FACILITATIVE LEARNING STRATEGIES IN A NURSING ACADEMIC TUTORING PROGRAM
DOI:
https://doi.org/10.47820/recima21.v6i6.6558Keywords:
Mentoring, Active learning, Nursing students, Nursing educationAbstract
Objective: The experience aimed, through a tutoring project, to develop improvements in the academic quality and performance of students, focusing on the professionalizing areas of nursing, especially in child and adolescent health care. Methods: Descriptive study, of the experience report type, on the use of assisting strategies during mentorship of the modules Nursing Process and Care Procedures II, Nursing Process and Nursing Care Systematization, Child and Adolescent Health, Nursing Care I, and Extension Curricular Activity, from August to November 2024. The study involved 37 students, who were the target audience of mentorship activities conducted in laboratories and classrooms. Results: The tutoring program provided access to learning-facilitating tools, and the students responded positively to the proposed activities. Despite the challenges faced, the learning process through interactive activities enhanced the participants’ skills and contributed to the training of generalist nurses. Conclusions: The reported study demonstrates that the strategies adopted promoted improvements in both the academic and practical training of the students, fostering the development of new skills in the professionalizing areas of nursing. The proposed activities also revealed the acquisition of new abilities by the student tutors. It is concluded, therefore, that the use of simulations, games, and clinical cases is an effective tool for facilitatting learning in the field of nursing.
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