Formas de aprender na dimensão prática da atuação do enfermeiro assistencial Formas de aprendizaje en la práctica del enfermero asistencial Ways of learning in the practice of the attending nurse

Este estudo que foi desenvolvido em um hospital universitário na cidade do Rio de Janeiro e objetivou identificar formas de aprendizagem na prática assistencial do enfermeiro na organização hospitalar. O suporte teórico foi derivado da contribuição de Donald Shön, Philippe Perrenoud e Patricia Benner. Trata-se de um estudo de caso com abordagem qualitativa cujos dados foram coletados por meio de entrevista semi-estruturada e grupo focal. Na análise de dados, aplicou-se a técnica de análise de conteúdo. Os resultados sugerem que, na instituição, predominam duas modalidades de aprendizagem: a) que traz à tona elementos de transformação e b) que favorece a reprodução. Os enfermeiros alternam esses modelos a partir de variáveis tais como: tempo de atuação na área, ambiente construído no trabalho e identidade pessoal.<br>Este trabajo fue desarrollado en el hospital universitario y tuvo la intención de identificar las formas de aprendizaje de la pratica asistencial del enfermero en la organización hospitalar. Se trata de estudio de caso en el que se utiliza un abordaje qualitativo u sus informaciones fueron obtenidos com entrevistas semi-estructuradas e con grupos focales. En la analisi de los dados fue aplicado la técnica de análise de contenido. Los resultados sugieren que en el hospital predomina dos modalidades de aprendizaje: a) la que hace surgir elementos de transformación e b) la que hace surgir elementos de repetición. Los enfermeros utilizan de forma alternada dos modelos a partir de variables: el tiempo de actuación en su profesión, el ambiente construido em su trabajo y la identidad personal.<br>This study was carried out in a university hospital in Rio de Janeiro. Its objectives were to identify the ways of learning in the practice of the attending nurse in the hospital organization. The theoretical support was based on the light of Shön, Perrenoud, and Benner. This is a case study with a qualitative approach, developed with a semi-structured interview and a focal group. The content analysis was done. The results suggest that in the hospital we find two learning modalities: learning that uses transformation elements and the one that uses the reproduction. We notice that nurses alternate these models taking as a starting point the following variables: how long they have been working in this field, the work atmosphere and the personal identity

DEPTH – Developing professional thinking for technology teachers: An international study

The tools to help teachers reflect on their professional knowledge are few in number, and often difficult to utilise. This paper reports on a study conducted with both primary and secondary technology initial teacher education students in a number of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their own professional knowledge. We wanted to investigate if, despite the different country contexts, student teachers of technology could take advantage of their experience with graphic visualisation to help them articulate abstract notions such as aspects of their developing teacher knowledge. We discovered that the graphical tool acted as a framework that enabled them to set out their subject knowledge, pedagogical knowledge and `school' knowledge and was useful in helping them become more self-aware. In this paper, the framework itself is introduced, the way it was presented to the novice teachers is outlined and the relative impact of such `self awareness' on their understandings, enabled by the framework, is then discussed