Recursos digitais para avaliação e feedback do ensino e aprendizagem no curso de graduação em Enfermagem

Abstract

Teaching can be understood as all the activities of teachers aimed at teaching, research and extension aimed at training new professionals. In higher education, teaching requires several processes supported by the dynamics of interaction and sharing of knowledge, in a two-way way between teachers and students, that is, They exchange the roles of teachers and learners. The present study aims to understand the objectives of evaluation and feedback in teaching and learning of undergraduate nursing during remote teaching in the undergraduate nursing course of a private school in Maceió, Alagoas. This is research with a qualitative approach, of the single and instrumental case study type, at an exploratory level, with fourteen teachers who work in remote teaching mediated by technology during the pandemic period since March 2020. Data collection took place in February of 2021 through a semi-structured questionnaire with twenty-four questions on the Google forms platform, sent by email and message application individually, individually. In the treatment and analysis of the data, the Laurence Bardin content analysis technique was used, which are organized into three interdependent and interrelated stages. The results were organized into two thematic categories: 1) Academic description of the professors of the undergraduate nursing course; 2) Challenges faced by teachers in remote teaching and assessment. The results show that most teachers have a lato sensu and stricto sensu specialization level education, 88% originating from training in the use of technology in remote education. However, several difficulties related to managers, teachers and students, such as teacher training, influence the pedagogical activities developed, in addition to portraying the need for further improvement regarding technology in education through remote teaching. It is clear that remote classes have become a viable alternative for the period of social isolation, and that this practice led teachers to seek new strategies to use, evaluate and give feedback, demonstrating characteristics of resilience and resilience in the midst of so many adverse situations. These conditions lead teachers to a reality with the reality of technological innovation applied to health education.