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At least 91 records · Page 5Linked to original sources

PubMed2005

[Curriculum directions and strategies for the implementation of a new pedagogic proposal].

This study is aimed at contributing to the transformation movement to be developed in the Nursing Courses/Schools. The contribution refers to the formation of nurses with autonomy and discernment, to ensure the construction of the model of health attention, to the production of new knowledge and to the delivery of quality services directed to the health needs of the population. This study brings some conceptual and methodological reflections that may direct the change in the nurse formation process, as well as pointing strategies to implement the new pedagogic proposal from the challenge posed by the implementation of the National Curriculum Directions for Undergraduate Nursing Courses.

Brazil↗

PubMed2003

[Pedagogical approaches and educational practices in health sciences].

Educational practices are widely used in the health field, both in continuing education for health professionals and health education for the general population. These two fields intersect through the development of educational knowledge oriented by a set of target representations of man and society. Such representations are demonstrated by teaching/learning processes in the four main pedagogical trends in Brazil: traditional, renewed, conditioning-based, and liberating (or the Paulo Freire approach). Based on their respective principles, methods, and individual and social consequences, we contend that liberating pedagogy can produce better results than the others by allowing the student's active participation in the learning process, thus fostering continuous development of human skills in both the health services clientele and health workers.

Education, Continuing↗

PubMed2000

[Contribution to the development of political-pedagogical nursing projects].

Based on the concepts of project and political-pedagogic project, authors presented a proposal for the development of such a project. The framework includes: the reference, the philosophy, the concept and the structure. The reference is the starting point, meaning the knowledge and critical view of reality; the philosophy represents the faith and the community's values involved in the project; the concept represents the theory that gives support to the proposal; and, finally the structure establishes the competences and the profile of the professional to be formed as well as the methodologic option for the organization and development of courses and disciplines. The Habermas' theory of communicative action is proposed as a methodology for the development of projects.

Education, Nursing↗

PubMed2000

[Psychodrama as a pedagogical strategy: experiences in undergraduate teaching of women's health services].

As the result from a discussion by the Grupo de Estudos sobre Saúde da Mulher--GEM (Group of Studies on Women's Health), psychodrama has been used as a pedagogical strategy to develop the topic Female's Conditions and Women's Health. Written and oral individual accounts as well as stories constructed in "group meetings" were treated by the gender perspective. The dynamics has facilitated relationships and self-knowledge, making it possible for day-by-day situations to emerge. The reflection between what is lived and what is theoretical has allowed the visibility of women's insertion in the public and private sectors as well as created situations for the construction of concepts.

Brazil↗

PubMed1997

Downward Spiral: a pedagogical game depicting the dangers of substance abuse.

We have developed a pedagogical game called Downward Spiral that illuminates the dangers associated with continued drug use (including alcohol). The game provides facts, quotes, and episodic consequences that can adversely affect each player's mental and physical health, social support, and financial/legal situation over the course of the game. The conceptual and empirical foundations of the game (both a college prevention version and substance abuse treatment version) are discussed. Pilot studies with college students and residents at a substance abuse treatment facility for probationers indicate that Downward Spiral is engaging, informative, and thought provoking. Plans for examining the impact of this game as a preventive technique (for the college setting) and as an approach to increasing motivation for substance abuse treatment are described.

Counseling↗

PubMed2002

Historical literacy of advanced undergraduate psychology students: pedagogical implications for courses in the history of psychology.

139 junior and senior students enrolled in courses in the history of psychology at two universities were tested on the first day of class to assess general historical literacy, literacy in the history of psychology, and recognition of 51 important figures in the history of psychology. Serious deficiencies in their historical knowledge present important pedagogical implications for the teaching of the history of the discipline.

Adult↗

PubMed1998

[The end-of-study dissertations in nursing schools. Pedagogic and methodologic considerations].

The writing of the study end dissertation, in the degree course of the student nurses poses pedagogical as well as methodological problems. The goal of the study end dissertation, if this latter takes the form of a research, is not a production of knowledge, but a methodological and conceptual learning. The critical analysis of 142 study end dissertations highlights a level heterogeneousness, a total lack of research problematics and unsuitable methodologies. The study end dissertation does not take the form of a research but of a reflection work, chosen by the student.

Academic Dissertations as Topic↗

PubMed2000

[There once was a child of divorce: story-telling and retelling as a pedagogic-therapeutic tool for younger school children in coping with the experiences of separation and divorce].

