The purpose of this study was to design a local theory explaining the relationship between metacognitive language and networks as constructs of a local instructional theory in the context of a fourth-year intermediate phase mathematics education methodology module. The local instructional theory was designed to facilitate an adapted lesson study through a problem-based learning instructional philosophy. A problem-based learning task was then designed outlining the education needs and resources of a South African primary school, characteristic of schools in a rural area. In particular the task describes a fictitious teacher’s concern for teaching a Grade 6 mathematics class the concept of place value. Two groups of students, who volunteered to participate in this research, collaboratively designed and presented research lessons across two educational design-based research cycles for two rural schools in North West, as a form of service learning. In implementing the local instructional theory phases, participants were required to follow the lesson study approach by investigating, planning, developing, presenting, reflecting, refining and re-presenting the research lesson and its resources. These design sessions were videorecorded, transcribed and then coded in Atlas.ti through interpretivistic and hermeneutic analysis. The coded data were then imported into NodeXL to illustrate embedded networks. Not only social network data but also metacognitive network data were visualised in terms of metacognitive networks. The results show that across the local instructional theory phases, constructs of metacognition, metacognitive language and networking emerged on a social (stratum 1), interpersonal (stratum 2) and social-metacognitive (stratum 3) level. Collectively, these strata form the architecture of the theory of metacognitive locale that explains the relationship between the constructs. The findings suggest that when students express their metacognitive processes through a metacognitive language (e.g. I am thinking or feeling), their interpersonal metacognitive networks develop into shared metacognitive experiences which foster their metacognitive locale, a dimension of their metacognitive language and networking. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2015

Text in Afrikaans / The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the context of nursing education. The research question was stated as follows: What guidelines does the nursing tutor need to facilitate critical reflective learning in student nurses? The research design was qualitative, contextual, explorative and descriptive of nature. Ten nursing tutors were selected for participation on the basis of their expertise and experience. Data collection was in the form of written narratives. The data was analysed according to the eight-step method of Tesch (1990) in Cresswell (1994:155). An independent coder was involved in the judgement and interpretation of data. The research guidelines were derived from the research findings. These guidelines are applicable directly to nursing education and indirectly to the nursing practice, therefore it contributes to the scientific body of nursing knowledge. / Die doel van hierdie navorsing was die beskrywing van riglyne vir verpleegdosente om krities reflektiewe leer by verpleegstudente te fasiliteer binne 'n verpleegonderwys konteks. Die navorsingsvraag is soos volg gestel: Walter riglyne benodig die verpleegdosent om krities reflektiewe leer by verpleegstudente te fasiliteer? Die navorsingsontwerp was kwalitatief, kontekstueel, verkennend en beskrywend van aard. Tien verpleegdosente is geselekteer vir deelname op grond van hulle kundigheid en ervaring. Geskrewe narratiewe is gebruik om data in te sa mel. Die data is geanaliseer volgensdieagt-stap metodevan Tesch (1990) in Cresswell (1994:155). 'n Onafhanklike kodeerder was betrokke by die beoordeling en interpretasie van data. Die navorsingsriglyne is afgelei vanuit die navorsingsbevindinge en lewer 'n bydrae tot die wetenskaplike verpleegkennisbasis deurdat dit direkte toepassing vind in verpleegonderwys en indirek in die verpleegpraktyk. / Health Studies / M.A. (Verpleegonderwys)

Evidence is provided to support Kierkegaard's phenomenology that only what is learned through experience is truly known. It is demonstrated that the chiropractic curriculum represents a unique area of investigation and that it is possible to define curriculum; to create a functional and integrative model which subsumes elements from the traditional, cyclical and process models; and to design an integrative, problem-based, evidence-based, experiential chiropractic curriculum. A taxonomy is proposed for curriculum design in four domains which deal respectively with a) curriculum processes which include the selection, motivation and interaction of curriculum developers, curriculum definitions and models, and an algorithm for curriculum design; b) curriculum organisation which addresses philosophical, sociological, cultural and psychological foundations, curriculum paradigms and a chiropractic conceptual framework; c) curriculum development which concerns design strategies, situational analysis, intent, content, design and organisation of learning experiences and assessment of student performance; and d) curriculum application, which includes the learning climate, quality management, management of change, self-evaluation and external accreditation / Curriculum and Instructional Studies / M. Ed. (Didactics)

