Métodos ativos aplicados no ensino de enfermagem: revisão sistemática da literatura

Abstract

Active methods are anchored in student-centered teaching practices. The aim of this study was to analyze the scientific evidence in the literature on the active methods used and tested in undergraduate nursing courses. For that, the following databases were used: PubMed and Virtual Health Library, articles published in the period from 2018 to 2020 were selected. The descriptors were selected based on the list of Health Sciences Descriptors - DeCS/MeSH, combined with the search terms, using the Boolean operator AND/OR. The keywords were used: nursing students; nursing education; active teaching; active method; active learning; problem-based learning. The search resulted in a total of 128 studies, 103 in PubMed and 25 in the VHL. Of these, 96 did not meet the inclusion criteria. After analyzing all abstracts, 32 articles were selected for reading in full. Of these, 21 were excluded because they had insufficient information, or the research was carried out in conjunction with other professionals, or were reviews, reports of experiences/reflections/editorial, or were not available for download. Therefore, the final sample resulted in 11 articles written in the English language. The active methods most used in nursing teaching were: challenge-based learning, problem-based learning, inverted classroom, simulation, case-based learning, cooperative learning method. The main effects of interventions with active methods among Nursing students: increase and/or improvement of knowledge, satisfaction and selfconfidence, learning, performance, motivation, teamwork, learning, critical thinking, innovation, curiosity, courage and resilience. The results of the studies support the notion that learning by active methods is in fact a viable and fundamental strategy, which works to promote and improve the performance of nursing students.