SEARCH · PubMed Health

Results for “PEDAGOGICS”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 73 records · Page 4Linked to original sources

PubMedDate not supplied

Dissociations, developmental psychology, and pedagogical design.

Although dissociations in children's responses are sometimes about "getting it right" for an experimenter, they might also often reflect differences between conscious and subconscious processing that are not geared to correct performance. Research with adults also reveals many cases of dissociation, and adults can more easily be subjected to neuroimaging methods that might help shed light on dissociation. Finally, much of the research on dissociations shows that human cognition is optimized in some contexts over others. School environments often correspond to less optimizing contexts. Research on dissociation could be used to inform pedagogical design.

Awareness↗

PubMed2005

Persistent effects of a pedagogical device targeted at prevention of severe hypoglycaemia: a randomized, controlled study.

AIM: To study the long-term use of self-study material in type 1 diabetes patient education targeted at the prevention of severe hypoglycaemia. METHODS: Randomized 1:1:1 control study in three local hospitals. We studied 332 type 1 diabetes patients from the geographic population, aged 2.6-18.9 y at entry. The intervention group received a videotape and brochure in which interviewed patients, parents and medical experts reviewed in detail practical skills for self-control and treatment, with the aim of preventing severe hypoglycaemia. There were two control groups: one received a videotape and brochure with general diabetes information and the other only traditional treatment. Primary endpoints were severe hypoglycaemia needing assistance by another person and HbA1c. Dissemination, reading/viewing level, patients' attitudes and extra contact with caregivers were also investigated. At 24 mo, 249 subjects provided data. RESULTS: The yearly incidence of severe hypoglycaemia decreased at 24 mo from 42% to 25% (difference 17%, 95% CI 3-31, p = 0.0241) in the intervention group, but not in controls. HbA1c remained unchanged. Video use during months 13-24 was higher in the intervention group than in controls (p = 0.0477), ranging from 1-15 (median 2) times, among 37% of patients (months 1-12, 100%). Higher future use was anticipated for intervention material (p = 0.0003). Extra caregiver contact was related to severe hypoglycaemia (p = 0.0009). The cost of the material was <EUR 10 per patient. CONCLUSION: Mass-distributed pedagogical devices such as high-quality video programmes and brochures may reach high dissemination levels and, when targeted, contribute to the prevention of severe hypoglycaemia over a longer period of time, being a cost-effective complement to traditional care.

Adolescent↗

PubMed1988

Pedagogical handicap associated with micropenis and other CHARGE syndrome anomalies of embryogenesis: four 46, XY cases reared as girls.

Genital hypoplasia (micropenis) and CNS impairments are among multiple anomalies of embryogenesis that are found in association in a syndrome for which the acronym CHARGE has recently been coined. The CNS anomalies are either peripheral or central or both. Their various manifestations are impaired hearing and vision; impaired motor performance and visual-motor coordination; IQ deficit either overall or specific to verbal reasoning or praxic reasoning; and social ineptitude consequent on impaired social maturation. These various impairments constitute a pedagogical handicap which, even though of major severity, is not refractory to clinical treatment and educational therapy.

Abnormalities, Multiple↗

PubMed1995

Preschool teachers' theoretical and pedagogical stances on the language and literacy development of deaf and hard-of-hearing children. Implications for teacher preparation and in-service programs.

This study was an investigation into three preschool teachers' theoretical and pedagogical stances on the language and literacy development of deaf and hard-of-hearing children. Transcripts from formal, audiotaped interviews provided the primary data source for the investigation of the teachers' theoretical orientations toward language and literacy learning. The primary data sources used in examining the teachers' instructional practices were videotape recordings, handwritten field notes, and photographs of the teachers and their students participating in classroom language and literacy events over a six-month period. Data were analyzed inductively using the procedures and techniques related to grounded theory analysis. Results of the study indicated that the teachers held differing theories and that these theories influenced the teachers' instruction in significant ways. The study highlights the growth in one teacher's perspectives and the resulting changes in her classroom practice.

Child↗

PubMedDate not supplied

[Constructing a new pedagogical proposal in the nursing program of the State University of Londrina].

The objective of this article is to outline the history of the Nursing Curriculum of the State University of Londrina. The first curriculum was created in the beginning of the nursing course in 1972 and the last one in January 2000. The results of the bibliographic research show that the curriculum of the nursing course in this university has changed along the years mainly due to professors' academic questions and demands of the labor market. The present study explains and justifies the changes in the curriculum and contributes for a better understanding of the new pedagogical proposal in the current Integrated Curriculum of the Nursing Course of the State University of Londrina.