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of composition and inverse functions in a foundation programme. PBL is a philosophical approach to teaching and learning where problems drive the learning. The study was important because it was trying to find out if PBL can improve students’ performance in compositions and inverses of functions at the bridging course for undergraduate mathematics at Oshakati Campus. The study intended to come up with a PBL model suitable for FP mathematics in the teaching of compositions and inverses of functions. The study was done on Science Foundation students who are registered for FP. Eighty students were randomly selected from the foundation students registered for the 2013 academic year. The students were randomly assigned into the experimental and the comparison groups of 40 each. In this study the comparison group of the Foundation students was predominantly taught through the traditional lecture approach while the experimental group was predominantly taught using a hybrid PBL approach. The study also attempted to establish the students’ perceptions with regard to the relevance of inverses and compositions of functions as a concept in a topic that determines their academic destination. It also attempted to ascertain how the PBL approach could best be implemented in order to improve FP students’ understanding of inverses and composition of functions; how Bridging course for undergraduate mathematics (FP) students experience the PBL approach in the teaching and learning of inverses and composition of functions compared to those who are taught using the lecture method and how FP students’ performance on inverses and composition of functions as a result of their PBL experience compare to those who are taught using the lecture method. This study used the concurrent nested mixed methods (qualitative and quantitative) research designs. A quasi experimental design was adopted through the administration of a pre-post-test on experimental and comparison groups. The other designs or methods included a questionnaire survey, focus group interviews, non-participant lesson observation and a group research project on compositions and inverses of functions. The experimental group was then mainly taught through a hybrid PBL approach while the comparison group mainly through the lecture approach for a period of three months. The findings of this research study showed that experimental group students performed significantly better in the overall results analysis but there were no significant differences in performance between the two groups for some Hypothetical Learning Trajectory (HLT) domains on compositions and inverses of functions. It is recommended that PBL should be implemented in the other foundation programme subjects. However, the role of the conventional teaching approaches cannot be undermined in the teaching and learning of compositions and inverses of functions since the students who were taught using this method also improved their performances, and as such these conventional teaching approaches should be used together with PBL in order to get the best results on FP students’ mathematics performance. This study recommends further research on how PBL can be implemented in other FP subjects. This study also recommended that PBL should be implemented right at the beginning of the year when the FP students start their classes in the foundation programme. / AFRIKAANSE OPSOMMING: Die doel van die studie was om die effek van die probleemgebaseerde leer (PBL) benadering in die onderrig van die samestelling en inverse funksies in 'n Stigting program te ondersoek. PBL is 'n filosofiese benadering tot onderrig en leer waar probleme ry die leer. Die studie is belangrik omdat dit probeer het om uit te vind of PBL kan studente se prestasie in komposisies en inverses van funksies te verbeter by die Stigting Program op Oshakati-kampus. Die studie bedoel om vorendag te kom met 'n PBL model wat geskik is vir fondament in die onderrig van komposisies en inverses van funksies. Die studie is gedoen op Science Foundation studente by Oshakati-kampus van die Universiteit van Namibië. Tagtig studente is lukraak gekies uit die fondament studente wat geregistreer is vir die 