PENSAMENTO CRÍTICO: FAZ PARTE DAS PRÁTICAS DIDÁTICO-PEDAGÓGICAS DOS CURSOS DE LICENCIATURA EM ENFERMAGEM DA EUROPA?
Palavras-chave:
Capacidades de Pensamento Crítico, Disposições de Pensamento Crítico, Estudantes de Enfermagem, Estratégias didático-pedagógicas.
Resumo
O Pensamento Crítico (PC) é um elemento-chave na educação em enfermagem, devendo ser promovido durante o seu ensino universitário, de modo a permitir que os estudantes se tornem profissionais habilidosos, competentes, imbuídos de conhecimento técnico e científico atualizado, capazes de responder de forma assertiva às complexas demandas da profissão. Esta revisão de literatura pretende identificar e discutir de que forma as capacidades e disposições de PC são identificadas como estando presentes nas práticas didático-pedagógicas utilizadas nos cursos de licenciatura em enfermagem da Europa. Trata-se de uma revisão de literatura do tipo crítica, seguindo os passos de pesquisa, avaliação, síntese e análise, com busca na base de dados Scopus. Foram analisados 7 estudos, que atenderam aos critérios de inclusão. Foram identificadas as estratégias didático-pedagógicas: escrita de poemas, seminários de casos, escrita narrativa, photovoice, photovoice mais dramatização e grupos cooperativos de aprendizagem. Estas, foram utilizadas nos cursos de licenciatura em enfermagem com vista a possibilitar a formação de profissionais capazes de fornecerem respostas aos problemas complexos do contexto saúde-doença. A presente discussão não permitiu avançar para além do “se”, porque identificou-se que nos poucos estudos incluídos desta revisão não se fazia menção ao ensino com orientação explícita, sistemática e intencional para o desenvolvimento de capacidades e disposições de PC.
Referências
Alfaro-LeFevre, R. (2014). Aplicação do processo de enfermagem. Fundamentos para o raciocínio clinico (8a ed.). Artmed.
Andina-Díaz, E. (2020). Using Photovoice to stimulate critical thinking: An exploratory study with Nursing students. Revista Latino-Americana de Enfermagem, 28, 1–7. https://doi.org/10.1590/1518-8345.3625.3314
Ayçiçek, B. (2021). Integration of critical thinking into curriculum: Perspectives of prospective teachers. Thinking Skills and Creativity, 41. https://doi.org/10.1016/j.tsc.2021.100895
Bellaera, L., Weinstein-Jones, Y., Ilie, S., & Baker, S. T. (2021). Critical thinking in practice: The priorities and practices of instructors teaching in higher education. Thinking Skills and Creativity, 41. https://doi.org/10.1016/j.tsc.2021.100856
Boso, C. M., van der Merwe, A. S., & Gross, J. (2021). Critical thinking disposition of nursing students: A quantitative investigation. Nurse Education in Practice, 55. https://doi.org/10.1016/j.nepr.2021.103167
Cardoso, T., Alarcão, I., & Celorico, J. A. (2010). Revisão da literatura e sistematização do conhecimento. Porto Editora.
Carter, A. G., Creedy, D. K., & Sidebotham, M. (2016). Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature. Nurse Education Today, 40, 209–218. https://doi.org/10.1016/j.nedt.2016.03.010
Cruz, G., Dominguez, C., & Payan-Carreira, R. (2020). A importância e o desafio de educar para o pensamento crítico no séc. XXI. In J. Lopes, H. Silva, C. Dominguez, & M. Nascimento (Eds.), Educar para o pensamento crítico na sala de aula (pp. 1–22). Pactor.
