Banca de QUALIFICAÇÃO: SAMELLA KARINE DE MACEDO LEOPOLDINO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : SAMELLA KARINE DE MACEDO LEOPOLDINO
DATE: 14/03/2025
TIME: 14:00
LOCAL: Google Meet
TITLE:

Educational Paradigms in teaching Embryology to Nursing professionals

KEY WORDS:

Morphology Teaching; Learning Stations; Nurse.

PAGES: 67
BIG AREA: Ciências Biológicas
AREA: Morfologia
SUMMARY:

Introduction: Embryology is a fundamental discipline in biomedical undergraduate programs, focusing on the study of embryonic and fetal development. It covers the formation of gametes and the zygote, the development of fetal and extra-fetal tissues, and the diagnosis of developmental disorders, highlighting its importance in clinical practice. Nurses play a crucial role in directly assisting patients, including non-pregnant women, pregnant women, and neonates. In their practice, these professionals may encounter gestational and neonatal complications, and knowledge of embryology enables more accurate and effective care. However, teaching embryology is challenging due to the rapid events of development, requiring the ability to comprehend three-dimensional intrauterine dynamics. Typically, the subject has a limited number of teaching hours, contributing to gaps in nursing education and distancing students from clinical practice. Therefore, it is necessary to study educational paradigms in embryology teaching for nursing and to implement methodologies that enhance content comprehension and bridge the gap between theory and practice. Objective: To contribute to the consolidation of embryology knowledge for nursing professionals by integrating academic knowledge with clinical practice. Methodology: This is a qualitative, descriptive, cross-sectional study that surveyed higher education institutions in Brazil offering undergraduate nursing programs that include embryology and analyzed their curricula. Simultaneously, an integrative literature review was conducted to identify the most prevalent gestational and neonatal complications in clinical practice. The next phase involved Learning Stations (LS) applied to nursing students, using anatomical specimens and didactic models related to the development of complications—an essential aspect of nursing care. Practicing nurses participated in the study by responding to a questionnaire to assess their experience with the subject and guide the proposed activities. Results: The analysis of nurse’s responses revealed, among other findings, that 79% had to apply knowledge acquired in embryology during their professional practice, and 32% believed that topics such as organ system development and congenital malformations should have been more thoroughly covered during their undergraduate studies but were not. A limited use of active methodologies to support learning in embryology was observed, along with a lack of practical lessons. Among nursing students, the implementation of LS enhanced their confidence, security, interest, and learning. It also contributed to the theoretical-practical integration of the content, with a high level of participant satisfaction. Final considerations: Preliminary results demonstrated that integrating embryology teaching with clinical practice, alongside didactic models, can enhance the role of nurses in maternal-fetal health. It is expected that the findings of this research will contribute to further studies in the field, fostering a new perspective on the importance of embryology education in nursing. This aims to improve the training of future professionals and enhance the care provided to women and neonates.

COMMITTEE MEMBERS:
Externa à Instituição - LUCIANA HOFFERT CASTRO CRUZ
Presidente - 1718086 - DANIELLE BARBOSA MORAIS
Externa ao Programa - 3291543 - RENATA SWANY SOARES DO NASCIMENTO - null