Portfólio no processo ensino aprendizagem na graduação em enfermagem: olhar do aluno

Abstract

This Master's Thesis of the Professional Master's in Health Teaching (MPES) of the College of Medicine (FAMED) of the Federal University of Alagoas (UFAL) aims to understand the students' perception of Nursing undergraduate students, from of a scientific article still to be submitted to the journal with the corresponding level to that required by the MPES, which describe in detail the development of a research carried out and its results; and an intervention product, which includes the applicability of a orientation website about portifólio. It is enrolled in the area of concentration curriculum and teaching-learning process in health training, and brings to the discussion the theme portfolio in health education. The work of qualitative approach of the instantaneous type in the analysis of the situation and the process at the moment of the research brings, in its methodological course, the technique of the interview for the data collect. Fifty students from the 5th, 7th and 9th periods participated in the study. The students were distributed for periods, 15 students interviewed were from the 5th period, 15 from the 7th period and 20 from the 9th. Data collection was done in May, June and September of 2018.The students interviewed at different times answered a questionnaire structured and elaborated by the researcher. Twenty-one students were interviewed in a specific room at the Dr.Daniel Houly Emergency Hospital (HEDH) in the city of Arapiraca, while twenty-nine were interviewed in the classroom, during breaks, at the UFAL. The interviews were recorded with an average duration of 7 minutes. In order to maintain the identity confidentiality, the students were represented by the acronym d (d1, d2, d3 ....). The dialogue were recorded, transcribed and submitted to content analysis, adopting the following steps, according to Bardin (2011): floating reading of all transcribed material; exploration of the material and identification of categories and subcategories enabling an analysis that would meet the proposed objectives. The following thematic categories led to a discussion about portfolio: student knowledge concerning portfolio, portfolio development by student, student reflection on the teaching learning process, teacher follow-up in the portfolio elaboration by student. From results, the use of the portfolio as a teaching methodology emerges as a great tool for transforming health education in the country, because it allows the teacher to follow his teachings and possible changes in the behavior of his/her student resulting from possible interventions in the teaching-learning process. The majority of students, from the three periods analyzed, positively evaluated the use of the portfolio. According to them, the elaboration of the portfolio was useful for learning. Although it was laborious, the learning was greater. These results indicate that, in the students' perception, the use of the portfolio as a teaching methodology increased the understanding of the content, referring to the contents taught in the classroom. It was also noticed the need to work portfolio with the teachers and students, which inspired the preparation of the intervention product of this Master's Thesis. An online evaluation tool was conceived, available on a website, that condensed the characteristics of an orientation manual absent in the mentioned course. Thus the product proposes an instrument that brings the meaning, objectives, minimum model of elaboration directed to the students, suggestions for the teachers, besides a theoretical referent referring to the thematic.