Oliveira, L., Díaz, L. J., Carbogim, F., Rodrigues, A., & Püschel, V. (2016). Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: A meta-analysis. In Revista da Escola de Enfermagem (Vol. 50, Issue 2, pp. 350–359). Escola de Enfermagem de Universidade de Sao Paulo. https://doi.org/10.1590/S0080-623420160000200023
Dominguez, C., Payan-Carreira, R., Morais, F., Nascimento, M., Maia, A., Pedrosa, D., & Cruz, G. (2014). Revisão entre pares e pensamento crítico- percurso para uma metodologia transversal. In Rui Marques Vieira, Celine Tenreiro-Vieira, Idália Sá Chaves, & Celeste Machado (Eds.), Pensamento Crítico na Educação: Perspetivas atuais no panorama internacional. https://www.researchgate.net/publication/269334637_Revisao_entre_pares_e_pensamento_critico_percurso_para_uma_metodologia_transversal
Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. https://education.illinois.edu/docs/default-source/faculty-documents/robert-ennis/thenatureofcriticalthinking_51711_000.pdf
Facione, P. (2015). Critical Thinking: What It Is and Why It Counts Leadership Thinking Resources View project Critical Thinking, Decision Making, and Problem Solving View project. https://www.researchgate.net/publication/251303244
Facione, P. (1990). “The Delphi Report” Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction.
Frenk, J., Chen, L., qar Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., Garcia, P., Ke, Y., Kelley, P., Kistnasamy, B., Meleis, A., Naylor, D., Pablos-Mendez, A., Reddy, S., Scrimshaw, S., Sepulveda, J., Serwadda, D., & Zurayk, H. (2010). The Lancet Commissions Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376, 1923–1958. https://doi.org/10.1016/S0140
Gao, X., Wang, L., Deng, J., Wan, C., & Mu, D. (2022). The effect of the problem-based learning teaching model combined with mind mapping on nursing teaching: A meta-analysis. Nurse Education Today, 111. https://doi.org/10.1016/j.nedt.2022.105306
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. In Health Information and Libraries Journal (Vol. 26, Issue 2, pp. 91–108). https://doi.org/10.1111/j.1471-1842.2009.00848.x
Haffejee, F. (2021). The use of photovoice to transform health science students into critical thinkers. BMC Medical Education, 21(1), 237. https://doi.org/10.1186/s12909-021-02656-1
Hofsten, A., Gustafsson, C., & Häggström, E. (2010). Case seminars open doors to deeper understanding - Nursing students’ experiences of learning. Nurse Education Today, 30(6), 533–538. https://doi.org/10.1016/j.nedt.2009.11.001
Hundial, H. (2020). The Safe Care FrameworkTM: A practical tool for critical thinking. Nurse Education in Practice, 48. https://doi.org/10.1016/j.nepr.2020.102852
Jack, K., & Illingworth, S. (2017). ‘Saying it without saying it’: using poetry as a way to talk about important issues in nursing practice. Journal of Research in Nursing, 22(6–7), 508–519. https://doi.org/10.1177/1744987117715293
Mártires, A., Monteiro, M. J., Rainho, M. da C., & Branco, M. Z. C. (2019). Promoção de competências de pensamento crítico em estudantes de enfermagem. Revista Lusófona de Educação, 44(44), 159–172. https://doi.org/10.24140/issn.1645-7250.rle44.10
Mendelson, T., Turner, A. K., & Tandon, S. D. (2013). Social class as moderator of the relationship between (dis)empowering processes and psychological empowerment. Journal of Community Psychology, 41(1), 84–101. https://doi.org/10.1002/jcop
Musharyanti, L., Yusup, R.M., Priyatnanto, H. (2021). Teaching method to increase critical thinking in health profession student: a literature review. Bali Medical Journal 10(3) Special Issue ICONURS: 1083-1087. DOI: 10.15562/bmj. v10i3.2836
Negri, E. C., Mazzo, A., Martins, J. C. A., Pereira Junior, G. A., Almeida, R. G. dos S., & Pedersoli, C. E. (2017). Simulação clínica com dramatização: Ganhos percebidos por estudantes e profissionais de saúde. Revista Latino-Americana de Enfermagem, 25. https://doi.org/10.1590/1518-8345.1807.2916
Nussbaum, M. (2015). Sem fins lucrativos: porque a democracia precisa de humanidades (tradução Fernando Santos, Ed.; 1st ed.). WMF Martins Fontes.
Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00688-y
Ribeiro, O. M. P. L., Fassarella, C. S., Trindade, L. D. L., Luna, A. A., & Ventura da Silva, J. M. A. (2020). Ano internacional da enfermagem: dos 200 anos de Florence Nightingale à pandemia por COVID-19. Revista de Enfermagem Do Centro-Oeste Mineiro, 10. https://doi.org/10.19175/recom.v10i0.3725
Salminen, L., Tuukkanen, M., Clever, K., Fuster, P., Kelly, M., Kielé, V., Koskinen, S., Sveinsdóttir, H., Löyttyniemi, E., & Leino-Kilpi, H. (2021). The competence of nurse educators and graduating nurse students. Nurse Education Today, 98. https://doi.org/10.1016/j.nedt.2021.104769
Solano-Ruiz, Mc., Andina-Díaz, E., Noreña-Peña, A., & Siles-González, J. (2021). Photovoice and dramatisation in the classroom with nursing students: An exploratory study to raise awareness of the cultural and social dimensions of violence against women. Nurse Education Today, 103, 104974. https://doi.org/10.1016/j.nedt.2021.104974
Swartz, R., & Mcguinness, C. (2014). Developing and Assessing Thinking Skills: Final Report Part 1, Literature Review and Evaluation Framework. https://doi.org/10.13140/RG.2.1.4917.6163
Veríssimo, A., Carvalho, L., & Barroso, C. (2021). Estratégias de Supervisão Clínica e Pensamento Crítico no Curso de Licenciatura em Enfermagem [Master Thesis]. Universidade do Porto.
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Teaching Strategies and Critical Thinking Abilities in Science Teacher Education. In G. Gibson (Ed.), Critical Thinking: Teories, Methods and Challenges (pp. 77–98). Nova Science Publishers.
von Colln-Appling, C., & Giuliano, D. (2017). A concept analysis of critical thinking: A guide for nurse educators. In Nurse Education Today (Vol. 49, pp. 106–109). Churchill Livingstone. https://doi.org/10.1016/j.nedt.2016.11.007
Warne, M., Snyder, K., & Gådin, K. G. (2013). Photovoice: An opportunity and challenge for students’ genuine participation. Health Promotion International, 28(3), 299–310. https://doi.org/10.1093/heapro/das011
Westin, L., Sundler, A. J., & Berglund, M. (2015). Students’ experiences of learning in relation to didactic strategies during the first year of a nursing programme: A qualitative study. BMC Medical Education, 15(1). https://doi.org/10.1186/s12909-015-0338-x
Zhang, J., Chen, B. (2021). The effect of cooperative learning on critical thinking of nursing students in clinical practicum: A quasi-experimental study. Journal of Professional Nursing, 37, 177-183
Andina-Díaz, E. (2020). Using Photovoice to stimulate critical thinking: An exploratory study with Nursing students. Revista Latino-Americana de Enfermagem, 28, 1–7. https://doi.org/10.1590/1518-8345.3625.3314
Ayçiçek, B. (2021). Integration of critical thinking into curriculum: Perspectives of prospective teachers. Thinking Skills and Creativity, 41. https://doi.org/10.1016/j.tsc.2021.100895
Bellaera, L., Weinstein-Jones, Y., Ilie, S., & Baker, S. T. (2021). Critical thinking in practice: The priorities and practices of instructors teaching in higher education. Thinking Skills and Creativity, 41. https://doi.org/10.1016/j.tsc.2021.100856
Boso, C. M., van der Merwe, A. S., & Gross, J. (2021). Critical thinking disposition of nursing students: A quantitative investigation. Nurse Education in Practice, 55. https://doi.org/10.1016/j.nepr.2021.103167
Cardoso, T., Alarcão, I., & Celorico, J. A. (2010). Revisão da literatura e sistematização do conhecimento. Porto Editora.
