Professional Master Research Articles

Analysis of patent registries in Brazilian nursing and its relationship with the professional master's degree.

To analyze the patent registrations registered in the nursing area from 2004 to 2019, relating to the beginning of the Professional Masters in Nursing. Electronic documentary research carried out at the bases of the National Institute of Industrial Property and Lattes Platform. After data collection, requests, filing date, patent titles, international patent classification and areas of expertise of depositor / inventors were analyzed. The study points out that there was no significant correlation between the number of registered patents with the prelude to the professional master's degree in nursing, corroborating with previous studies regarding incipience. although two of the initial objectives of professional master's programs are creation and technological innovation, it is analyzed that the granted institutions need to simplify and equip researchers with regard to the patent registration process, so that we can take off in this technological universe.

Perceived Challenges of Clinical Immersion in Professional Master's Programs: A Report from the Athletic Training Clinical Education Network

Context A clinical immersive experience is a new requirement within the clinical education standards as outlined by the Commission on Accreditation of Athletic Training Education. Objective Determine athletic training program administrators' perceptions of challenges facing athletic training programs as they implement immersive clinical experiences during clinical education. Design Sequential mixed methods. Setting Commission on Accreditation of Athletic Training Education athletic training programs. Patients or Other Participants Twenty-four administrators (7 male, 17 female) from 24 institutions with undergraduate and professional master's programs (1 undergraduate, 12 professional master's, and 4 offering both undergraduate and master's programs) responded to the survey, which was Phase 1 of the study. Seventeen of those who previously completed the Phase 1 survey volunteered to participate in Phase 2 of one-on-one, semistructured phone interviews (4 clinical education coordinators, 12 program directors, 1 department chair). Data Collection Phase 1: 24 participants completed an online survey. Phase 2: 17 of the 24 respondents participated in a one-on-one, semistructured phone interview. Quantitative data collected in Phase 1 were analyzed by calculating means and frequencies, and in Phase 2, a general inductive approach was used to evaluate qualitative raw data from the interviews. Researcher triangulation and peer review were completed for credibility. Results The 3 subthemes that emerged specific to administrators' perceived challenges regarding immersive clinical experiences for students were (1) isolation, (2) financial burden, and (3) time engaged in learning. The 3 main subthemes that emerged specific to the administrators' perceived challenges regarding immersive clinical experience for programs were (1) lack of a definition of the experience, (2) scheduling, and (3) preceptor involvement. Conclusions Program administrators continue to seek clarity on when and how immersive clinical experiences should be implemented. These challenges, if not addressed, could influence buy-in from the faculty and preceptors, and affect the success of the student.

Educación para la Ciudadanía Global: formación de profesores en la Escuela Superior de Educación de Lisboa

This article focus on the relation between the guides of Education for a Global Citizenship (EGC), in primary and high school, and the practices of initial teachers training, committed with the development of citizenship skills. The paths done in the frame of ECG in primary and high school are analysed from the official papers References for Development, Students Profile, Essential Competences (Citizenship and Development). The place of ECG in teachers training comes from the analyses of the legislative framework after Bologna. The put in practice of the guidelines in Lisbon Higher School of Education (ESELx) derives from the analyses of the programs and practices in the curricular units where this training is schedule. The analyses of the documents highlights the unclearness of citizenship concept as a praxis, that means, as an action that arises from reflection and critical analyses, directed to transform the reality in which we live, seen as a multilevel dimension. The biggest challenge is the construction of a democratic learning space, mobilizing the all school, with a teaching and learning perspective, living in democracy. Each teacher training institution has to focus on their reality and build a path able to claim or strengthen the ECG dimension in their curriculum. In the case of ESELx some lines were drawn in the sense of ECG reinforcement in the professional masters. The assumptions for this curricular draw are defined in the final reflection of this article.

ʺA competency model as a tool for improving the quality of vocational training in the educational and professional Master's degree program "Social Institution Managementʺ

