Investigação do processo de implementação do currículo integrado baseado em PBL em um curso de enfermagem

• Ano de defesa: 2025
• Autor(a) principal: COSTA, Nerriê Lelli
• Orientador(a): Sousa, Sidinei de Oliveira
• Banca de defesa: Santos, Danielle Aparecida do Nascimento dos , Cazañas, Eduardo Fuzetto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: aprendizagem baseada em problemas; currículo integrado; ensino de enfermagem; formação docente; metodologias ativas
• Palavras-chave em Inglês: problem-based learning; integrated curriculum; nursing education; teacher training; active learning methodologies
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1707

Traditional teaching methods, predominantly instructor-centered and instructional-based, have shown limitations in fostering critical and active student learning, particularly in health education programs. In this context, Problem-Based Learning (PBL) emerges as an innovative alternative by promoting knowledge construction in an integrated manner, valuing active learning, and encouraging contextualized problem-solving. This study is linked to Research Line 2 – Formative Processes and Educational Practices – of the Graduate Program in Education at Universidade do Oeste Paulista (Unoeste) and investigates the implementation process of an integrated curriculum based on PBL in a Nursing program at a private institution. The objective of this study is to analyze the challenges, impacts, and strategies adopted during the implementation of PBL, considering the perspectives of tutors, coordinators, and the Structuring Teaching Core (NDE). To achieve this, a qualitative case study approach was adopted, employing document analysis and semi-structured interviews. Initially, a theoretical review was conducted on PBL and its applicability in Nursing education. The empirical research included the observation of PBL implementation, data collection from the NDE, and the analysis of faculty perceptions regarding the methodology. The findings indicate that PBL enhances clinical reasoning development, student autonomy, and collaborative learning, aligning with the National Curriculum Guidelines for Nursing Education. However, challenges such as initial faculty resistance to methodological change, the need for continuous professional development, and the adaptation of assessment tools to effectively measure student performance were identified. Additionally, despite the positive acceptance of PBL, some students still experience difficulties in managing the autonomy required by the methodology, underscoring the importance of faculty support in the transition to this teaching model. This research contributes to the improvement of pedagogical practices in Nursing education and provides insights for future curriculum reforms in programs that adopt active learning methodologies. The implementation of PBL has proven effective in fostering meaningful learning, integrating theory and practice, and developing essential competencies for professional nursing practice, such as decision-making, critical thinking, and problem-solving skills.