Abstract
to report the experience using ludic strategies for the teaching-learning in the elaboration of the genogram and ecomap; and the use of these instruments by Nursing students in the Primary Health Care services. an experience report of the discipline Integrity of Care I (Integralidade do Cuidado I), of the Nursing School of Ribeirao Preto. Problems scenarios were created to approach the genogram and ecomap, comprising different family arrangements, represented by pedagogic puppets. students actively participated, held collective discussions, elaborated genogram, and ecomap, identified the type of family, and the stages of the vital cycle, providing increased dynamics and interactivity. Subsequently, in supervised activities in Primary Health Care services, students elaborated the genogram and ecomap to monitor a family. the use of ludic strategies propitiates the teamwork, active interaction of the group, and the creativity. The articulation between theory and practice resulted in a significant learning.
Highlights
Due to the practitioners’innovative, creative, and versatile potential, nursing is admittedly one of the professions with the central role focused on the consolidation of the actions, and the health system on strengthening Primary Health Care (PHC)(1)
Changes in the National Curricular Guidelines (NCG) of 2018(3) in the Nursing courses seek the education of practitioners to contribute to the effectiveness of the principles and guidelines of the Single Health System (SUS)
It is recommended to embrace sensitive and innovative approaches that can provide the necessary abilities to the student for the effective insertion in the reality of the world of the health work. It is about enabling strategies for significant learning and the use of diversified technologies that encourage student participation in the process of building knowledge(3)
Summary
Due to the practitioners’innovative, creative, and versatile potential, nursing is admittedly one of the professions with the central role focused on the consolidation of the actions, and the health system on strengthening Primary Health Care (PHC)(1) In this sense, it is necessary to reflect on the education of nurses, historically based on the teaching content from a methodological perspective apart from the social scenario. For the effectuation of the NCGs, a paradigm change in teaching is necessary, based on the significant teaching-learning process, intending an awakening the creative potential, autonomy, and self-management of learning(4) In this perspective, it is recommended to embrace sensitive and innovative approaches that can provide the necessary abilities to the student for the effective insertion in the reality of the world of the health work. It is about enabling strategies for significant learning and the use of diversified technologies that encourage student participation in the process of building knowledge(3)
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