Panorama das concepções pedagógicas que apóiam o processo avaliativo nos cursos em enfermagem

Abstract

This study aims to identify the pedagogical concepts which lie in the evaluation process used in the courses in Nursing. The method used was an integrative review of literature. To select the sample population and the present study a search was made in the databases of the Virtual Health Library (VHL). The descriptors used were 'evaluation methods', 'nursing education', 'assessment', 'educational assessment', 'teaching' and 'learning', composing articles the population by 5452 and after filters were used in accordance with a pre - selection reaching 11 articles. The results show that it is the pedagogical concepts that rely on an evaluation process employed in the selected articles found that most of the studies (N = 6, 54%) showed that the schools are in transition processes evaluated with respect to pedagogical concepts, with a school already with great predominance of the design sector. In the analysis of the results obtained with the use of pedagogical concepts that support the evaluation process, we found that most of the articles (N = 6, 54%) revealed that students found it easier in the process of teaching and learning when teachers use a transformer evaluation process, focusing on questioning, was also evidenced in these articles, an increase in the credibility of the students in the process they covered during the training. Concludes with this research that there is still the predominant pedagogical concept in the evaluation process supported conservative, that is, still using the classificatory logic and selective techniques are still anchored in traditional pedagogical