Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.15/1999
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degois.publication.locationNew York, USApt_PT
dc.contributor.authorPinto, Rosário-
dc.contributor.authorSpínola, Ana-
dc.contributor.authorReis, Alcinda-
dc.description.abstractThe mobilization of the constructivist methodology of Values and Knowledge Education (VaKE) in nursing teaching area occurred during the 3rd year of Bachelor Degree, in a family clinical care context, chosen because it is a moment of the course when students are confronted with diverse types of dilemmas involving questions centred in personal, social, moral and ethical concerns, while developing competencies for decision making. The pilot was implemented during 3 weeks, with planned moments of 2 hours interaction following the eleven steps proposed. The added value of VaKE process in discussing these dilemmas related to nursing care revealed to be the possibility of integration, in the same process, of personal and professional dimensions. Beyond knowledge, the results of this piloting experience, highlight the importance of the incorporation of previous experiences, personal feelings, non-theoretical opinions and the perspectives of others. As previous research have identified, throughout VaKE methodology, a comprehensive, reflexive and motivating discussion is achieved, within searching for a non-existent absolute solution for a dilemma.pt_PT
dc.description.sponsorshipTempus/LLAF; Values and Knowledge Education (VaKE)pt_PT
dc.publisherNova Science Publisherspt_PT
dc.subjectNursing care, nursing students, values, educationpt_PT
dc.titleValues and Knowledge Education (VAKE) Appliedc to Nursing Care. Innovative Teaching Strategies and Methods Promoting Lifelong Learning in Higher Educationpt_PT
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