The author shows that a rearranged narrative as a pedagogical and therapeutic means to help younger pupils coming to terms with the experiences of separation and divorce. Examples given demonstrate that this method can be a valuable help for these children to cope with their anxiety.

Adaptation, Psychological↗

PubMed2000

S.P.I.C. pedagogical simulator for gynecologic laparoscopy.

Laparoscopic surgery has numerous advantages, but this technique is difficult and requires specific training. This paper presents a simulator for gynecologic laparoscopic surgery called S.P.I.C. (Pedagogical Simulator for Gynecologic Laparoscopic Surgery), specifically designed for teaching. It includes a rail with 3 trocars already in place, and a computer monitor. Training using the simulator is divided into tasks and steps in order of increasing difficulty. Each step consists of training exercises and evaluations. Learning with the simulator is guided by software that allows instructors to personalize their lessons. This prototype has allowed us to put into place training for spatial localization and manipulation of surgical instruments in the abdominal cavity. An evaluation at a clinical site has allowed us to determine the improvements to be made on this prototype. Training with a simulator is part of a resident's regular curriculum and is not meant to replace on site hospital experience. Some imperfections in imaging still exist, due to inevitable technical limitations. Our initial choice was to emphasize realism and "real time", rather than the "aesthetic quality" of the images. Furthermore, by limiting our graphic expectations, we have been able to create a simulator at a reasonable overall price. The S.P.I.C. training tool remains experimental and is still in the process of being developed.

Computer Simulation↗

PubMed2000

[Psychoanalytic diagnosis and routine pedagogic management].

The results of the psychoanalytic evaluation of a patient gathered during the diagnostic process can only be applied in appropriate educational procedures if an undisturbed dialogue exists within the multidisciplinary treatment team of a ward. Pedagogic activities based on such assessments bring about a continuous verification or falsification of the primary diagnostic evaluation. They not only reflect it's quality but also furnish new information. In loop-like movements the position of the evaluation at the beginning of the in-patient treatment is supplemented or revised. Every traumatic experience, be it dissociated or otherwise isolated from consciousness, because of the continuous vulnerability of the traumatised subject can be triggered and reactivated under special conditions. The practical interlock of the results of the psychoanalytic assessment at the beginning and the educational activities of everyday-life during hospitalisation are exemplified by the case history of a multiple traumatised adolescent.

Adolescent↗

PubMed2000

[Therapy motivation of students: the desire for pedagogic-therapeutic help].

As part of an investigation of Austrian school counseling services 9-to-14-years-old students of 25 classes in primary and secondary schools answered a questionnaire regarding their classroom situation which included questions about the wish for pedagogical-therapeutic help by a counseling teacher. Through a pupil nomination inventory an independent evaluation of the student behavior was achieved. The results revealed that about a fourth of all pupils had the wish for a possibility to talk over their concerns and a sixth had the wish for support in their relationships with their fellow students. A detailed analysis of the characteristics of students with a wish for support revealed that loneliness and depression as well as victimization by other students were important motives for the wish for support. Aggressive behavior was not a reason for wishing support in the relationship with other students. Consequences for the organization of counseling services in schools are discussed.

Adolescent↗

PubMed2000

Technology development and implementation in the public health institutions: a strategic and pedagogical task for the learning organization.

The article presents two overall problem issues for IT in the health sector. A strategic problem: Which organization structure and which work routines should be enhanced by technology? A pedagogical problem: How does the personnel learn to think, act and express work through IT-tools? The suggested solution is to put technology development and implementation together within a theoretical frame for the learning organization where reciprocal demands and terms exist for both the IT-tools and the personnel. The personnel makes demands to which goals should be reached through technology and technology demands that the personnel is acquainted with hardware and software. As a communication system, technology offers new possibilities of realizing other forms of cooperation. The suggested solution is a synthesis between the strategy for organization development through technology and the implementation of IT as a learning process for the personnel. The synthesis between the mutual demands of the organization and its personnel provides for IT-tools which are in concordance with the principal values of the health practice rather than merely economic and management values. The analysis builds on a qualitative, in-depth investigation of IT-implementation in the secondary sector. The investigation indicated that the use of IT is a learning process which requires three types of knowledge and that continued IT-development in the organization requires a new fourth knowledge.

Attitude to Computers↗

PubMed2003

Medical pedagogical resources management.

