دورية أكاديمية
Contribution of academic tutoring for the teaching-learning process in Nursing undergraduate studies.
| العنوان: | Contribution of academic tutoring for the teaching-learning process in Nursing undergraduate studies. |
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| المؤلفون: | Andrade EGR; Universidade do Estado do Pará, Magalhães Barata School of Nursing. Belém, Pará, Brazil., Rodrigues ILA; Universidade do Estado do Pará, Magalhães Barata School of Nursing. Belém, Pará, Brazil., Nogueira LMV; Universidade do Estado do Pará, Magalhães Barata School of Nursing. Belém, Pará, Brazil., Souza DF; Universidade do Estado do Pará, Magalhães Barata School of Nursing. Belém, Pará, Brazil. |
| المصدر: | Revista brasileira de enfermagem [Rev Bras Enferm] 2018; Vol. 71 (suppl 4), pp. 1596-1603. |
| نوع المنشور: | Journal Article |
| اللغة: | English; Portuguese |
| بيانات الدورية: | Publisher: Associacao Brasileira de Enfermagem Country of Publication: Brazil NLM ID: 7910105 Publication Model: Print Cited Medium: Internet ISSN: 1984-0446 (Electronic) Linking ISSN: 00347167 NLM ISO Abbreviation: Rev Bras Enferm |
| أسماء مطبوعة: | Publication: Brasilia : Associacao Brasileira de Enfermagem Original Publication: Brasilia [s.n.] |
| مواضيع طبية MeSH: | Learning*, Education, Nursing, Baccalaureate/*methods , Mentoring/*standards, Adult ; Aged ; Brazil ; Faculty, Nursing/psychology ; Faculty, Nursing/statistics & numerical data ; Female ; Humans ; Male ; Mentoring/methods ; Middle Aged ; Qualitative Research ; Students, Nursing/psychology ; Students, Nursing/statistics & numerical data |
| مستخلص: | Objective: to analyze the perceptions of professors and students on academic tutoring. Method: descriptive study with a qualitative approach, carried out at the Magalhães Barata School of Nursing, State University of Pará, Brazil. Twenty-seven professors and 32 students participated in the study. Data were collected through semi-structured and individual interviews, using different scripts for professors and students. For analysis, the technique of content analysis was used. Results: we defined three thematic categories: academic tutoring as a tool for strengthening teaching-learning; academic tutoring as a possibility of intellectual and social transformation; and reflections of academic tutoring in nurses' training. Final Considerations: the teaching-learning process is referred to as a process in which there must be dialogue, and in which professors, students, and tutors learn with each other, breaking the traditional paradigms of unilateral and vertical transfer of content. Academic tutoring stands out as promoter and strengthener of this process. |
| تواريخ الأحداث: | Date Created: 20180809 Date Completed: 20190107 Latest Revision: 20220318 |
| رمز التحديث: | 20240829 |
| DOI: | 10.1590/0034-7167-2017-0736 |
| PMID: | 30088629 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1984-0446 |
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| DOI: | 10.1590/0034-7167-2017-0736 |