2013 akademiese jaar. Die studente is ewekansig toegewys in die eksperimentele en die vergelyking groepe van 40 elk. In hierdie studie is die vergelyking groep van die Stigting studente is hoofsaaklik geleer word deur die tradisionele lesing benadering terwyl die eksperimentele groep was hoofsaaklik geleer met behulp van 'n hibriede PBL benadering. Die studie het ook probeer om vas te stel uit wat die studente se persepsies met betrekking tot die toepaslikheid van inverses en komposisies van funksies is soos 'n konsep in 'n onderwerp wat bepaal hul akademiese bestemming. Dit het ook probeer om vas te stel hoe die PBL benadering kan die beste om FP studente se begrip van inverses en samestelling van funksies te verbeter geïmplementeer word; hoe FP studente die PBL benadering in die onderrig en leer van inverses en samestelling van funksies in vergelyking met diegene wat geleer is met behulp van die lesing metode en hoe FP studente se prestasie op inverses en samestelling van funksies as 'n gevolg van hul PBL ervaring vergelyk met dié wat geleer is met behulp van die lesing-metode. Hierdie studie gebruik om die konkurrente geneste gemengde metodes (kwalitatiewe en kwantitatiewe) navorsing ontwerpe. 'N quasi eksperimentele ontwerp is aangeneem deur die administrasie van 'n pre-na-toets op eksperimentele en vergelyking groepe. Die ander ontwerpe of metodes het 'n vraelys opname, fokusgroeponderhoude, nie-deelnemer leswaarneming, en 'n groep navorsingsprojek oor komposisies en inverses van funksies. Die eksperimentele groep is dan hoofsaaklik geleer deur middel van 'n kruising PBL benadering terwyl die vergelyking groep hoofsaaklik deur die lesing benadering vir 'n tydperk van drie maande. Die bevindinge van hierdie navorsing het getoon dat die eksperimentele groep studente uitgevoer aansienlik beter in die algehele resultate analise, maar daar was geen betekenisvolle verskille in prestasie tussen die twee groepe vir 'n paar MTT gebiede op komposisies en inverses van funksies. Die studie het ook bevind dat PBL aan die begin van die jaar reg geïmplementeer moet word wanneer die FP studente begin hul klasse in die fondament program. Dit word aanbeveel dat PBL in al die ander fondament program vakke moet geïmplementeer word. Tog kan die rol van die konvensionele onderrig benaderings nie ondermyn word in die onderrig en leer van komposisies en inverses van funksies, en as sodanig die konvensionele onderrig benaderings moet saam met PBL word gebruik om die beste resultate op FP studente se wiskunde prestasie te kry . Hierdie studie beveel aan verdere navorsing oor hoe PBL in 'n ander fondament program vakke geïmplementeer kan word.

Η παρούσα διατριβή αναδεικνύει τα πλεονεκτήματα της διδακτικής στρατηγικής της Μάθησης Βασισμένης σε Προβλήματα (ΜΒΠ), αλλά και των περιορισμών που υπάρχουν στην εφαρμογή της στην εργαστηριακή εκπαίδευση. Τα Εικονικά Περιβάλλοντα Πολλών Χρηστών (Multi-User Virtual Environments - MUVEs) όπως το Second Life (SL) είναι τρισδιάστατα συνεργατικά εικονικά περιβάλλοντα τα οποία θα μπορούσαν να αποτελέσουν συμπληρωματικούς ή και εναλλακτικούς κόσμους για την υλοποίηση εργαστηριακών δραστηριοτήτων ΜΒΠ με χαμηλό κόστος, υψηλή διαθεσιμότητα και ασφάλεια. Ο στόχος της παρούσας διατριβής ήταν ο σχεδιασμός και η εμπειρική αξιολόγηση μιας απλής δραστηριότητας ΜΒΠ τόσο στον εικονικό όσο και στον πραγματικό κόσμο. Η εμπειρική αξιολόγηση περιλάμβανε μια περιγραφική (Ν=30) και μια ημι-πειραματική έρευνα (Ν=150) με φοιτητές Πανεπιστημίου. Τα αποτελέσματα υποδεικνύουν ότι δεν υπάρχουν στατιστικά σημαντικές διαφορές μεταξύ των περιβαλλόντων στο μαθησιακό αποτέλεσμα, την ευχρηστία, την ικανοποίηση από τη συνεργασία και την ευχαρίστηση από την εμπειρία. Ωστόσο υπάρχουν ενδείξεις ότι το SL εκλαμβάνεται ως πιο ευχάριστο και άτυπο περιβάλλον μάθησης. Η ικανοποίηση συσχετίζεται θετικά με την αίσθηση παρουσίας. Η δραστηριότητα διαρκεί περισσότερο στο SL λόγω των διαδικασιών χειρισμού και της μειωμένης μη λεκτικής επικοινωνίας, παράγοντες που φαίνεται να «επιβάλλουν» ένα πιο κατακερματισμένο μοτίβο ομιλίας. / This dissertation identifies the advantages of the Problem-Based Learning (PBL) instructional strategy and acknowledges the limitations of classic laboratory education to support it. Multi-User Virtual Environments (MUVEs) like Second Life (SL) are 3D collaborative virtual environments that could act as complementary or alternative worlds for the implementation of PBL activities offering low cost, safe and always available environments. The aim of this dissertation was to design and empirically evaluate a simple PBL activity in both the real and virtual worlds, by carrying out a descriptive study (N=30) and a quasi-experimental study (N=150) with University students. The results showed that the MUVE provided similar learning outcomes, engagement, usability and satisfaction to the real world condition. SL is perceived as more pleasurable and informal learning environment than reality. Satisfaction is positively correlated with presence. The PBL activity tends to last longer in SL that in real world, mainly due to control procedures and reduced nonverbal communication, that also “impose” a more fragmented pattern of verbal communication.