agementʺ.The paper presents a competency model as a tool to improve the quality of vocational training ofgraduates in the educational and vocational Master’s program "Social Institution Management” (specialty"Management"). Emphasis is placed on the fact that the development of the social sphere is an importantcomponent of the development of society as a whole. The analysis of the current state of vocational training ofspecialists for the social sphere in Master's degree programs at higher education institutions of Ukraine wascarried out, which found that training is conducted in the following specialties: 231 "Social Work", 232 "SocialSecurity", 028 "Management of Socio-Cultural Activities", 073 "Management". It was also determined thatvocational training is carried out mainly under the educational program "Social Work" in fifteen institutions ofhigher education in Ukraine. Analysis of the content of education in specialty 231 "Social Work" and specialty232 "Social Security" showed that they have similar content, but the emphasis is on the essence of social work.At the same time, the issues of social sphere management are ignored, as a result of which the quality of socialservices is reduced. Therefore, a competency model of the graduate in the specialty 073 "Management" inaccordance with the educational program "Social Institution Management" was developed with regard to theestablished competency structure (knowledge, skills, and professionally important qualities). The list andnames of competencies were taken from the approved standard of higher education in the relevant specialty. Anexample of a schematic consideration of the competency "Ability to implement scientific management methodsin institutions and organizations of the social sphere" is given. The logical correspondence "competence –learning outcomes – discipline" in the specialty 073 "Management" in accordance with the educational program "Social Institution Management" is also substantiated. The presented learning outcomes also meet the approvedstandard of higher education in the relevant specialty. Based on the provisions of the theory of pedagogicalassessment, it is proposed to use standard assessment methods to measure the individual components of eachcompetency and integral competency as a whole. Approximate diagnostic methods are given. Vocationaltraining under the educational vocational program "Social Institution Management" of the specialty 073"Management" on the basis of the developed model will significantly improve the quality of educationalservices in the Master's program in this area.

Saídas de campo: uma possibilidade para o ensino de matemática

O presente trabalho apresenta a estratégia pedagógica Saída de campo como proposta para o ensino de conteúdos da disciplina Matemática no Ensino Fundamental. Inicialmente, relata-se uma experiência de trilha ecológica realizada no Parque Witeck, localizado na cidade de Novos Cabrais/RS, durante a disciplina “Saídas a Campo em Educação Ambiental aplicada às Ciências Exatas”, do Mestrado Profissional em Ensino de Ciências Exatas, de uma Universidade do Estado do Rio Grande do Sul/Brasil. Ao final da trilha a turma foi dividida em pequenos grupos e como atividade deveriam elaborar estratégias de ensino e de aprendizagem com base na temática: Saídas de Campo, relacionando com assuntos trabalhados na Educação Básica. Na sequência, são propostas três atividades possíveis de serem exploradas no Ensino de Matemática do 7º, 8º e 9º anos do Ensino Fundamental, sendo estes: fractais, simetria e trigonometria, respectivamente. Espera-se com as propostas realizadas, que os professores sintam-se encorajados, por meio da leitura desse artigo, a incluírem as Saídas de Campo em seus planejamentos, percebendo que estes espaços não formais são propícios para o ensino em todas áreas do conhecimento.

Experience in Creating Learning Objects in a Professional Master's Degree in Education

Experience in Creating Learning Objects in a Professional Master's Degree in Education

A Report from the Athletic Training Clinical Education Network on Scholarship Requirements in Professional Athletic Training Programs

Context Scholarship is a required element of the 2020 curricular content standards in professional athletic training education. Objective To explore the perceptions and experiences of implementing student scholarship within a professional program. Design Consensual qualitative research. Setting Individual phone interview. Patients or Other Participants Seventeen program directors of professional programs (professional bachelor's program = 12, 70.6%; professional master's program = 3, 17.6%; both = 2, 11.8%). Programs reported an average of 3 ± 1 core faculty (range, 1–5 faculty) supporting 37 ± 21 students (range, 3–96 students), with 3 ± 2 faculty (range, 1–8 faculty) involved in scholarship activities of their students. Data saturation guided the number of participants. Data Collection and Analysis Interviews occurred via phone using a semistructured interview guide. All interviews were audio-recorded and transcribed verbatim. Data were analyzed by a 3-person research team and coded into themes and categories based on a consensus process. Credibility was established by utilizing multiple researchers, an external auditor, and member checks. Results Two major themes emerged from the data: perceptions and mechanisms of scholarship. Student engagement in scholarship was perceived as valuable, but it was challenging to develop buy-in from students and preceptors. Participants felt that the term research carried a stigma, making it difficult to cultivate the value of scholarly clinical practice. When institutional culture embraced scholarship, participants indicated it was easier to integrate scholarly activities into the program. Participants reported students engaged in a variety of scholarly activities, including traditional research and evidence-based practice. Some scholarship experiences were singular, occurring once in the curriculum, while others were purposeful, sequenced, and integrated throughout the curriculum. Future scholarship endeavors included traditional theses and experimental research as well as practice-based, point-of-care research that might better integrate clinical practice and scholarship. Conclusions Participants perceived scholarship as important to professional preparation and required intentional action to integrate throughout the curriculum.

