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A group dynamic as a strategy for teaching-learning in a nursing management course
A dinâmica de grupo como estratégia de ensino-aprendizagem na disciplina de gerenciamento de enfermagem
La dinamica de grupo como una estrategia de enseñanza-aprendizaje en la disciplina de gestión de enfermería
[journal article]
Abstract Objective: To describe and evaluate the participation of academics and identify their perception about the importance of group dynamics for learning Nursing Management. Method: A qualitative and exploratory approach. The data were collected in the School of Nursing of the Federal Fluminense Universi... view more
Objective: To describe and evaluate the participation of academics and identify their perception about the importance of group dynamics for learning Nursing Management. Method: A qualitative and exploratory approach. The data were collected in the School of Nursing of the Federal Fluminense University, through a questionnaire. The subjects are 31 academicians of the 6th period, in the discipline of Management in Health Care I, in the second half of 2011, after approval by the Ethics Committee of the Faculty of Medicine of the same university, under N. 162/11. Results: Three thematic categories: Group dynamics as a strategy for teamwork, as an interaction strategy and as a teaching-learning strategy. Conclusion: The dynamics contributed to the team work as well as to the interaction with the teachers, for the understanding the discipline taught, reflecting the importance of this strategy in nursing education.... view less
Keywords
teamwork; group dynamics; management; caregiving; nursing; training; education; vocational education; apprenticeship; learning; teacher-pupil relationship; Brazil; Latin America; South America
Classification
Medical Sociology
Occupational Research, Occupational Sociology
Document language
English
Publication Year
2014
Page/Pages
p. 312-319
Journal
Revista de Pesquisa: Cuidado é Fundamental Online, 6 (2014) 1
DOI
https://doi.org/10.9789/2175-5361.2014.v6i1.312-319
ISSN
2175-5361
Status
Published Version; peer reviewed