The teaching project HIS (Holistic International STEMs – Learning with case studies and real life industry experiences) is presented as part of the poster session. Experience shows that German (outgoing) and international (incoming) students have difficulties to communicate properly at the workplace in Germany as well as abroad due to language differences, especially in STEM terms. In addition, young professionals often do not have experience in working in international or virtual teams. All those challenges are current job requirements, not just in global companies. But: How to teach this in higher education? The classical formats of lectures or seminars are not suitable. Therefore, there is a need to develop and prove new teaching formats, within the curriculum as well as extracurricular. With focus on STEM subjects the presented project combines three current impacts on higher education: Internationalization, digitalization, and labor market orientation. The concept of the project is that STEM students from different countries will attend an international, virtual summer school (April to June 2016). They solve real-life job case studies together in small interdisciplinary teams. The participants are mentored by national and international industry partners and STEM professors. With such, the participants will improve language and communication skills, and apply and exchange their expertise as well as gain intercultural work experience. The concept was awarded by the “Stifterverband für die deutsche Wissenschaft” (Donors association for the promotion of humanities and sciences in Germany). The poster introduces the project and exemplary the three-dimensional assignments of one case study (occupational, lingual, and intercultural). At present, the project should be handled as a “project in progress”. Keywords: technology, teaching projects, STEM, internationalization, digitalization, labor market orientation, employability, job orientation, competencies, development of new curricula

L’approche d’apprentissage par problèmes (APP) a vu le jour, dans sa forme contemporaine, à la Faculté de médecine de l’Université MacMaster en Ontario (Canada) à la fin des années 1960. Très rapidement cette nouvelle approche pédagogique active, centrée sur l’étudiant et basée sur les problèmes biomédicaux, va être adoptée par de nombreuses facultés de médecine de par le monde et gagner d’autres disciplines. Cependant, malgré ce succès apparent, l’APP est aussi une approche controversée, notamment en éducation médicale, où elle a été accusée de favoriser un apprentissage superficiel. Par ailleurs, les étudiants formés par cette approche réussiraient moins bien que les autres aux tests évaluant l’acquisition des concepts scientifiques de base, et il n’a jamais été prouvé que les médecins formés par l’APP seraient meilleurs que les autres. Pour mieux comprendre ces résultats, la présente recherche a voulu explorer l’apprentissage de ces concepts scientifiques, en tant que processus de construction, chez des étudiants formés par l’APP, à la Faculté de médecine de l’Université de Montréal, en nous appuyant sur le cadre théorique socioconstructivisme de Vygotski. Pour cet auteur, la formation des concepts est un processus complexe de construction de sens, en plusieurs étapes, qui ne peut se concevoir que dans le cadre d’une résolution de problèmes. Nous avons réalisé une étude de cas, multicas, intrasite, les cas étant deux groupes de neuf étudiants en médecine avec leur tuteur, que nous avons suivi pendant une session complète de la mi-novembre à la mi-décembre 2007. Deux grands objectifs étaient poursuivis: premièrement, fournir des analyses détaillées et des matériaux réflectifs et théoriques susceptibles de rendre compte du phénomène de construction des concepts scientifiques de base par des étudiants en médecine dans le contexte de l’APP. Deuxièmement, explorer, les approches de travail personnel des étudiants, lors de la phase de travail individuel, afin de répondre à la question de recherche suivante : Comment la dynamique pédagogique de l’APP en médecine permet-elle de rendre compte de l’apprentissage des concepts scientifiques de base? Il s’agissait d’une étude qualitative et les données ont été recueillies par différents moyens : observation non participante et enregistrement vidéo des tutoriaux d’APP, interview semi-structuré des étudiants, discussion avec les tuteurs et consultation de leurs manuels, puis traitées par diverses opérations: transcription des enregistrements, regroupement, classification. L’analyse