The problem based learning method (pbl) gives in the context the formation of future nurses. One experience story

Abstract

This study falls within the framework of the implementation of the method Problem Based Learning (PBL) in the context of a Nursing degree course, taught in the Faculty of Health Sciences of the Catholic University of Mozambique. The main purpose of this study was to find out how finalist students of this course give meaning to their formative processes, taking as a reference a specific formative methodology: the PPL. The methodological option to collect empirical data, supporting this study, was the Discussion of Groups. This methodology struck us as adjusted since, one of the researchers involved in its formation process, as a trainer, assuming, in this way, the status of "participating investigator". Thus was created a climate of trust to express various points of view in confrontation. After analysis and discussion of the results, we saw that the PBL Method tends to create perspectives of the formation of future nurses in a perspective of "situated learning" and valuing a skills profile based on "problem solving" in context. Another result with meaning, for the participants, relates to the potential of this method that, according to the perspectives in confrontation in the Discussion Groups, seeks to facilitate the process of transition to the labor market, in particular by the fact that investing in labor practices theorizing.