Brazil↗

PubMedDate not supplied

[Curricular guidelines and pedagogical projects: starting a reflection].

This text presents some reflections which we intend to use as subsidies for discussions stemming from the need to implement the current Curricular Guidelines in undergraduate Nursing programs in Brazil. Having as a reference authors who write from a post-critic perspective in Education, the text proposes a change in focus to address these reflections, namely, answers to questions, from certainty to doubt, from prescription to problematization. Following this line, we suggest that curricular guidelines should aim at providing references for the creation of political-pedagogical projects which articulate both with the political and social demands of the broad-based society as to local needs and interests, without attaching to or submitting to them.

Brazil↗

PubMedDate not supplied

[Curricular guidelines and pedagogical projects: starting a reflection --comments on the text].

This text dwells on ideas stemming from reflections found in the base article of the debate section about national curricular guidelines, namely, interdisciplinary ideas, ideas of a curriculum taken as a product and producer of culture and identity and the emergence of the notion of competence. As a result of this discussion, it signals that there is no way to deny that learning is coded by discipline and curriculum, that it organizes itself within time and space, and that it becomes a cultural basis for an area of knowledge. Its conclusion suggests that nurses/teachers should ask themselves which abilities they need to acquire as teachers, in order to meet the requirements of this pedagogical praxis.

Brazil↗

PubMedDate not supplied

[Curricular guidelines and pedagogical projects: it is time for action!].

This text points out the analytical content of the article "Curricular Guidelines and pedagogical projects", which opens the debate section at REBEn (Brazilian Review of Nursing). It criticizes its provisional character and the fact that it is not propositional. It provides comments from the authors regarding the design of guidelines and their context, giving opinions about their content when it comes to health professionals education. Throughout their text, the authors express their agreement with the manner in which the National Curricular Guidelines have been built in Brazil, stressing the political context they are to be included in when being interpreted and inside which they are supposedly going to be implemented.

Brazil↗

PubMedDate not supplied

[Nursing course of the State University of Ceara -- history and current political-pedagogical project].

This paper describes important moments along the route of the Nursing Program at State University of Ceará and their influences on their current process of professional education. It outlines their program, their professors and students, as well as their political-pedagogical project. Finally, it highlights the importance of this instrument to warrant professional qualification.

Brazil↗

PubMedDate not supplied

[Strategies for the implementation of a new pedagogical proposal at the Nursing School of the Federal University of Bahia].

This article reflects on the process of designing the Pedagogical Project for the Nursing School from Federal University of Bahia. The socialization of this experience intends to contribute with other nursing institutions which, in order to meet new curricular requirements (DCENF--National Curricular Guidelines for Nursing, Medicine, and Nutrition Undergraduate Programs), are going to experience similar processes or which are presently going through the same process. This article includes some historical features and the legal basis for changes, by presenting the reasons for the current proposal, as well as its curricular organization, the main challenges and some strategies for overcoming them. Although some aspects which still need further attention from the faculty are presented, such as interdisciplinary program contents, academic management, the evaluation process and the implementation of the proposal, the authors come to the conclusion that this debate is to be continued. As this process is a dynamic one and is still under construction, other challenges might come up that demand the use of new strategies for their (re)orientation.

Brazil↗

PubMedDate not supplied

[Participation in the design of a political pedagogical project in nursing].

This paper reports an experience tracing the route of the academic community pursuing a Nursing Degree at Federal University of Santa Maria, while designing their Political-Pedegogical Project. The methodology used for creating this project was the promotion of seminars, which brought together professors, students, civil servants, and nurses who work in practice classes and supervised internships. For the organization of the project, referential, conceptual, and structural landmarks have been used, adapted from Saupe and Alves. This nursing undergraduate program is on the process of designing its framework, and is planning on seminars to discuss teaching methodology, besides designing a follow-up and evaluation plan for the implementation of their Political Pedagogic Project, as well as for the improvement of faculty competency.

Brazil↗

PubMedDate not supplied

[Health professional competencies in relation to essential public health functions: contribution to the design of pedagogical projects in nursing].

The development of competencies among health professionals in relation to the Essential Public Health Functions (EPHF) is part of a number of initiatives that are meant to face the need for services that can lead to the resolution of health problems, considering the transformations occurred in the health sector and in the workplace. This article's objective is to make a theoretical reflection on the theme of professional competencies, so that we can contribute to the development of political-pedagogical projects for health training and primarily for nursing training. For that matter, we introduce the competency-based model. These competencies are in accordance with the EPHF and with the competencies proposed so far, and are aimed at contributing to the development of interdisciplinary, critical, and reflexive education models.