a porté sur des collections de verbatim issus des transcriptions, sur le suivi de la construction des concepts à travers le temps et les sessions, sur le role du tuteur pour aider au développement de ces concepts Les analyses suggèrent que l’approche d’APP est, en général, bien accueillie, et les débats sont soutenus, avec en moyenne entre trois et quatre échanges par minute. Par rapport au premier objectif, nous avons effectivement fourni des explications détaillées sur la dynamique de construction des concepts qui s'étend lors des trois phases de l'APP, à savoir la phase aller, la phase de recherche individuelle et la phase retour. Pour chaque cas étudié, nous avons mis en évidence les représentations conceptuelles initiales à la phase aller, co-constructions des étudiants, sous la guidance du tuteur et nous avons suivi la transformation de ces concepts spontanés naïfs, lors des discussions de la phase retour. Le choix du cadre théorique socio constructiviste de Vygotski nous a permis de réfléchir sur le rôle de médiation joué par les composantes du système interactif de l'APP, que nous avons considéré comme une zone proximale de développement (ZPD) au sens élargi, qui sont le problème, le tuteur, l'étudiant et ses pairs, les ressources, notamment l'artefact graphique carte conceptuelle utilisée de façon intensive lors des tutoriaux aller et retour, pour arriver à la construction des concepts scientifiques. Notre recherche a montré qu'en revenant de leurs recherches, les étudiants avaient trois genres de représentations conceptuelles: des concepts corrects, des concepts incomplets et des concepts erronés. Il faut donc que les concepts scientifiques théoriques soient à leur tour confrontés au problème concret, dans l'interaction sociale pour une validation des attributs qui les caractérisent. Dans cette interaction, le tuteur joue un rôle clé complexe de facilitateur, de médiateur, essentiellement par le langage. L'analyse thématique de ses interventions a permis d'en distinguer cinq types: la gestion du groupe, l'argumentation, les questions de différents types, le modelling et les conclusions. Nous avons montré le lien entre les questions du tuteur et le type de réponses des étudiants, pour recommander un meilleur équilibre entre les différents types de questions. Les étudiants, également par les échanges verbaux, mais aussi par la construction collective des cartes conceptuelles initiales et définitives, participent à une co-construction de ces concepts. L'analyse de leurs interactions nous a permis de relever différentes fonctions du langage, pour souligner l'intérêt des interactions argumentatives, marqueurs d'un travail collaboratif en profondeur pour la co-construction des concepts Nous avons aussi montré l'intérêt des cartes conceptuelles non seulement pour visualiser les concepts, mais aussi en tant qu'artefact, outil de médiation psychique à double fonction communicative et sémiotique. Concernant le second objectif, l’exploration du travail personnel des étudiants, on constate que les étudiants de première année font un travail plus approfondi de recherche, et utilisent plus souvent des stratégies de lecture plus efficaces que leurs collègues de deuxième année. Ceux-ci se contentent, en général, des ouvrages de référence, font de simples lectures et s’appuient beaucoup sur les résumés faits par leurs prédécesseurs. Le recours aux ouvrages de référence essentiellement comme source d'information apporte une certaine pauvreté au débat à la phase retour avec peu d'échanges de type argumentatif, témoins d'un travail profond. Ainsi donc, par tout ce soutien qu'elle permet d'apporter aux étudiants pour la construction de leurs connaissances, pour le type d'apprentissage qu'elle offre, l’APP reste une approche unique, digne d’intérêt. Cependant, elle nécessite d'être améliorée par des interventions au niveau du tuteur et des étudiants. / The Problem-based learning (PBL) approach was developed, in its contemporary form, at the Faculty of Medicine, of MacMaster University in Ontario (Canada) in the late 1960s. Very quickly, this new active pedagogical approach, student-centered and based on biomedical problems, will be adopted by many medical schools around the world and used also in other disciplines. Despite its apparent success, however, PBL is also a controversial approach, particularly in medical education, where it has been blamed for promoting superficial learning. Furthermore, it has been documented that students trained by this approach, tend to be less successful at tests assessing the acquisition of basic scientific concepts.To what degree doctors trained by PBL excel in their work as doctors, remains to be determined as well. To better understand these results, this study sought to explore further the construction of scientific concepts, in the context of PBL, at the Faculty of Medicine, of Université de