Theoretical assumptions of Maffesoli's sensitivity and Problem-Based Learning in Nursing Education

Authors

  • María-Aurora Rodríguez-Borrego Universidad de Córdoba; Hospital Universitario Reina Sofía; IMIBIC
  • Rosane Gonçalves Nitschke Universidade Federal de Santa Catarina; Centro de Ciências da Saúde; Departamento de Enfermagem
  • Marta Lenise do Prado Universidade Federal de Santa Catarina; Centro de Ciências da Saúde; Departamento de Enfermagem
  • Jussara Gue Martini Universidade Federal de Santa Catarina; Centro de Ciências da Saúde; Departamento de Enfermagem
  • María-Dolores Guerra-Martín Universidad de Sevilla; Facultad de Enfermería
  • Carmen González-Galán

DOI:

https://doi.org/10.1590/0104-1169.3065.2444

Abstract

OBJECTIVE: understand the everyday and the imaginary of Nursing students in their knowledge socialization process through the Problem-Based Learning (PBL) strategy. METHOD: Action Research, involving 86 students from the second year of an undergraduate Nursing program in Spain. A Critical Incident Questionnaire and Group interview were used. Thematic/categorical analysis, triangulation of researchers, subjects and techniques. RESULTS: the students signal the need to have a view from within, reinforcing the criticism against the schematic dualism; PBL allows one to learn how to be with the other, with his mechanical and organic solidarity; the feeling together, with its emphasis on learning to work in group and wanting to be close to the person taking care. CONCLUSIONS: The great contradictions the protagonists of the process, that is, the students experience seem to express that group learning is not a form of gaining knowledge, as it makes them lose time to study. The daily, the execution time and the imaginary of how learning should be do not seem to have an intersection point in the use of Problem-Based Learning. The importance of focusing on the daily and the imaginary should be reinforced when we consider nursing education.

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Published

2014-06-01

Issue

Vol. 22 No. 3 (2014)

Section

Original Articles

License

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 Authors are fully responsible for the concepts disseminated in their manuscripts, which do not necessarily reflect the editors’ and editorial board’s opinion.

 

How to Cite

Theoretical assumptions of Maffesoli’s sensitivity and Problem-Based Learning in Nursing Education . (2014). Revista Latino-Americana De Enfermagem, 22(3), 504-510. https://doi.org/10.1590/0104-1169.3065.2444