DESAFIOS E PERSPECTIVAS ATUAIS NA FORMAÇÃO DO PROFESSOR DE QUÍMICA: EXPECTATIVAS SOBRE O MESTRADO PROFISSIONAL EM QUÍMICA EM REDE NACIONAL (PROFQUI)

In Brazil, the continuing education of chemistry teachers has recently begun to form part of a broader public policy: the Professional Master Programs for the Qualification of Teachers of the Public Basic School (ProEB). The overall objective of these programs would be to contribute to the professional development by conducting qualified and current research that seeks to improve professional practices. Specifically, this article aims to present the perceptions of students and teachers in the initial phase of implementation of the Professional Master of Chemistry in National Network (PROFQUI). In this sense, the following are addressed: a) the aspects of teacher education in undergraduate chemistry courses; b) the continuing education of these teachers; c) the proposal of the professional masters, with special attention to PROFQUI; d) the initial data from a longitudinal survey involving 44 chemistry teachers and 27 university professors, collected from 6 higher education institutions participating in the PROFQUI. In short, it can be concluded that teachers of basic education seek from their professional development to improve the teaching of school chemistry. In this sense, such intended improvements are not only about scientific updating in chemistry, but also about didactic resources and possible practices and activities that contribute to their professional performance.

Lived Clinical Education Experiences of Professional Master’s Athletic Training Program Graduates

Purpose: Clinical education has been identified as a key aspect in the professional preparation of athletic trainers. The literature, however, has focused on clinical education at the undergraduate level rather than the graduate level, which is the future population of all CAATE-accredited athletic training programs. This study sought to describe the experiences of those who have completed athletic training clinical education at the master’s level, specifically focusing on the type of learning experiences they were granted and what influence the preceptor and the setting played in the overall experience. Method: This was a phenomenology study. Twelve graduates of CAATE-accredited professional master’s athletic training programs served as participants. All participants graduated after Spring 2014 and completed clinical education as a degree requirement. Three methods of data collection were utilized, including semi-structured interviews, prompted journaling and asynchronous online focus group discussion boards. Data was analyzed using a phenomenological reduction approach. Credibility of the data was confirmed with member checking, peer review and data triangulation. Results: Clinical education was determined to be a significant contributor to professional preparation of professional master’s athletic training students. Hands on-experiences, active preceptors and variety in clinical setting and opportunity were all cited as contributors to the success of clinical education. Participants described their experience as a significant commitment but valuable. Conclusions: Our findings suggest that clinical education should continue to be a requirement at the graduate level and that the clinical education curriculum should be designed to encourage hands-on learning and variety.

Professional master program: Preparing the nurse of the future

Analyze the results of knowledge production from a graduate program for master's degree in nursing. This is a qualitative retrospective documentary study. Data were collected from the university library repository and the program website. In total, 83 dissertations were found, analyzed and arranged into five groups: worker's health, care management, systematization of nursing care, health education, and nursing care. The results indicate good practices such as manuals, guides, protocols, software, and products for systematization of care. They indicate concern about changing the reality with care practices and interventions, health education and continuing education. This study showed student commitment to the fields of practice when choosing the project theme. Students presented an intention to improve care, management, education and research, in the various dimensions of the profession.

EDUCAÇÃO CIENTÍFICA DE PROFESSORAS DE LÍNGUA PORTUGUESA

This paper focuses on the scientific education process of some Portuguese language teachers, enrolled in the Professional Master of Arts (ProfLetras). This process was investigated from the analysis of Master’s dissertations, presented as graduation final works. The mentioned process was found through the investigation of the research objects and the self-representations present in the final works. This research is situated in literacy studies, developed in the indisciplinary field of Applied Linguistics. For linguistic microanalysis, we use Systemic Functional Linguistics (SFL), focusing on grammatical structures responsible for the experiential metafunction of language. The development of scientific education was verified by the perception of reflection on professional practice by the authors of the dissertations and by the demonstration of familiarization with reference theories. We also perceived the impact of academic discourse on the focused training process, inducing teachers to overvalue linguistic theories at the expense of the challenges of teaching Portuguese as a mother tongue.