Montréal. The study is grounded in Vygotsky’s sociocultural theory and its inherent treatment of concepts’ formation as a complex construction process of meaning. We conducted a case study, multiple cases in the same site, the cases being two groups of nine medical students with their tutor that we followed during a full session, from mid-November to mid-December 2007. Two major objectives guided the study: First, we sought to offer a detailed study of the process of meaning making and development of scientific concepts by medical students in the context of PBL. Second, we studied students’ individual work that followed initial tutor mediated discussion of the case, and preceded the return session. We tried to answer to the following research question: How do the dynamics of PBL in medicine support students’construction of scientific concepts? The study was qualitative in nature, and data were collected through various means: no participant observation, video recordings of PBL tutorial sessions, semi-structured interviews of students, discussion with tutors and the consultation of their manuals. Analysis entailed the verbatim transcriptions of the observed problem solving sessions and interviews, and in turn inductive data analysis of concept formation accross time and over session. Through the grouping and classification of data and study of evolution of concepts over time, insights could be gathered into students’development of scientific concepts and the tutor’s role in this construction. Analysis suggests that PBL approach is generally well received, and discussions are lively, with an average of three to four exchanges per minute. Considering the first goal, we offered detailed explanations of the dynamics of concepts’ building that extends in all three phases of the PBL, namely the initial phase, the individual student research phase and the return phase. For each case studied, we highlighted the initial conceptual representations, resulting of students’ interactions, under the guidance of the tutor, and followed their transformation, through discussions at return phase. The choice of social constructivist theoretical framework of Vygotsky has allowed us to reflect on the mediation role played by components of the interactive system of PBL, that we considered as a zone of proximal development (ZPD) in a broader sense, and which are the problem, the tutor, the student and his peers, resources, including graphics artifact conceptual map, used extensively in all tutorials, to support the construction of scientific concepts. Our research has shown that students developed three kinds of conceptual representations: correct concepts, incomplete concepts and misconceptions, returning from their research. So, it is necessary, through social interaction, that attributes of scientific theoretical concepts be validated by facing the practical problem. In this interaction the tutor plays a key complex role of facilitator, mediator, mainly through language. Thematic analysis of his interventions helped to distinguish five themes: group management, arguments, questions of different types, modeling and conclusions. We have shown the link between tutor’s questions and the type of student responses, to recommend a better balance between different types of tutor’s questions. Students, also by verbal exchanges and by the collective construction of initial and final concept maps participate in the co-construction of these concepts. Analysis of their interactions enabled us to identify different functions of language, to emphasize the importance of argumentative interactions, markers of in depth collaborative work. We also showed interest of concept maps not only to visualize the concepts, but also as artifacts and tools of psychic mediation that play both, communicative and semiotics functions, in the development of scientifically sound concepts. Regarding the second objective, the exploration of students’ personal work, we found that first year students pursued a more thorough search, and relied on more effective reading strategies than their second year colleagues. These second year students relied more on reference books, reading simply and relying heavily on the summaries made by their predecessors, which is suggestive of a more superficial learning. Those students also, relied more on tutor. By using textbooks essentially as information source, debates were marked by cognitive low level exchanges, leading to little argumentative exchange and lack of deep and engaging collaborative work. Overall, however, the research suggests PBL is a unique, worthwhile pedagogical approach, offering students with opportunities to construct new conceptual understandings of complex medical concepts with help of a team within the zone of proximal development. But it requires to be improved by interventions concerning both tutors and students.