Carter, A. G., Creedy, D. K., & Sidebotham, M. (2016). Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature. Nurse Education Today, 40, 209–218. https://doi.org/10.1016/j.nedt.2016.03.010
Cruz, G., Dominguez, C., & Payan-Carreira, R. (2020). A importância e o desafio de educar para o pensamento crítico no séc. XXI. In J. Lopes, H. Silva, C. Dominguez, & M. Nascimento (Eds.), Educar para o pensamento crítico na sala de aula (pp. 1–22). Pactor.
Oliveira, L., Díaz, L. J., Carbogim, F., Rodrigues, A., & Püschel, V. (2016). Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: A meta-analysis. In Revista da Escola de Enfermagem (Vol. 50, Issue 2, pp. 350–359). Escola de Enfermagem de Universidade de Sao Paulo. https://doi.org/10.1590/S0080-623420160000200023
Dominguez, C., Payan-Carreira, R., Morais, F., Nascimento, M., Maia, A., Pedrosa, D., & Cruz, G. (2014). Revisão entre pares e pensamento crítico- percurso para uma metodologia transversal. In Rui Marques Vieira, Celine Tenreiro-Vieira, Idália Sá Chaves, & Celeste Machado (Eds.), Pensamento Crítico na Educação: Perspetivas atuais no panorama internacional. https://www.researchgate.net/publication/269334637_Revisao_entre_pares_e_pensamento_critico_percurso_para_uma_metodologia_transversal
Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. https://education.illinois.edu/docs/default-source/faculty-documents/robert-ennis/thenatureofcriticalthinking_51711_000.pdf
Facione, P. (2015). Critical Thinking: What It Is and Why It Counts Leadership Thinking Resources View project Critical Thinking, Decision Making, and Problem Solving View project. https://www.researchgate.net/publication/251303244
Facione, P. (1990). “The Delphi Report” Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction.
Frenk, J., Chen, L., qar Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., Garcia, P., Ke, Y., Kelley, P., Kistnasamy, B., Meleis, A., Naylor, D., Pablos-Mendez, A., Reddy, S., Scrimshaw, S., Sepulveda, J., Serwadda, D., & Zurayk, H. (2010). The Lancet Commissions Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376, 1923–1958. https://doi.org/10.1016/S0140
Gao, X., Wang, L., Deng, J., Wan, C., & Mu, D. (2022). The effect of the problem-based learning teaching model combined with mind mapping on nursing teaching: A meta-analysis. Nurse Education Today, 111. https://doi.org/10.1016/j.nedt.2022.105306
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. In Health Information and Libraries Journal (Vol. 26, Issue 2, pp. 91–108). https://doi.org/10.1111/j.1471-1842.2009.00848.x
Haffejee, F. (2021). The use of photovoice to transform health science students into critical thinkers. BMC Medical Education, 21(1), 237. https://doi.org/10.1186/s12909-021-02656-1
Hofsten, A., Gustafsson, C., & Häggström, E. (2010). Case seminars open doors to deeper understanding - Nursing students’ experiences of learning. Nurse Education Today, 30(6), 533–538. https://doi.org/10.1016/j.nedt.2009.11.001
Hundial, H. (2020). The Safe Care FrameworkTM: A practical tool for critical thinking. Nurse Education in Practice, 48. https://doi.org/10.1016/j.nepr.2020.102852
Jack, K., & Illingworth, S. (2017). ‘Saying it without saying it’: using poetry as a way to talk about important issues in nursing practice. Journal of Research in Nursing, 22(6–7), 508–519. https://doi.org/10.1177/1744987117715293
Mártires, A., Monteiro, M. J., Rainho, M. da C., & Branco, M. Z. C. (2019). Promoção de competências de pensamento crítico em estudantes de enfermagem. Revista Lusófona de Educação, 44(44), 159–172. https://doi.org/10.24140/issn.1645-7250.rle44.10
Mendelson, T., Turner, A. K., & Tandon, S. D. (2013). Social class as moderator of the relationship between (dis)empowering processes and psychological empowerment. Journal of Community Psychology, 41(1), 84–101. https://doi.org/10.1002/jcop
Musharyanti, L., Yusup, R.M., Priyatnanto, H. (2021). Teaching method to increase critical thinking in health profession student: a literature review. Bali Medical Journal 10(3) Special Issue ICONURS: 1083-1087. DOI: 10.15562/bmj. v10i3.2836
Negri, E. C., Mazzo, A., Martins, J. C. A., Pereira Junior, G. A., Almeida, R. G. dos S., & Pedersoli, C. E. (2017). Simulação clínica com dramatização: Ganhos percebidos por estudantes e profissionais de saúde. Revista Latino-Americana de Enfermagem, 25. https://doi.org/10.1590/1518-8345.1807.2916
Nussbaum, M. (2015). Sem fins lucrativos: porque a democracia precisa de humanidades (tradução Fernando Santos, Ed.; 1st ed.). WMF Martins Fontes.
Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00688-y
Ribeiro, O. M. P. L., Fassarella, C. S., Trindade, L. D. L., Luna, A. A., & Ventura da Silva, J. M. A. (2020). Ano internacional da enfermagem: dos 200 anos de Florence Nightingale à pandemia por COVID-19. Revista de Enfermagem Do Centro-Oeste Mineiro, 10. https://doi.org/10.19175/recom.v10i0.3725
Salminen, L., Tuukkanen, M., Clever, K., Fuster, P., Kelly, M., Kielé, V., Koskinen, S., Sveinsdóttir, H., Löyttyniemi, E., & Leino-Kilpi, H. (2021). The competence of nurse educators and graduating nurse students. Nurse Education Today, 98. https://doi.org/10.1016/j.nedt.2021.104769
Solano-Ruiz, Mc., Andina-Díaz, E., Noreña-Peña, A., & Siles-González, J. (2021). Photovoice and dramatisation in the classroom with nursing students: An exploratory study to raise awareness of the cultural and social dimensions of violence against women. Nurse Education Today, 103, 104974. https://doi.org/10.1016/j.nedt.2021.104974
Swartz, R., & Mcguinness, C. (2014). Developing and Assessing Thinking Skills: Final Report Part 1, Literature Review and Evaluation Framework. https://doi.org/10.13140/RG.2.1.4917.6163
Veríssimo, A., Carvalho, L., & Barroso, C. (2021). Estratégias de Supervisão Clínica e Pensamento Crítico no Curso de Licenciatura em Enfermagem [Master Thesis]. Universidade do Porto.
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Teaching Strategies and Critical Thinking Abilities in Science Teacher Education. In G. Gibson (Ed.), Critical Thinking: Teories, Methods and Challenges (pp. 77–98). Nova Science Publishers.
von Colln-Appling, C., & Giuliano, D. (2017). A concept analysis of critical thinking: A guide for nurse educators. In Nurse Education Today (Vol. 49, pp. 106–109). Churchill Livingstone. https://doi.org/10.1016/j.nedt.2016.11.007
Warne, M., Snyder, K., & Gådin, K. G. (2013). Photovoice: An opportunity and challenge for students’ genuine participation. Health Promotion International, 28(3), 299–310. https://doi.org/10.1093/heapro/das011
Westin, L., Sundler, A. J., & Berglund, M. (2015). Students’ experiences of learning in relation to didactic strategies during the first year of a nursing programme: A qualitative study. BMC Medical Education, 15(1). https://doi.org/10.1186/s12909-015-0338-x
Zhang, J., Chen, B. (2021). The effect of cooperative learning on critical thinking of nursing students in clinical practicum: A quasi-experimental study. Journal of Professional Nursing, 37, 177-183
Publicado
2023-10-22
Edição
Secção
Artigos
Direitos de Autor (c) 2023 Angélica Veríssimo, Fátima Segadães, Cristina Barroso
Este trabalho está licenciado com uma Licença Creative Commons - Atribuição 4.0 Internacional.