Initial Research of Education Management of the Clinical Medicine Professional Master Degree which is Independently Established by Local General Medical Colleges in China

Initial Research of Education Management of the Clinical Medicine Professional Master Degree which is Independently Established by Local General Medical Colleges in China

Mapeamento sistemático das pesquisas realizadas nos programas de mestrado profissional que versam sobre a aprendizagem matemática na educação infantil

A proposta deste artigo é apresentar um panorama das dissertações, realizadas em programas de mestrado profissional, que versam sobre a aprendizagem matemática na Educação Infantil. A pesquisa é qualitativa e utiliza como procedimento inventariante o mapeamento sistemático, em que a preocupação central é a caracterização dos estudos e não a realização de análise e inferências de qualidade. O cenário da pesquisa foi constituído pelos trabalhos disponibilizados no catálogo de dissertações e teses da Capes, no recorte temporal de 2013 a 2018. A busca inicial ocorreu no mês de julho de 2019, e após a adoção dos critérios de exclusão e inclusão, totalizou-se em 84 trabalhos. Destes, após o processo de parametrização, com o estabelecimento de 11 descritores, restaram-se 12 estudos sobre a temática em tela. Após este processo, realizamos a leitura flutuante dos textos e o fichamento. Em alguns casos os trabalhos foram lidos na íntegra. As pesquisas foram categorizadas em três focos e seis subfocos temáticos. Os resultados apontam a relevância das pesquisas realizadas, pois apresentam contribuições efetivas para a aprendizagem matemática das crianças. Apesar disso, a maior parte dos trabalhos estão centrados na realização de metodologias diversificadas e alguns textos não destacam de forma evidenciada o produto educacional, critério essencial em programas stricto sensu profissional. Por fim, destacamos que a metodologia adotada não é rígida, podendo ser adaptada por outros pesquisadores, permitindo a obtenção diversificada de dados.

Ensino de ciências por investigação: contribuições da leitura para a alfabetização científica nos anos iniciais

Este texto é um recorte da pesquisa desenvolvida no Mestrado profissional em Ensino de Ciências e Matemática. Ele parte da ideia de um Ensino de Ciências que ofereça aos estudantes a possibilidade de utilização dos seus conhecimentos científicos na compreensão e na interação com o mundo a sua volta. A investigação consistiu no desenvolvimento de uma Sequência de Ensino Investigativa (SEI), intitulada “Como se forma um arco-íris no céu?”, junto a uma turma de 5º ano do Ensino Fundamental da rede municipal de Arapiraca-AL. O objetivo consistiu em analisar as contribuições da leitura de textos do gênero textual lenda para a promoção da Alfabetização Científica em uma turma do 5º ano do Ensino Fundamental, por meio da abordagem didática do ensino por investigação. Para nortear a pesquisa, partiu-se da seguinte problemática: Quais as contribuições da leitura do gênero textual lenda na promoção da Alfabetização Científica de estudantes de uma turma do 5º ano do Ensino Fundamental, por meio do ensino por investigação? Assim, buscou-se na Abordagem Qualitativa os pressupostos metodológicos que consistiu em uma pesquisa de aplicação, utilizando como instrumento de coleta de dados o desenvolvimento da Sequência Didática composta por questões abertas. Os resultados apontam que a leitura de textos, no ensino de Ciências, permitiu a inclusão dos estudantes na cultura científica por meio da aprendizagem de conceitos, ampliação de vocabulário, compreensão da natureza das Ciências e formação de cidadãos críticos e conhecedores de seus direitos e deveres na sociedade.

Aproximações ao Português Língua Não Materna: alguns estudos académicos do 2º Ciclo (Bolonha)

Com Bolonha, as licenciaturas de 4-5 anos conducentes à profissionalização foram extintas e deram lugar a um 1º ciclo de três anos, de caráter geral, sendo necessário frequentar um mestrado profissionalizante em ensino (2º ciclo) para obter o diploma de professor. Neste contexto, e ainda considerando a legislação portuguesa que define o regime jurídico da habilitação profissional, os mestrandos, no final do curso, são chamados a desenvolver um estudo empírico, no âmbito do Estágio Pedagógico, que integrará o Relatório de Estágio (RE) a ser defendido em provas públicas. Sendo o panorama social e educativo, no presente, em Portugal, multicultural e multilingue, estes estudantes de mestrado confrontam-se nas escolas com o desafio de ensinar a língua a alunos de português língua não materna a par de alunos nativos, ou seja, a sujeitos com passados linguísticos distintos. Neste âmbito, este texto pretende dar conta de 10 estudos realizados entre 2012 e 2017, por mim orientados, analisando as linhas de força que os enformam (temáticas, conceitos, estratégias) e as principais conclusões.