Made available in DSpace on 2016-08-10T10:57:46Z (GMT). No. of bitstreams: 1 Elisangela Rodrigues Boeira.pdf: 1360973 bytes, checksum: 403b326e2b9f769ff3d14254e9efbd1c (MD5) Previous issue date: 2016-03-07 / This is a qualitative study, descriptive and exploratory, documentary analysis type developed in order to analyze the methodological trends and education measures for the prevention and control of infections for patient safety in undergraduate courses in Nursing. Six higher education institutions that offer undergraduate course in Nursing in classroom mode participated. The data were collected from the six Political Pedagogical Project (PPP) and 273 discipline plans of the six courses, and allowed the overview of the curriculum and teaching methodologies adopted. In five courses, the curriculum matrices are organized by subject, and a course adopts integrated curriculum with units and themes. Despite efforts of undergraduate courses for the adoption of innovative and advanced methods of teaching, some points of the teaching-learning process require changes. The assessment of learning was predominantly punctual in most undergraduate courses, contradicting the adoption of critical-reflexive methods specified in PPP. In addition, inconsistencies were found in some discipline plans because the objectives and the menus had no connection between them. It was observed discipline plans identical to previous semesters and to the other courses offered in the educational institutions. Another finding refers to the large number of subjects taught by the same teacher, who in one of the courses, a teacher teaches up to nine subjects. It is assumed that the high number of courses taught by each teacher, results in insufficient time for planning the teaching process that includes all measures of standard precaution, necessary for learning and competent professional practice. The results for Patient Safety show that because it is a recent issue, this issue is addressed in a few disciplines of undergraduate programs in nursing. The contents such as communication, interpersonal relationships, teamwork, understanding the organizational complexity and the teaching of prevention and control of infections, should be strengthened, transversely during graduation so that the nursing student develops skills needed for safe care. The teaching of the measures of prevention and control of infection does not appear explicitly in the PPP, only some of which discipline plans. The using and the handling of Personal Protective Equipment was a measure that appeared more frequently (46,2%), followed by hand hygiene (38,5%), cleaning and disinfecting equipment and surfaces (30,8%), disposal of sharps (20,5%). The measure less addressed in the courses was the processing of health products (15,4%). The adoption of criticalreflective methodologies for the teaching of prevention and infection control measures requires encouragement of HEI (Higher Education Institution) for teaching qualification, curriculum revision, review of PPP and discipline plans and student effort, considering that any nursing activity involves patient safety. / Trata-se de um estudo qualitativo, descritivo exploratório, do tipo análise documental desenvolvido com o objetivo de caracterizar as tendências metodológicas e o ensino das medidas de prevenção e controle de infecções para a segurança do paciente em cursos de graduação em enfermagem. Participaram seis Instituições de Ensino Superior (IES) que oferecem Curso de Graduação em Enfermagem na modalidade presencial. Os dados foram coletados dos seis Projetos Pedagógicos dos Cursos (PPC) e de 273 planos de disciplina e permitiram a visualização geral da estrutura curricular e das metodologias de ensino adotadas. Em cinco cursos, as matrizes curriculares estão organizadas por disciplinas, e um curso adota matriz curricular integrada, com unidades e eixos temáticos. Apesar de esforços dos cursos de graduação para a adoção de metodologias inovadoras e avançadas de ensino, alguns pontos do processo de ensino-aprendizagem