Abstract
To identify the tendencies and teaching-learning strategies used for leadership development in the discipline Nursing Administration in higher education institutions in Brazil. Non-experimental, type survey, descriptive and exploratory, cross-sectional, with quantitative approach. The dialogued lecture strategy was cited as used by 241 (91%) professors, followed by research, by 237 (89%), and discussion or group work, by 221 (83%). Strategies not used were: spiral learning, 166 (63%), and online programs, 151 (57%) professors. The strategy that presents higher tendency of use is that of online courses, 104 (39%). among the strategies mentioned, all are aligned with the directions given in the literature for nursing education, but these strategies and methodologies influence the formation of leader nurses differently.
Highlights
Teaching-learning strategies used in the leadership development of nurses with active methodologies are considered a didactic resource of utmost relevance
In a study on teaching-learning strategies employed in nursing for developing critical thinking in a national and international scenario, the following are described: simulation, problem-based learning (PBL), case study, evidence-based practice (EBP), group work, practice-based learning, research, group discussion, video, dramatization, among others[3]
As for the strategies not used in the discipline, there were spiral learning, with 166 (63%), and online programs, with 151 (57%)
Summary
Teaching-learning strategies used in the leadership development of nurses with active methodologies are considered a didactic resource of utmost relevance Their use can encourage student autonomy, arouse curiosity, and stimulate collective and individual decision-making, since students participate and commit themselves to their learning. In a study on teaching-learning strategies employed in nursing for developing critical thinking in a national and international scenario, the following are described: simulation, problem-based learning (PBL), case study, evidence-based practice (EBP), group work, practice-based learning, research, group discussion, video, dramatization, among others[3] These strategies are considered active methodologies that seek to incorporate tendencies that are driving forces of transformation[4]. In Brazil, the teaching strategies described as active methodologies that stimulate critical thinking in the education of leadership-related content in the discipline of Nursing Administration were: group dynamics, case study, laboratory simulation, dramatization, movies, integrative panel, creative games, group work, portfolio, online programs (Wesites, WebCT), pedagogical workshop, verbalization and observation group (VG-OG), seminars, e-learning platform, teaching with research, and strategic planning[3,4,5,6,7,8,9]
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