Implementação do Plano Nacional do Livro Didático: docentes de Sociologia e os usos do Livro Didático no Nordeste brasileiro

Este artigo apresenta uma análise preliminar, resultado de uma pesquisa de mestrado em desenvolvimento, que tem por objetivo investigar de que maneira docentes de Sociologia vem implementando o Plano Nacional do Livro Didático (PNLD) no Ensino Médio. O universo da pesquisa é composto por docentes da Educação Básica vinculados ao Programa de Mestrado Profissional de Sociologia em Rede Nacional (PROFSOCIO), recorte de natureza metodológica que viabilizou a coleta de dados em uma ampla diversidade territorial e permitiu reunir informações sobre formação docente em Sociologia e os usos do Livro Didático. Neste trabalho, analisamos dados sobre a Região Nordeste do país, coletados por meio de aplicação virtual de questionário. Foram analisados trinta e três questionários que seguem indicando: a) os docentes assumem importante função no processo de implementação do PNLD, participando da escolha da obra e recorrendo à utilização do material com frequência e b) os docentes tem o Livro Didático de Sociologia como principal apoio à suas atividades de planejamento, aspecto que demanda mais apuradas investigações.

Concepções a respeito do Trabalho Final do Mestrado Profissional em Ensino de Ciências

The text that follows presents a study that highlights the main characteristics regarding the Final Work required as a condition to obtaining the title in the Professional Master's (MP) in Science Teaching. In this way, we initially sought to recover the historical aspects of the creation of Professional Masters in Brazil. Based on the laws over the years in which the MP was consolidated, it was possible to see how much the Final Work was being reinterpreted. Finally, we present the beliefs that represent the thinking of professors, in the field of Physics, who belong to the Graduate Program in Science and Technology in Education (PPGCITED) at Campus Pelotas Visconde da Graça of the Federal Institute of Education, Science and Technology Sul-rio-grandense (IFSul). From theorists we will expose the understanding that has guided the orientations of our students in relation to their work of conclusion of the course.

METODOLOGIAS ATIVAS NO ENSINO DE FÍSICA: UM PANORAMA DA PESQUISA STRICTO SENSU BRASILEIRA

This paper presents an exploratory study whose main objective was to draw an overview of the strict sense research carried out in Brazil, addressing the use of active methodologies in the teaching of physics, from 2009 to 2019. To achieve this objective weanalyzed theses and dissertations available in the collection of the Biblioteca Digital Brasileira de Teses e Dissertações-BDTD. The choice for this platform is justified by its breadth. By defining the descriptors "active methodologies" AND "Physics", related by the Boolean operator "AND" and adopting as exclusion criteria the non-belonging to the area of Physics, we identified twenty-six works. After analyzing the selected material, it was possible to detect a sharp growth in the number of these researches in recent years, most of them composed by dissertations from professional master’s programs. Almost all the work was carried out in public institutions and addressed the use of active methodologies at all levels of education, most of them directed to high school. We also found that there is a predominance of the use of Peer Instruction methodology. Another fact that deserves attention is the concentration of research in the Southeast and South regions from Brazil.

Exploration on the training model of professional postgraduates in clinical pharmacy

In this study, the necessity of professional master's degree training in clinical pharmacy was analyzed by means of literature research and practice summary, and the existing problems in current professional curriculum, tutor team and practice teaching were discussed. In view of the existing problems, this paper puts forward that medical colleges and universities should give full play to their medical resources, draw lessons from the talents training experience of clinical pharmacists training base, adopt measures such as optimizing curriculum system, selecting tutors, attaching importance to practical teaching, so as to improve the quality of postgraduate training in clinical pharmacy, train high-level clinical pharmacists, and promote the development of clinical pharmacy in China. Key words: Clinical pharmacy; Professional degree; Training model; Professional master of pharmacy

Construction of dynamic assessment system for practice base of professional master's degree in clinical medicine

Objective To construct the dynamic assessment system for practice base of professional master's degree in clinical medicine. Methods The teaching managers, clinical experts, postgraduate tutors and postgraduates of seven tertiary general hospitals with standardized training qualifications for residents in Hunan province were selected. Using the literature review and site investigation, we drafted the framework and score-factor of the dynamic assessment indicator system and adopted the percentage system to construct the assessment system. Results We interviewed and discussed with 28 teaching managers, 21 clinical experts, 35 graduate tutors and 112 graduate students; the response rate of all interviewees was 100%. The dynamic assessment system was composed of 4 first-level indicators and 20 second-level indicators; the score-factor of the primary indicator was 25%, and the score-factor of the secondary indicator was 5%. Conclusion The established dynamic assessment system has reasonable indicators and strong operability, and can provide useful reference. Key words: Clinical medicine; Professional degree; Postgraduate education; Practice base; Dynamic assessment system