or control treatment, another 1 week later prior to the cross treatment and a final test 1 week later. Each test will consist of 20 multiple-choice questions with a corresponding Likert scale question assessing the student level of confidence in their answer choice. RESULTS: The mean score, standard deviation, confidence interval and variance will be calculated for each test with the medical student and PA student scores combined. The level of knowledge acquisition will be separated between each group and by whether the student is a PA or medical student. The confidence values will be analyzed to determine if there is a relationship with knowledge acquisition in either of the treatments. DISCUSSION: This study will provide evidence as to whether PBL is superior to LBL in teaching ACS and chest pain to PA and medical students.

The Digital Agenda for Europe (2015) states that there will be 825,000 unfilled vacancies for Information and Communications Technology by 2020. This lack of IT professionals stems from the small number of students graduating in computer science. To retain more students in the field, teachers can use remote robotic experiments to explain difficult concepts. This correlational study used the unified theory of acceptance and use of technology (UTAUT) to examine if performance expectancy, effort expectancy, social influence, and facilitating conditions can predict the intention of high school computer science teachers in Cyprus, to use remote robotic experiments in their classes. Surveys, based on the UTAUT survey instrument, were collected from 90 high school computer science teachers in Cyprus, and a multiple regression analysis was used to measure the correlations between the constructs and finally the model fit of the analysis. The model was able to predict approximately 35% of the variation of the teachers' intent to use remote robotic experiments. The biggest predictor was facilitating conditions followed by effort expectancy. Performance expectancy had little impact, whereas social influence had no impact on the intention of high school teachers to use remote robotic experiments in their classes. These results can help curriculum decision makers in the Ministry of Education in Cyprus to examine what factors affect the acceptance of remote robotic experiments and develop them in ways that would increase their implementation in high schools. By incorporating remote robotic experiments in high schools, students may learn difficult concepts, leading to an increase in computer science graduates and ultimately an increase in IT professionals.

Critical-thinking is an essential skill that graduate nurses need to make sound clinical decisions. While traditional lecturing is the method most commonly used in nursing education, incorporating problem-based learning (PBL) into nursing curricula has been suggested as a better option for students' learning of theory and practice. The purpose of this study was to explore the difference in critical-thinking and problem-solving skills between nursing students taught using PBL versus those taught with traditional classroom lectures. A quasi-experimental approach, with cognitive learning theory as the foundation, was used to compare the results of an Assessment Technologies Institute (ATI) Comprehensive Predictor posttest in the control group, taught using the traditional learning method, and the experimental group, taught using PBL. Two-way ANOVA was used to analyze the effect of 2 independent variables: archived ATI Fundamentals Nurse exam proxy pretest scores, divided into low and high groups, and control or experimental group assignment, on the posttest scores of 192 nursing students at the study site. The results of the study showed that the main effect of the treatment, PBL vs. non-PBL, was significant, F(1, 191) = 116.77, p < .001, and the main effect for pretest groups was significant, F(1, 191) = 121.79, p < .001. The interaction effect was also significant, F(1, 191) = 8.04, p = .005, indicating that the effect of PBL was greater for nursing students in the low pretest group. The results of this study provide the premise for recommendations for nurse educators regarding the use of alternative teaching methods. The study may promote social change by providing preliminary research results to the local site that may contribute to improving the quality of nurse education.

Background: Prelicensure nursing programs prepare generalists with essential knowledge, skills, and attitudes to practice in complex health care environments. Nurse educators determine which teaching strategies will best prepare the nurse generalist. Purpose: The purpose of this study was to determine the effectiveness of a teaching plan that combined the strategies of pretest/posttest, classroom activities, and a problem-based learning activity: a clinical immersion experience. The skill of "teach-back" was taught and evaluated. Theoretical framework: Two theories guided the teaching plan for this research. Adult learning theory (Knowles, 1975, 1980, 2012) addressed how and why adults learn, and social cognitive theory (Bandura, 1977, 1986) described teaching strategies that assisted the adult learner to gain knowledge. Methods: A non-experimental design divided consenting participants were into intervention (n = 21) and control groups (n = 11). The Health Literacy Knowledge and Experience Survey (Cormier, 2006) was used to pretest/posttest for attainment of knowledge related to teach-back. The Communication Assessment Tool (Makoul, Krupat, & Chang, 2007) was used by standardized patients to evaluate the participants' ability to perform a teach-back. Results: The results of this study provided evidence that posttest scores improved for both intervention and control groups (n = 32). Twenty-seven participants performed a teach-back with evaluation. The results did not indicate a significant difference between groups in performing the skill of teach-back. Conclusion: There was little difference in posttest scores for groups and participants' ability to perform a teach-back, indicating that both groups gained knowledge and skill from the teaching strategies.