The main objective of this work is to help the management of training resources for students using a pedagogical network available at the Medical School of Rennes. With the increase of the number of connections and the number of medical documents available on this network, the management of new contents requires a lot of efforts for the webmaster. In order to improve the management of the resources, we implemented an automatic web engine for teachers, able to manage the links for the most interesting resources for their practice.

Computer-Assisted Instruction↗

PubMed2004

[The gender debate from the pedagogic perspective].

The question of form and extent of biological and/or cultural influences on female and male behaviour and performance is marking a major focus in present scientific research. Accordingly, a broad spectrum of approaches in research and interpretations of results is available. The recent debate on sex and gender is offering two basic objectives for research in education science: First, the critical review of the data and results on sex specifics presented in respect to the articulation of educational aims, topics and methods. Second, the intensified research focus on the developmental consequences of gender and gender roles for boys and girls, women and men. The pedagogical focus is discussed regarding the following three objectives: 1. developmental conditions in early ontogeny, 2. the question of sex specific differences in cognitive abilities in respect to school performance of adolescents, and 3. teaching knowledge on "sex" and "gender" in schools.

Adolescent↗

PubMed2004

[Psychodrama as a pedagogical teaching strategy about worker's health].

This study had the objective to report the experience of using pedagogic psychodrama as a teaching and learning strategy about the worker's health. It was developed with 18 students from the Master Program from the School of Nursing of the University of São Paulo at Ribeirão Preto, during the second semester of 2002. Interactive, dynamic and interpersonal activities, and role playing were initially conducted looking for students and educator's spontaneity. Moreno's psychodramatic theory was the theoretical framework used. Creativity, logical reasoning, involvement with learning, and organization of concepts using their own living experience were observed, contributing to the experience as a whole. Therefore, the experiment was considered successful.

Education, Nursing, Graduate↗

PubMed1989

[Risk score for coronary disease. A pedagogic model used in the occupational health services].

In our occupational health service, we have worked out a fairly simple model for risk score for coronary heart disease. The occupational nurses give each employee a risk score after health examination and use this figure as a convincing pedagogic tool in preventive health education. The nurses find a measureable scale extremely useful in the follow-up of groups and individuals. The system is also used to measure the difference in coronary disease risk between different occupations and occupational subgroups. After introduction of this risk score system, both employer and employees seem to be more conscious of health hazards, both in the work environment and due to personal lifestyle.

Coronary Disease↗

PubMed1985

[Teaching of diabetics: evaluation of the questions put to patients by health care personnel and the usefulness of a pedagogic analysis].

In order to be fully therapeutic diabetes education should allow the patient to understand the mechanisms of the illness as well as the steps to be taken to achieve optimal treatment. In the course of their classes health care personnel ask diabetic patients questions with the intention of encouraging their participation. An education specialist has analysed the use of these questions: their number, their type and their functions' were noted. A) By type of question we refer to the various answers possible. Two groups can be distinguished: 1) limited number of answers possible as the result of a closed question, 2) multiple answers possible as the result of an open question. B) By function of question we refer to the cognitive effect a question may have on the patient. Again two categories can be described. In the first case numbers, terminology or facts learnt by heart; this being the result of questions of simple knowledge. In the second case, the establishment of relationships between facts as well as the solving of problem situations are encouraged by questions of understanding. The study shows that health care personnel tend to put forward closed rather than open questions. Regarding the function of the question most of them aim at simple repetition. Few activate the thinking process. As a result of the pedagogical training our team received concerning the use of questions in patient education an increase in the number of open questions and of questions of understanding was noted. These questions encourage the thinking process and the solving of problems encountered by the patient in the treatment of his/her diabetes.

Diabetes Mellitus↗

PubMed1983

[Age as an individual social syndrome (anthropologic and pedagogic remarks)].

The terms "social" and "gesellschaftlich" have in the German language almost an identical meaning although this was not originally the case. The modern conception of what is meant by "society" originated during the enlightenment. According to Rousseau this implied the subjection of the individual to the general will. This is the rule set by society. Originally "social" contained the meaning of the spontaneous relationship of a person to the world and his fellow-human beings. Older people, however, want to establish a direct social relationship again. Their needs are not met by the system of rules laid down by society. There is no pedagogical or therapeutic service-system based on the rules of society which can help them in this respect. What is required in the direct social relationship which transcends the "Ego" and leaves him a human-being. These considerations are particularly important regarding the proposals to reduce the years of employment.

Aged↗