necessitam de mudanças. A avaliação da aprendizagem foi predominantemente pontual na maioria dos cursos de graduação, contradizendo a adoção de métodos crítico-reflexivos constantes nos PPC. Além disso, foram encontradas incoerências em alguns planos de disciplina, pois os objetivos e as ementas não apresentavam conexão entre eles. Observou-se planos de disciplina idênticos aos de semestres anteriores e aos de outros cursos oferecidos nas instituições de ensino. Outro achado refere-se ao número elevado de disciplinas ministradas pelos docentes que são responsáveis por disciplinas que abordam prevenção e controle de infecções. Em um dos cursos, um docente ministra até nove disciplinas. Presume-se que a elevada quantidade de disciplinas ministradas por um docente, culmina em tempo insuficiente, para o planejamento do processo de ensino que inclua todas as medidas de precaução padrão, necessárias para a aprendizagem e prática profissional competente. Os resultados referentes à Segurança do Paciente demonstraram que, essa temática é abordada em poucas disciplinas dos cursos de graduação em enfermagem. Os conteúdos como a comunicação, o relacionamento interpessoal, o trabalho em equipe, a compreensão da complexidade organizacional e o ensino das medidas de prevenção e controle de infecções devem ser reforçados, de forma transversal durante a graduação, para que o estudante de enfermagem desenvolva competências necessárias para a assistência segura. O ensino das medidas de prevenção e controle de infecções não aparece de forma explícita nos PPC, apenas em alguns planos de disciplina. O uso e manuseio de Equipamentos de Proteção Individual foi a medida que apareceu com maior frequência (46,2%), seguida de Higiene das Mãos (38,5%), limpeza e desinfecção de equipamentos e superfícies (30,8%), descarte de perfurocortantes (20,5%). A medida menos abordada nos cursos foi o processamento de produtos para a saúde (15,4%). A adoção de metodologias crítico-reflexivas para o ensino das medidas de prevenção e controle de infecções requer incentivo das IES para a qualificação docente, com revisão dos PPC e planos de disciplina e, esforço dos estudantes, considerando que toda e qualquer atividade de enfermagem envolve a segurança do paciente.

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Este trabalho compara duas políticas recentes de capacitação de pessoal para a saúde, buscando identificar a relação entre o padrão institucional e as características organizacionais do sistema de formação. Investiga, ainda, o impacto dos padrões organizacionais no projeto de ensino e na capacidade de articulação do sistema formador. As duas políticas analisadas são as instâncias de articulação interinstitucional denominadas, respectivamente, Pólos de Capacitação, Formação e Educação Permanente de Pessoal para a Saúde da Família (Pólos-SF) e Pólos de Educação Permanente para o SUS (Pólos-EP). O referencial conceitual que fundamenta a análise é oferecido pelas ciências sociais: Educação e Sociologia. A Educação orienta a análise do desenvolvimento cognitivo, e a Sociologia apóia a compreensão do arranjo das instituições que configuram o Estado e o marco institucional de suas políticas. O referencial metodológico é oferecido pela análise e avaliação de políticas públicas / We compare two recent health training policies, looking for connections between the institutional framework and the organizational characteristics of the training system. We also analyze the effects of different organizational patterns on the teaching projects and on the networking abilities of the training institutions. The policies are Capacitação, Formação e Educação Permanente de Pessoal para a Saúde da Família (Pólos-SF) and Educação Permanente para o SUS (Pólos-EP). The conceptual framework comes from the Educational Sciences and Sociology. Education provides guidance for cognitive development and Sociology provides insights into public institutional arrangements. Considerable methodological support comes from the analysis and evaluation of public policies