Brazil↗

PubMedDate not supplied

[Exercise of freedom and autonomy at the academy --a pedagogic practice at the professional training stage].

This article presents a reflection on an educational experience developed by the Nursing Undergraduate Program at the Federal University of Santa Catarina during a supervised training period which focused on the use of autonomy, responsibility, competence, and commitment by undergraduate students to the nursing professional world. The pedagogic direction of this activity is an articulation between thought and action through the problematic approach to reality in an attempt to bring students closer to their professional roles.

Education, Nursing↗

PubMedDate not supplied

[Pedagogical Project for the Graduate Nursing Program at UFAL: adaptations to curricular guidelines].

This is an analysis of the adaptation of the Pedagogical Political Project of the Nursing Graduate Program at Alagoas Federal University (PPP/Enf/UFAL) to new Brazilian curriculum guidelines, evidencing convergence points and some points that need to be approached, taking into account that the present project was established prior to the existence of the current curricular guidelines. Our analysis shows that the main difficulties presented by the newly implemented curriculum lie in the ones inherent to the process of changing conceptions on the educational process in Nursing and in the work conditions imposed by the current situation of the Brazilian Public University System. It calls for a review on strategies and contents related to the basis of research and expansion in Nursing Sciences, as well as the search for alternatives to integration with domain areas from Humanistic and Health Sciences.

Brazil↗

PubMedDate not supplied

[The construction of the pedagogic project: nursing school experience].

Social historical study, which has as object the construction of the pedagogic/political project of the Undergraduate Course of the Nursing School of the Rio de Janeiro State University (FENF/UERJ)--1992-2002. The objective is to report the experience of the construction of the Pedagogic Project. This research was conducted by analyzing documents and dissertations belonging to the 'Dr. Nalva Pereira Calda' Memory Center Collection. It is theoretically based on authors who deal with this theme. The structure and the curriculum plan of the Undergraduate Course were approved by the Superior Council of Teaching and Research of UERJ in December 2001, through the Deliberation no. 05/01, becoming valid as of the first half of 2002.

Brazil↗

PubMed2002

The need for pedagogical qualifications for teaching cardiology to undergraduate students.

OBJECTIVE: To report a training program in cardiology emphasizing changes in its pedagogical practice. These changes were put into practice by some teachers at the Medical School of Porto Alegre of the University of Rio Grande do Sul (FAMED/UFRGS) aiming to make faculty and student activities more dynamic and to promote more efficacious learning. The training program is directed at 5th semester medical students and aims at a behavioral change in teachers and students to promote more interaction, to favor exchanges, and to make the teaching-learning process easier, always maintaining the patient in the center of the medical activity. METHODS: The program emphasizes the definition of general and specific objectives for each activity to be developed by the students, with training in the area of admission to the cardiology service, with special emphasis on behavioral change in the cognitive, motor, affective, and attitudinal areas. Knowledge was developed by means of interactive seminars with initial and final assessment tests to identify students' and teachers' performance. The students were evaluated in an immediate, continuous, and progressive way in their daily activities and through comparison of the results of 2 tests, one applied at the beginning of the training and the other at its end. These 2 tests contained the same questions. RESULTS: We systematically assessed 560 students over 4 years. The mean grades of the tests performed prior to and after the 244 seminars were 7.38+/-1.66 and 9.17+/- 0.82, respectively (p<0.0001). For the tests applied at the beginning and at the end of the training, the mean grades were 5.61+/-1.61 and 9.37+/-0.90, respectively (p<0.0001). CONCLUSION: The program proved to be efficient both for the students' learning and for assessing their performance in a systematic and objective way.

Cardiology↗

PubMed1998

[Teaching of nursing and the pedagogic trend. Short reflections].

This paper reviews important aspects about teaching nursing, in order to give nursing professionals an outline of the present pedagogical approaches (Traditional, Cognitivist, Behaviorist, Humanistic, Sociocultural), so that they can reflect upon their role as educators.

Education, Nursing↗

PubMed2000

[A large-scale project: a current pedagogic proposal].

This study discourses about a nursing project, the well known "Larga Escala Project", its history, the legislation that gives support to it and its trajectory in the Health Secretary of the Township of São Paulo. The conclusion is that the "Larga Escala Project" is a valid pedagogic proposal and it must be encouraged and amplified to all the national field.

Brazil↗