dificuldades dos estudantes de enfermagem na aprendizagem do diagnóstico de enfermagem, na perspectiva da metacognição dificultades de los estudiantes de enfermería e aprendizaje de diagnósticos de enfermería, en la respectiva de la meta cognición nursing students' difficulties in the learning of diagnostics in nursing, in a metacognitive perspective
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Abstract
El objetivo general es investigar, en la perspectiva meta cognitiva, el aprendizaje del diagnóstico en enfermería en el área hospitalaria, de alumnos concluyentes del curso de graduación. De naturaleza cualitativa, se aplicó el método fenomenológico científico a través de entrevistas individuales con diecinueve alumnos de la quinta serie, del último período de prácticas supervisadas en el área hospitalaria. El análisis temático de contenido indicó dificultades de los alumnos en el proceso de aprendizaje, relacionadas a la estructura teórica, la aplicación práctica de diagnosticar, al conocimiento y uso de las clasificaciones diagnósticas, les faltando la percepción de que esto envuelve raciocinio clínico y que resulta en el diagnóstico. Se concluye que la meta cognición, por incluir el conocimiento de estrategias de regulación de desempeño, de planificación y control del proceso de aprendizaje, pueda ser eficaz en el control de las dificultades de aprendizaje de los alumnos.
The general objective is to investigate, in a metacognitive perspective, the learning of diagnostics with undergraduate students in a hospital nursing area. Of qualitative nature, the scientific phenomenological method was applied through individual interviews with nineteen students from the fifth year, the last supervised year of hospital area internship. The theme analysis of content indicated that the students had difficulties in their learning processes related to theoretical structure, practical diagnostic application, knowledge and use of diagnostic classifications, and lack of perception of the clinical thinking and results involved in diagnostics. Concluding that metacognition, including knowledge of regulation strategies of performance and the planning and control of the learning process, may be effective in controlling the difficulties in the students' learning.
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silva2011escoladificuldades
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| Journal | csrid journal |
| Year | 2011 |
| DOI |
10.1590/S1414-81452011000300004
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