JOURNAL CLUB AS A PEDAGOGICAL STRATEGY: EVALUATION OF AN EXPERIENCE FROM THE PERSPECTIVE OF NURSING STUDENTS
The Journal Club (JC) pedagogical strategy has been used during clinical nursing education, with the aim of promoting in students the development of skills in the synthesis and transfer of scientific evidence, as well as critical and reflective thinking. On the other hand, it allows for collaborative learning between students and nurses at the care unit where clinical teaching takes place, assuming that it contributes to the improvement of evidence-based nursing care. As a strategy that culminates in the sharing of evidence, in an environment that can be formal or informal, face-to-face or virtual, integrated into the care unit or open to the educational community, it facilitates that new knowledge is discussed among all participants and contributes to the its dissemination. The aim was thus to find out how a group of students of the Degree in Nursing at the Nursing School of Coimbra describe their experience with the JC, during clinical teaching in Primary/Differentiated Health Care in the Health Nursing Area. Maternal. For data collection, a questionnaire with open questions was used, which was completed by the students at the end of the experience. It stands out from the results that the experience was considered innovative and rich in learning. The moments of sharing evidence, debate and critical reflection, involving the participation of professors and nurses, were considered very positive. Mentioned negative aspects, related to the organization of evidence sharing. Deepening knowledge on a specific topic relevant to the area of clinical teaching, the opportunity to train research in databases, analyze and synthesize science, learn to reflect critically, were advantages mentioned for learning.
JOURNAL CLUB AS A PEDAGOGICAL STRATEGY: EVALUATION OF AN EXPERIENCE FROM THE PERSPECTIVE OF NURSING STUDENTS
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DOI: 10.22533/at.ed.1593332302056
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Palavras-chave: Journal Club; Evidence-Based Nursing; Nursing Teaching; Pedagogical Practice.
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Keywords: Journal Club; Evidence-Based Nursing; Nursing Teaching; Pedagogical Practice.
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Abstract:
The Journal Club (JC) pedagogical strategy has been used during clinical nursing education, with the aim of promoting in students the development of skills in the synthesis and transfer of scientific evidence, as well as critical and reflective thinking. On the other hand, it allows for collaborative learning between students and nurses at the care unit where clinical teaching takes place, assuming that it contributes to the improvement of evidence-based nursing care. As a strategy that culminates in the sharing of evidence, in an environment that can be formal or informal, face-to-face or virtual, integrated into the care unit or open to the educational community, it facilitates that new knowledge is discussed among all participants and contributes to the its dissemination. The aim was thus to find out how a group of students of the Degree in Nursing at the Nursing School of Coimbra describe their experience with the JC, during clinical teaching in Primary/Differentiated Health Care in the Health Nursing Area. Maternal. For data collection, a questionnaire with open questions was used, which was completed by the students at the end of the experience. It stands out from the results that the experience was considered innovative and rich in learning. The moments of sharing evidence, debate and critical reflection, involving the participation of professors and nurses, were considered very positive. Mentioned negative aspects, related to the organization of evidence sharing. Deepening knowledge on a specific topic relevant to the area of clinical teaching, the opportunity to train research in databases, analyze and synthesize science, learn to reflect critically, were advantages mentioned for learning.
- Rosa Maria dos Santos Moreira
