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http://hdl.handle.net/2183/22437 A pedagoxía narrativa como elemento de avaliación da aprendizaxe clínica no grao de Enfermaría
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Movilla-Fernández, M.J.; Rodríguez-Maseda, E.; Freijomil-Vázquez, C.; Fernández-Basanta, S. (2019): A pedagoxía narrativa como elemento de avaliación da aprendizaxe clínica no grao de Enfermaría. En De la Torre Fernández, E. (ed.) (2019). Contextos universitarios transformadores: construíndo espazos de aprendizaxe. III Xornadas de Innovación Docente. Cufie. Universidade da Coruña. A Coruña (pág. 255-268). DOI: https://doi.org/10.17979/spudc.9788497497121.255
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Abstract
[Resumo] Na materia de Practicum do Grao de Enfermería empregase a pedagoxía narrativa, que consiste en que
os estudantes elaboran 3 entradas de un diario reflexivo sobre as experiencias de aprendizaxe no
entorno clínico. Durante o curso 2017/2018, un grupo de profesoras de esta materia teñen o obxectivo
de identificar elementos que os estudantes experimentan como relevantes nas súas entradas no diario
reflexivo no relativo a súa aprendizaxe clínica no momento do Practicum. Empregouse unha análise
cualitativa do discurso das tres entradas no diario reflexivo de 20 estudantes. As categorías de
significado que emerxeron foron: “experiencias aprendizaxe negativas”, “experiencias aprendizaxe
positivas” e “querer aprender versus aprender sen querer”. Concluímos que as narrativas das
experiencias dos estudantes infórmanos sobre aspectos que condicionan a súa aprendizaxe, e que nos
trasladamos a unha mellora do proceso de aprendizaxe e da avaliación, mediante a comparativa das
competencias a adquirir e executar respecto as dificultades de aprendizaxe encontradas
[Abstract] Narrative pedagogy is used in the subject of Practicum of Nursing Degree. Students write 3 entries of a reflective diary about the experiences of learning in clinical setting. During the year 2017/2018, a group of Practicum teachers had the aim of identifying elements that students experience as relevant in their reflective diary entries in relation to their clinical learning. A qualitative analysis of the speech of the entries in the reflective diary of 20 students was carried out. The categories that emerged were: "negative learning experiences", "positive learning experiences" and "wanting to learn versus learning without learning". We conclude that the narratives of the students' experiences inform about aspects that affect their learning. These results allow to improve the process of learning and evaluation, when comparing the competences to acquire and execute with respect to the learning difficulties encountered
[Abstract] Narrative pedagogy is used in the subject of Practicum of Nursing Degree. Students write 3 entries of a reflective diary about the experiences of learning in clinical setting. During the year 2017/2018, a group of Practicum teachers had the aim of identifying elements that students experience as relevant in their reflective diary entries in relation to their clinical learning. A qualitative analysis of the speech of the entries in the reflective diary of 20 students was carried out. The categories that emerged were: "negative learning experiences", "positive learning experiences" and "wanting to learn versus learning without learning". We conclude that the narratives of the students' experiences inform about aspects that affect their learning. These results allow to improve the process of learning and evaluation, when comparing the competences to acquire and execute with respect to the learning difficulties encountered
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